Differentiated/Customized Instruction: Response to Intervention and Reading First Connections June...

Differentiated/Customized Instruction:

Response to Intervention and Reading First Connections

June 29 & 30, 2009

Albany, NYdrpennyaxelrod@fairpoint.net

office: (518) 766-0859

cell: (518) 366-5515

OutcomesLearn the distinction between Differentiated and Customized InstructionLearn the place of Differentiated/Customized Instruction in a Three-Tier Response to Intervention modelIdentify key features of an effectively customized classroom.Explain some of the key concepts and principles of customized instruction.Record the application of one or more components of customization to your own school or classroom.

Using graph paper, draw your teaching space. (Classroom, Resource Room etc.)

Identify each item such as student & teacher’s desks, computers, tables, bookshelves etc.

• proactive

• student centered

• based in assessment

• addresses content, process, and product

• includes whole-class, group, and individual instruction

Hallmarks of a differentiated/customized

classroom

• The teacher works to ensure that all students have ‘respectful work.

• The teacher makes sure differentiation is always “a way up,” never “a way out.”

• The teacher sets her own sights high, just as she asks her students to set their sights high.

• The teacher seeks specialists’ active partnership in her classroom.

• The teacher’s differentiation is largely proactive rather than reactive.

• Tomlinson, C.A. & Eidson, C.C. (2003). Differentiation in Practice: A resource guide for differentiating curriculum Grades K-5. pp. 6-9.

All features of DI plus

a diagnostic-prescriptive approach to assessing and instructing students who struggle with reading and who need more finely tuned instruction.

• Data-informed instruction

• Text difficulty of reading materials matched to student’s skills

• Skill-focused lessons

• Analysis of student’s performance – skills demonstrated and errors made

• Guided, facilitated practice with constructive feedback

Differentiated & Customized Differentiated & Customized InstructionInstruction

- the distinction- the distinction

Customized Customized Instruction CIInstruction CI

ccustomized ustomized iinstructionnstruction-Based on formative,-Based on formative, on-going assessmenton-going assessment

TargetedTargeted instruction instruction that is delivered to that is delivered to individuals or small-groupsindividuals or small-groups

Differentiated Differentiated Instruction®Instruction®

DIDI

Content

Disciplines

&

Reading

DiagnosticPrescriptive Instruction

3) plan for instruction•target outcome•design lesson

•select SBRR strategies& curriculum

4) deliver instruction

1) diagnostic assessmentto determine student’s

needs

5) informally assesslearning

6) plan next steps in instruction

2) form smallhomogeneous

groups

Teach All - Teach EachTeach All - Teach Each

thethe challenge to all educators challenge to all educators

Teach All - Teach EachTeach All - Teach Each

thethe challenge to all educators challenge to all educators

• To meet the needs of ALL students, instruction must be appropriate for the level of knowledge and skills of EACH student (CICI).

• Provide direct instruction in small, flexible, homogeneous groups (CICI).

• Assess initially to form groups, determine instructional goals; assess frequently to monitor progress. Document progress.

Because our learners vary.

• Let’s list some ways:

and because….

Because CIfits within theResponse to Interventionframework

Individuals with Disabilities Individuals with Disabilities Education Improvement ActEducation Improvement Act -

2004 (IDEIA)

Aligns special education legislation with No Child Left Behind in the Elementary & Secondary Education ActElementary & Secondary Education Act of 2002.

The New York – Federal law connection

• New York State regulations (Part 200) for IDEA Final regulations (August, 2007)

• Effective July 1, 2012

• an RtI program

• to determine if a student in Grades K-4 is a student with a learning disability

• in the area of reading.

Traditional

Classroom

Transformed

Classroom

Proactive reading instruction

Remedial reading instruction

Whole Class Instruction

Small flexible group customized Instruction

All means all except … All means each

TRANSFORMED TRADITIONAL

3-Tier3-Tier Intervention ModelIntervention ModelTier IGeneral Ed ‘Universal’classroom All

studentsTier IITargetedIntervention 20-30%

Tier IIIIntensive 5-10%Intervention

Introduction to the 3 Tier Reading Model: Reducing Reading Difficulties for Kindergarten Through Third Grade Students (4th ed.). Available from www.texasreading.org

Student Groups

• Student groups should be homogeneous (i.e., students’ needs should be as similar as possible) for intervention instruction.

• Student groups of 2–6 can work as well as one-on-one.

• Intensity and nature of instruction will vary.

• General education classroom• Any other appropriate setting such as

– resource room– specialist’s classroom

…a learning environmentthat welcomes ALLlearners and addresses the instructional needs of EACH learner.

Inside the CI Classroom

The CI classroom -Environment

• Workstations – all grade levels – placement– focus of instruction (phonics, fluency, writing, spelling,

etc.)

• Job chart• Daily schedule• Rotation chart• Teacher/Student Work Table

Modify as needed for Resource Rooms and general education classrooms.

Computer Center

WritingWorkstation

Teacher-ledsmall groupworktable

Work studyWorkstation

Literacy Workstation

Desks

Desks Desks

Desks

Teacher’s

Desk

ReadingWorkstation

Resource Room (example)

Paraprofessional’sWorkspace

• During the Literacy Block of instruction• During any other planned

uninterrupted instructional segment

Assessment Drives Instruction

Assessment

Data analysis

Customized Instruction(Diagnostic-Prescriptive Teaching)

3-Tier Assessment Model

Tier 1Screening/ All

studentsBenchmark

Tier 2Diagnostic(Informal) 20-30%

Tier 3Diagnostic(Formal) 5-20

Five-Step Procedure1. Screen all students using benchmark

testing and use screening data to determine what, if any, further testing is needed.

2. Select and administer informal and formal diagnostic educational tests for students who need them.

3. Group students.4. Plan & deliver instruction.5. Monitor student progress & refine

instruction.

The “Fabulous Five” Components of Reading

• Phonemic Awareness

• Phonics (Word Study)

• Vocabulary

• Comprehension

• Fluency

• One adult – teacher, paraprofessional, teaching assistant or aide

• Small, homogeneous, flexible groupings of 3-6 students with similar instructional needs

• Seated together• Working for an uninterrupted time • 5-20 minutes depending on student needs

and content

An effective model of instruction: Gradual Release of Responsibility

from teacher to student…Direct, Explicit Direct, Explicit

Instruction; Instruction; Modeling with Modeling with Think AloudsThink Alouds

Guided PracticeGuided Practice

Teacher supervises and assists students

Independent Independent PracticePractice

Students practice the strategy on their

own.

Management systems for a smoothly operating

CI classroom

– Routines• teacher-led whole group, small group (3-5 students)*, 1:1• respond in partnerships, trios, quartets• guided practice with homogeneously grouped students, or in

mixed collaborative groups

– Procedures* smaller teacher-led groups were qualitatively and

quantitatively most effective Gibson, V., & Hasbrouck, J. Differentiated

instruction: Grouping for success. (2008). Boston: McGraw Hill. (p. 27).

The CI classroomProcedures

Discuss, model and practice: • Moving to, & cleaning up workstations• Locating & leaving work folders• Requesting assistance from teacher or peer• Interactions with peers• Assisting peers• Giving feedback (compliments & corrections) to

peers• Teach the vocabulary of the workstation

Workstations

• Word Study• Spelling• Writing• Vocabulary• Comprehension• Fluency

• Literature Circles• Homework• Creative Expression• Language & Literacy• Technology• Special Projects

Workstations

Workstations

• Materials at each workstation– Student folders– Supplies – pencils, paper, glue sticks, markers etc.

– Materials for assignments: books, puzzles, games etc.

• Contents need to change periodically

• Rehearse student interactions and procedures at the stations

Job Charts

• Begin by listing all duties• Identify those that can be done

by students• Name & define the jobs:

– Librarian, Cheer Director, Station Manager, Technology Assistant, Voice Level Monitor, Timekeeper, Environmental Monitor, Mailbox or Work Folder Monitor, etc.

• Provide ‘job training’ for students

JOBS

Titles and Duties

Sample CI classroom Schedule*Time Activity

8:00 – 8:05 Greeting

8:05 – 8:20 Small groups

8:20 – 8:22 Transition

8:22 – 8:40 Small groups

8:40 – 8:43 Transition to next class

10-20 minutes of teacher-led direct instruction

* TimekeeperTimekeeper uses a kitchen timer to keep everyone on schedule.

Rotation Chart

• Schedule for each student

• Individual assignments at Workstations

• Students may work together at Workstations depending on assignments.

• Assignments at Workstations are for practice after 70% mastery of skill.

Lowest Group

Station Station

Station Middle Group

Station

Station Station Highest Group

Whole Group Mini-Lessons

Whole Group Mini-Lessons

20 mins.

20 mins.

20

mins.

15 mins.

15 mins.

Lowest Group

PA/PhonicsStation

Listening

Station

Phonics

Station

Middle Group

Comprehension Station

Peer-Assisted Learning Station

Comprehension Station

Highest Group

Whole Group Mini-Lessons

Whole Group Mini-Lessons

20 mins.

15 mins.

15 mins.

20 mins.

20 mins.

Lowest Group

Station Station

Station Middle Group

Station

Station Station Highest Group

15 mins.

15 mins.

15

mins.

• Challenging– Fast-paced– Instruction rather than practice

• Explicit– Everything modeled, “Think-Alouds”

• Engaged– Every student responding (EPR)

• Systematic– Daily repetition– Daily new content– Daily cumulative review

Lowest Group Station Station

Station Middle Group Station

Station Station

Highest Group

Whole Group Mini-Lessons:

Whole Group Mini-Lessons:

20 mins.

20 mins.

20

mins.

15 mins.

15 mins.

OK

Monday

Technology (Fluency)

Word Study (Mr. D)

Tuesday

Reading Comp. (Mr. D)

Writing (Ms. T)

Wednesday

Reading Comp. (Mr. D)

Writing (Ms. T)

Thursday

Word Study (Mr. D)

Spelling (Ms. T)

Friday

Technology (Writing)

Luke

Folder for completed work

Sample one week

schedule for

Resource Room student

Mr. D is the teacher. Ms. T is the Paraprofessional

Draw a tentative graphic of your

CustomizedCustomized Classroom or Resource Room

Identify each of the stations including computers, programs, games & other materials.

Abbreviations, Acronyms, & Practices

NCLB - No Child Left Behind

IDEA - Individuals with Disabilities Education Improvement Act (2004)

RTI - Response to Intervention (in IDEA 2004)

SBRR - Scientifically-based Reading Research (in

NCLB & IDEA 2004)

CPM – Continuous Progress MonitoringUBD – Understanding By Design (Wiggins & McTighe)

UDL - Universal Design for Learning (www.cast.org)

a few Web Resources

Federally funded, University-based sites with many downloadable lesson plans (K-5) in The “FABULOUS FIVE” – phonological awareness, word study, vocabulary, fluency & comprehension.

• www.fcrr.org – Florida Center for Reading Research

• www.texasreading.org– University of Texas Vaughn Gross Reading Center

• www.uoregon.edu/reading– University of Oregon reading project

Resources from the Association for Supervision and Curriculum Development www.ascd.org

Differentiated InstructionDifferentiated Instruction

• Tomlinson, C.A. & Eidson, C.C. (2003) Differentiation in practice: A resource guide for differentiating curriculum, Grades K-5.

• Tomlinson, C.A. & Eidson, C.C. (2003) Differentiation in practice: A resource guide for differentiating curriculum, Grades 5-9.

• Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.

• Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners.

Additional Resources on Differentiated Instruction

Multiple books by Gayle H. Gregory as sole author or with co-author.

All published by Corwin Press.

For example:• Differentiated Instructional Strategies in Practice:

Training, Implementation, and Supervision• Activities for the Differentiated Classroom• Differentiated Literacy Strategies for Student

Growth and Achievement in Grades 7-12

RtI Resources

• www.rti4success.org• www.ncld.org Responsiveness to Intervention: A New

Method of Identifying Students with Disabilities

• www.usu.edu/mprrc

• www.rtinetwork.org