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Module 4: Tiered Instruction

This professional development session focuses on the critical role school administrators play in implementing tiered instruction (TI) for adolescent literacy. Participants will explore the leadership structure needed to develop a TI action plan, understand the administrator's responsibilities, and identify qualities that contribute to effective TI implementation. The session emphasizes clear communication, consistent support, and ongoing professional development to foster a culture of literacy. Educators will engage in activities to envision successful literacy plans, ensuring all students achieve expected growth in reading proficiency.

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Module 4: Tiered Instruction

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Presentation Transcript

  1. Module 4: Tiered Instruction Adolescent Literacy – Professional Development Unit 2, Session 2

  2. The Role of the School Administrator in TI 4.2.2

  3. Session Overview • Unit 2, Session 2 Questions: • What is the leadership structure for developing a TI action plan? • What are the responsibilities of the administrator in the implementation of TI? • Unit 2, Session 2 Objective: • Understand the qualities of a successful school administrator during the process of TI implementation

  4. Warm-Up: Review the Basics • What are the main differences between the three tiers of intervention? • What are the roles of the… • School principal? • Classroom teacher?  • Special education teacher/reading specialist?

  5. Whole School Approach

  6. Who are the Administrators? • Superintendants • Building principals • Special education directors • Academic directors

  7. TI Leadership Qualities • Dedication to intervention • Clear communication of goals to staff • Ability to listen to concerns and accept suggestions of TI practitioners • Presence in every aspect of the TI action plan • Participation on TI leadership team • Consistency

  8. Review the Reading • Use the “text-rendering” protocol to review the Kukic (2010) reading.

  9. Establishing a Literacy Team • Variety of subject area instructors and other administrators • Advises principal in TI decisions • Ensures a “culture of literacy” for consistent implementation

  10. Consistent TI Goals • Improve overall levels of reading proficiency • Ensure that all students make at least expected yearly growth in reading ability each school year • Accelerate struggling readers’ development

  11. Meeting Scheduling Needs • How to fit intervention into the daily school schedule • How to make literacy a part of the daily lesson plan in every subject

  12. Guiding Instruction • Evaluating & providing appropriate resources • Phonemic awareness • Phonics • Fluency • Comprehension • Vocabulary • Helping the TI team to identify specific interventions for students

  13. Overseeing Assessment • What assessments are needed? • Who will administer assessments? • How will assessment data be organized and maintained? • How will assessment data be used to determine placement?

  14. Activity • “Back to the Future” Protocol activity • Envision the future of a successful literacy plan ten years down the road. • Break thoughts down into the requirements of • Methods • Time • Support systems • Make notes of what needs to happen in order to achieve each goal.

  15. Ongoing Professional Development • School-wide literacy training • Training in specific intervention tools • Consistent and continual professional development before & during TI for the entire faculty • Meeting the needs & answering the questions of instructing teachers

  16. Continual, Consistent Support • Leader in every step of TI implementation • Dedication to the school’s literacy plan • Supportive, visible presence in daily literacy activity • Patience with implementation process • Open communication with faculty

  17. Wrap-Up • Things to Remember: • TI cannot be successfully maintained without strong administrative support. • The visible presence of administrators throughout the process reinforces the need for TI. • Professional development must be ongoing and relevant for all teachers.

  18. For Next Time • Make a wish list of your ideal TI resources, supplies, equipment, and training needs for your administrator. • List the top three qualities you expect of an effective administrator during the implementation of school-wide interventions.

  19. References Batsche, G. (2010). Building support. Retrieved from http://www.TInetwork.org/GetStarted/BuildSupport/ar/Building Support Kukic, S. (2010). TI leadership that works: Relentlessly doing whatever it takes to sustain the change necessary to improve the achievement of all students. Retrieved from http://www.TInetwork.org/GetStarted/BuildSupport/ar/TI-Leadership-That-Works Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

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