Overviews: Response to Intervention & Differentiation

Kristen McElligattPeoria Public Schools 150

Kristen.mcelligatt@gmail.com

St. Mark Catholic SchoolMay 22, 2014

AgendaMay 22, 20143:15 – 5:15 PMSt. Mark School

RtI 3-Tiered Model Who? When? Where?

How? The Problem-Solving

Cycle RtI Resources Differentiation Principles Readiness Profile Strategies Resources Next Steps

Response to… Instruction

BIG IDEAS 3-tiered system of student supports

Academic & behavioral (PBIS)

High-quality instruction

Matched to student specific needs

Response to… Instruction

BIG IDEAS Research-based

Progress is monitored regularly

Adjustments based upon student progress/response

Parent Engagement

Who is involved?

Response to Intervention is for every child and every teacher/adult.

Student need is based on what is typical in

your school-All receive typical instruction. Some receive extra support. A few receive specific interventions.

When is student progress examined?

• All students are assessed three times a year.

• Some students are monitored more frequently (every other week).

• A few students are monitored weekly.

Where does instruction occur?

• All students receive instruction in the general classroom.

• Some students may receive additional instruction in the general classroom & outside the general classroom.

How do we implement RtI?

Tier 1/Universal = Core Instruction

o High Quality curriculum and instruction

o Utilizing the school’s: o Curriculumo Assessments

o Teaching with fidelity

How do we implement RtI?

Tier 2 = Grade Level Team Time

oWork in collaborationoInclude additional staff to affect group sizeoAnalyze dataoSet goals

How do we implement RtI?

Tier 3 Intervention

o Layered with Tiers 1 & 2o Individual or very small

groupo Research-based

instructiono Weekly monitoring

How do we implement RtI?

Provide scientifically-based: Core Instruction Intervention Enrichment

Monitor progressTier 2: Every other weekTier 3: Weekly

How do we implement RtI?

Document interventions Attendance/participationGroup effectivenessIndividual student

response

Getting down to the details…

• Problem Solving• Making adjustments

•Reduce group size•Increase intensity•Increase time•Change intervention

• Continue the intervention cycle

RtI Resources

• Go to the District 150 homepage.

• Under Curriculum & Instruction: RtI

• http://www.psd150.org/RtI

That students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards and fairness to the students.

~ Theodore Sizer

Differentiation…

…is a teacher’s response to learners’ needs

Principles of Differentiation

Respectful tasks

Quality curriculum

Teaching up

Flexible grouping

Continual assessment

Building community

Differentiation

Teachers can differentiate through:

Content

Process

Product

Learning Environment

According to students’:

Readiness

Interest

Learning Profile

Differentiation IS:

Varied avenues to content, process & product

Respectful of all learners

Proactive

Student-centered

A blend of whole class, small group and individual instruction

Based on students’ readiness, interests and/or learning profile

Built on the foundation of exemplary grade level curriculum

Differentiation IS NOT:

The same thing as individualization or tailoring

Just another way to provide homogeneous grouping

Expecting less of struggling learners than of “typical” learners

Expecting more of advanced learners than of “typical learners”

A substitute for specialized services

Chaotic

New

Activity: Readiness Profile

Differentiation Investigation

Anchor ActivitiesRICE strategy

Curriculum Compacting

Most Difficult First

Differentiated Products

Independent Study

Interest Surveys

Learning Contracts

Levels of Thinking/Questioning

Think-Tac-Toe

Tiered Assignments/Activities

Work Stations/Learning Centers

Anchor Activities

• Meaningful work done individually and silently

• Focused, purposeful, engaging tasks worthy of student’s time

• Management tool• Comfortable & predictable tasks• Allows teacher to work with flexible groups• Prevents disruptions

How to develop anchors…

• Start small with one task for half the class while working on a content-based activity with the other half of the class

• Next adjust the task for readiness/interest

• When comfortable, a third of the class working with 2 differentiated content tasks

• Proceed as teacher & students become more comfortable

When to use Anchors:

• Use at the beginning of class

• Use when working with small groups to prevent disruption

• Use when students finish a task at different times

Differentiation Resources

Differentiation Investigation Resources

Association for Supervision & Curriculum Development (ASCD) Bertie Kingore's Website Carol Ann Tomlinson's Website Dare to Differentiate

Differentiation Central: University of Virginia & Carol Ann Tomlinson

Next Steps

RtICore curriculum

audit

Leadership team conversations

Staff conversations

Investigation

Planning

Professional Development

DifferentiationShare results

of strategy investigation when school resumes

Start small

Professional Development

The essence of our effort must be to assure each child an equal opportunity not to become equal but to become different- to realize whatever unique potential of body, mind and spirit he or she possesses.

~ John Fisher