This is the bottom of the pyramid because it means ALL means ALL. All the students in your class are receiving a guaranteed and viable curriculum that is being provided explicitly and following a scope and sequence.

Students are general education students first. 

If you have more than 50% of your students needing interventions. You have a core instruction or Tier 1 problem. NOT AN INTERVENTION PROBLEM.

In the landscape of what our classrooms look like it's getting harder to ensure that all students receive high-quality instruction is a primary goal. At the heart of this mission lies Tier 1 instruction, also known as core instruction. This foundational level of teaching is critical for meeting the diverse needs of students in the classroom and ensuring that all students, regardless of their background or abilities, have access to a rigorous and engaging education.

What is Tier 1 Instruction?

Tier 1 instruction is the baseline level of teaching that all students receive in a general education classroom. It is designed to be effective for the majority of students, providing a strong foundation in key academic areas. The primary aim of Tier 1 instruction is to deliver high-quality, evidence-based teaching practices that promote student learning and achievement.

What are Diagnostic Assessments?

Diagnostic assessments in education are tools used to identify students' strengths, weaknesses, knowledge, and skills prior to instruction. They help educators understand students' learning needs and tailor instruction accordingly. Here are some key features and purposes of diagnostic assessments:

Identification of Learning Gaps: They identify specific areas where students are struggling or excelling, allowing for targeted interventions.

Personalized Instruction: The results can inform differentiated instruction strategies to meet the diverse needs of students.

Baseline Data: They provide baseline data to measure student growth over time.

Early Intervention: Early identification of learning difficulties enables timely support and intervention, preventing minor issues from becoming major obstacles.

Informed Instructional Planning: Teachers can use the data to plan lessons that address the specific needs of their students, enhancing the effectiveness of instruction.

Examples of diagnostic assessments include:

Pre-tests: Assessments given before a unit or course to gauge prior knowledge.

Screening Tests: Brief assessments to identify students at risk of academic difficulties.

Reading Inventories: Tools that assess reading skills, such as phonemic awareness, fluency, and comprehension.

Math Diagnostics: Assessments that evaluate specific math skills and concepts.

Diagnostic assessments are an essential component of the Multi-Tiered System of Supports (MTSS), particularly in Tier 2, where they help identify students who need additional support and inform the development of targeted interventions.

Examples of Diagnostic Assessments are iReady and STARR.

What Universal Assessments?

Universal assessments in education are standardized tests administered to all students within a specific grade level, school, or district to evaluate their academic performance and identify areas needing improvement. These assessments are designed to provide a broad overview of students' skills and knowledge, ensuring that educators can make informed decisions about curriculum and instruction. 

Here are some key aspects of universal assessments:

Screening: They serve as a screening tool to identify students who may need further diagnostic assessment or intervention.

Benchmarking: Universal assessments help establish performance benchmarks and track student progress over time.

Equity: They ensure that all students are assessed using the same criteria, promoting fairness and equity in education.

Accountability: Results from these assessments are often used for accountability purposes, informing policy decisions, and evaluating educational programs.

Data-Driven Decision Making: The data gathered helps educators and administrators make informed decisions about resource allocation, instructional strategies, and professional development needs.

Examples of universal assessments include:

State Standardized Tests: These are mandated by state education departments and cover subjects such as math, reading, and science.

National Assessments: Examples include the National Assessment of Educational Progress (NAEP) in the United States.

Universal Screening Tools: Brief assessments administered to all students at the beginning of the school year to identify those at risk of academic difficulties. Examples include Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Measures of Academic Progress (MAP).

Formative Assessments: Tools like quizzes or interim assessments that provide ongoing feedback to teachers and students.

Universal assessments are a critical component of the Multi-Tiered System of Supports (MTSS), particularly in Tier 1, where they help ensure that all students receive high-quality, standards-aligned instruction and that those who need additional support are identified early.

The Importance of Tier 1 Instruction

Inclusivity and Equity: Tier 1 instruction ensures that every student has access to quality education. By implementing effective teaching strategies at this level, educators can address the diverse needs of their students, reducing the achievement gap and promoting equity in education.

Preventative Approach: High-quality Tier 1 instruction serves as a preventative measure, reducing the need for more intensive interventions. When core instruction is strong, fewer students will require additional support, which can be time-consuming and costly.

Efficiency in Resource Allocation: By focusing on improving Tier 1 instruction, schools can allocate their resources more efficiently. Effective core instruction reduces the strain on special education services and intervention programs, allowing those resources to be directed to students who need them the most.

Foundation for Lifelong Learning: Strong Tier 1 instruction lays the groundwork for lifelong learning. It equips students with essential skills and knowledge, fostering a love for learning and encouraging them to pursue further education and personal development.

Strategies in Implementing Science of Reading Best Practices in Core Instruction

To ensure that Tier 1 instruction aligns with the science of reading, teachers must integrate evidence or research based practices into their teaching. Here are some strategies to consider:

• Explicit Instruction: Explicit teaching involves clear, direct instruction on specific skills and concepts. This approach is particularly effective for teaching phonemic awareness and phonics. For example, teachers can use systematic phonics programs that guide students through a sequence of letter-sound relationships, starting with the simplest and gradually increasing in complexity.
• Systematic and Sequential Instruction: Reading instruction should follow a logical sequence, building on previously taught skills. This approach helps students develop a solid foundation and ensures that they master basic skills before moving on to more complex ones.
• Differentiated Instruction: While Tier 1 instruction is designed to meet the needs of most students, it is important to recognize that students have varying abilities and learning styles. Differentiated instruction involves tailoring teaching methods and materials to accommodate these differences. For example, teachers can use small group instruction to provide additional support to students who are struggling with specific skills.
• Integrated Literacy Activities: Reading instruction should be integrated with other areas of the curriculum, such as writing, speaking, and listening. This holistic approach reinforces literacy skills and helps students see the relevance of reading in different contexts.
• Ongoing Assessment and Feedback: Regular assessment and feedback are essential for monitoring student progress and adjusting instruction as needed. Formative assessments, such as running records and informal reading inventories, provide valuable insights into students’ reading abilities and help teachers identify areas where additional support is needed.

Strategies for Implementing Math Best Practices in Core Instruction

Implementing best practices in math instruction is essential for fostering a deep understanding of mathematical concepts among students. Effective math instruction not only helps students succeed academically but also equips them with critical thinking and problem-solving skills necessary for real-world applications. Here are several strategies classroom teachers can use to implement math best practices in their core instruction.

1. Focus on Conceptual Understanding: One of the most crucial aspects of effective math instruction is helping students develop a deep conceptual understanding of mathematical concepts. Instead of merely teaching procedures and algorithms, focus on the underlying principles. Use visual aids, manipulatives, and real-life examples to illustrate abstract concepts. Encourage students to explain their reasoning and explore different ways to solve problems. By building a strong foundation of conceptual knowledge, students are better equipped to tackle complex problems and apply their learning in various contexts.

2. Incorporate Problem-Solving and Critical Thinking: Mathematics is not just about finding the right answers; it's about understanding the process and thinking critically about problems. Incorporate problem-solving activities that challenge students to think creatively and reason logically. Present open-ended problems that have multiple solutions or approaches. Encourage students to discuss their problem-solving strategies with peers and justify their reasoning. This practice not only enhances their critical thinking skills but also promotes a growth mindset, where students view challenges as opportunities to learn and improve.

3. Use Formative Assessments: Formative assessments are essential tools for gauging student understanding and guiding instruction. Regularly use formative assessments such as quizzes, exit tickets, and informal observations to check for understanding. Analyze the results to identify areas where students are struggling and adjust your instruction accordingly. Formative assessments provide immediate feedback to both teachers and students, allowing for timely interventions and support.

4. Differentiate Instruction: In any classroom, students have diverse learning needs and paces. Differentiating instruction ensures that all students have access to the curriculum and can succeed. Use flexible grouping to provide targeted instruction based on students' needs. Offer varied tasks and activities that cater to different learning styles and levels of readiness. Incorporate technology and online resources to provide personalized learning experiences. Differentiation allows you to meet students where they are and help them progress effectively.

5. Promote Mathematical Discourse: Encouraging mathematical discourse in the classroom helps students articulate their thinking and deepen their understanding. Create a classroom environment where students feel comfortable sharing their ideas, asking questions, and engaging in discussions. Use open-ended questions and prompts to stimulate conversation. Encourage students to explain their reasoning, critique the reasoning of others, and build on each other's ideas. Mathematical discourse not only enhances understanding but also fosters a collaborative learning community.

6. Integrate Technology: Technology can be a powerful tool in math instruction when used effectively. Use digital tools and resources to enhance learning and engagement. Interactive math software, virtual manipulatives, and online games can provide dynamic and interactive experiences that make learning math fun and engaging. Additionally, technology can facilitate differentiated instruction by providing personalized learning paths and instant feedback.

7. Connect Math to Real-Life Contexts: Making math relevant to students' lives helps them see the value and application of what they are learning. Incorporate real-life contexts and problems into your lessons. Use examples from everyday life, such as shopping, cooking, or sports, to illustrate mathematical concepts. Engage students in projects that require them to apply their math skills to solve real-world problems. Connecting math to real-life situations makes learning more meaningful and motivates students to engage with the content.

8. Provide Ongoing Professional Development:  Continual professional development is essential for staying current with best practices in math instruction. Participate in workshops, conferences, and professional learning communities to enhance your teaching skills and knowledge. Collaborate with colleagues to share strategies and resources. Reflect on your practice and seek feedback to improve your instruction. Ongoing professional development ensures that you are equipped with the latest research and techniques to provide high-quality math instruction.

Challenges and Considerations

Implementing high-quality Tier 1 instruction is not without its challenges. Here are a few considerations for educators:

1. Professional Development: Ensuring that teachers have the knowledge and skills to implement evidence-based reading practices requires ongoing professional development. Schools must invest in training programs that equip teachers with the latest research and instructional strategies.

2. Curriculum Alignment: The curriculum must align with the principles of the science of reading. Schools should evaluate their reading programs and materials to ensure they support systematic and explicit instruction.

3. Time and Resources: Effective reading instruction requires adequate time and resources. Schools must prioritize literacy instruction and allocate sufficient time for teachers to plan, teach, and assess student learning.

4. Student Engagement: Keeping students engaged and motivated is crucial for successful reading instruction. Teachers should use a variety of instructional strategies and materials to maintain student interest and encourage a love for reading.

Tier 1 instruction forms the bedrock of an equitable and effective grade level instruction, ensuring that all students receive a guaranteed and viable curriculum delivered through explicit teaching and a well-defined scope and sequence. Recognizing that general education students are the priority, a high percentage of students needing intervention signals a need to strengthen core instruction rather than solely focusing on interventions. Diagnostic and universal assessments play crucial roles in informing and monitoring the effectiveness of this foundational tier. Ultimately, prioritizing robust Tier 1 instruction fosters inclusivity, prevents the overuse of intervention resources, and builds a strong academic foundation for all learners.

What is RIOT/ICEL and what does it have to do with my vocabulary project??

How it all works?

The Framework

The Individuals with Disabilities Education Act (IDEA) requires that special education evaluations be sufficiently comprehensive to make eligibility decisions and identify the student’s educational needs, whether or not commonly linked to the disability category in which the student has been classified (34 CFR 300.304). Comprehensive evaluations are conducted in a culturally and linguistically responsive manner; non-discriminatory for students of all cultural, racial, ethnic, socioeconomic, and other backgrounds. When conducting special education evaluations, IEP teams must follow all procedural and substantive evaluation requirements specified in IDEA. 

The BIG Ideas

• Special education evaluations must be sufficiently comprehensive for IEP teams to determine special education eligibility or continuing eligibility and to identify the educational needs of the student, whether or not commonly linked to the student’s identified disability category(ies).
• A comprehensive evaluation is a process, not an event. IEP team participants work together to explore, problem-solve, and make decisions about eligibility for special education services. If found eligible, the IEP team uses information gathered during the evaluation to collectively develop the content of the student’s IEP.
• A comprehensive special education evaluation actively engages the family throughout the evaluation process.
• Comprehensive evaluations are first and foremost “needs focused” on identifying academic and functional skill areas affected by the student’s disability, rather than “label focused” on identifying a disability category label which may or may not, accurately infer student need.
• Developmentally and educationally relevant questions about instruction, curriculum, environment, as well as the student, guide the evaluation. Such questions are especially helpful during the review of existing data to determine what if any, additional information is needed. 
• Asking clarifying questions throughout the evaluation helps the team explore educational concerns as well as student strengths and needs such as barriers to and conditions that support student learning, and important skills the student needs to develop or improve.
• Culturally responsive problem-solving and data-based decision-making using current, valid, and reliable (i.e. accurate) assessment data and information is critical to conducting a comprehensive evaluation.
• Assessment tools and strategies used to collect additional information must be linguistically and culturally sensitive and must provide accurate and useful data about the student’s academic, developmental, and functional skills.
• Data and other information used during the evaluation process is collected through multiple means including review, interview, observation, and testing; as well as across domains of learning including instruction, curriculum, environment, and learner.
• Individuals who collect and interpret assessment data and other information during an evaluation must be appropriately skilled in test administration and other data collection methods. This includes understanding how systemic, racial, and other types of bias may influence data collection and interpretation, and how individual student characteristics may influence results.
• Assessment data and other information gathered over time and across environments help the team understand and make evaluation decisions about the nature and effects of a student’s disability on their education.
• Comprehensive evaluations must provide information relevant to making decisions about how to educate the student. A comprehensive evaluation provides the foundation for developing an IEP that promotes student access, engagement, and progress in age or grade-level general education curriculum, instruction, and other activities, and environments.

The Balcony View

Comprehensive evaluations must provide information relevant to making decisions about how to educate the student so they can access, engage, and make meaningful progress toward meeting age and grade level standards. Assessment and collection of additional information play a central role during the evaluation and subsequently in IEP development and reviewing student progress. 

A comprehensive evaluation takes into account Career Readiness, a growing awareness of the relationship between evaluation and IEP development, and the need for information about how special education evaluations and reevaluations can be made more useful for IEP development.

The 2017 US Supreme Court Endrew F. case also brought renewed attention to the importance of knowing whether a student's IEP is sufficient to enable a student with a disability to make progress “appropriate in light of their circumstances.” Finally, updated guidance, including results of statewide procedural compliance self-assessment, IDEA complaints addressing whether evaluations are sufficiently comprehensive, and continuing disproportionate disability identification, placement, and discipline in student groups who traditionally are not equitably served.

A comprehensive evaluation responds to stakeholders’ requests for more information and reinforces that every public school student graduates ready for further education, the workplace, and the community.

It seeks to ensure a Free Appropriate Public Education (FAPE) for every student protected under IDEA. It guides IEP teams in planning and conducting special education evaluations that explicitly address state and federal requirements to conduct comprehensive evaluations that help IEP teams to determine eligibility, and thoroughly and clearly identify student needs. 

Planning and Conducting a Comprehensive Special Education Evaluation

An Individualized Education Program (IEP) is the key to addressing a student’s disability-related needs.
It describes annual goals and the supports and services a student must receive so they can access, engage, and make progress in general education. 

A well-developed IEP is a vehicle to ensure that a Free Appropriate Public Education (FAPE) is provided to students protected under IDEA. A comprehensive special education evaluation provides the foundation for effective IEP development. 

A comprehensive special education evaluation is conducted by a student’s IEP team appointed by the district. The IEP team must include the parent as a required participant and essential partner in decision-making. Special Education evaluation is a collaborative IEP team responsibility. During the evaluation process, the team collectively gathers relevant information and uses it to make accurate and individualized decisions about a student’s eligibility or continuing eligibility, effects of disability, areas of strength, and academic and functional needs.

Data and other information used to make evaluation decisions come from a variety of sources and environments, often extending beyond the IEP team. Guided by educationally relevant questions, both existing and new information is compiled or collected, analyzed, integrated, and summarized by the IEP team to provide a comprehensive picture of the student’s educational strengths and needs.

A comprehensive special education evaluation is grounded in a culturally responsive problem-solving model in which potential systemic, racial, and other bias is addressed, and hypotheses about the nature and extent of the student’s disability are generated and explored.

Conducting a comprehensive special education evaluation requires planning. Each team has its own methods for planning and conducting comprehensive special education evaluations with guidance from the state and district.

Why RIOT/ICEL Matrix?

Have you ever sat in a meeting reviewing phonics data and someone asks if the student has mastered reading digraphs because the student doesn't demonstrate this in their small group?

Whether in an RTI meeting or just reviewing the data, this information helps plan the student's specific next steps. 

If your phonics program is like mine--it didn't come with a quick way to progress monitor a student after you have taught a sound (phonogram). And sometimes you need more than dictation and how they read in the last decodable text.

You need more than a gut check BUT you need a number to prove what the student knows.

This Progress Monitoring Tools for Phonics solves this problem. It's quick and super easy to give after you have taught a sound. You can learn if students can read the phonogram at the word level (real & nonsense), sentence level, or in a paragraph with controlled text. 

I use this Phonics Tool as a pre/post with mixed sounds. This has a very specific set of sounds such as all short, all R-controlled or all digraphs. Then I can teach the sounds in the pattern, reassess and have the data to prove if they have it or not.

The teacher's copy of the tool is colored-coded to make it super easy to score and make decisions about what to do next. This progress monitoring tool can be completed by teachers, para-professionals, or volunteers. 

Each phonogram has its own page and you can find it again on a mixed pattern page. I have made the Phonics Progress Monitoring Tool paperless as well. It can be used with Google. The link is within the product.

What is MTSS?

A Multi-Tiered System of Supports (MTSS) is a framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level. MTSS is a coherent continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards.MTSS models rely on data to assess student needs and help teachers understand which kinds of intervention they need within each tier.

What is Response to Intervention?

Response to Intervention, or RTI, is an educational approach designed to help all learners to succeed, through a combination of high-quality instruction, early identification of struggling students, and responsive, targeted evidence-based interventions to address specific learning needs. RTI uses ongoing progress monitoring and data collection to facilitate data-based decision-making. In addition, the implementation of RTI will assist in the correct identification of learning or other disorders.

In my building, MTSS is the umbrella and RTI falls under it. All students are active participants in MTSS but not all students will be active participants in RTI. 

How does RTI work?

It operates on a 3-tiered framework of interventions at increasing levels of intensity. The process begins with high-quality core instruction in the general education classroom. Teachers use a variety of instructional methods to maximize student engagement and learning: modeling of skills, small group instruction, guided practice, independent practice, to name a few.

Through universal screening methods, struggling learners are identified and are given more intense instruction and interventions that are more targeted to individual needs. By giving frequent assessments and analyzing data, teachers make decisions about what levels of intervention will best support student achievement.

What are the Tiers?

Tier I: This is the guaranteed and viable curriculum that all students receive each day within their general education classrooms. It is High quality, research-based core instruction in the general education classroom. All students are given universal screening assessments to ensure that they are progressing and are learning essential skills. {Sidenote: A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that guarantees that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.}

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at-risk” through universal screenings and/or results on state- or district-wide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system and documentation method.

Tier II: More intensive, targeted instruction, matched to student needs, is delivered to students who are not making adequate progress in Tier I; they often receive instruction in small groups. They receive progress monitoring weekly, and teachers regularly evaluate data to assess whether students are making progress or need different or more intense intervention.

Targeted Interventions are a part of Tier 2 for students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Tier II interventions serve approximately 15% of the student population. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier III: The most intensive, individualized level of intervention. Students who have not responded to Tier II intervention receive daily, small group or one-on-one instruction. Students in this level often are already receiving special education services, or are referred for further evaluation for special education.

Here students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. This is typically about 5% of your student population. 

So what does all of this mean???

What that means is this. A teacher or parent identifies a student’s needs, and they try some interventions. Sounds simple enough, right? 

So what’s the problem?

I have a family member who was struggling in reading. Mom talked to the teacher. The Teacher put the child in the RTI reading program. And she made progress and caught up with her peers. 

That is the main benefit of RTI. For the right kid, with the right intervention, that’s all they need. 

It can also look like a gifted student receiving enrichment in an area of strength like math. 

The downside to RTI, it can feel like the school or district is stalling to identify special education needs. Remember, students are general education students first. 

RTI is a general education progress. It's open to all students who fall below a benchmark. In Colorado, we look at iReady cut scores. Interventions need to be evidenced-based (which doesn’t always happen). This means teachers have to progress monitor students to ensure they are making progress within the selected intervention and if they are not bring them to the building RTI team. 

Every building works this process differently. In my building, we ask all teachers who have concerns about students to bring them to the RTI team. This ensures that teachers feel supported, the correct interventions are in place and should the student need to move forward with a special education evaluation the data the team needs is there. We also encourage parents to join the meetings. There is always a follow-up meeting scheduled 6 to 8 weeks out.

IDEA specifically addresses RTI and evaluations.

The 2004 reauthorization of IDEA makes mention of RTI as a method of part of the process of identifying SLD:

• In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that “a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability[…]”
• Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, “a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.”
• Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does. IDEA now authorizes the use of up to 15% of IDEA allocated funds for EIS.

So this is the part where I expect to get pushback. But RTI has been overused and abused. Used to delay Special Education Evaluations and Services. Often.

So much so that the OSEP has put out multiple guidance letters about this.

If your child is in RTI and is doing well, great! I mean it! I am always happy to see a child’s needs being met. However, just have it on your radar that RTI is sometimes used to delay evaluations or IEPs. The old “Let’s try RTI and ‘wait and see.‘ ” Go with your gut. If you believe your child needs an IEP, request IEP evaluations.

Bonus tip: Your child can be going through the IEP evaluation process and receive RTI interventions at the same time!

Parents, how do you know if their children are making progress?

An essential element of RTI is ongoing communication between teachers and parents. As parents, you are kept involved and informed of the process every step of the way, beginning with notification that your child has been identified as struggling in one or more areas and will receive more intensive intervention. If your child receives more targeted instruction in Tier II or Tier III, he or she will be progress monitored frequently. Teachers will share progress monitoring data with you regularly through meetings, phone calls, or emails, as well as progress reports sent home showing assessment data. 

When in doubt, ask the teacher for the data. 

This is one way the process can look. The big piece for RTI to work is having the process monitoring data so decisions can be made timely. 

This year as my building redoes their RTI process, they put WHY at the forefront of the process.

Why?

How else are you going to figure out what the student’s needs really are!

The Root Cause is so much more than just the test scores or the informal assessment scores you get. Getting to the bottom or root cause of why a student struggles takes a team, an open mind, and time. It's hard finding the one or two things that if you provide interventions or strategies for the student takes off.

My team most works on IEP goals. With the way building schedules have come together, it is all the time we have to work on. We work as a team to find the root cause behind their struggles. This is the process we use to find a student's Root Cause. When we work through a Root Cause Analysis we follow the same steps--make sure you bring an open mind and your data.


Scenario
Problem Statement: The student struggles with decoding.

Formal Reading Assessment

• Alphabet: 63%ile
• Meaning: 2nd%ile
• Reading Quotient: 16th%ile

Based on formal testing the student doesn’t have any decoding concerns but his Reading Comprehension score is significantly below the 12th%ile.

WHY?

I need more information.

DIBLES Scores for a 2nd grader

• Nonsense Word Fluency: 32 sounds; Benchmark 54 sounds in a minute; Gap 1.68
• Phoneme Segmentation Fluency: 47 sounds; Benchmark 40 sounds in a minute; Gap .85
• Oral Reading Fluency: 11 words; Benchmark 52 words in a minute; Gap 4.7

DIBELS shows the student knows their sounds and letters but there is something up with the oral reading fluency. There is a significant gap greater than 2.0.

WHY?

Complete:

• Error Analysis of ORF passage
• Assess sight words
• Does Phonological Processing need to be assessed?

Oral Reading Fluency error analysis shows 68% accuracy with 16 words read.
Assessing sight words show they know 41 of the first 100.
The decision was made based on what looks like a decoding weakness Phonological Processing was assessed--scores were in the average range.

What do I know now?
The student has a decoding weakness. He would benefit from a phonics highly structured phonics program.

Why??

This time I only needed three WHYS to figure out what the true problem is for the student. Sometimes you need more. On average it tends to run closer to five.


This process was completed with my team not during RTI. The decision to target phonics could have been reached without the formal testing and just with DIBELS and Sight Words.

My team uses this approach to help each other when we get stuck and need to take a step back and need more voices to look at the data.

As a special education team, we target only IEP goals and scaffold the student's skills up to access the grade-level curriculum. So the more specific we can be the better--we don’t want to waste time messing around with large messy goals that don’t end up helping the student close achievement gaps.

Go back to RTI.

How could this process be used during an RTI meeting?

Questions and dialogue are key concepts here. Talk about what the numbers tell you. Start with strengths and needs. Just the facts! Don’t interpret anything.  Work through the data dialogue process as I outlined in the E-workbook: RTI Data Clarity freebie. I also included several worksheets to help teams work towards finding a student’s root cause.

Working to find the root cause of why a student is struggling is hard work. The dialogue with your team is a great way to bring in more voices. This in turns brings in more ideas that may help the student. Make sure you bring the Data Clarity e-workbook to help.

Do you similar to help your team find a student’s root cause? Feel free to brag about your success in the comments!

Are you wondering how you can use this idea with your team? Check out my free E-Workbook: RTI Data Clarity.

Chat soon,

I’m not a Speech/Language Teacher. BUT I have many students how NEED way more language support than just a one-shot deal. Finding ways to embed extra language support without it taking up tons of extra that I just don’t have in groups is hard. This week I have collected a few ideas that I have helped me build more vocabulary and language support in my small groups.

WHAT DOESN'T WORK?

The key weakness in all of these practices is the limited or rote interaction students have with the new word/concept. Here is a short list of these less effective approaches.

1) Look them up. Certainly, dictionaries have their place, especially during writing, but the act of looking up a word and copying a definition is not likely to result in vocabulary learning (especially if there are long lists of unrelated words to look up and for which to copy the definitions).
2) Use them in a sentence. Writing sentences with new vocabulary AFTER some understanding of the word is helpful; however to assign this task before the study of word meaning is of little value.
3) Use context. There is little research to suggest that context is a very reliable source of learning word meanings.
4) Memorize definitions. Rote learning of word meanings is likely to results, at best, in the ability to parrot back what is not clearly understood.

All of these less effective approaches is the lack of active student involvement in connecting the new concept/meaning to their existing knowledge base. Vocabulary learning must include active engagement in constructing understanding and not simply on passive learning of information from a text.

WHAT DOES WORK?

Reviewing the research literature on vocabulary instruction leads to the conclusion that there is no single best strategy to teach word meanings but that all effective strategies require students to go beyond the definitional and make connections between the new and the known. The research on effective vocabulary teaching as coming down to three critical notions:

Integration—connecting new vocabulary to prior knowledge
Repetition—encountering/using the word/concept many times
Meaningful use—multiple opportunities to use new words in reading, writing and soon discussion.

Increase the Amount of Independent Reading

The largest influence on students' vocabulary is the sheer volume of reading they do, especially wide reading that includes a rich variety of texts. The following strategies can help motivate reluctant readers:

• Matching text difficulty to student reading level and personal interests (e.g. using the Lexile system)
• Reading incentive programs that include taking quizzes on books read (e.g., Accelerated Reader, Reading Counts)
• Regular discussion, such as literature circles, book clubs, quick reviews, of what students are reading
• Setting weekly/individual goals for reading volume
• Adding more structure to Sustained Silent Reading by including a 5-minute quick-write at the end of the reading period, then randomly selecting three or four papers to read/grade to increase student accountability.
• Select the Most Important Words to Teach
• Students with weak reading skills are likely to view all new words as equally challenging and important, so it is imperative for the teacher to point out those words that are truly important to a student's academic vocabulary base. (THINK--picture walk) 
• Teaching vocabulary is teaching new labels or finer descriptions for familiar concepts. In contrast, teaching concepts involves introducing students to new ideas/notions/theories and so on that require significantly more instruction to build real understanding. 

Teachers can get more out of direct vocabulary work by selecting words carefully. More time-consuming and complex strategies are best saved for conceptually challenging words, while relatively expedient strategies can assist students in learning new labels or drawing finer-grained distinctions around known concepts. Making wise choices about which words to teach directly, how much time to take, and when enough is enough is essential to vocabulary building.

• Distinguish between words that simply label concepts students know and new words that represent new concepts.
• Ask yourself, "Is this concept/word generative? Will knowing it lead to important learning in other lessons/texts/units?"
• Be cautious to not "accessorize" vocabulary (e.g., spend too much time going over many clever adjectives that are very story specific and not likely to occur frequently). Rather, focus attention on critical academic vocabulary that is essential to understanding the big ideas in a text (e.g., prejudicial: As students learn the meanings of pre- and judge, they can connect to other concepts they know, such as "unfair.")
• Using State and Common Core Standards to see what is taught
• Use Tiered Vocabulary
• Tier 1 Academic Vocabulary: Basic words that commonly appear in the spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk.