Response to Instruction Kandy Smith Tennessee State Improvement Grant May 2010 Tennessee State Improvement Grant TN SIG httpsigclsutkedu Tennessee State Professional Development Grant ID: 739961
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Slide1
RtI:Response to InterventionResponse to Instruction
Kandy Smith
Tennessee State Improvement Grant
May 2010Slide2
Tennessee State Improvement GrantTN SIG http://sig.cls.utk.edu/
Tennessee State Professional Development Grant
TN SPDGSlide3
Contact InformationMiddle and West TN Kandy Smith ksmith90@utk.eduEast TN
Gail Cook
tcook8@utk.edu
Slide4
Recent ERIC searchResponse to Intervention 299 resultsAdding
“High School”
18 results
Adding
“Middle School”
13 results
Response to Instruction
91 results
Adding “
High School”
5 results
Adding
“Middle School”
3 resultsSlide5
Response to InterventionK-3IDEA driven (as part of LD referral process)Additional time of day that student goes out of room to receive instructionProgramThree-tier model (Reading First prototype) Slide6
Response to InstructionNCLB drivenFormative assessmentDifferentiated instructionSlide7
In middle, high schoolSame as K-3 – what’s required:Best-practice, research-based instructionBenchmark assessments/universal screenings to identify those students who are at-riskOngoing progress
monitoring to determine if intervention/instruction is proper
treatment
(cont.)
From Webinar – “Introduction to High School RTI”,
February 11, 2020, National Center on
RtI
Slide8
In middle, high schoolSame as K-3 – what’s required:Interventions, additional instruction for those who are at-risk/strugglingData-based decision makingAdditional intervention as necessary
From Webinar – “Introduction to High School RTI”,
February 11, 2020, National Center on
RtI
Slide9
Program AvailabilityThink LinkCompassLearning Odyssey Language !DIBELS, AIMSWEB (through 8th)
Study Island
What Works
Clearinghouse
http://ies.ed.gov/ncee/wwc/Slide10Slide11Slide12Slide13Slide14Slide15Slide16Slide17
Issues With ProgramsCosts/SustainabilityTechnology SupportTime in the dayCredit for interventionsInstruction/intervention that’s separate from curriculum
Research shows that most effective use of a program is when it is then connected to classroom instruction/practice Slide18
More EffectiveIntervention/instruction based on curriculum standardsIn classroom with general education expertsMeets legal requirements and provides best-practice instructionSlide19
Best-practice, research-based instructionSlide20
Knowledge About LearnersMillennial Generation (Carter, 2008)ConstructivistsShort attention spansTechnologyStudent-directed learning
MotivationSlide21
Instructional Setting Incorporate technologyDiversity in presentationLarge group instructionEffective, engaging10-minute segmentsStudent-directed learningSmall groups
Stations Slide22
Content Area LiteracyTeaching literacy skills needed for content areaRequiring reading/Supporting readingComprehension: summarization, identifying main idea, using context cluesGraphic organizers
Foldables
Small group discussions
Vocabulary
Tennessee Academic Vocabulary Slide23
BENCHMARK ASSESSMENTS/UNIVERSAL SCREENINGS TO IDENTIFY THOSE STUDENTS WHO ARE AT-RISKSlide24
Universal ScreeningsTCAP results from previous yearsPrograms mentioned earlierDATA WE CAN HAVE: TCAP practice testsTN Academic VocabularySlide25
Data we can have…Maze passages to determine which students will struggle with classroom textsQualitative Reading InventoryProvides independent, instructional, frustration level information concerning grade-level textDo need reading ability levels for students and readability levels on text we use in our
classroomsSlide26
Data we can have…Tennessee Academic VocabularyGive benchmark assessment of termsThen teach, progress monitor/assess, re-teach Curriculum-based assessmentsAssess standards being taught Slide27
ONGOING PROGRESS MONITORING TO DETERMINE IF INTERVENTION/INSTRUCTION IS PROPER TREATMENT Slide28
Curriculum-based assessmentEnglish IStandards:3001.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences.3001.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte
blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).Slide29
Curriculum-based assessmentFormative assessment/exit ticket:Is the following a run-on sentence or a fragment? When the hamburger fell off my tray and hit the floor. Add to the above to make it into a complete sentence.
What does RSVP mean?
If I call someone a “prima donna”, am I complimenting or putting her down? Explain your answer.
(might even go to the EOC test for English I and pull questions – not same questions every time) Slide30
Tennessee Academic Vocabulary8th grade social studies
33 wordsSlide31
Beginning of courseHave a list of these – kids copy word and write what they know about it – not necessarily a set definition. For example:“Dictatorship” – student might write – “it’s when a person has total control; I know Hitler was a dictator.”(cont.) Slide32
Beginning of courseWhile not a full definition (needs to include idea of government), gives teacher and student an idea of where we’re starting –he’s pretty close Next step – Would this be a dictatorship?
Which
of these is and which is not?
Why
not? Slide33Slide34
Gives teacher directionLarge group instructionAll words can be introduced once and discussedAll words can be included in quick reviewsSmall group instructionGroup kids according to their needs
Call them in small groups to learn, review
Individual work on vocabulary
Vocabulary notebooks
Vocabulary expert cardsSlide35
INTERVENTIONS, ADDITIONAL INSTRUCTION FOR THOSE WHO ARE AT-RISK/STRUGGLINGSlide36
Intervention/Additional InstructionUnited Streaming, YouTube, textbook-based supports, ideas from Have set-upAfter the day’s lesson
Kids who need more as determined by formative assessment
Small group informal discussions, gamesSlide37
Call a small group of five studentsEveryone receives a set of same five/ten vocab wordsTeacher says a definition; students quickly put word they believe she has defined face downTeacher calls “show”; students flip over answers
Could then do “fill-in-the-blank” sentences and students have to decide what word best completes the sentence.
Could eventually have kids write words on paper or whiteboards
(with spelling counting some, perhaps)Slide38
DATA-BASED DECISION MAKINGSlide39
Team DecisionsData-driven (summative and formative) Efficient, effective discussionsKnow what supports are availableUse them as neededMedical treatment modelIf this isn’t working, we try this…Slide40
ADDITIONAL INTERVENTION AS NECESSARYSlide41
InterventionsStandard TreatmentProblem-Solving Slide42
Interesting article about a high school in Colorado Springs, ColoradoList/Gather all of your resources:Programs, teachers, materialsOrganize those materials:Which ones for Tier I, Tier II, etc.Make decisions about students based on data
Track students – see if what you’re doing helpsSlide43
Interesting article about a high school in Colorado Springs, ColoradoMight be productive to make a list of challenges – not to focus on but to be aware ofConcentrate on 9th gradersIf large numbers of kids need intervention in a subject area, have to look at instruction
Won’t work if only a few teachers are investedSlide44
ResourcesSlide45Slide46Slide47Slide48Slide49Slide50Slide51Slide52Slide53Slide54Slide55Slide56Slide57Slide58Slide59Slide60Slide61
ReferencesBenner, S., Bell, S. & Broemmel, A. (2009) In R. Allington & A. McGill-
Franzen
(Eds.),
Handbook of Reading Disabilities Research
(pp. ). Mahwah, NJ: Erlbaum
.
Carter, T. (2008).Millennial expectations and constructivist methodologies: Their corresponding characteristics and alignment.
Action in Teacher Education
,
30(3)
, 3-10.
Hall, L. (2005). Teachers and content area reading: Attitudes, beliefs, and change.
Teaching and Teacher Education
,
21
, 403-414.
Samuel, C. (2009). High schools try out
RtI
.
Education Week
, 28(19).
Vaughn, S., Fletcher, J., Francis, D., Denton, C., Wanzek, J., Wexler, J., Cirino, P., Barth, A., Romain, M. (2008). Response to intervention with older students with reading difficulties.
Learning and Individual Differences, 18
, 338–345.