Irish qatar ttt_session2
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A Backwards Design Approach to Align Philosophy, Standards, Assessment and Instruction Tim Irish Qatar Academy Al-Wakra Session Two - Part Two Response to Intervention: Tools and Techniques for Your Toolbox
Transcript of Irish qatar ttt_session2
A Backwards Design Approach to Align Philosophy, Standards, Assessment and Instruction
Tim Irish Qatar Academy Al-Wakra
Session Two - Part Two
Response to Intervention: Tools and Techniques for Your Toolbox
By the end of this session, SWBAT: Compare, contrast and analyze one balanced
literacy model with your own classroom model.
Use formative assessments to monitor and encourage student use of effective reading strategies.
Use one norm-referenced CBM to inform instructional interventions needed for individual students in an elementary classroom.
Sit beside their children to support the process of defining where we are, where we want to go, and how to get there.
Tools: • ORF – Oral Reading Fluency Test
• Independent Reading Records
• Class record sheets
Techniques: • Centers / Stations / Rotations
• Team Teaching
• Guided Reading / Modeling / Strategy Instruction
• Fluency instruction – Choral reading, echo reading, partner reading
• Learning Continuum • Direct Instruction > Guided Practice (Me > We )
• > Shared Inquiry > Independent Practice (Two > You)
Elementary Tier Model (K-5)
Intensive Intervention 60 minutes
Intervention 20-30 minutes per day
in the classroom
Comprehensive Core 90 minutes per day
Research based, differentiated, balanced literacy instruction
80%
5%
15%
Tier 1
Tier 2
Tier 3 1-2 Students
3-4 Students
15-17 Students
Research based instructional practice ◦ Flexible, agile, differentiated instruction.
◦ High percentages of student engagement.
◦ Thoughtful alignment of curriculum, assessment and instruction.
◦ Early emphasis on phonics and fluency
◦ Continued emphasis on comprehension strategy instruction – guided reading followed by cooperative learning, shared inquiry and independent practice.
◦ Instructional interventions based on student response.
◦ Daily emphasis on formative assessment.
Today we are going to be reading one of my favorite poems of all time, “Disobedience”! We have two SFTD’s and two “C”s:
SFTD’s: Reading for Fluency / Asking and Answering Questions.
“C”s: Communication and Collaboration
We’ll be rotating through two sessions. Please thank Ms. Itani for spending time with us today.
Happy Reading! Mr. Irish
◦ Words of the Day: Disobedience, strayed, consulting, accord, ◦ Rhymes of the Day: strayed/mislaid three/me /she/tea Groups 4:15– 4:30 4:30– 4:45 4:45– 5:00
The Relations
Guided Reading Mr. Irish
Fluency Blue Partners
Independent Work
The Accords
Fluency Blue Partners
Guided Reading Mr. Irish
Independent Work
A Backwards Design Approach to Align Philosophy, Standards, Assessment and Instruction
Tim Irish Qatar Academy Al-Wakra
Session Two - Part Two
Response to Intervention: Benchmarks
By the end of this session, SWBAT: Describe the concepts of Benchmarking and Progress
Monitoring using two Curriculum Based Measures.
Describe one option for developing a comprehensive Tier II plan.
Analyze Progress Monitoring Data for Tier II students to determine need for Tier III interventions.
Walk away with tools and techniques to build a more effective instructional program for their students.
Elementary Tier Model (K-5)
Intensive Intervention 60 minutes
Intervention 20-30 minutes per day
in the classroom
Comprehensive Core 90 minutes per day
Research based, differentiated, balanced literacy instruction
80%
5%
15%
Tier 1
Tier 2
Tier 3 1-2 Students
3-4 Students
15-17 Students
Research based instructional practice ◦ Flexible, differentiated instruction.
◦ High percentages of student engagement.
◦ Thoughtful alignment of curriculum, assessment and instruction.
◦ Early emphasis on phonics and fluency
◦ Continued emphasis on comprehension strategy instruction – guided reading followed by cooperative learning and independent practice.
◦ Instructional interventions based on student response.
◦ Daily emphasis on formative assessment.
CBM Benchmarking and Progress Monitoring ◦ A Curriculum Based Measure is a simple test similar to taking a
patient’s blood pressure.
◦ It doesn’t tell the teacher what is wrong, but it indicates which students may require systematic, explicit, intensive interventions to diagnose reading issues and prescribe individual interventions.
◦ In Session II we will look at these pieces of the puzzle:
Mrs. Smith’s 2nd grade Fall ORF scores (CBM Benchmarks)
Tier II Plans
Instructional design to allow for Tier II interventions that match student needs.
Progress Monitoring to measure effects
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Fall 2008 Winter 2009 Spring 2009
Oral R
ead
ing
Flu
en
cy (
WP
M)
ORF GROWTH: Two Interventions for Third Grade Students
AST Students
Title I Students
Title & AST
Avon All Third
Nat Mean
Nat Norm - 25th Prcntl
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Fall 2008 Winter 2009 Spring 2009
NW
EA
RIT S
core A
verag
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MAP GROWTH Two Interventions for Third Grade Students
AST Students
Title I Students
Title & AST
Avon All Third Ave
Nat Mean
Nat Norm - 25th Prcntl
RtI Begins with Standards Benchmarking and Progress Monitoring Fluency Assessment Maze Test
Tier II Plans – When written well and implemented, student response to interventions can replace testing to determine student needs. Progress Monitoring Data for Tier II Students Data gathered over time can show trends and identify students who need Tier III support.
