PROFESSIONAL LEARNING TEAM REPORT
2011-2012
PLT Title
Implementing Reading “RTI” in the Middle School Classroom
Blurb for PLT Conference Brochure
How do we address the needs of Tier II (weak, but not the kids on Ed Plans) readers within our regular
education classrooms in the 5th and 6th grades? Are there quick, accurate “screeners” to identify weak
readers early on in the school year? What teaching strategies will help weak readers make progress?
These are a few of the questions our PLT addressed this year. Results were sometimes inconclusive,
but we’ll share share what we tried.
Contact Information (Write * next to facilitator’s name.)
Name
School
*Laura Tracey
Chenery
Dana Feingold
Chenery
Maureen Lanoix
Chenery
Jessica DeFrances
Chenery
Grade Level or Subject
6th Grade LA/SS
6th Grade LA/SS
Reading Specialist
Grade 5
Guiding Theme
X Differentiated Instruction/RTI
Integrated, Real-Life Experiences
Acquisition of 21st Century Skills
Deepening Teacher Content Knowledge
Improving School Climate/Culture
Teaching the “Whole Student”
Other (explain) _______________________________________________________
Inquiry Question
How do we diagnose struggling readers and identify effective interventions that work within the regular
classroom in order to improve their fluency and comprehension?
Process
Our group:
1. Assessed the effectiveness of Dibels and Aims Web screeners by trying them in our classrooms
and comparing their results to our own qualitative assessments and the MCAS.
2. We evaluated 3 other more in-depth reading assessments as possible diagnostic tests that
teachers could use in their classrooms.
3. We each chose 2-3 students in our classes on whom to focus our attention. Their progress
would be measured by using MCAS scores this coming summer.
4. We tried various strategies designed to increase students’ reading practice time and reported
on: ease of use.
5. We taught various reading strategies to the whole class, we assessed mastery of the skill by
particular students by looking at their performance on formative assessments.
6. We read articles about current reading instruction theory: instructional level text not always
necessary to use.
Findings
1.
2.
3.
4.
5.
6.
Aims Web and Dibels screeners are quick and easy to use. However, they are no more accurate
than MCAS data at identifying weak readers.
Scholastic 3-Minute Reading Assessments are an accurate, quick diagnostic reading assessment
that teachers could use to learn about reading fluency/comprehension skills of a student.
However, they are overused and a similar type of assessment still needs to be found.
Teachers’ qualitative evaluation of student work also is a good diagnostic tool.
Whole class instruction of reading skills often does not work for Tier II readers (focus,
engagement?)
Reading strategies such as finding times to work 1-on-1 or in small groups with weak students,
finding opportunities for students to read orally (6th grade) are seemingly most effective.
Working with parents to keep kids reading at home, and/or sending home appropriate
independent reading material seems effective.
Recommendations / Next Steps
Find another, quick assessment much like Scholastic 3-Minute Reading Assessments that classroom
teachers could use as a diagnostic tool.
Work with administrators to find a way to implement the structure of RTI in the 5th and 6th grades.
Use MCAS data to identify weak readers early on in the school year. Find times immediately to work
with these kids one-on-one to model reading strategies and engage them in reading.