Webinar 3 Core Instruction (Tier 1). Assessments: – Screening – Evaluating effectiveness of core...
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Transcript of Webinar 3 Core Instruction (Tier 1). Assessments: – Screening – Evaluating effectiveness of core...
Webinar 3
Core Instruction (Tier 1)
TIER 1: CORE INSTRUCTION
• Assessments: – Screening – Evaluating effectiveness of core instruction
• Research-based/Evidence-based Instructional Practices
• Matching student needs with research-based instructional practices
Problem Solving Applies to Programs and Systems
In Handouts
Effectiveness of instruction • Data suggests how well
instructional practices and materials are meeting needs of all students
• Data is used proactively to formulate core instructional match to student needs
0%
20%
40%
60%
80%
100%
All NA SES
School-wide Evidence Can be Used for Judging Effectiveness
ALL EL SES
0
50
100
150
200
250
1 2 3 4
Hour
s of
Inst
ruct
ion
in
175
Days
Percent of Session
Instructional Engaged TimeIs the problem at a systemic level?
Is it an effort or fidelity issue?
Is it instructional, curricular, or environmental?
-73.5 hrs-83 hrs
90 min. sessions 60 min.
95% 75% 67% 95%
We Need to Identify Acceptable Range of Differences Across Classrooms
Considerations when Selecting Screening Tools
1. How does the data inform instructional decisions?
2. How will the screening process work?
3. Is there training to ensure that staff are doing it the same way and making same judgments?
4. How will we be sure we are accurate in our judgments?
5. Make consistent judgments of data.
Screening Requires Cut-off Scores
Grade CBM Measure Benchmark
K Letter Naming FluencyInitial Sound FluencyPhoneme Segmentation Fluency
Grade 1 Phoneme Segmentation FluencyWord Identification FluencyNonsense Word Fluency + Passage Passage Reading Fluency (2nd half of year)
WIF<15
Grade 2 Passage Reading Fluency ORF<89
Grade 3 Passage Reading Fluency ORF<107
Grade 4 Maze FluencyPassage Reading Fluency
MAZE<10 replacements 2.5 min
Grade 5 Maze FluencyPassage Reading Fluency
MAZE<15 replacements 2.5 min
Grade 6 Maze FluencyPassage Reading Fluency
MAZE<20 replacements 2.5 min
Aimsweb normative scores (2007) & Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-tier Intervention in the Primary Grades (2009). Institute of Education Sciences Practice Guide.
Screening Tools Must Correctly Target Students
Measures are sensitive if pick up students truly at-risk
Measures are specific if do not pick up students who are proficientSurprised but
happy
Surprised and unhappy
Webinar 3
Tier I Core InstructionPart II: Karl
Effective Core Instruction: Aligned to Standards, Aligned Language, Differentiated
Limited Prior Knowledge
Large Body of Prior Knowledge
Needs Systematic Explicit Instruction
Can Perform with Implicit or Guided Discovery
Core instruction designed to address needs of 80% of students
Effective Core Instruction Research Based Instructional Practices
1. Differentiated Instruction (Content/Process/Product) for Heterogeneous groups to make progress
-Pre-skills identified and taught-Universal Design for Learning (UDL)
2. High rates of student response to teacher talk-Frequent, clear & specific feedback
3. Coordination between services (core and intervention)
-vertically aligned curriculum and stamdards4. Aligned instructional language
-Common language and vocabulary
Range of Academic and behavioral skills
Evidence-Based Practices that Strengthen Core Instruction
These inform intensity and access to instruction:• Horizontal and vertical alignment • Coaching/mentoring of evidence based practices
– Interpretation of data• Quantitative• Student work
– Effectiveness of implementation– Alternatives or options to strengthen student response
• Collaboration to improve instruction based on performance data
See SLD Manual Chapter 4 and 6
For Example: Scientifically-based Reading Instruction
Instructional Content
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Instructional Design
o Explicit Instructional Strategies
o Coordinated Instructional Sequences
o Ample Practice Opportunities
o Aligned Instructional Materials
Accurate match of student needs to intervention
Student Work
Attendance Data
Screening scores– CBM, MCA, MAP
Engaged time or ODR’s
Matching Needs: Use Multiple Sources of Data
Language: Reading: • Decoding/Word
work• Comprehension
StrategiesMath: • Number Sense• Fact Fluency
Attendance and anger
management
Medical (e.g. glasses, blood
sugar monitoring etc.)
Social-emotional Regulation
Criteria for Matching Needs with Instruction
Intended use of data:• Discriminate between high and low-risk and
average performers • Establish similar decisions across educators• Make reliable decisions across time• Cross-validate with informal measures and teacher
judgments• Tease out inconsistencies or nuances in
performance
– Open vs. close ended response– Timed vs. untimed – Automatic from acquisition stage of learning