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Tier 1: › Is for ALL students› Is highly effective teaching and learning› Contains the core curriculum› Includes differentiated learning› Formatively assesses students› Utilizes all teachers
Quality academic and behavioral instruction› Research based instructional strategies› Characteristics of Highly Effective Teaching
and Learning (CHETL)› Regular formative assessment
Approximately 80% of all students will be successful with academic and behavioral components
Do you know how your students are performing?
Is flexible Stems from effective and ongoing
assessment of learner needs Includes flexible grouping to ensure student
access to a wide variety of learning opportunities and working arrangements
Encourages all students to consistently work with “respectful” activities and learning arrangements
Encourages collaboration in learning between students and teachers
(Tomlinson & Allan, 2000)
Content
Process
Products
(Tomlinson & Allan, 2000)
Readiness
Interest
Learning Profile
(Tomlinson & Allan, 2000)
Tier 2 and beyond› Is for students that have not made adequate
progress or have exceeded the standard› Utilizes highly effective teachers › Is targeted to meet the individual student’s
needs› Includes differentiated learning› Formatively assesses students (progress
monitor)› Utilizes all teachers (e.g., identifying students
for intervention, planning for intervention, motivating students)
› Students and parents should be involved in the process
Tier 1/universal instruction + small group or individualized instruction
There may be a significant change in staff roles and responsibilities
Provide appropriate professional learning opportunities
Progress monitor students regularly
Regular collaboration with intervention teacher and classroom teacher
Develop plan to regularly document the fidelity of the implementation of interventions
ESS Model Lab Model Intervention Time Lunch Intervention Embedded Model Pull-out Model
Internal › Vertical› Horizontal› Leadership (school and/or district)› Students
External› Parents/Guardians› Community members/agencies
CHETL› http://www.education.ky.gov/kde/instructio
nal+resources/highly+effective+teaching+and+learning/characteristics+of+highly+effective+teaching+and+learning+in+the+library.htm
Florida Center› http://www.fcrr.org/
National RtI website› http://www.rti4success.org/
Kentucky Center for Mathematics› http://www.kentuckymathematics.org/
Leadership for Differentiating Schools & Classrooms› Tomlinson, C. A., & Allan, S. D.
(2000). Leadership for differentiating schools and classrooms. Alexandria: Association for Supervision and Curriculum Development.
Questions? 502-564-2106
Kim Willhoite, Reading [email protected]
Samantha Thomas, Math [email protected]
April Pieper, Academic Program [email protected]
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