RTI Response to Intervention Effective Instruction

1. RTI Response to Intervention Effective Instruction

2. Housekeeping Sign In Sheets Materials Wi Fi Access Timelines Breaks Lunch Restroom Location Turn cell phones to manner mode Attention Signal Other?

3. RTI Essential Components Strong Leadership Collaborative Teaming Evidence-based Curriculum Evidence-based Instruction Ongoing Assessment Data-based Decision Making Fidelity of Implementation Ongoing Training and Professional Development Community and Family Involvement

4. Effective Instruction • The three main components of Effective Instruction are: • Highly qualified (skilled) teachers • Explicit and systematic lessons • Differentiated instruction

5. Highly Qualified (Skilled) Teachers • Skilled teachers have a significant impact on student achievement. • Teachers select and administer skill assessments to identify the diverse instructional needs of all students: • ongoing assessments measuring student achievement is the single most important determinant of the effectiveness of implemented practices. • The best practice teaching cycle is: • (a) concept instruction (teach, model, practice), • (b) assessing for learning, and • (c) differentiating instruction based upon assessment data. • When this cycle is ongoing, teaching is supported and student learning is maximized.

6. Highly Qualified (Skilled) Teachers • Skilled teachers have a significant impact on student achievement. • They follow the best practice teaching cycle: • (a) concept instruction (teach, model, practice), • (b) assessing for learning, and • (c) differentiating instruction based upon assessment data. (When this cycle is ongoing, teaching is supported by data and student learning is maximized.) • They select and administer skill assessments to identify the diverse instructional needs of all students: • ongoing assessments measuring student achievement is the single most important determinant of the effectiveness of implemented practices.

7. Data Utilization Ongoing Cycle: Instruction, Assessmentand Student Goals Student Goals Assessment Instruction

8. Provide explicit and systematic lessons Determine instructional timelines and targets Select and use a variety of research-based materials, including core subject programs appropriately leveled texts hands-on materials (e.g. math manipulatives) Skilled Teachers Effectively:

9. Explicit and Systematic Lessons “Explicit instructionis instruction that does not leave anything to chance, and it does not make assumptions about skills and knowledge that children acquire on their own.” (Torgeson, 2004).

10. Lesson Design • Anticipatory Set • Gain Attention (Signal) & Establish Expections • Review • Provide Advance Organizer • Generate Interest • Statement of Learner Outcome • What will the learner be able to do at the end of the lesson to demonstrate learning? • What skill, what action, and why? • Direct Explanation • Modeling • Check for Understanding • Guided Practice • Application and/or Independent Practice • Final Assessment TEACHING

11. Outstanding and effective teachers understand the following sequential components of explicit instruction: Direct Explanation Names and defines the skill to be learned. Include explanation of why the skill or strategy is important and when it is used. Teacher Modeling Overtly demonstrates a skill or strategy that a student will learn. Modeling the skill provides concrete instruction, without ambiguity. Guided Practice and Feedback Provides students with guidance skill or strategy is practiced independently or in small groups. Provides prompts, gives specific corrective feedback and praise related to the new skill. Support gradually fades as the student takes responsibility for using the skill independently. Independent practice/Application Students are provided with multiple opportunities to apply the newly acquired skill or strategy on their own. Through independent practice, students continue to review and practice the skills and strategies learned.

12. GOOD TEACHING IS GOOD TEACHING MODEL: My turn I do it LEAD: Our turn We do it TEST : Your turn You do it • FIRM-UP, FIRM-UP, FIRM-UP • DELAYED TEST

13. Create multiple opportunities for students to engage in sustained practice opportunities in a variety of authentic and isolated contexts individual partner small group whole group Skilled Teachers Effectively:

14. Group/Choral Responding • EVERYBODY responds all together as a group correctly. • Signals • Types: • Auditory • Visual • Voice cues • Format: • Question/Cue • Pause • Signal • Pacing • Curriculum Coverage • Wait Time • Change Ups • Sponge Activities • Monitoring • Visual and auditory during group responses • Dipsticking

15. Provide multiple opportunities for students to appropriately practice and apply skills in a variety of contexts Manage student activity and behavior Engage parental support Skilled Teachers Effectively:

16. Form flexible groups to meet the needs of individual students one-on-one pairs small groups whole group Administer progress monitoring assessments to instruct and regroup students according to student knowledge and skill acquisition. Skilled Teachers Effectively:

17. Provide explicit and systematic lessons Determine instructional timelines and targets Select and use a variety of research-based materials, including core subject programs appropriately leveled texts hands-on materials (e.g. math manipulatives) Skilled Teachers Effectively:

18. Skilled Teachers Effectively: • Create a learning environment in which children have access to a variety of high-quality opportunities and materials. • Utilize instructional resources effectively • Manage student activity and behavior • Engage parental support

19. Pacing • Curriculum Coverage • Wait Time • Change Ups • Sponge Activities Monitoring • Visual and auditory during group responses • Dip-sticking

20. TIME FLIES: The Planned vs. the Real • Teaching vs. Organizing • Teaching vs. Managing • Transitions • Interruptions 1 minute/day = 3 hours a year 10 minutes/day = 1 week a year

21. Differentiated Instruction and Academic Scaffolding When differentiating, teachers should: have clear objectives for instruction deliver targeted instruction aligned with standards provide focused activities provide academic scaffolding by adjusting the instructional complexity through differentiation

22. Scaffolding Instruction Involves interactions that support students in accomplishing mastery of a skill. Teacher Amount of Support Independent Mastery Introduction Concepts

23. Team Time • Read: “Differentiated Reading Instruction: Small Group Alternative Lesson Structures for ALL Students.” • Take time to discuss the article.

24. Steps in Explicit Strategy Instruction • Direct explanation • Modeling • Guided practice • Feedback • Application Dickson, Collins, Simmons, and Kame’enui, 1998

25. Effective Instructional Techniques • Unison oral/written responding • Signaling • Pacing • Monitoring • Correcting errors and teaching to mastery

26. Choral Response • Ask the question • Give a wait signal • Give wait time • Say, "Everyone…" • Give response signal Purpose: Perfect practice (repetition for mastery) for all students.

27. Choral Responding EVERYBODY responds all together as a group correctly. Signals Types: Auditory Visual Voice cues Format: Question/Cue Pause Signal

28. Physical Responses:Same Answer • For “yes/no” questions: Thumb up or down • For multiple choice questions: Hold up fingers

29. Written Responses:Same Answer • Ask the question • Students write answer on white board • Give wait time • Say, “Everyone…show me” • Students hold up white board • Ensure that student answers are “private” until the reveal Purpose: Perfect practice (repetition for mastery) for all students.

30. Partner Responses  • Pair students • Ask questions • Provide wait time for partners to confer • Randomly call on partners for answers

31. Instructional Matching • Instructional matching: • The use of Tier 1 assessment data of student learning to organize students into the most beneficial learning communities. • Benefits of instructional matching: • Students are challenged at their instructional level as opposed to not being challenged or being frustrated with what is taught. • Teachers have a narrower instructional range of learners to focus upon during a specified period of instruction and can therefore intensify teaching and accelerate learning. • A “fluid and flexible” method as students can exit and enter other learning communities as needed and indicated by data.

32. Instructional Matching • Two ways to deliver instruction to groups of students with similar instructional levels: • “Differentiated Instruction” in the classroom • “Walk to Read” • Both require: • Advanced collaborative planning • Professional development

33. Motivation and Emotional Support • Emotional Support • encouragement, feedback, and specific positive reinforcement • Cognitive/Scaffolded Instruction • Carefully sequenced skills • Finely tuned interactions

34. Time to Discuss & Decide • How evident is the use of effective instructional practices with all students? • How do you differentiate instruction at Tier 1? • See Handouts: • “Checklist for Effective Instruction” • “Instructional Adjustments” Review and discuss how these can be utilized in your school.

35. Next Steps • Think about your instructional practices in your school. • Is there a system for instructional consistency in your school? • Do you think there should be a system? • What do you need to do to improve instruction in your school?