1. Module 4: Unit 1, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 1

2. Module 4: Unit 1, Session 1 WHAT IS TIERED INSTRUCTION? 4.1.1

3. Module 4: Unit 1, Session 1 Session Overview  Unit 1, Session 1 Questions:  What brought about the concept of tiered instruction?  What does a tiered approach look like in the classroom and whole school environment?  Unit 1, Session 1 Objectives: Participants will…  Understand the need for tiered instruction  Understand the three tiers of instruction  Understand the benefits of tiered instruction 3

4. Module 4: Unit 1, Session 1 Warm-Up: Student Profiles  Read the three student profiles.  Decide what your school would currently do to help each student. 4

5. Module 4: Unit 1, Session 1 Review the Reading  Use the “Four A’s” protocol to discuss the most important points in the reading :  What Assumptions does the author of the text hold?  What do you Agree with in the text?  What do you want to Argue with in the text?  What parts of the text do you want to Aspire to? 5

6. Module 4: Unit 1, Session 1 IDEA and NCLB  No Child Left Behind, NCLB (2001)  Accountability for student progress  Emphasis on scientifically proven teaching methods  The Reauthorization of the Individuals with Disabilities Education Act, IDEA (2004)  Included a pre-identification strategy called “response to intervention” or tiered instruction 6

7. Module 4: Unit 1, Session 1 Definition “The aim of the Massachusetts System of Tiered Instruction is to provide high-quality core educational experiences for all students, and targeted interventions to students who experience learning challenges. Systems of tiered instruction allow schools to make good on their commitments to get all students to learn; to be responsive to the needs of all learners; to utilize all staff in supporting student learning; and to ensure that instruction is differentiated, engaging, and effective.” -MA DESE Grounding Document: System of Tiered Instruction 7

8. Module 4: Unit 1, Session 1 Components of Massachusetts Tiered Instruction As part of a systematic approach to tiered instruction, the following four integrated components are present: 1.Flexible tiers 2.Universal screening and progress monitoring 3.High-quality curriculum and instruction 4.Collaborative school/family problem-solving - -MA DESE Grounding Document: System of Tiered Instruction 8

9. Module 4: Unit 1, Session 1 The Tiers of Instruction 9

10. Module 4: Unit 1, Session 1 Intended Benefits  Provides accurate assessment tools and data  Promotes “good teaching” practices for literacy  Targets individual student needs  Allows struggling readers to catch up to their peers  Makes special education placements more accurate  Allows for consistent progress monitoring 10

11. Module 4: Unit 1, Session 1 Role of Tier 1  Whole-group instruction in beneficial reading strategies  Provide every student with necessary literacy skills to stay on grade level 11

12. Module 4: Unit 1, Session 1 Tier 1 Looks Like…  Whole-class instruction  “Good teaching” practices  Strategies that benefit all readers in the areas of:  Decoding  Fluency  Vocabulary  Comprehension 12

13. Module 4: Unit 1, Session 1 Role of Tier 2  Small-group instruction  Address the needs of all students who did not show adequate improvement in reading ability when given Tier 1 instruction  Provide additional strategies for reading with students who need more intensive instruction 13

14. Module 4: Unit 1, Session 1 Tier 2 Looks Like…  Small-group work within a classroom  Strategic grouping of students with similar deficits  Students working with an adult on specific literacy skills  Decoding, fluency, vocabulary, comprehension  The adult may be:  The classroom teacher  A paraprofessional, aide, or classroom volunteer  A special education instructor or reading specialist 14

15. Module 4: Unit 1, Session 1 Role of Tier 3  Intensive instruction for students who continue not to meet basic benchmarks for literacy after Tier 2  Focus on the needs of students who require individualized instruction  Decide if further formal testing is required to determine special education placement 15

16. Module 4: Unit 1, Session 1 Tier 3 Looks Like…  One-on-one instruction  Pull out or during small group work time  Often done by a reading specialist or special education teacher  Individualized, intensive instruction in areas of deficit for a student NOTE: Though it is still widely debated, most leading tiered instruction experts agree that Tier 3 is NOT equivalent to Special Education placement, but rather a step before a referral “What is RTI?” RTI Action Network (2010) 16

17. Module 4: Unit 1, Session 1 The Special Education Question 17

18. Module 4: Unit 1, Session 1 What does tiered instruction look like? Tiered Instruction Is…  A whole-school approach to literacy intervention  Led and supported by the school administration  Supported by ongoing professional development  Dependent on consistent, systematic student assessment  A process that may take a long time to perfect Tiered Instruction Is NOT…  A few classrooms working on reading instruction  The sole responsibility of special education  Left to the teachers to figure out on their own  Determined by scattered testing and anecdotal evidence  Something that you try for a year, then abandon 18

19. Module 4: Unit 1, Session 1 Wrap-Up  Things to Remember:  Tiered instruction is not a process that can be implemented perfectly overnight; it takes time to perfect and apply to the unique structure of each school.  There is not one correct tiered instruction method; each tier looks different in each school system, depending on the needs of the students there.  Tiered instruction cannot benefit students without faculty support and communication. 19

20. Module 4: Unit 1, Session 1 Wrap-Up Activity  Re-evaluate the three student profiles from the beginning of the session  What Tier of Instruction would benefit each child?  Why would this Tier be the best choice? 20

21. Module 4: Unit 1, Session 1 For Next Time  Explore the RTI Action Network web site. www.rtinetwork.org  Identify an article/resource that was useful 21

22. Module 4: Unit 1, Session 1 References Duffy, H. (2007). Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention. National High School Center. Murawski, W, & Hughes, C. (2009). Response to intervention, collaboration, and co- teaching: a logical combination for successful systematic change. Preventing School Failure, 53(4), 267  277. Prasse, D. (2010). Why Adopt an RTI model? Retrieved from http://www.rtinetwork.org/Learn/Why/ar/WhyRTI. http://www.rtinetwork.org/Learn/Why/ar/WhyRTI What is RTI? (2010). Retrieved from http://www.rtinetwork.org/Learn/What/ar/WhatIsRTI. http://www.rtinetwork.org/Learn/What/ar/WhatIsRTI Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing. 22