Webinar 3

Core Instruction (Tier 1)

TIER 1: CORE INSTRUCTION

• Assessments: – Screening – Evaluating effectiveness of core instruction

• Research-based/Evidence-based Instructional Practices

• Matching student needs with research-based instructional practices

Problem Solving Applies to Programs and Systems

In Handouts

Effectiveness of instruction • Data suggests how well

instructional practices and materials are meeting needs of all students

• Data is used proactively to formulate core instructional match to student needs

0%

20%

40%

60%

80%

100%

All NA SES

School-wide Evidence Can be Used for Judging Effectiveness

ALL EL SES

0

50

100

150

200

250

1 2 3 4

Hour

s of

Inst

ruct

ion

in

175

Days

Percent of Session

Instructional Engaged TimeIs the problem at a systemic level?

Is it an effort or fidelity issue?

Is it instructional, curricular, or environmental?

-73.5 hrs-83 hrs

90 min. sessions 60 min.

95% 75% 67% 95%

We Need to Identify Acceptable Range of Differences Across Classrooms

Considerations when Selecting Screening Tools

1. How does the data inform instructional decisions?

2. How will the screening process work?

3. Is there training to ensure that staff are doing it the same way and making same judgments?

4. How will we be sure we are accurate in our judgments?

5. Make consistent judgments of data.

Screening Requires Cut-off Scores

Grade CBM Measure Benchmark

K Letter Naming FluencyInitial Sound FluencyPhoneme Segmentation Fluency

Grade 1 Phoneme Segmentation FluencyWord Identification FluencyNonsense Word Fluency + Passage Passage Reading Fluency (2nd half of year)

WIF<15

Grade 2 Passage Reading Fluency ORF<89

Grade 3 Passage Reading Fluency ORF<107

Grade 4 Maze FluencyPassage Reading Fluency

MAZE<10 replacements 2.5 min

Grade 5 Maze FluencyPassage Reading Fluency

MAZE<15 replacements 2.5 min

Grade 6 Maze FluencyPassage Reading Fluency

MAZE<20 replacements 2.5 min

Aimsweb normative scores (2007) & Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-tier Intervention in the Primary Grades (2009). Institute of Education Sciences Practice Guide.

Screening Tools Must Correctly Target Students

Measures are sensitive if pick up students truly at-risk

Measures are specific if do not pick up students who are proficientSurprised but

happy

Surprised and unhappy

Webinar 3

Tier I Core InstructionPart II: Karl

Effective Core Instruction: Aligned to Standards, Aligned Language, Differentiated

Limited Prior Knowledge

Large Body of Prior Knowledge

Needs Systematic Explicit Instruction

Can Perform with Implicit or Guided Discovery

Core instruction designed to address needs of 80% of students

Effective Core Instruction Research Based Instructional Practices

1. Differentiated Instruction (Content/Process/Product) for Heterogeneous groups to make progress

-Pre-skills identified and taught-Universal Design for Learning (UDL)

2. High rates of student response to teacher talk-Frequent, clear & specific feedback

3. Coordination between services (core and intervention)

-vertically aligned curriculum and stamdards4. Aligned instructional language

-Common language and vocabulary

Range of Academic and behavioral skills

Evidence-Based Practices that Strengthen Core Instruction

These inform intensity and access to instruction:• Horizontal and vertical alignment • Coaching/mentoring of evidence based practices

– Interpretation of data• Quantitative• Student work

– Effectiveness of implementation– Alternatives or options to strengthen student response

• Collaboration to improve instruction based on performance data

See SLD Manual Chapter 4 and 6

For Example: Scientifically-based Reading Instruction

Instructional Content

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Instructional Design

o Explicit Instructional Strategies

o Coordinated Instructional Sequences

o Ample Practice Opportunities

o Aligned Instructional Materials

Accurate match of student needs to intervention

Student Work

Attendance Data

Screening scores– CBM, MCA, MAP

Engaged time or ODR’s

Matching Needs: Use Multiple Sources of Data

Language: Reading: • Decoding/Word

work• Comprehension

StrategiesMath: • Number Sense• Fact Fluency

Attendance and anger

management

Medical (e.g. glasses, blood

sugar monitoring etc.)

Social-emotional Regulation

Criteria for Matching Needs with Instruction

Intended use of data:• Discriminate between high and low-risk and

average performers • Establish similar decisions across educators• Make reliable decisions across time• Cross-validate with informal measures and teacher

judgments• Tease out inconsistencies or nuances in

performance

– Open vs. close ended response– Timed vs. untimed – Automatic from acquisition stage of learning