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Response to Instruction: Alabama’s Core Support For All Students

Response to Instruction: Alabama’s Core Support For All Students. Alabama Department of Education. Presented By Christine Spear. What is Response to Instruction (RTI)?. the practice of providing high-quality research-based instruction/intervention matched to student needs and

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Response to Instruction: Alabama’s Core Support For All Students

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  1. Response to Instruction:Alabama’s Core Support For All Students Alabama Department of Education PresentedByChristine Spear

  2. What is Response to Instruction (RTI)? the practice of providing high-quality research-based instruction/intervention matched to student needs and using learning rate over time and level of performance to inform educational decisions

  3. Individuals with Disabilities Education Act (IDEA) 2004 300.307 Specific Learning Disabilities • General, A State must adopt criteria for determining whether a child has a specific learning disability…In addition, the criteria adopted by the State--… …(3)Must permit the use of a process that determines if the child responds to scientific, research-based interventions as part of the evaluation procedures…

  4. Alabama Administrative Code 290-8-9-01 (2)(a)(b) Child Identification (2) Special Rule. The public agency shall ensure that: • Prior to, or a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel;and • Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, was provide to the child’s parents.

  5. Response to Instruction

  6. Elementary Model • Tier IIIIntensive Intervention • Tier IITargeted • Intervention • Tier IResearch-based Core Instruction for ALL students

  7. Tier I for elementary students… • Uninterrupted instructional time! • Whole group instruction using the comprehensive core program with fidelity • Small group data-driven differentiated instruction

  8. Tier I for elementary students… • The five big ideas from the National Reading Panel (NRP) • Grade specific curriculum focal points from National Council for Teachers of Math (NCTM)

  9. Tier II for elementary students…. • Intervention (generally 30 minutes per day) • Additional small group instruction • Best when provided by classroom teacher

  10. Tier II for elementary students… • At least 10-12 weeks in duration • Frequent progress monitoring • May need two rounds of Tier II if some progress is being made

  11. Tier III for elementary students… • Intensive intervention – Increase Instruction Time, Decrease Group Size • Does not replace or supplant Tier I, but may replace Tier II • Designed to meet identified student needs

  12. Tier III for elementary students… • Student will miss something • Decide what will be missed • Schedule for success! • Who might provide this intervention? • Anyone with proper training-preparation

  13. RtI for Elementary Schools Provide and require participation in professional developmentto equip educators to accomplish the mission

  14. Secondary Model • Tier IIIIntensive Intervention classes • Tier IIDifferentiated strategic teaching embedded in all content classes – small group-intentional groupings • Tier ICore instruction=Strategic teaching embedded in all content classes – whole and small group

  15. Consistent Recommendations from Adolescent Research Focus upon explicit learningstrategy instructionand provide time for students to practice using these strategies in small group experiences in daily classes.

  16. Consistent Recommendations from Adolescent Research Include this strategy instruction in ALL content area classes

  17. Consistent Recommendations from Adolescent Research Make intensive interventionclasses available for students who need them

  18. Consistent Recommendations from Adolescent Research Address the need to ensure student engagement and motivationby providing students appropriate materials and meaningful classroom activities which allow them to be active participantsin the learning process.

  19. Consistent Recommendations from Adolescent Research Provide and require participation in professional developmentto equip educators to accomplish the mission.

  20. LEA Responsibility • Develop an RtI plan based on RtI guidance document provided by the SDE. • Develop an RtI plan that is unique to your LEA • Establish a protocol for documenting student progress

  21. LEA Responsibility • Develop a problem solving team process in each school • Adhere to Special Education Law as it relates to documentation requirements for referral for Special Education Services

  22. The Role of the SDE • Provide support and resources • Adapt support and resources to meet the needs within individual school systems

  23. Tell me, I forget. Show me, I remember. Involve me, I understand. -Ancient Chinese Proverb

  24. Characteristics of Effective Teachers • Awareness of purpose • Task oriented • High expectations for students • Enthusiastic, clear, and direct • Lessons consistently well prepared • Students on task • Strong classroom management skills • Predictable routines • Systematic curriculum-based assessment to monitor student progress Tableman, 2004

  25. Classroom Management

  26. In order for active student engagement to occur, teachers need to develop effective classroom management routines.

  27. Successful managers integrate their classroom rules and procedures into their instruction systematically so that they become part of the curriculum and classroom environment.

  28. Instructional Planning

  29. In order for active student engagement to occur, teachers need to plan instruction effectively.

  30. Deep Knowledge of Curriculum • What does the research say? • Instructional content • Instructional design • Strategies • Routines • Sequence of Instruction • Assessments

  31. Knowledge of Student Assessment Results Assessments provide information for: • Initial placement or student screening • Progress monitoring throughout the year for whole group and small group instruction • Determining individual student needs • Determining professional development needs

  32. Focus on Instructional Objectives What do we want students to learn? How will we know if they’ve learned it? What will we do if they don’t? What will we do if they come to us already knowing it? Rick Dufour

  33. Instructional Delivery

  34. In order for active student engagement to occur, teachers need to deliver instruction effectively.

  35. The Effects of Lecturing Students are not attentive to what is being said in a lecture 40% of the time. Students retain 70% of the information in the first ten minutes of a lecture but only 20% in the last ten minutes. Meyer & Jones, 1993

  36. In Summary Studies on effective teachers have clearly established that interactive direct instruction is more effective in producing student achievement gains. Students learn best when the teacher is actively teaching and interacting with students. (AFT, 2001) Teacher knowledge and skill can make the difference between a student who is successful in school and one who is not. (Ferguson, 1991) What teachers know and can do makes the crucial difference in what children learn. Teaching is the most important element of successful learning. (Darling-Hammond, L.)

  37. Q & A

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