Webinar Video: Components of a Multi-tiered System of Supports for reading
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Presented November 13, 2019 by Cory Stai, Read Naturally's Associate Director of Curriculum
Meeting the unique needs of every learner is hard! However, when adults collaborate to monitor each learner’s progress, they can leverage collective knowledge and resources to provide the prevention and supports children and teens need to reach their potentials: this outcome is the purpose for establishing a Multi-Tiered System of Supports (MTSS). This brief webinar provides an overview of MTSS, its components, and Read Naturally intervention programs that can be used within an academic MTSS framework.
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Webinar Handouts
Slides for this webinar
Read Naturally Strategy Rationale & Research Brief
Topics Covered
- The purposes and relationships among MTSS, RTI, and PBIS.
- The core components of a Multi-tiered System of Supports.
- Read Naturally programs for Tier 2 and Tier 3 intervention.
- Read Naturally program features that support the implementation of MTSS.
Duration
30 minutes
Audience
This webinar is designed for those unfamiliar with, or seeking a review of, MTSS or Read Naturally’s intervention programs, including:
- Classroom teachers
- Educational specialists (Title I, special education, ESL, reading, or others)
- Educational leaders (curriculum specialists, principals, or others)
Frequently Asked Questions
Thank you for spending time with the presentation 5 Essential Components of MTSS for Reading. The following Q and A are representative of some common themes from questions asked prior, during, or after the MTSS webinar; responses are offered here to all participants to answer high-interest topics not addressed in the presentation.
There are many benefits for English Learners and opportunities for teachers to customize the program in ways that support them. To learn more about benefits and suggestions for program adaptations, you may explore the following resources on our website:
Read Naturally recommends that students work in the program a minimum of 30 minutes 3–5 days per week. The more students work in the program, the greater gains you can expect to see. Time scheduled is not necessarily time worked in the program; systems should monitor that students experience scheduled time as intended (consider intervention time missed due to holidays, assemblies, field trips, illness, etc.) and that they are spending their time on task when present for scheduled time. Finally, systems should also monitor that there are enough staff and volunteers present so that students are not waiting on adults to complete cold timings or the pass step of the program. Read Naturally recommends that there be no more than 6 students per teacher; however, educational assistants, parents, or other adult volunteers can also be trained to help under the direction of the teacher, allowing more students to be served in the same session.
Dr. Dupuis’s 2017 analysis of grade 2 students found that those who did not complete at least 24 stories in the Read Naturally Live program (that is, at least one level in the Sequenced or Phonics series or two levels in the Idioms series) did not make statistically greater gains than a typical 2nd grade student. However, when a student completed 24-35 stories, their Average Weekly Improvement (AWI) gains were statistically significant and greater than typical learners. Those who completed 36 stories or more saw even greater gains (see the table below).
Average Weekly Improvement Fall to Spring by Number of Completed Stories | | Typical Grade 2 Improvement | 24-35 stories completed | 36 or more stories completed |
| Average Weekly Improvement | 1.15 WCPM | 1.43 WCPM | 1.63 WCPM |
This accelerated growth rate is necessary to close achievement gaps for students who are behind their peers. While we do not break down expectations for amount of time per day or week, it is clear that over the course of Tier 2 or 3 intervention with Read Naturally or Live or Encore II, students must complete at least one complete level to see benefits from the program, and the more stories they complete, the more growth will occur from the intervention.
Early intervention is critical for learners who demonstrate the characteristics of and/or have a diagnosis of dyslexia. Dr. Sally Shaywitz, co-director of the Yale Center for Dyslexia and Creativity and author of Overcoming Dyslexia, states that students with dyslexia typically need intensive, individualized instruction with feedback, guidance, and ongoing assessment in phonemic awareness, phonics, and reading fluency. Instructional programs should emphasize these core elements as well as build vocabulary and increase comprehension. Besides emphasizing multisensory instruction, the International Dyslexia Association states that "effective instruction for students with dyslexia is also explicit, direct, cumulative, intensive, and focused on the structure of the language." You may explore how features of Read Naturally interventions make them well-suited as reading programs for dyslexia on our website.
Our intervention programs employ explicit, systematic, multisensory approaches to support student mastery of phonics and are consistent with the philosophies of Orton-Gillingham-based approaches and orthographic mapping theory.
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