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Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
Response to Intervention: Techniques and Tools for Your Toolbox
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Response to Intervention: Techniques and Tools for Your Toolbox

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RtI begins with an effective classroom structure that allows teachers to provide research-based, differentiated instruction. To provide students with the tools they need for success, a teacher needs a …

RtI begins with an effective classroom structure that allows teachers to provide research-based, differentiated instruction. To provide students with the tools they need for success, a teacher needs a well-equipped toolbox.

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  1. Session One Comprehensive Literacy & Differentiated Instruction: Sixty minutes in an RtI based classroomTools & Techniques for your ToolboxTim Irish & Amina IqbalUniversal American School of Kuwait
  2. By the end of this session, SWBAT: Compare, contrast and analyze one balanced literacy model with your own classroom model. Use formative assessments to monitor and encourage student use of effective reading strategies. Use one norm-referenced CBM to inform instructional interventions needed for individual students in an elementary classroom. Willingly suspend our disbelief in order to sit down next to our children to think about where we are, where we want to go, and how to get there.
  3. Tools: • ORF – Oral Reading Fluency Test – Ms. Iqbal • Independent Reading Records – Mr. Irish • Class record sheetTechniques: • Centers / Stations / Rotations • Team Teaching • Guided Reading / Modeling / Strategy Instruction • Fluency instruction – Choral reading, echo reading, partner reading • Learning Continuum • Direct Instruction > Guided Practice (Me > We ) • > Shared Inquiry > Independent Practice (Two > You)
  4. Elementary Tier Model (K-5) Intensive 1-2 Tier 3 Intervention 5% Students 60 minutes Tier 2 3-4 Intervention Students 15% 20-30 minutes per day in the classroomTier 1 Comprehensive Core 15-1780% Students 90 minutes per day Research based, differentiated, balanced literacy instruction
  5.  Research based instructional practice ◦ Flexible, differentiated instruction. ◦ High percentages of student engagement. ◦ Thoughtful alignment of curriculum, assessment and instruction. ◦ Early emphasis on phonics and fluency ◦ Continued emphasis on comprehension strategy instruction – guided reading followed by cooperative learning, shared inquiry and independent practice. ◦ Instructional interventions based on student response. ◦ Daily emphasis on formative assessment.
  6. Today we are going to be reading one of myfavorite poems of all time, “Disobedience”! We havetwo SFTD’s for the day: Reading for Fluencyand Asking and Answering Questions. We’ll berotating through two sessions. Please thank Ms. Iqbalfor spending time with us today. Happy Reading! Mr.Irish◦Groups of 4:15– 4:30 Disobedience, strayed, consulting, accord, Words the Day: 4:30– 4:45 4:45– 5:00◦The Rhymes of the Day: strayed/mislaid three/me /she/tea Guided Reading Fluency AssessmentRelations Mr. Irish Ms. Iqbal Mr. IrishThe Fluency Guided Reading AssessmentAccords Ms. Iqbal Mr. Irish Mr. Irish
  7. Session Two Data Driven Instruction: Principles of RtI Put Into PracticeTools & Techniques for your ToolboxTim Irish, Amina Iqbal & Michelle SaudUniversal American School of Kuwait
  8. By the end of this session, SWBAT: Describe the concepts of Benchmarking and Progress Monitoring using two Curriculum Based Measures. Describe one option for developing a comprehensive Tier II plan. Analyze Progress Monitoring Data for Tier II students to determine need for Tier III interventions. Walk away with tools and techniques to build a more effective instructional program for their students.
  9. Elementary Tier Model (K-5) Intensive 1-2 Tier 3 Intervention 5% Students 60 minutes Tier 2 3-4 Intervention Students 15% 20-30 minutes per day in the classroomTier 1 Comprehensive Core 15-1780% Students 90 minutes per day Research based, differentiated, balanced literacy instruction
  10.  Research based instructional practice ◦ Flexible, differentiated instruction. ◦ High percentages of student engagement. ◦ Thoughtful alignment of curriculum, assessment and instruction. ◦ Early emphasis on phonics and fluency ◦ Continued emphasis on comprehension strategy instruction – guided reading followed by cooperative learning and independent practice. ◦ Instructional interventions based on student response. ◦ Daily emphasis on formative assessment.
  11.  CBM Benchmarking and Progress Monitoring ◦ A Curriculum Based Measure is a simple test similar to taking a patient’s blood pressure. ◦ It doesn’t tell the teacher what is wrong, but it indicates which students may require systematic, intensive interventions to diagnose reading issues and prescribe individual interventions. ◦ In Session II we will look at these pieces of the puzzle:  Mrs. Smith’s 2nd grade Fall ORF scores (CBM Benchmarks)  Tier II Plans  Instructional design to allow for Tier II interventions that match student needs.  Progress Monitoring to measure effects
  12. ORF GROWTH: Two Interventions for Third Grade Students 120 115 110 105 100 AST StudentsOral Reading Fluency (WPM) 95 Title I Students 90 Title & AST 85 80 Avon All Third 75 Nat Mean 70 65 Nat Norm - 25th Prcntl 60 55 50 45 40 Fall 2008 Winter 2009 Spring 2009
  13. MAP GROWTH Two Interventions for Third Grade Students 205 200 AST Students 195NWEA RIT Score Average Title I Students 190 Title & AST Avon All Third Ave 185 Nat Mean 180 Nat Norm - 25th Prcntl 175 170 Fall 2008 Winter 2009 Spring 2009
  14. Backwards Design Begins with StandardsBenchmarking and Progress Monitoring Fluency Assessment Maze TestTier II Plans – When written well andimplemented, student response to interventionscan replace testing to determine student needs.Progress Monitoring Data for Tier II Students Data gathered over time can show trends and identify students who need Tier III support.

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