RTIResponse to Intervention

Effective Instruction

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Housekeeping• Sign In Sheets • Materials• Wi Fi Access• Timelines• Breaks• Lunch• Restroom Location• Turn cell phones to manner mode• Attention Signal• Other?

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RTI Essential Components

• Strong Leadership• Collaborative Teaming• Evidence-based Curriculum • Evidence-based Instruction• Ongoing Assessment• Data-based Decision Making• Fidelity of Implementation• Ongoing Training and Professional

Development• Community and Family Involvement

Effective Instruction

• The three main components of Effective Instruction are:

– Highly qualified (skilled) teachers

– Explicit and systematic lessons

– Differentiated instruction

Highly Qualified (Skilled) Teachers• Skilled teachers have a significant impact on student achievement.

• Teachers select and administer skill assessments to identify the diverse instructional needs of all students: – ongoing assessments measuring student achievement is the single most

important determinant of the effectiveness of implemented practices. • The best practice teaching cycle is:

– (a) concept instruction (teach, model, practice), – (b) assessing for learning, and – (c) differentiating instruction based upon assessment data.

• When this cycle is ongoing, teaching is supported and student learning is maximized.

Highly Qualified (Skilled) Teachers• Skilled teachers have a significant impact on student achievement.

• They follow the best practice teaching cycle: – (a) concept instruction (teach, model, practice), – (b) assessing for learning, and – (c) differentiating instruction based upon assessment data. (When this cycle is ongoing, teaching is supported by data and student learning

is maximized.)

• They select and administer skill assessments to identify the diverse instructional needs of all students: – ongoing assessments measuring student achievement is the single most

important determinant of the effectiveness of implemented practices.

InstructionAs

sess

men

t

Student Goals

Data Utilization

Ongoing Cycle:Instruction, Assessment

and Student Goals

• Provide explicit and systematic lessons

• Determine instructional timelines and targets

• Select and use a variety of research-based materials, including – core subject programs– appropriately leveled texts– hands-on materials (e.g. math manipulatives)

Skilled Teachers Effectively:

Explicit and Systematic Lessons

“Explicit instruction is instruction that does not leave anything to chance, and it does not make assumptions about skills and knowledge that children acquire on their own.” (Torgeson, 2004).

Lesson Design• Anticipatory Set

Gain Attention (Signal) & Establish Expections Review Provide Advance Organizer Generate Interest

• Statement of Learner Outcome What will the learner be able to do at the end of the lesson to

demonstrate learning? What skill, what action, and why?

• Direct Explanation• Modeling• Check for Understanding• Guided Practice

• Application and/or Independent Practice

• Final Assessment

TEACHING

Outstanding and effective teachers understand the following

sequential components of explicit instruction: • Direct Explanation

– Names and defines the skill to be learned. Include explanation of why the skill or strategy is important and when it is used.

• Teacher Modeling– Overtly demonstrates a skill or strategy that a student will learn. Modeling the

skill provides concrete instruction, without ambiguity.• Guided Practice and Feedback

– Provides students with guidance skill or strategy is practiced independently or in small groups. Provides prompts, gives specific corrective feedback and praise related to the new skill. Support gradually fades as the student takes responsibility for using the skill independently.

• Independent practice/Application

– Students are provided with multiple opportunities to apply the newly acquired skill or strategy on their own. Through independent practice, students continue to review and practice the skills and strategies learned.

GOOD TEACHING IS GOOD TEACHING

MODEL: My turn I do itLEAD: Our turn We do itTEST : Your turn You do it

• FIRM-UP, FIRM-UP, FIRM-UP• DELAYED TEST

• Create multiple opportunities for students to engage in sustained practice– opportunities in a variety of authentic and isolated

contexts • individual• partner• small group• whole group

Skilled Teachers Effectively:

• Group/Choral Responding• EVERYBODY responds all together as a group correctly. • Signals• Types:• Auditory• Visual• Voice cues• Format:• Question/Cue• Pause• Signal• Pacing• Curriculum Coverage• Wait Time• Change Ups• Sponge Activities• Monitoring• Visual and auditory during group responses• Dipsticking

• Provide multiple opportunities for students to appropriately practice and apply skills in a variety of contexts

• Manage student activity and behavior

• Engage parental support

Skilled Teachers Effectively:

• Form flexible groups to meet the needs of individual students – one-on-one– pairs– small groups– whole group

• Administer progress monitoring assessments to instruct and regroup students according to student knowledge and skill acquisition.

Skilled Teachers Effectively:

• Provide explicit and systematic lessons

• Determine instructional timelines and targets

• Select and use a variety of research-based materials, including – core subject programs– appropriately leveled texts– hands-on materials (e.g. math manipulatives)

Skilled Teachers Effectively:

• Create a learning environment in which children have access to a variety of high-quality opportunities and materials.

• Utilize instructional resources effectively

• Manage student activity and behavior

• Engage parental support

Skilled Teachers Effectively:

Pacing– Curriculum Coverage– Wait Time– Change Ups– Sponge Activities

Monitoring– Visual and auditory

during group responses– Dip-sticking

TIME FLIES: The Planned vs. the Real

Teaching vs. OrganizingTeaching vs. ManagingTransitionsInterruptions

1 minute/day = 3 hours a year10 minutes/day = 1 week a year

Differentiated Instruction and Academic Scaffolding

When differentiating, teachers should: • have clear objectives for instruction • deliver targeted instruction aligned

with standards • provide focused activities• provide academic scaffolding by

adjusting the instructional complexity through differentiation

Scaffolding InstructionInvolves interactions that support students in

accomplishing mastery of a skill.

Amou

nt o

f Sup

port

Introduction Mastery

Teacher

Independent

Concepts

Team Time

• Read: “Differentiated Reading Instruction: Small Group Alternative Lesson Structures for ALL Students.”

• Take time to discuss the article.

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Steps in Explicit Strategy Instruction

• Direct explanation

• Modeling

• Guided practice

• Feedback

• ApplicationDickson, Collins, Simmons, and Kame’enui, 1998

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Effective Instructional Techniques

• Unison oral/written responding• Signaling• Pacing• Monitoring• Correcting errors and teaching to

mastery

Choral Response

• Ask the question• Give a wait signal• Give wait time• Say, "Everyone…"• Give response signal

Purpose: Perfect practice (repetition for mastery) for all students.

Choral Responding

EVERYBODY responds all together as a group correctly.

SignalsTypes:

AuditoryVisualVoice cues

Format:Question/CuePauseSignal

Physical Responses:Same Answer

• For “yes/no” questions: Thumb up or down

• For multiple choice questions: Hold up fingers

Written Responses:Same Answer

• Ask the question• Students write answer on white board• Give wait time• Say, “Everyone…show me”• Students hold up white board• Ensure that student answers are “private” until the

reveal

Purpose: Perfect practice (repetition for mastery) for all students.

Partner Responses • Pair students

• Ask questions

• Provide wait time for partners to confer

• Randomly call on partners for answers

Instructional Matching• Instructional matching:

– The use of Tier 1 assessment data of student learning to organize students into the most beneficial learning communities.

• Benefits of instructional matching:– Students are challenged at their instructional level as opposed to not

being challenged or being frustrated with what is taught.

– Teachers have a narrower instructional range of learners to focus upon during a specified period of instruction and can therefore intensify teaching and accelerate learning.

– A “fluid and flexible” method as students can exit and enter other learning communities as needed and indicated by data.

Instructional Matching

• Two ways to deliver instruction to groups of students with similar instructional levels:– “Differentiated Instruction” in the classroom– “Walk to Read”

• Both require:– Advanced collaborative planning– Professional development

Motivation and Emotional Support

• Emotional Support– encouragement, feedback, and specific

positive reinforcement

• Cognitive/Scaffolded Instruction– Carefully sequenced skills– Finely tuned interactions

Time to Discuss & Decide• How evident is the use of effective instructional practices

with all students?

• How do you differentiate instruction at Tier 1?

• See Handouts:– “Checklist for Effective Instruction”– “Instructional Adjustments”

Review and discuss how these can be utilized in your school.

Next Steps

• Think about your instructional practices in your school. – Is there a system for instructional consistency in

your school?– Do you think there should be a system?– What do you need to do to improve instruction in

your school?