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Module 4: Unit 1, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 1

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Page 1: Module 4: Unit 1, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 1

Module 4: Unit 1, Session 1

MODULE 4: TIERED INSTRUCTION

Adolescent Literacy – Professional DevelopmentUnit 1, Session 1

Page 2: Module 4: Unit 1, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 1

Module 4: Unit 1, Session 1

WHAT IS TIERED INSTRUCTION?

4.1.1

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Module 4: Unit 1, Session 1 3

Session Overview Unit 1, Session 1 Questions:

What brought about the concept of tiered instruction?What does a tiered approach look like in the classroom

and whole school environment? Unit 1, Session 1 Objectives: Participants will…

Understand the need for tiered instructionUnderstand the three tiers of instructionUnderstand the benefits of tiered instruction

Page 4: Module 4: Unit 1, Session 1 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 1, Session 1

Module 4: Unit 1, Session 1 4

Warm-Up: Student Profiles

Read the three student profiles.

Decide what your school would currently do to help each student.

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Review the Reading

Use the “Four A’s” protocol to discuss the most important points in the reading :What Assumptions does the author of the

text hold?What do you Agree with in the text?What do you want to Argue with in the text?What parts of the text do you want to Aspire

to?

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IDEA and NCLBNo Child Left Behind, NCLB (2001)

Accountability for student progressEmphasis on scientifically proven teaching methods

The Reauthorization of the Individuals with Disabilities Education Act, IDEA (2004) Included a pre-identification strategy called “response to

intervention” or tiered instruction

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Definition

“The aim of the Massachusetts System of Tiered Instruction is to provide high-quality core educational experiences for all students, and targeted interventions to students who experience learning challenges. Systems of tiered instruction allow schools to make good on their commitments to get all students to learn; to be responsive to the needs of all learners; to utilize all staff in supporting student learning; and to ensure that instruction is differentiated, engaging, and effective.”

-MA DESE Grounding Document: System of Tiered Instruction

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Components of Massachusetts Tiered Instruction

As part of a systematic approach to tiered instruction, the following four integrated components are present:1. Flexible tiers2. Universal screening and progress monitoring3. High-quality curriculum and instruction4. Collaborative school/family problem-solving

- -MA DESE Grounding Document: System of Tiered Instruction

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The Tiers of Instruction

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Intended Benefits

Provides accurate assessment tools and dataPromotes “good teaching” practices for literacyTargets individual student needsAllows struggling readers to catch up to their

peersMakes special education placements more

accurateAllows for consistent progress monitoring

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Role of Tier 1

Whole-group instruction in beneficial reading strategies

Provide every student with necessary literacy skills to stay on grade level

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Tier 1 Looks Like…

Whole-class instruction“Good teaching” practicesStrategies that benefit all readers in the

areas of:DecodingFluencyVocabularyComprehension

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Role of Tier 2

Small-group instructionAddress the needs of all students who

did not show adequate improvement in reading ability when given Tier 1 instruction

Provide additional strategies for reading with students who need more intensive instruction

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Tier 2 Looks Like…

Small-group work within a classroomStrategic grouping of students with similar deficits

Students working with an adult on specific literacy skillsDecoding, fluency, vocabulary, comprehensionThe adult may be:

The classroom teacherA paraprofessional, aide, or classroom volunteerA special education instructor or reading specialist

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Role of Tier 3

Intensive instruction for students who continue not to meet basic benchmarks for literacy after Tier 2

Focus on the needs of students who require individualized instruction

Decide if further formal testing is required to determine special education placement

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Tier 3 Looks Like…

One-on-one instructionPull out or during small group work timeOften done by a reading specialist or special

education teacherIndividualized, intensive instruction in areas of

deficit for a student

NOTE: Though it is still widely debated, most leading tiered instruction experts agree that Tier 3 is NOT equivalent to Special Education placement, but rather a step before a referral

“What is RTI?” RTI Action Network (2010)

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The Special Education Question

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What does tiered instruction look like?Tiered Instruction Is… A whole-school approach to

literacy intervention Led and supported by the

school administration Supported by ongoing

professional development Dependent on consistent,

systematic student assessment

A process that may take a long time to perfect

Tiered Instruction Is NOT… A few classrooms working

on reading instruction The sole responsibility of

special education Left to the teachers to figure

out on their own Determined by scattered

testing and anecdotal evidence

Something that you try for a year, then abandon

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Wrap-Up

Things to Remember:Tiered instruction is not a process that can be

implemented perfectly overnight; it takes time to perfect and apply to the unique structure of each school.

There is not one correct tiered instruction method; each tier looks different in each school system, depending on the needs of the students there.

Tiered instruction cannot benefit students without faculty support and communication.

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Wrap-Up Activity

Re-evaluate the three student profiles from the beginning of the sessionWhat Tier of Instruction would benefit

each child?Why would this Tier be the best choice?

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For Next Time

Explore the RTI Action Network web site.www.rtinetwork.org

Identify an article/resource that was useful

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ReferencesDuffy, H. (2007). Meeting the Needs of Significantly Struggling Learners in High School: A

Look at Approaches to Tiered Intervention. National High School Center.

Murawski, W, & Hughes, C. (2009). Response to intervention, collaboration, and co-teaching: a logical combination for successful systematic change. Preventing School Failure, 53(4), 267277.

Prasse, D. (2010). Why Adopt an RTI model? Retrieved from http://www.rtinetwork.org/Learn/Why/ar/WhyRTI.

What is RTI? (2010). Retrieved from http://www.rtinetwork.org/Learn/What/ar/WhatIsRTI.

Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing.