W ELCOME TO THE I NTERNAL C OACH M EETING O CTOBER 8, 2010 Presented by: Diane Bussema Kathryn Catherman Nancy Lindahl Developed by: Diane Bussema Kathryn Catherman Stephanie Lemmer

C REDIT :  Anita L. Archer, Ph.D. Increasing Active Participation  Kim St. Martin. RtI presentation to administrators  Kevin Feldman, Ph.D. Adolescent Literacy Presentation 2010.

S ETTING G ROUP E XPECTATIONS To make this day the best possible, we need your assistance and participation –Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Please do not use e mail –Share “air time” –Active participation –Take care of your own needs –Attend to the “Come back together” signal

T ODAY ’ S A GENDA  RtI What is it?  RtI Why?  RtI How?  What can we do to improve Tier 1?

R ESPONSE TO I NTERVENTION A.K.A. R T I Response to Intervention “is a practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction…” NASDE 2006

6: Examples of Differentiated Supports Continuum of Supports: Elementary Level Universal Prevention Behavior: Classroom and Non-Classroom Settings Identify expectations Teach Monitor Acknowledge Correct Use of Early Stage Interventions from “Interventions” materials Reading Evidence based curriculum focused on: Phonemic Awareness Alphabetic Principal Fluency Vocabulary Comprehension Adequate teaching time Trained instructors Progress monitoring Active participation with frequent feedback Targeted Intervention Behavior Highly Structured Interventions in “Interventions” Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Reading Teacher-Directed PALS K PALS First Grade PALS Road to the Code REWARDS Peer Assisted Learning Strategies Read Naturally Phonics for Reading Intensive Intervention Behavior Individualized, functional assessment based behavior support plan Reading Scott Foresman Early Reading Intervention Reading Mastery Corrective Reading

R ESPONSE TO I NTERVENTION IS …..  Differentiated Instruction  A method of using carefully documented teaching to determine how much and under what conditions a child learns  Part of an evaluation to determine if a child is eligible as a student with a learning disability  A general ed initiative

W HY USE R ESPONSE TO I NTERVENTION AS A FRAMEWORK FOR OUR SCHOOL ?

S YSTEM OF S UPPORT P RIOR TO C HANGES IN L EGISLATION Special Education General Education Sea of Ineligibility

Changing Special Education: 1990s...Bridging the Gap Special Education General Education Interventions

H OW DOES A SCHOOL GO ABOUT IMPLEMENTING R T I?

C ORE P RINCIPLES OF AN R T I F RAMEWORK 1. We can effectively teach all children. 2. Intervene early. 3. Use a multi-tier model of support. 4. Use a problem-solving method for decision making. 5. Research-based interventions/instruction to the extent available. 6. Monitor student progress to inform instruction. 7. Use data to make decisions. 8. Use assessment for different purposes.

F OUR C RITICAL Q UESTIONS  What is it we want our students to learn?  How will we know if each student has learned it?  What will we do when some students do not learn it?  How can we extend and enrich the learning for students who have demonstrated proficiency? DuFour, DuFour, Eaker, & Many, 2006

W HAT ARE WE ALREADY DOING ?

in a RtI Framework Core Principles of RtI 7. Use Data to make decisions in a RtI Framework Continuum of Support Benchmark Meetings Instruction: Students in Whole Class and Differentiated Instruction Data Core Program Assessments Formative assessments Screening measures Classroom Observations Progress Monitoring Meetings Instruction Students in Small Group Instruction and Supplemental Intervention Programs Data Supplemental program assessments CBM Progress monitoring probes Frequent targeted formative assessments Student Study Team Meetings Instruction Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs Data Diagnostic assessments Progress monitoring of specific skills

A CTIVITY Using the triangle identify  programs,  practices and  strategies that are currently in place in your building that appear to align with an RtI model.

W HAT CAN WE DO TO IMPROVE ? I do one We do one You do one

R ESPONSE TO I NTERVENTION A key premise in RtI is the need to ensure that the first tier of instruction is adequate, if not exemplary. (Justice, 2006)

R T I IN YOUR CLASSROOM IS …  The same end goals or outcomes for all students  We may need to modify our teaching :  Provide smaller group instruction  Reteach concepts  Increase active engagement  Provide increased feedbac k I do one We do one You do one

B RINGING IT B ACK TO Y OUR B UILDING R T I  In small group, brain storm how to share this information with your staff.  Be prepared to share out.  Jot down the 3 best ideas you hear on your Bringing it Back to Your Building Plan (last page of the handout.)

Choral Responses Partnering Individual Turns Written Responses

O PPORTUNITIES TO RESPOND  To make learning visible so that all students are reading, writing, saying, and doing what it is that we want them to learn.

H OW DO WE DO IT ? A CTIVE P ARTICIPATION READ it WRITE it SAY it DO it All means all! Every student, every time!

F OUNDATIONS OF INCREASING OPPORTUNITIES TO RESPOND 1. Structure active learning in the classroom 2. Explicit Academic Language Teaching 3. Scaffold all learning opportunities

D ELIVERY OF L ESSON  Gain and maintain attention  Elicit responses  Provide passage reading practice  Maintain a perky pace  Monitor students’ responses  Provide corrective feedback 26

D ELIVERY OF I NSTRUCTION C HORAL R ESPONSES  Choral Responses  Students are looking at the teacher  Ask a question.  Put up your hands to indicate silence.  Give thinking time.  Lower your hands as you say, “Everyone.” 27

D ELIVERY OF I NSTRUCTION C HORAL R ESPONSES  Students are looking at a common stimulus.  Point to the stimulus.  Ask a question.  Give thinking time.  Tap for a response.

D ELIVERY OF I NSTRUCTION - C HORAL R ESPONSES  Choral Responses  Students are looking at their own book/paper.  Ask a question.  Use an auditory signal (“Everyone.”).  Hints for Choral Responses  Give adequate thinking time.  Have students put up their thumbs OR look at you to indicate enough thinking time.  If students don’t respond or blurt, repeat. 29

D ELIVERY OF I NSTRUCTION - P ARTNERING S TUDENTS  Partners  Assign partners.  Pair lower performing students with middle performing students.  Give the partners a number.  Sit partners next to each other.  Utilize triads when appropriate. 30

H OW DO I ASSIGN P ARTNERS ? 1st HS (Pair A) 2nd HS (Pair B) 3rd HS (Pair C) __________________ 1st LS (Pair A) 2nd LS (Pair B) 3rd LS (Pair C) Skill Level

D ELIVERY OF I NSTRUCTION P ARTNERING  Think  Have students think and record responses.  As students are writing, move around the classroom and record their ideas and their names on an overhead transparency.  Pair  Have students share their ideas with their partners. Have them record their partner’s best ideas.  As students are sharing, continue to record ideas on the overhead.  Share  Use the transparency for sharing with the class. 32

D ELIVERY OF I NSTRUCTION P ARTNERING  Uses of partners. 1. Say answer to partner. 2. Retell content of lesson using a graphic organizer. 3. Review content (Tell, Help, Check). 4. Brainstorm (Think, Pair, Share). 5. Explain process, strategy, or algorithm using examples. 6. Read to or with partner. 33

D ELIVERY OF I NSTRUCTION P ARTNERING  Other hints for partners  Teach students how to work together. LOOK, LEAN, AND WHISPER.  Teach students how to give and receive encouragement and compliments.  Teach students that cooperative practice relates to the work place not to friendship.  Change the partnerships occasionally (every three to six weeks).

P ARTNERING A CTIVITY  Other Uses of partners.  1. Monitor partner to see if directions are followed.  2. Share materials with partners.  3. Assist partners during independent work.  4. Collect papers, handouts, assignments for absent partners.  5. Provide feedback on written products of partner.  6.  7.  8.

D ELIVERY OF I NSTRUCTION I NDIVIDUAL T URNS If a student is called on and says “I don’t know.” Scaffold his/her response. Procedure #1 - Have student consult with his/her partner. Procedure #2 - Have student consult with his/her book. Procedure #3 - Have student tell the “best” of previous answers. Procedure #4 - Tell student an answer.

D ELIVERY OF I NSTRUCTION  Written responses  Gauge the length of the written response to avoid “voids”. - Make the response fairly short OR  - Make the response “eternal.”  To keep students from “sneaking” ahead. - Expose limited items on the overhead.  - Have students put their pencils down or turn their paper over to indicate completion.  Give immediate feedback. 37

V IDEO S EGMENT 1: S TRUCTURE A CTIVE LEARNING IN THE CLASSROOM Focus… As you watch this video, 1. Note the active participation procedures that are directly taught to students. 2. Identify other good instructional practices.

W HEN DO WE REQUIRE STUDENTS TO READ DURING SCHOOL ?  Reading directions  Reading text book  Reading peers writing  Editing writing  Independent reading  Silent reading  Reading questions

R OUND R OBIN R EADING With your partner list the draw backs of Round Robin Reading

S ILENT R EADING M AKING IT B ETTER  Pose pre reading question  Tell students to read a certain amount  Ask them to reread material if they finish early.  Monitor students’ reading. Have individuals whisper-read to you.  Pose post reading question.

D ELIVERY OF I NSTRUCTION P ASSAGE R EADING  Choral Reading  Read selection with your students.  Read at a moderate rate.  Tell your students, “Keep your voice with mine.” (You may wish to have the students preread the material silently before choral reading.)  Cloze Reading  Read selection.  Pause on “meaningful” words.  Have students read the deleted words. (Excellent practice for reading initial part of a chapter or when you need to read something quickly.)

D ELIVERY OF I NSTRUCTION P ASSAGE R EADING  Individual Turns  Use with small groups.  Call on an individual student.  Call on students in random order.  Vary the amount of material read. 43

D ELIVERY OF I NSTRUCTION P ARTNER P ASSAGE R EADING Assign each student a partner.  Reader whisper reads to partner. Students alternate by sentence, paragraph, page, or time.  Coach corrects errors. Ask - Can you figure out this word? Tell - This word is _____. What word? Reread the sentence. 44

D ELIVERY OF I NSTRUCTION P ARTNER P ASSAGE R EADING Alternatives to support lowest readers 1. Lowest readers placed on a triad. 2. First reader (better reader) reads material. Second reader reads the SAME material. 3. Students read the material together.

D ELIVERY OF I NSTRUCTION M ONITOR S TUDENTS ’ R ESPONSES   Walk around.  Look around.  Talk around. 46

D ELIVERY OF I NSTRUCTION P ROVIDE I MMEDIATE F EEDBACK  Acknowledge/Praise  Encourage/Support  Correct errors  Correct errors with the individual or the group.  Correct with a neutral affect.  Use: I do it. We do it. You do it. 47

B RINGING IT B ACK TO YOUR B UILDING A CTIVE P ARTICIPATION  How can you support your teachers in getting more Active Participation practices incorporated into their delivery of instruction?  In small group, brain storm how to accomplish this.  Be prepared to share out.  Jot down the 3 best ideas you hear on Your Building Plan.

T HANK Y OU F OR B EING HERE ! Questions about today’s content?  Diane Bussema:  Kathryn Catherman:  Nancy Lindahl:  And now………………………………………

G O FORTH AND CONQUER !!!