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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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