Printable.Addressing Core Needs - ND RTI / MTSS |€¢ Dr.%RobertMarzono’sWork% • UDL:%Universal%Design%for%Learning% • Dr.%Madeline%Hunter% • Doug%Fisher%and%Nancy%Frey:%Gradual%Release%

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Addressing Needs in Tier 1

High Quality Instruc:onal Prac:ces

MTSS Guiding Ques:ons

1. Is our Tier 1 sufficient? 2. If the Tier 1 is not sufficient, why

not?

3. How will needs identified in Tier 1 be addressed?

4. How will the sufficiency and effectiveness of the Tier 1 be monitored over time?

IMPLEMENT!

5. Have improvements to the Tier 1 been effective?

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Infrastructure & Support Mechanisms: Culture, Preven*on Focus, Leadership, PD, Schedules, Resources, Leadership Team, Communica:on Plans

Fidelity: Procedures are in place to monitor the implementa:on prac:ces of Tiers 1, 2, and 3. Evalua*on:1) short and long-‐term goals2) student data are reviewed to evaluate the effec:veness of Tier 1, 2, and 3) implementa:on data (walk-‐throughs, etc.)

Research on Establishing High Quality Instruc:on

•  John HaWe •  Anita Archer •  CharloXe Danielson’s Framework for Teaching •  Dr. Robert Marzono’s Work •  UDL: Universal Design for Learning •  Dr. Madeline Hunter •  Doug Fisher and Nancy Frey: Gradual Release Model

•  Numerous Others…

Common Themes Emerge: Highly Quality Instruc:on Star*ng Points 1.   PLANNED: Have ar*culated when standards will be taught and

determine how one will know if the standard has been reached. (Big Picture Scope and Sequence)

2.   SYSTEMATIC: Establish what students should know, understand and be able to do at the end of each lesson and have established forma*ve assessments to monitor and inform both teacher and student of their loca:on within the learning progression.

3.   ENGAGING: Use engagement strategies/numerous opportuni*es to respond to establish a learning environment for all.

4.   RESPONSIVE: Be ready to respond to students that 1) need to be retaught, 2) need to have more prac*ce, 3) that need to be extended or move on. Diagnos*c assessments, to determine instruc*onal need, may be needed.

*CURRICULUM & INSTRUCTION KNOWLEDGE AND SKILLS *ASSESSMENT KNOWLEDGE AND SKILLS

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#1 Planned Instruc:on

Planned Instruc:on Simplified

•  Know the standards •  Have a plan to teach them and a plan for assessing them

Key Pieces Work Together:

•  Curriculum is “What we teach.” •  Instruc*on is “How we teach.” •  Assessment “Guides the process.”

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Curriculum

Turn to your partner and discuss: •  Currently, what guides your curriculum?

ND State Standards

Where Did CCSS Come From? Na:onal Perspec:ve

•  Trend in U.S. educa:on to collaborate across organiza:ons in order to obtain beXer learning results

•  Previous years exposed weaknesses to the disjointed efforts of individual states trying to put their own standards in mo:on

•  Common Core State Standards (CCSS) 12

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13 Amelia Van Name Larson, Pasco Co. Florida

Need A Map: Based on iden:fied essen:als, When will they be taught and assessed?

Is this a poten:al star:ng point?

CLARITY ABOUT CURRICULUM

If a teacher isn’t clear about what all students should know,

understand and be able to do when the learning experience ends, he or she lacks the vital

organizer around which to develop a powerful lesson.

--Tomlinson, 1999

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Exploring the Standards….More Tools

•  MUST HAVE! •  Mississippi Common Core Scaffolding Document:

hXp://www.mde.k12.ms.us/ESE/ccr

Introduc*on: By Grade Level for Reading and Math "Each standard is then broken down into three categories: Prerequisite Knowledge, Conceptual Understanding, and Evidence of Knowledge. •  The Prerequisite Knowledge column lists the skills that students

should have mastered in previous grades in order to work towards mastery of the grade-‐specific standard. In other words, this column details what a student needs to KNOW before mastering the grade-‐specific standard.

•  The Conceptual Understanding column explains the deeper understanding of concepts, not ac:ons or skills, that are required for mastery of the grade specific standard. In other words, this column explains what a student needs to UNDERSTAND before mastering the grade-‐specific standard.

•  The last column, Evidence of Knowledge, explains what student mastery looks like, including what work a student produces to exhibit mastery of the grade-‐specific standard. In other words, this column describes what a student needs to DO to show mastery of the grade-‐specific standard. Finally, key terms are included for each standard. These key terms include the ideas, concepts, and verbs that are necessary for mastery of the standard."

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Team Conversa:on

Planned Instruc:on Simplified •  Know the standards •  Have a plan to teach them and a plan for assessing them

Using the previous descrip2on, What percent of your staff is truly providing “planned instruc2on”? What is your evidence?

Partner Discussion: Is there room for improvement within this area?

#2 Systema:c

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Being Systema:c with Learning Targets

•  SYSTEMATIC: Establish what students should know, understand and be able to do at the end of each lesson and have established forma*ve assessments to monitor and inform both teacher and student of their loca:on within the learning progression.

Watch the following video and be able to discuss the benefits of using learning

targets with matched forma*ve assessments.

The Power of Learning Targets

Reflec:on: Table Discussion •  What were the benefits of using learning targets matched to forma:ve assessments? –  Students –  Teachers

•  The known impact of these prac:ces: (HaWe) –  Learning Target/Teacher Clarity= .75 –  Forma:ve Assessment /Evalua:on = .90 –  Feedback= .72

•  How do your current prac:ces compare to the example in the video?

•  Is this a prac:cal, reasonable, doable star:ng point?

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Learning Targets/Forma*ve Assessment Resources

•  Unpacking Tools Resource – Mul:ple places one can search for CCSS unpacked

•  Ar:cle, Purpose: The Founda0on for High-‐Quality Teaching, Doug Fisher & Nancy Frey

•  Ar:cle, Checking for Understanding, Doug Fisher & Nancy Frey

•  hXp://fisherandfrey.com/ –  Videos, Ar:cles, Books around high quality teaching – Gradual Release Model Focus

Maximizing Forma:ve Assessments

Think abouts •  Rick DuFour=PLCs

–  Professional Learning Communi:es

•  Even if not doing PLCs, the ar:cle emphasizes the importance of knowing what you want all students to learn and ensuring you find out “if they have learned”.


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Common Themes Emerge: Highly Quality Instruc:on Star*ng Points •  PLANNED: Have ar*culated when standards will be taught and



•  ENGAGING: Use engagement strategies/numerous opportuni*es to respond to establish a learning environment for all.

•  RESPONSIVE: Be ready to respond to students that 1) need to be retaught, 2) need to have more prac*ce, 3) that need to be extended or move on. Diagnos*c assessments, to determine instruc*onal need, may be needed.


3. Engaging

2 Min. Quick Write Activity

•  What are ways you currently gain and/or maintain student attention in your daily lessons? – Think and record your ideas

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Share Time…

•  In 30 seconds find someone in the room you have not spoken with today. – Alternate sharing one idea at a time with your

partner – Record your partner’s best ideas

Some Interesting Facts

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

High Quality Instruction…

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So… Why focus on engagement?

A Working Definition: •  Engagement, at its core, is the

observable evidence of a learner’s interest and active involvement in all lesson content and related tasks, with clearly articulated “evidence checks” of concrete, productive responses to instruction-in other words it is… “Visible Learning”.

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Pulse and respiration don’t count! –Feldman, 2012

Active Participation – Why?

•  Research supports the benefits of active participation

•  Opportunities to respond (participate) correlate with: –  Increased academic achievement –  Increased on-task behavior – Decreased behavioral challenges

Anita Archer (2009)

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•  Three categories of responses •  Verbal responses-‐Get them talking!

• WriXen Responses-‐Get them wri:ng!

•  Ac:on Responses-‐Get them moving!

• When possible use response procedures that engage all students

Anita Archer (2009)

Think… “How much doing is each student doing?”

Self-Reflection: (In minutes spent…) 1) How much “speaking” does every student do in a given class period to respond? 2) How much “writing” to respond? 3) How much “purposeful movement” to respond?

Anita Archer (2009)

“The teacher – what they do or don’t do – is the key predictor of

student attention and engagement”

Anita Archer (2009)

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Some Students Look for the Z.M.E.

•  Z: Zone •  M: Minimal •  E: Effort We need to let students know that it is NOT

okay to “CHILL!”

Learning is NOT a spectator sport! -A.Archer

How do we keep this practical, reasonable, and

doable? •  Review current practices/routines •  Replace less effective routines with those

that give us “more” •  Purposely plan embed those strategies

that get students engaged!

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Partner Chat

Turn to a partner and answer the ques:on, “Why would I plead with you to stop the prac:ce of asking a ques:on and having the students raise their hands to be called on?”

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Replace this prac:ce…with?

Self Reflection: Speaking Scenarios

Teacher asks a ques:on and the students raise hands and wait to be called upon. Teacher calls on one student.

Teacher asks a question and students are prompted to turn to their assigned partners to discuss.

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What percentage of the class is “doing the doing” in each of these scenarios?

Self Reflection: Writing Scenarios


Teacher asks a question and students are prompted to write/draw their responses on provided white boards.

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Self Reflection: Action Response Scenarios


Teacher asks a question, provides 3 possible answers and students are prompted to hold up their card (A, B,C or pictures) to match the answer.

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What percentage of students ac:vely par:cipate in typical classroom

discussions?

•  20% of the students do 80% of the work!

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Feldman, 2012

Ac:ve Engagement Strategies Sheet

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Common Themes Emerge: Highly Quality Instruc:on Star*ng Points •  PLANNED: Have ar*culated when standards will be taught and



•  ENGAGING: Use engagement strategies/numerous opportuni*es to respond to establish a learning environment for all.

•  RESPONSIVE: Be ready to respond to students that 1) need to be retaught, 2) need to have more prac*ce, 3) that need to be extended or move on. Diagnos*c assessments, to determine instruc*onal need, may be needed.


#4 Responsive

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Instruc*onal Hierarchy: Framework for Matching Interven*ons (page 9)

Regardless of the skill being learned, there is a predictable learning sequence:

1)  Acquisi:on-‐When a new skill is being acquired, student responses will be slow and errors frequent.

2)  Fluency-‐Goal of this state is to facilitate rapid or automa:c responding that remain accurate.

3)  Generaliza:on/Adapta:on-‐ The goal is to facilitate skill performance accurately and automa:cally under slightly different task demands.

Instructional “Focus” Continuum

Skill Group Fluency Group Application

Group

Is the student accurate at this skill/concept?

IF no, teach skill/concept. If yes, move to fluency.

Is the student fluent with this skill/concept?

If no, teach fluency/ automaticity. If yes, move to application

Is the student able to apply this skill/concept?

If no, teach application. If yes, the move to higher level skill/concept


Documents

Printable.Addressing Core Needs - ND RTI / MTSS |€¢ Dr.%RobertMarzono’sWork% • UDL:%Universal%Design%for%Learning% • Dr.%Madeline%Hunter% • Doug%Fisher%and%Nancy%Frey:%Gradual%Release%