Implementing Tier 2 Adapted from a Keynote presentation by Jeff Grimes and David Tilly at the 2006...
-
Upload
brandon-ruggles -
Category
Documents
-
view
218 -
download
0
Transcript of Implementing Tier 2 Adapted from a Keynote presentation by Jeff Grimes and David Tilly at the 2006...
Implementing Tier 2
Adapted from a Keynote presentation by Jeff Grimes and David Tilly at the 2006 Innovations Conference Lansing, Michigan
July 22 Indianapolis
Christi Whitter – [email protected] or (913)856-0400
Why Use A Tiered Model of Instruction?
What’s it like to struggle?
One Minute Activities
• Write about something you are looking forward to . . .
• Write about something that did not go well(do not use any words that have the letter “n” in them)
* Write about something in that past that went well (do not use any words that have the letter “n” in them, and use your non-dominant hand to write)
Vision of RtI
• RtI is a process carried out predominately through general education. It requires that ALL teachers take responsibility for ALL students.
• RtI is a TOOL FOR EARLY SUPPORT so that students do not have to wait to receive the intensity of instruction needed to progress.
• RtI is a TOOL FOR SUPPORT so that students do not have to struggle prior to receiving targeted or intervention instruction.
Different Routes To The Same Place
• Tier 1 – look at a map
• Tier 2 – MapQuest directions plus map
• Tier 3 – GPS unit, plus MapQuest, plus map
The Necessity for Differentiated Support
• A child who completes 2nd grade without being able to read proficiently has only a 25% chance of reading at grade level (Gettinger & Stoiber, 2007)
• Majority of 4th grade students with reading problems will have them in high school and have a higher probability of dropping out of school (Scarborough, 2001)
• Children who fall behind at an early age (K and grade 1) fall further and further behind over time. Longitudinal studies show that of the children who are diagnosed as reading disabled in third grade, 74% remain disabled in ninth grade (Fletcher, et al., 1994; Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992; Stanovich, 1986; Stanovich & Siegel, 1994).
Why Provide Differentiated Support?
• Learners who are struggling readers are more likely to experience continuous failure, be referred and placed in special education, to experience life in the lower track in school, and to enter the world after school as a high school dropout (Tivan & Hemphill, 2005)
• About 60% of students with learning disabilities become high school dropouts (Frankenberger & Franzaglio, 1991)
• It is thought that up to 75% of students identified as Special Education students do not have Learning Disabilities, they do instead have a lack of appropriate and needed reading instruction (Haager & Windmueller, 2001)
Differentiated Core Instruction is Critical
(Good, Simmons, & Smith, 1998)
Reading trajectories are remarkably stable.
Intervention often occurs here
Early intervention
is more effective,
because there is less to
“catch up.”
Reading Achievement
Past practice has been to intervene too late – when the gap is wider.
What schools most need . . .
-- to begin systematically harnessing the power of collective intelligence that already resides in the school to solve problems. Smoker, in DeFour, 2004
-- We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds
Among Other Things, When You Implement Tier 2, You Must…
1. Set Clear Direction and Use Data to Guide You
2. Bring together multiple constituencies
3. Never Give Up
4. Monitor Your Progress and Modify as You Go - Be Flexible
5. Deal Effectively with Detractors
6. Juggle Multiple Tasks at Once
7. Be Tolerant of and Celebrate Mistakes
#1 - Set Clear Direction and Use Your Data
• If you don’t know where you’re going, you’ll be sure to get there
• Folks in RTI systems know what they are looking for
• “Better outcomes for kids” always guides our decision making
• And data are our guide…
Assessment
Important Feature….
• Assessments chosen need to be
• valid,
• reliable, and
• based on scientifically based research.
PUBLISHEDASSESSMENTS
SUFFICIENTTECHNICALADEQUACY
=
4 Types of Assessments
TYPE USE PURPOSEOutcome(Summative)
Evaluate student performance after instruction is completed.
“Reaching our goals”
Universal Screening(Formative)
Identify students who need more intense assessment to determine the potential for intervention.
“First Alert”
Progress Monitoring(Formative)
Determine student progress and to plan differentiated instruction.
“Growth Charts”
Diagnostic(Formative)
Plan instruction, including intensive intervention strategies.
“In-depth View”
Comprehensive Assessment System
There are four steps in developing a comprehensive assessment system:
1.selecting assessments
2.determining who will conduct assessments,
3.assessment schedule, and
4.establishing a data management system
Hall, 2008
Outcome Assessments
EXAMPLES USE PURPOSE QUESTIONS
•State Assessments•Other Group Assessments
Evaluate student performance after instruction is completed.
“Reaching our goals”
Are students meeting standards?Are instructional programs effective?Have we accomplished our goals for a student, a class or a district?What needs changing next year? What things should we continue?
Universal Screening
EXAMPLES
USE PURPOSE
QUESTIONS
•DIBELS•AIMSWEB
identify children who need more intense assessment to determine the potential for intervention.
“First Alert”
Who is at risk?Who may need additional assistance?Who needs close monitoring?
Screening Measures From The Medical
Field
Non-Examples From The
Medical Field
• Curriculum Based Measurements• Given 3 times per year• Measures accuracy and fluency on critical
skills• Brief and easy to administer• Includes multiple forms to use for progress
monitoring• Provides student, class, grade and district
level data
Universal Screeners
Universal Screening
• “Simple” tasks predict complex reading skills very well---especially if the measures reflect accuracy and speed.”
• “What is tested is simpler than what is taught: Both foundational skills and comprehension will need to be taught, even though comprehension may not be tested thoroughly.”
(Moats, 2005)
Group 1:
Accurate and Fluent
Comprehension Focus
Group 2:
Accurate but Slow Rate
Fluency Focus
Group 3:
Inaccurate and Slow Rate
Accuracy Focus( Phonological Awareness, Phonics,
Sight Word Recognition)
Group 4:
Inaccurate but High Rate
Self-Monitoring/ Accuracy Focus
Determining Instructional Focus Using Oral Reading Fluency
Four Quadrant Instructional SortQuadrant 1Accurate and Fluent Reader
Plan of Action:•Instruction on monitoring for meaning•Instruction on fix-up strategies•Instruction on vocabulary strategies
•Intervention:•6-Way Paragraphs
Exit Criteria
Quadrant 2Accurate and Slow Reader (lack of automaticity)
Plan of Action:•Instruction on automaticity•Repeated and assisted reading of passages•Instruction on pacing and phrasing
•Intervention:•Six Minute Solution
Exit Criteria
Quadrant 3Inaccurate and Slow Reader
Plan of Action:•Give additional phonics/PA assessments•Instruction on missing decoding skills•Instruction on missing sight words•Work on applying skills to connected text at instructional level•Practice reading in connected decodable text
Quadrant 4Inaccurate and Fluent Reader
Plan of Action:•Give additional phonics/PA assessments•Teach student to adjust rate of reading to type of text and purpose for reading•Instruction on missing decoding skills•Instruction on sight words•Practice reading in connected decodable text
Individual Student Plans
READING INSTRUCTIONAL INTERVENTION PLANSTUDENT_____________________________________TEACHER ____________________________________DATE WRITTEN________________________________DATE REVIEWED ______________________________Comprehension Fluency Phonemic Awareness Phonics VocabularyCONCERN:
Measurable Data -Teacher Observations –HYPOTHESIS: (I think _________ is having difficulty because . . . .)WHAT IS WORKING . . . . ? WHAT IS NOT WORKING . . . .?
BRAINSTORM POSSIBLE INSTRUCTIONAL INTERVENTIONS, STAR THOSE SELECTED TO IMPLEMENT:
IMPLEMENTATION PLAN
TIME INTERVENTION WILL BE PROVIDED & POSSIBLE MANAGEMENT ISSUESMATERIALS NEEDEDPERSON PROVIDING THE INTERVENTION(S)HOW WILL SUCCESS BE DETERMINEDCOMMUNICATION PLANHOME COMPONENT
MEASURABLE GOAL:
A1.4.1a A1.4.1e A3.2.2 K1.2.1 K1.2.5a K1.2.5b K1.2.5c K1.2.5d K2.3.2 Item
4 4 3 4 4 3 4 4 4 94%
4 3 1 3 4 2 4 2 3 72%
4 4 0 4 4 3 3 4 3 81%
4 1 1 3 4 2 3 0 3 58%
3 0 1 1 2 3 4 3 2 53%
4 4 2 4 4 4 4 3 4 92%
3 1 50%
4 3 2 4 4 3 4 2 2 78%
3 4 0 4 4 4 4 2 2 75%
1 1 0 2 1 3 2 1 0 31%
3 3 1 4 4 3 4 4 3 81%
4 4 3 3 4 3 4 89%
4 2 2 4 4 4 4 3 2 81%
4 2 1 3 4 1 3 1 4 64%
3 3 1 3 4 3 3 3 3 72%
4 4 3 3 4 3 2 3 4 83%
2 3 2 3 3 3 3 2 3 67%
4 3 0 2 1 3 1 2 2 50%
4 3 2 3 3 3 3 2 3 72%
3 4 1 4 4 2 4 2 2 72%
4 2 0 4 4 2 4 3 3 72%
3 1 0 3 4 3 1 3 3 58%
4 3 1 3 4 4 3 3 2 75%
90.91% 63.64% 13.64% 86.36% 86.36% 77.27% 81.82% 54.55% 63.64%
On Track
Some Support
Intense Support
Fall
Winter
Spring
Kindergarten
GOAL: By Spring, we want ___% of our students to be
“on-track” with their literacy skills.
School Building Reading Goals
• By May 9th 90% of MDE students will be reading at grade level as measured by Fountas & Pinnell.
• By May 9th 90% of MDE students will be at benchmark for fluency, accuracy, and retell as measured by DIBELS.
• By May 9th 90% of MDE students will meet grade level reading indicators as measured by quarterly tests.
• 100% of 3rd & 4th grade MDE students will be “proficient” as measured by KS State Assessments.
Assessment Wall
Progress Monitoring Assessments
EXAMPLES USE PURPOSE QUESTIONS
•DIBELS•AIMSWEB•Common Formative Assessment
use information to determine student progress and to plan differentiated instruction.
“Growth Charts”
Who needs extra support?How should groups be formed?Which skills need emphasizing?
Nine Characteristics of Progress Monitoring Assessments
1. Assess specific skills embodied in state standards
2. Assess target skills
3. Be sensitive to small growth increments
4. Administered repeatedly
5. Data displays
6. Comparable across students
7. Administered efficiently over short periods
8. Can monitor student progress over time
9. Relevant to development of instruction
Matching Progress Monitoring to Instructional Focus
Focus of Instruction Progress Monitor
Letter Sounds Letter Sound Fluency
Phoneme Segmentation Phoneme Segmentation Fluency
Short Vowels Nonsense Word Fluency
Accuracy (Advanced Phonics)
Oral Reading Fluency Passages (Accuracy percent)
Fluency Oral Reading Fluency Passage (wcpm)
Comprehension Maze Passages
Frequency of Progress Monitoring
• Supplemental – every two to three weeks
• Intensive – weekly
• 20-30 alternate forms per grade level is sufficient
Decision Rules for Progress Monitoring
• Number of consecutive data points needed to make an accurate instructional decision.
• Criteria for entering and exiting tiered intervention
• Instructional decisions are typically made during regular scheduled collaborative meetings and based on data
not consecutively above or below
3 consecutively below
3 consecutively above
Diagnostic Process and Assessment
EXAMPLES
USE PURPOSE QUESTIONS
•QPS•PAST•GORT IV•PALS•CTOPP
use information to plan instruction, including intensive intervention strategies.
“In-depth View”
What are the strengths?The weaknesses?Are other students exhibiting similar profiles?
Formal Diagnostic Assessment
• Designed to provide precise and detailed information of a student’s knowledge and skill
• Can be deducted any time during the year when a more in-depth knowledge of student’s strengths and weaknesses is needed
• Diagnostic information from computer –adaptive group assessment can be used to differentiate the core.
Decision Rules for Diagnostic Assessments
• All buildings should have decision rules to address:
• How data from the diagnostic process will be used to assign students to homogenous groups
• When additional formal diagnostic assessments will be given.
Fidelity of Standardized Administration
Professional Development for Assessments
Examiners need:
–excellent training,
–opportunities to practice
–periodic ongoing training
–experienced examiners to check first-time examiners scores, and
–opportunities to shadow score
Ensuring Fidelity
Not About Punishment About Providing Support
Where do all these
assessments fit?
Using Assessment Data to Drive Instruction
Assessment Decision Making Steps
Assessment Decision/Questions
Assessment Data
1. Identify Need Are there students who may need support? How many? Which students?
Screening data
2. Validate Need Are we confident that the identified students need support?
Diagnostic data and additional information
3. Plan and Implement What level of support for which students? How to group student?
Screening and diagnostic data
4. Evaluate and Modify Support
Is the support effective for individual students?
Progress monitoring data
5. Evaluate Outcomes How effective is core support, supplemental support, and intensive support
Screening data
Dynamic Measurement Group
#2 - Bring Together Multiple Key Constituencies
• RTI is about bringing people together to help students achieve– General Education– Special Education– Title 1 and “at-risk”– Gifted Education– ELL– Classified, Certified, Building
and District Administration– Parents / Home– ALL OF EDUCATION
#2 - It May Feel Like This
Herding Cats
Nuts and Bolts of Infrastructure
• Data Builds Buy In!
• NCLB & IDEA – it’s an every ed issue, focus on breaking down invisible walls
• Change in how and who provides support
• Typically General Ed needs the “why” explained and Special Ed needs to adapt to role changes
• This can get everyone stuck
Scheduling
• Pick your model (all school, cross grade level, pull-out, in class, intervention team, or other) considering pros and cons for your school
See handout for ideas• Make the Change – Do It – Re-examine• Things to remember:
– Most qualified work with the neediest– Grade level or class with more needs gets support
Example: Model of Instruction Walk to Intervention (45 students)
Teacher B(Multisyllabic Words)
5 Students
Title Teacher(Decoding)5 Students
Teacher A(Enrichment /Grade
Level Group)22 students
Special Education Teacher
(Phonemic Awareness)3 students
Teacher D(Comprehension)
5 Students
Teacher C(Fluency)
5 Students
Tier 2 Guidelines
• Core– 90 minutes of uninterrupted time.
• Targeted– an additional 30 minutes of targeted
instruction should be provided beyond the core with homogeneous groups of 3-5 students
• Intensive– 60 additional minutes of instruction beyond
the core instruction with homogeneous groups
of 1-3 students
Group Size and Time
• Remember that group size and amount of time are estimations
• Student data will indicate if the group size/time is sufficient.
• If students are not making progress the group size may need to be smaller
• Adjust group size before increasing intervention time
Decision Rules for School Schedules
• Common collaboration time
• Availability of specialists
• Maximize student time on task
• Minimize transitioning
• Minimum time allocations for core instruction
• Other decision rules that may affect your schedule
Considerations for Scheduling
• When will supplemental instruction be scheduled
• When will intensive instruction be scheduled
• Any requirements for entitlement classes
• Itinerant staff schedules
• Special class schedules (orchestra, etc.)
• Space considerations
Blocking a Tiered Schedule
1. Block non-negotiables such as beginning and ending times of school day
2. Lunch (rotation could be changed)
3. Itinerant/shared teachers
4. Intervention blocks
5. Core reading
6. Kindergarten(half day)
Kdg 1st 2nd 3rd 4th 5th 6th
8:00-8:30
Intervention Reading Reading
8:30-9 Reading Intervention Reading
9:9:30 Reading Intervention
9:30-10 Reading Intervention Reading
10-10:30 Intervention
10:30-11 Intervention
11-11:30 Intervention
11:30-12
12-12:30
12:30-1
1-1:30
1:30-2
2-2:302:30-3
3-3:30
Blocking a Walk to Intervention Schedule K-6
Sample Elementary Schedule
First Grade Second Grade Third Grade Fourth Grade
8:15
8:30 Reading Reading Content Tier 2 Math
9:00 Reading Reading Content Math
9:30 Reading Reading Tier 2 Math Math
10:00 Reading Recess Math Specials
10:30 Recess Tier 2 Reading Math Specials
11:00 Tier 2 Reading Content Specials Lunch
11:30 Math Lunch Specials Recess
12:00 Tier 2 Math Recess Lunch Reading
12:30 Lunch Specials Recess Reading
1:00 Recess Specials Tier 2 Reading Reading
1:30 Specials Content Reading Recess
2:00 Specials Math Reading Tier 2 Reading
2:30 Content Math Reading Content
3:00 Content Tier 2 Math Recess Content
LC = W LC = Th LC = T LC = M
Forming Groups
Data Analysis
1. Check data to see if there are skills that a majority of students did not master. Those should be re-taught to whole group.
2. Make note cards for each student. List areas of need OR use sorting quadrant template.
3. Start grouping based on need. For students who have multiple needs, you will need to decide which skill(s) are a high need.
Stages of Reader Development
Reading progresses along stages of development
• the lack of mastery at any one stage can halt the progress beyond that level.
• teachers must use assessment to determine a reader’s developmental stage,
• plan instruction, and
• teach concepts and strategies needed.
Considerations for Supplemental and Intensive Curriculum
• Materials must provide focused skill-based instruction
• Skill-based instruction refers to the five essential areas of reading; phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Resources(Human and Curriculum)
• Think creatively, not what’s always been done!
Error Analysis2 students with same ORF score
• Student “A”Read all sight words
correctlyHad accuracy rate of 99%Self-corrected words,
specifically tried short vowel in all words then would go back and used long vowel
Read slowly and would often reread
• Student “B”Misread 8 of 21 sight wordsDropped the endings off of
words (i.e. ing, ed)Misread words typically had
blendsAccuracy rate of 72%Never self-correctedRead very quickly without
acknowledging punctuation
Sample Intervention Programs Reading
• K Pals• Pals• Reading Mastery• 6 Minute Solution• Read Well Naturally• Sound Partners• SRA Decoding Strategies• SRA Early Reading Tutor• Quick Reads• Word Sorts (or list Words Their Way as a resource)• Bookshop Phonics (Mondo)• Readers’ Theater
Check out Florida Reading Website at www.fcrr.org
What Training Is Needed For Staff?
• Assessments (on-line & “coach”)• Data & Error Analysis (LC, Mentor, practice)• Overview of RtI (all staff)• Core Curriculum (Mentor, Walk-Through)• Intervention Programs (LC, “coach”)• Delivery (all staff)• Big 5 Of Reading (on-going book studies,
videos, coaching)
Program Warning
• All programs are not created equally•Reteaching, modeling, and more guided practice is
often needed•Train Staff On Good Instruction•Using Learning Communities & Data•Possible Resource: “I’ve DIBELed Now What?”
By Susan Hall•Fidelity Issues•Examples
Sample Tier 2 Interventions
First Grade – Mrs. Simmons Tier 2 Sight Words
Sample Tier 2 Interventions
2nd Grade Mrs. McIntire Tier 2 Sight Words
Sample Tier 2 Interventions
3rd Grade Mrs. Watchous Tier 2 Phonics
Sample Tier 2 Interventions
3rd Grade Mrs. Watchous
Applying phonics lessons and practicing fluency
Sample Tier 2 Interventions
3rd Grade Miss Miller Tier 2 Fluency Lesson
Sample Tier 2 Interventions
2nd Grade Mrs. McIntire Fluency Practice
#3 – Never Give Up
• Does it ever feel like the work is never done?
• As soon as you push the rock up the hill, it seems to roll back down…
• It seems like the odds are stacked against you…
• This happens to winners all the time…
Instructional Practices
• Explicit Instruction
• Systematic Instruction
• Scaffolded Instruction
• Differentiated Instruction
• Pacing
Explicit Instruction
Systematic Instruction
Scaffolded Instruction
I Do
We Do
You Do
Ample
Opportunities
For Practice
Differentiated Instruction
Differentiation of Teacher-Directed Instruction:is a teacher’s response to learners’ needs
guided by general principles of differentiation, such as
sequence of instructionflexible grouping
materials & resources
Teachers can differentiate instruction by:
process productcontent
use of datateachers & reading coaches
collaborating in planning
according to
Student Interests
Time & Group Size
Student Readiness
(Data)
(Adapted from: Tomlinson & Allan 2000)
learningenvironment
Examples of Differentiating Content
• Varying reading levels• Putting text materials on tape• Using spelling or vocabulary lists at
readiness levels of students• Presenting ideas through both auditory and
visual means• Using reading buddies• Meeting with small groups-reteach or
extend
(Tomlinson, 2001)
Examples of Differentiating Process
• Tiered activities-all learners work with same important information and skills but proceed with different levels of support, challenge or complexities
• Provide interest centers that encourage students to explore subsets of class topic
• Develop personal agendas• Provide manipulatives or other hands on
supports• Vary length of time a student may take to
complete task
(Tomlinson, 2001)
Examples of Differentiating Product
• Options of how to express information learned
• Using rubrics that match and extend varied skill levels
• Allow students to work alone or in small groups for products
• Encourage students to create their own product assignments
(Tomlinson, 2001)
Examples of Differentiating Learning Environment
• Provide places to work around the room that are quiet or invite collaboration
• Provide materials that are culturally sensitive• Set clear guidelines for independent work/matches
student needs• Develop routines that allow students to get help
when teacher is not available (working in small groups)
• Helping students understand that some learners need to move around while others sit quietly
(Tomlinson, 2001)
#4 - Monitor Your Progress
• Collect data on your implementation– Process– Result
• Be flexible enough to make changes quickly and efficiently.
• Communication!
# 4 – Be Flexible
• There are many paths to the same destination
• In RTI, the principles underlying the system are the same in each implementation
The Running of the…
• It is not the strongest who survive, but the most adaptable…
Charles Darwin
#5 – Deal Effectively With Detractors
• Every implementation has people who– Have never tried
what is being proposed
– Can tell you 100 reasons why it won’t work
• Indeed, some of them seem to project the following concepts into your implementation…
#6 – Juggling Multiple Tasks at Once
• Implementing RTI in systems already implementing the old system is a challenge
• Must run a dual system for at least a while
• It is like building an airplane in flight
In Flight Clip
“The greatest difficulty lies not in persuading people to accept new ideas, but in persuading them to
abandon old ones.”
John Maynard KeynesJohn Maynard Keynes
#7 - Celebrating Mistakes
• We all make them
• It is not whether they are made
• It is about our attitude toward them
• And how we react to them that makes the difference
Lesson From Oz
• It takes courage• It takes heart • It takes knowledge
• You have all that is required to support a system of success for all children. It’s our work, our passion our purpose.
• Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.
Margaret MeadUS anthropologist (1901 - 1978)