module 4: unit 1, session 1 module 4: tiered instruction adolescent literacy – professional...
TRANSCRIPT
Module 4: Unit 1, Session 1
MODULE 4: TIERED INSTRUCTION
Adolescent Literacy – Professional DevelopmentUnit 1, Session 1
Module 4: Unit 1, Session 1
WHAT IS TIERED INSTRUCTION?
4.1.1
Module 4: Unit 1, Session 1 3
Session Overview Unit 1, Session 1 Questions:
What brought about the concept of tiered instruction?What does a tiered approach look like in the classroom
and whole school environment? Unit 1, Session 1 Objectives: Participants will…
Understand the need for tiered instructionUnderstand the three tiers of instructionUnderstand the benefits of tiered instruction
Module 4: Unit 1, Session 1 4
Warm-Up: Student Profiles
Read the three student profiles.
Decide what your school would currently do to help each student.
Module 4: Unit 1, Session 1 5
Review the Reading
Use the “Four A’s” protocol to discuss the most important points in the reading :What Assumptions does the author of the
text hold?What do you Agree with in the text?What do you want to Argue with in the text?What parts of the text do you want to Aspire
to?
Module 4: Unit 1, Session 1 6
IDEA and NCLBNo Child Left Behind, NCLB (2001)
Accountability for student progressEmphasis on scientifically proven teaching methods
The Reauthorization of the Individuals with Disabilities Education Act, IDEA (2004) Included a pre-identification strategy called “response to
intervention” or tiered instruction
Module 4: Unit 1, Session 1 7
Definition
“The aim of the Massachusetts System of Tiered Instruction is to provide high-quality core educational experiences for all students, and targeted interventions to students who experience learning challenges. Systems of tiered instruction allow schools to make good on their commitments to get all students to learn; to be responsive to the needs of all learners; to utilize all staff in supporting student learning; and to ensure that instruction is differentiated, engaging, and effective.”
-MA DESE Grounding Document: System of Tiered Instruction
Module 4: Unit 1, Session 1 8
Components of Massachusetts Tiered Instruction
As part of a systematic approach to tiered instruction, the following four integrated components are present:1. Flexible tiers2. Universal screening and progress monitoring3. High-quality curriculum and instruction4. Collaborative school/family problem-solving
- -MA DESE Grounding Document: System of Tiered Instruction
Module 4: Unit 1, Session 1 9
The Tiers of Instruction
Module 4: Unit 1, Session 1 10
Intended Benefits
Provides accurate assessment tools and dataPromotes “good teaching” practices for literacyTargets individual student needsAllows struggling readers to catch up to their
peersMakes special education placements more
accurateAllows for consistent progress monitoring
Module 4: Unit 1, Session 1 11
Role of Tier 1
Whole-group instruction in beneficial reading strategies
Provide every student with necessary literacy skills to stay on grade level
Module 4: Unit 1, Session 1 12
Tier 1 Looks Like…
Whole-class instruction“Good teaching” practicesStrategies that benefit all readers in the
areas of:DecodingFluencyVocabularyComprehension
Module 4: Unit 1, Session 1 13
Role of Tier 2
Small-group instructionAddress the needs of all students who
did not show adequate improvement in reading ability when given Tier 1 instruction
Provide additional strategies for reading with students who need more intensive instruction
Module 4: Unit 1, Session 1 14
Tier 2 Looks Like…
Small-group work within a classroomStrategic grouping of students with similar deficits
Students working with an adult on specific literacy skillsDecoding, fluency, vocabulary, comprehensionThe adult may be:
The classroom teacherA paraprofessional, aide, or classroom volunteerA special education instructor or reading specialist
Module 4: Unit 1, Session 1 15
Role of Tier 3
Intensive instruction for students who continue not to meet basic benchmarks for literacy after Tier 2
Focus on the needs of students who require individualized instruction
Decide if further formal testing is required to determine special education placement
Module 4: Unit 1, Session 1 16
Tier 3 Looks Like…
One-on-one instructionPull out or during small group work timeOften done by a reading specialist or special
education teacherIndividualized, intensive instruction in areas of
deficit for a student
NOTE: Though it is still widely debated, most leading tiered instruction experts agree that Tier 3 is NOT equivalent to Special Education placement, but rather a step before a referral
“What is RTI?” RTI Action Network (2010)
Module 4: Unit 1, Session 1 17
The Special Education Question
Module 4: Unit 1, Session 1 18
What does tiered instruction look like?Tiered Instruction Is… A whole-school approach to
literacy intervention Led and supported by the
school administration Supported by ongoing
professional development Dependent on consistent,
systematic student assessment
A process that may take a long time to perfect
Tiered Instruction Is NOT… A few classrooms working
on reading instruction The sole responsibility of
special education Left to the teachers to figure
out on their own Determined by scattered
testing and anecdotal evidence
Something that you try for a year, then abandon
Module 4: Unit 1, Session 1 19
Wrap-Up
Things to Remember:Tiered instruction is not a process that can be
implemented perfectly overnight; it takes time to perfect and apply to the unique structure of each school.
There is not one correct tiered instruction method; each tier looks different in each school system, depending on the needs of the students there.
Tiered instruction cannot benefit students without faculty support and communication.
Module 4: Unit 1, Session 1 20
Wrap-Up Activity
Re-evaluate the three student profiles from the beginning of the sessionWhat Tier of Instruction would benefit
each child?Why would this Tier be the best choice?
Module 4: Unit 1, Session 1 21
For Next Time
Explore the RTI Action Network web site.www.rtinetwork.org
Identify an article/resource that was useful
Module 4: Unit 1, Session 1 22
ReferencesDuffy, H. (2007). Meeting the Needs of Significantly Struggling Learners in High School: A
Look at Approaches to Tiered Intervention. National High School Center.
Murawski, W, & Hughes, C. (2009). Response to intervention, collaboration, and co-teaching: a logical combination for successful systematic change. Preventing School Failure, 53(4), 267277.
Prasse, D. (2010). Why Adopt an RTI model? Retrieved from http://www.rtinetwork.org/Learn/Why/ar/WhyRTI.
What is RTI? (2010). Retrieved from http://www.rtinetwork.org/Learn/What/ar/WhatIsRTI.
Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.