***What is Accelerated Reader?
DeMiguel students are starting in the Accelerated Reader (AR) program when they become established, independent readers. Students who are independently reading in grades 1-5 take a STAR assessment to guide individual AR goals.
To read more about the STAR test—go to
http://www.renlearn.com/sr/
Accelerated Reader is a computerized reading incentive program. The students read selected books and take a test. The computer awards points based on the difficulty of the book and the number of questions that the students answer correctly. Other useful information
Ø Students cannot take AR quizzes out our school.
Ø “Other reading quizzes” from the Harcourt Reading Series Trophies have been installed for your class
Ø The www.arbookfind.com sight is a way to find the AR reading level of book in your classroom library and at home. *If you have books at home and want to know what the AR level is please visit arbookfind.com. You can search by title or author.
Ø If your child is having difficulty finding an AR book at their level, here are some sites that you can use at home to help them:
*DeMiguel library catalog (Destiny)- Simply logon to the DeMiguel website http://www.fusd1.org/demiguel/site/default.asp. Then click on Library Media. From there click on Online Catalog- Destiny, then log on, and then DeMiguel. You will then be able to search our DeMiguel Library catalog by title, subject, or AR level.
***Here are our assessments used for instructional decisions for RTI
AimsWEb?
AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment. The results are reported to students, parents, teachers and administrators via a web-based data management and reporting system to determine response to intervention. (website)
http://www.aimsweb.com/4-Sight?
4Sight Benchmarks are assessment tools designed for grades 3-11 that are aligned to the AIMS math and reading tests in both content and format. A baseline is given at the beginning of the school year with three trimester assessments available to monitor student and class progress throughout the school year. Online tools help collect and analyze data to support data-informed decisions regarding instruction and strategies. ( Adapted from http://www.berksiu.org/pages/ProgramsServices_4Sight.aspx)
***What is RTI?
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner:
· High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom.
· Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.
· Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs.
· Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.
Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below.
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions
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 districtwide 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 such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2.
Tier 2: Targeted Interventions
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. 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 3: Intensive Interventions and Comprehensive Evaluation
At this level, 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.
It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education.
In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.
Taken from: http://www.rtinetwork.org/learn/what/whatisrti
***DeMiguel’s interventions used at Tier 2
K-1st Pals ---is primarily used by kindergarten and first graders. It focuses on phonological awareness (auditory skill manipulating spoken sounds) while adding in the beginning phonics skills of letter names and sounds.
Road to the code--- is for helping kindergartners and first graders who are having difficulty on their early literacy skills, Road to the Code is a successful, 11-week program for teaching phonemic awareness and letter sound correspondence. Developmentally sequenced, each of the 44 15-20-minute lessons features three activities — Say-It-and-Move-It, Letter Name and Sound Instruction, and Phonological Awareness Practice — that give students repeated opportunities to practice and enhance their beginning reading and spelling abilities.
Read Naturally is a reading fluency program. This is a program used mostly with students second grade and above. It’s primary focus is to improve reading fluency. This skill goes hand and hand with good comprehension so it is important. The program also includes vocabulary development and comprehension skills. (http://www.fcrr.org/FCRRReports/PDF/ReadNaturally.pdf)Comprehension Plus..is a program used with the lower level grades and focuses on a large variety of comprehension skills.
Explode the Code and Phonics for Reading- are two phonics programs used in our intervention groups. These programs primary focus in on phonics. Students learn letter/sound and combinations and practice using them fluently. The programs also include some phonological awareness and reading comprehension.
Making Connections Explicit instruction for comprehension skills and strategies
Grades 1–6
Grades 1–6
REWARDS is a specialized reading and writing program designed to teach intermediate and secondary students a flexible strategy for decoding long words and to increase their oral and silent reading fluency. The letters in the acronym stand for: Reading, Excellence, Word Attack and Rate Development, Strategies (http://www.soprislearning.com/cs/Satellite?c=CLG_Content_P&childpagename=Sopris%2FSopris_Layout&cid=1277940903905&pagename=Sopris_Wrapper&rendermode=previewnoinsitnd
Soar to Success is a reading intervention for students in grades 3-8 who are reading below grade level. It is used in addition to a school’s core reading program. Two primary goals of this intervention are: to accelerate students’ reading ability, and, to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts (http://www.fcrr.org/FCRRReports/PDF/soar_success.pdf)
Headsprout Early Reading is a supplemental beginning reading program for students in kindergarten through 2nd grade who are not yet reading or who are in the beginning stages of the reading process. Designed to teach the foundational skills and strategies that are critical in becoming a skilled, fluent reader, this internet-based program creatively captures the attention of the young reader through the use of engaging, highly interactive activities, and serves as an on-line tutor, providing one-on-one instruction. (http://www.fcrr.org/FCRRreports/PDF/headsprout_final.pdf)
***Rocket Math—developing math fact fluency
- Each student has their own goal based on their ability, and they are in competition with themselves.
- As the students progress, they are introduced to two facts rather than being expected to know all facts at one time. For example, test A will only have 2 facts plus their inverses. Test B-Z will each introduce two new facts while reviewing previous facts.
- Daily schedule
- Students write the date next to the letter of the test that they are taking (on the rocket - stapled to the front of their folder).
- If they passed their test the day before, they color in that letter on their rocket.
- Students work with a partner. Each person practices the top part of their test for 3 minutes. As they practice, their partner looks at the answers and stops them when they get one wrong. At which point, the person practicing has to repeat that problem and the correct answer 3 times. Then they go back 3 problems and start from there.
- After both students practice for 3 minutes each, all students take their 1 minute test.
- If students do not pass, they take their paper home and practice it for homework.
- If the student passes, we place a star at the top and put it back in their folder, so they can pull it out the next day to know they passed, and they moved on. If the student did not pass (whether they did not meet their goal or if they missed 1 or more problems), we put a check at the top and we place it in their cubby to take home for homework.
- We make a big deal that if they practice at home the ones they did not pass, they will pass faster than students who do not practice. We do consider it an optional homework; however, we put extra emphasis on when they practice they move faster.
- Students take a 2 minute test weekly to progress monitor how they are doing. You can have students graph their 2 minute progress, so they can watch themselves grow throughout the year.
- When students pass addition, they move onto subtraction, then multiplication and then division.
- You can start all students at letter "A", or you give the 15 second assessment to see if they can start further along. If it is the students' first time and/or the teachers' first time working with the program, it is probably best to start everyone on "A".
- You will notice some kids will fly through the letters, and some students might go at a slower pace. This is why the program is so successful; it truly allows students to work at their level!
We hope this overview helps! Please contact us if you have further questions!
