The Next Step: Using Data to Drive Small Group Instruction for Universal Access

1. The Next Step:Using Data to DriveSmall Group Instruction forUniversal Access

2. What is Universal Access?

3. Universal Access is... • A a time for the TEACHER to meet with NEEDS (SKILLS) BASED GROUPS, especially for students with strategic and intensive needs in specific skill areas. • Preteaching/Reteaching (use HMR materials) • Focus on the Gaps (Intervention—can use supplemental)

4. The teacher will not be monitoring but rather be actively working with small groups tied to student needs. • For students not working with the teacher, it is a time to work independently or with a paraprofessional on activities that practice and review what was taught in the lesson.

5. Purpose of Universal Access For the student: • WITH TEACHER: Focused instruction to meet needs • “MUST DO” ACTIVITY: Opportunity to work independently or with other students on assigned activity. All students do same activity. • “MAY DO” or “NEXT DO” ACTIVITY: Assigned activity area, based on need. • “CHOICE” ACTIVITY: Opportunity for some self-selection if “next do” is finished before workshop time is over.

6. Purpose of Universal Access For the teacher: • Opportunity to provide direct-targeted reteaching and preteaching • Time to assess individuals or small groups • Time to reinforce the core instruction with students needing more intensive intervention

7. What resources should I use? Because Universal Access is a time to reinforce the core instruction, the resources and activities should come from the core program (HMR).

8. The activities students are involved with, whether independent, with a teacher, or with a paraprofessional, are based on the needs of the students (which is outlined in the data.) Thus, because it is differentiated instruction (needs based), not all students will rotate through the same activity. Taking It to the Next Level

9. Putting It All Together:Managing Differentiated Instruction

10. Differentiated Instruction Model #1 T The teacher provides teacher-directed instruction to small groups of students (3-5) daily. WRRFTAC, 2006

11. Differentiated Instruction Model #2 T Multiple teachers or paraprofessionals provides teacher- directed instruction to small groups of students (3-5) daily. T WRRFTAC, 2006

12. Differentiated Instruction Model #3 T The teacher pulls flexible groups of students for needed amounts of time. Others work independently or with an adult. Those not working with the teacher may rotate through tasks. WRRFTAC, 2006

13. Less Effective Model for Differentiated Instruction T WRRFTAC, 2006

14. What is the Most Effective Size for Small Group Teacher Led Instruction? Small groups 1:5/6 • Frequent opportunities to practice and respond • Instruction targeted at to student need 1:1 vs 1:3 • Both provide consistently positive results • No significant difference in instructional effectiveness • 1:3 is more efficient • 1:3 provides more engagement and student support Lower the level/age - the lower the group size Source: Frances Bessellieu

15. Literacy Work Stations verses Traditional Learning Centers Literacy Work Stations -Materials are taught and use for instruction first. Then they are placed in the work station for independent use. -Stations remain set up all year long. Materials are changed to reflect children’s skill levels, strategies being taught, and topics being studied. -Stations are used for students’ meaningful independent work and are an integral part of each child’s instruction. All students go to work stations daily. -Materials are differentiated for students with different needs and reading level. -As students are working, the teacher is able to call students to his/her small groups for intensified instruction. Groups are flexible, based on need. Some students may be called more than once, depending on their specific needs. Traditional Learning Centers -New materials were often placed in the center with out being used in teaching. The teacher may have shown how to use the materials once but they were often introduced with all the other new center materials at once. -Centers were often changed weekly with units of study. -Centers were often used by students when they finished their work. Centers were used for fun and motivation or something extra -All students did the same activities at centers. There was not usually much differentiation. -If the teacher met with small groups, each group often did the same task. Adapted from Diller, 2006

16. We have a model…now how do we MANAGE the groups, especially students working independently?

17. Points to Remember forUniversal Access • Rules should be established (not class rules—rules specific to Universal Access) • Materials must be organized • Students should be taught how to the use the materials • It is a time to reinforce reading skills • All activities should be tied to student needs • The teacher must know WHO he/she is going to pull in small group, as well as have a PLAN for what specific skills will be reinforced

18. UA Rules • Use whisper voices. • Finish must do’s first. • Do not interrupt the teacher. • If you have a question, problem solve. Ask three before me, then use question star. • Put everything away in its place. • Always be working.

19. Classroom Sample of Student Independent Work • Today’s Must Do’s: • Fluency Practice with Partner • 2. Vocabulary • Go to Assigned May Do • (see chart)

20. May Do’s: Small Group Management Charts • Organize students for “may do’s” • Inform students of who is in their group and what their group will be working on. • Remind students of group assignments when not working with the teacher • Help teachers efficiently teach one small group at a time • Can be easily changed to reflect new groupings (according to children’s progress and instructional needs)

21. “Grow” your Work Stations from your Whole Group Instruction Diller, 2006

22. Practice with Purpose! While the teacher works with targeted, small group, students work independently at workstations that provide meaningful literacy activities that provide practice on skills previously taught. Diller, 2006

23. Small Group Management Chart EXAMPLE #1 A’isha Miguel Heather Matt Erik Carlos Jose Rita Tanisha Becky Shane Emily Markus Miles Joey Coleman Fernando MaKenzie Precious Syllable Game Listening Computer Fluency Practice

24. Small Group Management Chart EXAMPLE #2 Fluency Listening Writing Computer said pain stay Spelling with Sound/Spelling Cards Words Their Way Sort

25. Your Turn A’isha Miguel Heather Matt Erik Carlos Jose Rita Tanisha Becky Shane Emily Markus Miles Joey Coleman Fernando MaKenzie Precious ____________ ____________ ____________ ____________

26. Additional Ideas • During 2004-2007, a team of teachers at the Florida Center for Reading Research (FCRR) collected ideas and created Student Center Activities for use in kindergarten through fifth grade classrooms. • All activities are centered around the “Big 5”—phonemic awareness, phonics, vocabulary, fluency, and comprehension—and can be aligned for use with any core reading program. • To download, go to: http://www.fcrr.org/Curriculum/SCAindex.htm

27. Gradual Release of Responsibility • I Do– through the use of read alouds, blending, reading decodables, word building, comprehension strategy instruction with think-alouds • We Do– Students practice with teacher as stations are introduced • You Do– Students work independently at work stations with materials and strategies previously taught.

28. Moving Into Differentiated Instruction Slowly:Ready, Set, Go! Set! Students One or two assigned activities (“must do”) “Next do” activity (assigned by need) Teacher Monitors workshop...then, takes a group Ready! One activity Whole Group (“must do”) Teacher assigned Teacher monitors STAGE ONE Approx 1 week STAGE TWO Approx 2-3 weeks

29. Moving Into Differentiated Instruction Slowly:Ready, Set, Go! Go! Students Complete must do’s (1-2) Go to assigned next do Make choices May do more than one activity (teacher discretion) Multiple groups of students working on different activities Teacher Works with small groups, based on need STAGE THREE Remainder of School Year

30. Activity: Creating Your OwnDifferentiated Instruction Start Up Plan • Look at the 21 Day Planner in participant packet • Discuss • Create your own Start-Up Plan, based on the modified 21 Day Planner

31. Points to Remember • Ensure that needs based group work targets specific skills • List “must do” activity for all students to begin differentiated instruction time • List “may do” activities for students to go to after “must do” is finished

32. Points to Remember • Have procedures for getting help or asking questions • Train students and practice over time, giving them increasing responsibility • Ready, Set, Go model • 21 day planner • Teacher should be working with intensive/strategic students most frequently.

33. Managing Universal Access 3-2-1 Reflect and Plan 3 Things You’re Doing Well 2 Alterations 1 Major Goal for the Remainder of the Year

34. Acknowledgements • All Idaho Reading First Teachers, Administrators, and Reading Coaches • Bessellieu, F. (2007). Developing a three tiered reading model: A comprehensive approach. Presentation at CORE Summit. • Diller, D. (2008). Spaces and places: Designing classrooms for literacy. • Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades. • Western Regional Reading First Technical Assistance Center (WRRFTAC). Instruction for At-Risk Students in Reading • Vaughn, S. (2004). Interventions for struggling readers. Presentation at CORE Summit. Central Reading First Technical Assistance Center & the University of Texas Center for Reading/Language Arts. Oakland, CA. • Vaughn, S. & Chard, D. (2006). Three-tier intervention research studies: Descriptions of two related projects. Perspectives (32)1, 29-34

35. Carrie L. Cole Educational Consultant Professional Development Specialist Alma, AR putliteracyfirst@yahoo.com (479) 430-7283 office (208) 680-5586 mobile