1 Differentiated Instruction Massachusetts Reading First Plan and John Silber Early Literacy Initiative Advanced Seminar Dorothy S. Strickland, Ph. D. Rutgers, The State University of New Jersey

2 Implementing and Responding to Intervention  Three Tier Model Prevention model aimed to catch students early – before they fall behind Safety net for struggling readers & writers An alternative to the discrepancy (wait until they fail) model

3 3 Tier Model Tier 1 – Core Instruction All (100%) students – receive core instruction Tier 2 – Supplemental Intervention At-Risk, Struggling Students (20-30%) Tier 3 – Intensive Intervention Students with persistent difficulties who are not responding to Tier 1 and 2 (5-10%)

4 Organizing for Tier 1 – a typical plan Instructional Leader – Classroom Teacher minute literacy block - differentiation and progress monitoring using core program - whole group, small group, one-to-one - focus on key literacy “components”

5 Organizing for Tier 2 a typical plan I nstructional Personnel – may require specialized instruction in addition to classroom teacher Use of benchmark assessments and progress monitoring twice monthly 30 additional minutes of strategic reading instruction daily in small group Continued focus on key literacy “components” Specific skills/strategies targeted for teaching & monitoring Skills/strategies reinforced from core reading program May use specialized intervention materials

6 Organizing for Tier 3 a typical plan  I nstructional Personnel – requires specialized instruction  Use of benchmark assessments and progress monitoring (twice monthly or weekly)  Minimum of two additional 30 minutes of strategic reading instruction daily in small group or individualized instruction OR 90 mins. of explicit instruction that supplants the core program. Skills reinforced from core reading program May use specialized intervention materials Continued focus on key literacy “components”

7 Differentiating Literacy Instruction some Evidence Based Areas of Focus for educators  Scientifically-Based Reading Research (SBRR)  Balancing instructional practices  Organizing for Differentiation  Scaffolded Instruction  Responsible test preparation

8 Scientifically-based Reading Research from National Reading Panel Report  Phonological/Phonemic Awareness  Phonics  Vocabulary Development  Reading Comprehension  Fluency

9 Balancing instructional practices for differentiation -- - Areas of Contention  Skills vs. Meaning Emphasis  Explicit vs. Indirect Instruction  Content vs. Process  Trade books vs. Text books  Informal Classroom Assessment vs. High Stakes Standardized Tests

10 Organizing & Planning for Differentiated Instruction I. Teacher-Pupil Ratio II. Group Constituency Whole Group Heterogeneous Small Group Homogeneous One-to-one III. Specific Needs - English Language Learners Struggling Readers & Writers Advanced Learners

11 Organizing & Planning for Differentiated Instruction IV. Materials and Modalities - Varied opportunities for reading and writing - Varied ways to achieve goals V. Intensity and Duration - depth of focus on a single skill or strategy - time commitment – short term or long term

12 Language Arts Block Grades 1-6, 90+ Minutes (approx.) Note: Independent Reading & Focused Writing Instruction are scheduled separately; Strategies are reinforced through content areas. Whole Group (Approx. 25 – 35 minutes) Explicit Instruction – Skills/Strategies  Phonemic Awareness  Phonics  Comprehension  Fluency  Vocabulary

13 Language Arts Block Grades minutes continued Small Group/One-to-One (Approx. 60 minutes)  Follow-up to Whole Group  Special Needs  Small group teacher-led Reading instr.  Literature Circles  Teacher-Pupil Conferences

14 Differentiating with “structured” Independent Reading Time Independent Reading Time Minimum - 3X30 mins. per week 1. Brief Intro. 2. Silent Reading with personalized conferences 3. Selected Sharing

15 Focused Writing Instruction Reading-Writing Connections Minimum – 3 X 30 minutes per week Short-term focused lessons linked to a long- term writing effort and reading 1.Focus Lesson 2. Independent Writing with Teacher Conferences 3. Selected Sharing

16 Ex. Differentiating with Texts in Theme-based Instruction Themes may be content or literary and linked to reading and writing  Whole group – teacher choice Teacher reads aloud; guides student response  Small group – negotiated choice - Students read and respond; Teacher guides/monitors  Individual – student choice - Teacher monitors

17 Ex. Differentiating with Scaffolded Instruction whole group - to small group - to individuals  Instruction that involves – Modeling and Demonstrating (as students watch) Guided Collaboration with students Monitoring and Assisting (as students work independently)

18 Using Assessment to Differentiate Instruction & foster Responsible Test Preparation Apply data driven techniques with student work samples (useful data) Focus on underlying tasks required to successfully complete test items Teach to specific needs through existing curriculum Avoid mindless practice