Arizona RTI What Should Tier 1 Look Like? Classroom Walk-throughs 1

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Arizona RTI

What Should Tier 1 Look Like?Classroom Walk-throughs

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Review

AZ RTI for Academic and Behavior Support:– Is a framework– Multi tiered– Comprehensive Assessments– Data driven decisions– Takes 3-5 years to implement

Focuses first on Tier 1-----All Students

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How successful should Tier 1 be?

80%This means 8 out of every 10 students should be getting their needs meet with regular classroom instruction.

So…. What should that be?

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Put first things first

What has the greatest influence on student (Tier1) achievement?– Poverty factor– Good/bad parenting– The students in the class– The curriculum– School environment– Other stuff

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THE TEACHERStudy after study states that effective teachers produce improved student learning. Thus, the major responsibility of a school district is to recruit and then train the teachers to be proficient and effective.

Proficient: having knowledge and skillsEffective: Having an effect, producing a result

Harry Wong

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• Teacher expertise accounts for more difference in student performance (40%) than any other factor. (Ferguson 2001)

• The difference in teacher effectiveness is the single largest factor affecting acdemic growth of student populations. (Sanders 2000)

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Imagine your child is at the 50th percentile, and you place him or her in one of the following situations. After two years, Robert Marzano’s research says the following will happen to your child:

School and Teacher Effectiveness Impact on Learning Entering School at 50th PercentileSchool and teacher Percentile after two years

Ineffective school andIneffective teacher

3rd

Effective school andIneffective teacher

37th

Average school andAverage teacher

50th

Ineffective school andEffective teacher

63rd

Effective school andAverage teacher

78th

Effective school andEffective teacher

96th

Marzano 2003

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What qualities and strategies should the Tier 1 teacher have?

• Continuous curriculum/objectives• Direct/explicit instruction• Scaffolded/differentiated instruction• Established/taught routines and procedures• Positive relationships• Relentlessness• Uses meaningful assessments

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Continuous Curriculum

• Skills build upon each other:• Planned to teach the content: (daily, monthly

and yearly)• Coordinated across the grades• Uses materials that have been proven to teach

students.• Objectives are clearly stated and known to all

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Direct/Explicit/Engaging Instruction

• Lessons organized and contain opening (attention, review, preview), body and closing(review).

• Does not leave content to chance. (no discovery)

• Visibly engages every student. Active participation with frequent responses. (Choral. Team, Individual)

• Focused on critical content.

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Scaffolded/Differentiated

• Large group and small group instruction.• Multiple teaching strategies.• Easy skills first, hard skills later.• Content access is made easier with skills:– Vocabulary strategies– Note taking strategies– Comprehension strategies– Focused instruction(partially done outlines)

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Established Routines/Procedures

• Classroom management: Consists of the practices and procedures that a teacher uses to maintain a conducive environment for instruction and learning. For this to happen the teacher must create a structured and well ordered environment.

• Harry Wong

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Does the teacher?

• Establish procedures and routines for everything?

• Teach the procedures and routines?• Practice the procedures and routines?• Adhere to the procedures and routines?• Reward the procedures and routines?

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Positive Relationships

• Do the students feel cared about and important?– Greet them by name.– Discuss school work with them– Provide help as needed– Ask about personal affairs– Hold positive high expectations for them– Give and get respect

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Relentless

• Focuses on every student’s success.• Accepts the responsibility for every student’s

success.• Does not accept student’s failure.• Has and maintains a positive view of student

success.

Effective Instruction ~

Student Engagement

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Knowledge & Skills“scaffolding”

Explicit

Modeling

Corrective Feedback

Prompts

StudentParticipation

Guided Practice

Independent Practice

Student Mastery

Teacher(more teacher

control)

Student(Less teacher

control)

I Do…

We Do…

You Do…

I: Focus Engage students to recall previous learning, skill, or past experience State the standard(s)/objective(s) of the learning Establish a purpose and/or reason why they need to know and be able to use

the content and/or skillNotes:

II: Input Provide clear, accurate and concise information Provide accurate, clear examples and/or demonstrations, if possible provide 3

examples, Require students to take notes, complete an advance organizer, construct

summaries of the learning, discuss questions, and/or create visuals of the learning

Notes:

III: Check for Understanding Elicit all students to respond to a question(s) by signaling, writing, and/or

performing Review elicited behavior to check for all students’ understanding to determine

instructional needs Provide assistance and clarification and re-teach as neededNotes:

IV: Practice Observe student progress Elicit all students to complete a task in order to practice and/or apply the

learning Respond to student progress appropriately by providing recognition, support,

prompts, cues, and/or re-teach as neededNotes:

Lesson Design Components

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Effective Instruction Requires ACTIVE Learning… Learning is NOT a Spectator Sport!

"There is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is that they're studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and transform them as is needed, the ideas just disappear.“

- Howard Gardner, Professor in Cognition and EducationHarvard Graduate School of Education

Description of Student Engagement:

Student engagement is the continuous involvement of students in learning. It is a cyclical process, planned, and facilitated by the teacher, in which all students constantly move between periods of action and periods of reflection. Learning requires engagement in tasks that are structured and are sufficiently similar to allow for effective transfer of knowledge. (Marzano, 2004)

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Quantity and Quality of Student:

Speaking/Listening – expressive/ receptive language

Writing – written language

Doing – pointing, touching, demonstrating, etc

Multisensory Instruction…Leads to engagement

• It is learning through all modalities:Multisensory – the use of two or more sensory modalities simultaneously to take in or express information (L. Moats, M Farrell – 1999)

AuditoryVisualKinesthetic

I hear, I forgetI see, I rememberI do, I understand

Chinese proverb

Attributes of Student Engagement

• Teacher led• Mandatory• All students All of the time• Throughout the Learning

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General Ways to Engage Students at the Same Time pp 3

• Student practice is productive and observable– Speak– Write– Signal– Perform– Think (an overt engagement activity should follow)

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Structured Engagement “tool kit”:Ensure ALL Are Responding

1) Choral Responses -pronounce it together- teacher cues students to respond (e.g. hand signal, voice, eyes)- physical responses too; fingers under the word, chart, picture- “thumbs up when you know” (think time)2) Partner Responses- teacher assigns - provide a label/role “1’s tell 2’s”- alternate ranking (high with middle, middle with lower)- thoughtful questions/prompts/up & down Bloom’s taxonomy3) Written Responses- focused prompts increase thinking, accountability, focus Structure academic language (e.g. sentence starters)

Types Active Engagement

• Group responses• Paired partner responses• Individual responses – oral• Individual responses – written• Physical responses

- Anita Archer

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MOST IMPORTANTLY

• Research shows clearly that a person must be engaged to learn.

People learn by actively participating in observing, speaking, writing, listening, thinking, drawing, and doing.

Effective Instruction

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Remember???

It takes 4-15 times for the average student (person) to learn new material or behaviors.

» Keith Stanovich

For some people it takes many more (200 – 250).

Correct = (4-15 times)

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Instructional Leader

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Is the teacher regularly observed?

• At least weekly:• What do you look for:• If you want teachers to have specific skills and

strategies, are you observing for them?• What tools do you need?• What will you do when a teacher does not

have the skills and strategies?

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Instructional Leadership Teams

Include knowledgeable and dedicated educators:

• Superintendents• Principals• Assistant Principals• Curriculum Directors • Coaches• School Psychologists• Counselors• Reading Specialists• Lead General and Special Education Teachers

Taking a Closer Look at the District’s Role

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1. Collaborative goal-setting2. Non-negotiable goals for achievement and instruction3. Board alignment and support of district goals4. Monitoring goals for achievement and instruction5. Use of resources to support achievement and

instruction goalsWaters and Marzano School District Leadership that WorksMcREL

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Team Characteristics

Instructional Leadership Teams:

Understand SBRR and SBRI Set goals and focus on a course of action Monitor progress using assessment data Communicate a sense of urgency Provide continual and supportive professional

development Facilitate organizational support

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All Levels:–State, District, and School–

Must work together to successfully implement School Improvement plans.

Working Together

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Roles and Responsibilities

Have you defined and communicated the roles of each member of the leadership team at the district and school level?

Handout 1

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Taking a Closer Look at the District/School’s Role

• Resource provider• Instructional resource• Communicator• Visible presence

Wilma Smith and Richard Andrews(1989)

Improvement in instruction within a district depends on the district’s ACTIVE and INFORMED involvement.

Handout

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Taking a Closer Look at the Principal’s Role

• Learning • Communicating • Monitoring and coordinating • Supporting • Overseeing and organizing • Fostering

Improvement in reading instruction within a school depends on the principal’s ACTIVE and INFORMED involvement.

Handout

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Taking a Closer Look at the Coach’s Role

Improving classroom reading instruction by:

Coaches are NOT evaluators or administrators.

Helping teachers and administrators use assessment data

Sharing expertise

Demonstrating lessons

Observing teachers’ instructional practices

Handout

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Making a Difference• Schools with STRONG INSTRUCTIONAL LEADERS

show SIGNIFICANTLY GREATER STUDENT GAINS in both reading and mathematics than schools with average or weak leaders (Andrews & Soder, 1987)

Strong instructional leaders:– are regularly in the classroom– work collaboratively with teachers – are key to ensuring successful students

Walk through

How do you think this leadership staff looks at walkthroughs? 41

“Classroom Walkthroughs: Learning to see the trees and the forest”

By: Howard Pitler with Bryan Goodwin

How to use walkthrough data?

provides EVIDENCE of:• sharing of best practices is occurring• professional development initiatives are actually

making into the classroom• professional learning communities

(Summer 2008 – Changing Schools)42

“Classroom Walkthroughs: Learning to see the trees and the forest”

By: Howard Pitler with Bryan Goodwin

The key to making accurate decisions based on short observations is…

knowing what to look for

(Summer 2008 – Changing Schools)

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Conceptual Framework for Student Success(Marcia Grek, Florida Center for Reading Research)

Continuous Assessment

Instruction Data-BasedInstructiona

l Planning

Students Learning on Grade Level

Effective Teachers and Well Structured Lessons

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Summarization of Research by Rosenshine & Stevens

• In pairs orally read the one page information: Research

• Work cooperatively to complete the mind map on page 3 of your handout

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Teacher Effectiveness/Lesson Design

Procedures

Findings Classroom Implications

Mind Map:

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Knowledge & Skills“scaffolding”

Explicit

Modeling

Corrective Feedback

Prompts

StudentParticipation

Guided Practice

Independent Practice

Student Mastery

Teacher(more teacher

control)

Student(Less teacher

control)

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Classroom Walk-throughsArticle

• WestEd T4S protocol

• Just Read Florida-Reading and Content Literacy protocol

Instructional Leader: knowledgeable of literacy instruction - QRKS

Handout

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Read -- share out

History of the classroom walk-through

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“Supervising the Art and Science of Teaching: Better Observation Practices”

Robert Marzano

What am I looking at right now?a segment that is a routine component of every lesson?

a content-specific lesson segment?

something enacted on the spot?

Example: content specific lesson

• introducing new knowledge I do…

• practice and deepening skills we do…

• hypothesis generation and testing tasks you do…

What am I looking at right now?a segment that is a routine component of every lesson?

a content-specific lesson segment?

something enacted on the spot?

Example: content specific lesson

• introducing new knowledge I do…

• practice and deepening skills we do…

• hypothesis generation and testing tasks you do…

Questions you should ask during walk-through are:

• What is the objective (learning)?

• How do I know that the student(s) have mastered it?

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LESSON

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FACT OPINION

Definition: something that can be checked or proven

Definition: statement that tells what someone thinks or feels

“The power in walkthroughs lies not only in seeing the trees, but also the forest!”

Howard Pitler Bryan Goodwin

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Questions and Answer

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RTI Self Assessment

Curriculum and Instruction

Action Steps