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Response to Instruction Part III. Teacher Collaboration. Teacher Collaboration Agenda. Review of assessment – formative and summative Review of Response to Instruction Introduction of collaborative meetings Post-it notes – core, strategic, intensive Instructional strategies support

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Response to Instruction Part III

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Response to instruction part iii l.jpg

Response to Instruction Part III

Teacher Collaboration

Alaska Department of Education and Early Development


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Teacher Collaboration Agenda

  • Review of assessment – formative and summative

  • Review of Response to Instruction

  • Introduction of collaborative meetings

    • Post-it notes – core, strategic, intensive

    • Instructional strategies support

    • Collaborative meeting process

      • protocols

  • Instructional Interventions

    • Curriculum samples

    • Butte Elementary sample

Alaska Department of Education and Early Development


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RTI Resources

  • Hardcastle, B. & Justice, K. (2006). RTI and the Classroom Teacher, LRP Publications

  • www.fcrr.org

  • www.interventioncentral.org

  • www.whatworksclearinghouse.com

  • www.metiri.com/techsolutions

  • www.mcrel.org

Alaska Department of Education and Early Development


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Protocol

  • Purpose to have respectful, in-depth, insightful conversation about teaching and learning

  • Listen while others are speaking

  • Be respectful of others comments and/or suggestions

  • Be cognizant of time if there is established limit

Alaska Department of Education and Early Development


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Assessment Review

  • Formative –Classroom based enabling the teacher to modify instruction.

    • ACFA

    • GLE Item Sampler

    • Teacher created

    • Curriculum Based Measures

  • Summative – usually published material that occurs at the end of a unit or year of instruction.

    • SBA

    • TerraNova

    • Unit Tests

Alaska Department of Education and Early Development


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Response to Instruction

Tier III – Intensive – 5%

Students will need intensive instructional interventions in order to access the standards

Tier II – Strategic – 15%

Students will comprehend need targeted instructional interventions in order to access the standards

Tier I – Core – 80%

Students will be able to access the standards with instruction provided with the core curriculum

Alaska Department of Education and Early Development


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RTI Guiding Questions

  • Is the core program sufficient?

  • If the core program is not sufficient, why isn’t it?

  • How will needs identified in the core be addressed?

  • How will the effectiveness and efficiency of the core be monitored over time?

  • Have improvements to the core been effective?

  • For which students is the core program sufficient or not sufficient and why?

  • Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development


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RTI Guiding Questions (continued)

These repeat for Supplemental Intensive

  • What specific supplemental and intensive instruction is needed?

  • How will supplemental and intensive instruction be delivered?

  • How will effectiveness of supplemental and intensive instruction be monitored?

  • Which students need to move to a different level of instruction?

  • Dave Tilly, Alaska EED Winter Conference, 2007

Alaska Department of Education and Early Development


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Collaborative Meetings

Alaska Department of Education and Early Development


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Teacher Collaboration

  • Collaborate – “to work jointly with others especially in an intellectual endeavor.”

    • (Webster’s Seventh New Collegiate Dictionary)

Alaska Department of Education and Early Development


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Collaborative Meeting

  • Using an established protocol

  • An instruction leader at the site level as facilitator

  • A time to reflect on current data, instructional strategies, programs, materials used, weaknesses, strengths in relation to teaching

  • Working together to increase the academic achievement of individual students and ultimately the school

Alaska Department of Education and Early Development


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Collaboration and Response to Instruction is …

  • Problem solving

  • Collaborating staff members

  • Using data from individual students

  • Continuously searching to find what works for an individual student

  • Implementing instructional interventions reliably and effectively

  • Helping ALL students be successful and work toward achieving the standards

Alaska Department of Education and Early Development


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Collaborating with AIMSweb Data

Alaska Department of Education and Early Development


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“Post-it Note Placement” - Fall

Jessica

Sam

Mark

Danielle

Karl

Agatha

Angel

Robert

Arthur

Angie

Ian

Alaska Department of Education and Early Development


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Tier I Lab

  • Using a protocol to guide your interactions

  • Utilize the triangle of school and/or district assessment data created previously, ask Tier I guiding questions about your assessment data

Alaska Department of Education and Early Development


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Tier I - Guiding Questions

  • What are our school goals? (Where are we? Where do we want to be?)

  • What percentage of our students are meeting benchmark goals?

  • Did we get more students to benchmark this year than last year?

  • Is the core program meeting the needs of the majority of the students (80%+)?

  • How will the effectiveness of the core program be monitored over time?

    • J. Knutson, 2007

Alaska Department of Education and Early Development


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Tier II Lab

  • Using a protocol to guide your interactions

  • Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data

Alaska Department of Education and Early Development


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Tier II – Guiding Questions

  • For which students is the core program not sufficient? Why?

  • What areas need to be targeted?

  • What instructional intervention materials are going to be used?

  • How much support is needed and how will it be delivered?

  • Are our instructional intervention programs being implemented with fidelity?

  • Are students moving from strategic to benchmark?

  • How effective are our Tier II instructional intervention groups?

  • Which students need an instructional change?

    • J. Knutson, 2007

Alaska Department of Education and Early Development


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Tier III - Lab

  • Using a protocol to guide your interactions

  • Utilize the triangle of school and/or district assessment data created previously, ask Tier II guiding questions about your assessment data

Alaska Department of Education and Early Development


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Tier III – Guiding Questions

  • Where is the student? Where do you want him/her to be and by when? (Goals)

  • What skills do we need to teach more explicitly?

  • What strategies and/or materials are we going to use to teach the target skills?

  • How much support is needed?

  • Who is responsible for each of the intervention components?

  • How often are we going to review progress?

  • Is the student moving from intensive to strategic or benchmark levels? Is the student increasing his/her rate of progress?

    • J. Knutson, 2007

Alaska Department of Education and Early Development


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“Post-it Note Placement” - Winter

Mark

Jessica

Sam

Agatha

Danielle

Karl

Robert

Angel

Angie

Arthur

Ian

Alaska Department of Education and Early Development


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Collaborative Meeting – Instructional Strategies Support

  • Discuss instructional grouping – skill based

  • Discuss type of instructional interventions

    • Small group

    • 1:1

    • Subject

    • Skill

  • Discuss core instructional strategies

  • Timeline for using instructional interventions

  • Alaska Department of Education and Early Development


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    Instructional Interventions are:

    • Supplemental to core curriculum

    • Linked to assessment

    • Increased exposure to curriculum

    • More intensive focus of curriculum

    • Small group or 1:1 instruction

      • RTI and the Classroom Teacher, LRP Publications, 2006

    Alaska Department of Education and Early Development


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    Determining Instructional Interventions

    Use:

    • all site expertise you have (teachers, principal, resource teachers),

    • various material resources available,

    • district personnel expertise,

    • research based strategies and/or those supported by data, and

    • collaborative meetings to discuss

    Alaska Department of Education and Early Development


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    Monitoring Interventions

    • Utilize instructional interventions for set time

    • Monitor progress throughout to determine effectiveness of instruction

    • Look at data and instructional intervention provided

    • If no progress, change instructional program and/or strategies

    • Increase formative assessments

    Alaska Department of Education and Early Development


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    Progress Monitoring

    • Scientifically based practice used to assess students’ academic performance

    • Evaluates the effectiveness of instruction

    • Student’s level of performance is determined and goals identified

    • Student’s academic performance measured on regular basis (weekly or monthly)

    • Progress toward goal measured

    • Teaching adjusted as needed based on the measurements

      • National Center on Student Progress Monitoring

    Alaska Department of Education and Early Development


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    Things to help the process

    • Butte (Mat-Su) reading program sample

    • Know available resources at your site and within the district

    • Flexible scheduling

    Alaska Department of Education and Early Development


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    School Reading Program Sample 3rd Grade

    LMB, Slingerland Seeing Stars, Rewards,

    SRA High Performance Writing, Primary Phonics, Direct Instruction

    45 minutes daily, 2 - 3 per group

    Read Naturally, Peer Tutors, Parent Volunteer Tutors

    At Home Support, Flexible Grouping

    15 minutes daily, 3 - 5 per group

    Harcourt, Differentiated Instruction,

    Trade Books, Content Texts; Strategies – Literature circles,

    Content reading, Shared reading, Guided reading, SSR, Think alouds

    90 minutes daily

    Alaska Department of Education and Early Development


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    School Reading Program Sample -3rd Grade

    Alaska Department of Education and Early Development


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    The Solutions (Research and Common Sense Into Action)

    • We can't work any harder!

      So...

    • We gotta work smarter

      And...

    • It will require the whole system working together

      • Dave Tilly, Alaska EED Winter Conference, 2007

    Alaska Department of Education and Early Development


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    Important Points!

    • RTI presents guidelines, not absolutes

    • The problems are similar everywhere you go

    • The principles for solving them are similar

    • The SPECIFICS will be different in your setting

    • Your solutions will differ from our solutions!

    Alaska Department of Education and Early Development


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