Webinar 3 Core Instruction (Tier 1)

Assessments: – Screening – Evaluating effectiveness of core instruction Research-based/Evidence-based Instructional Practices Matching student needs with research- based instructional practices

Problem Solving Applies to Programs and Systems In Handouts

Effectiveness of instruction Data suggests how well instructional practices and materials are meeting needs of all students Data is used proactively to formulate core instructional match to student needs School-wide Evidence Can be Used for Judging Effectiveness ALL EL SES

Is the problem at a systemic level? Is it an effort or fidelity issue? Is it instructional, curricular, or environmental? hrs -83 hrs 90 min. sessions 60 min. 95%75%67%95% We Need to Identify Acceptable Range of Differences Across Classrooms

Considerations when Selecting Screening Tools 1.How does the data inform instructional decisions? 2. How will the screening process work? 3.Is there training to ensure that staff are doing it the same way and making same judgments? 4.How will we be sure we are accurate in our judgments? 5. Make consistent judgments of data.

Screening Requires Cut-off Scores GradeCBM MeasureBenchmark K Letter Naming Fluency Initial Sound Fluency Phoneme Segmentation Fluency Grade 1 Phoneme Segmentation Fluency Word Identification Fluency Nonsense Word Fluency + Passage Passage Reading Fluency (2 nd half of year) WIF<15 Grade 2 Passage Reading FluencyORF<89 Grade 3 Passage Reading FluencyORF<107 Grade 4 Maze Fluency Passage Reading Fluency MAZE<10 replacements 2.5 min Grade 5 Maze Fluency Passage Reading Fluency MAZE<15 replacements 2.5 min Grade 6 Maze Fluency Passage Reading Fluency MAZE<20 replacements 2.5 min Aimsweb normative scores (2007) & Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-tier Intervention in the Primary Grades (2009). Institute of Education Sciences Practice Guide.

Screening Tools Must Correctly Target Students Measures are sensitive if pick up students truly at-risk Measures are specific if do not pick up students who are proficient Surprised but happy Surprised and unhappy

Webinar 3 Tier I Core Instruction Part II: Karl

Effective Core Instruction: Aligned to Standards, Aligned Language, Differentiated Limited Prior Knowledge Large Body of Prior Knowledge Needs Systematic Explicit Instruction Can Perform with Implicit or Guided Discovery Core instruction designed to address needs of 80% of students

Effective Core Instruction Research Based Instructional Practices 1.Differentiated Instruction (Content/Process/Product) for Heterogeneous groups to make progress -Pre-skills identified and taught -Universal Design for Learning (UDL) 2.High rates of student response to teacher talk -Frequent, clear & specific feedback 3.Coordination between services (core and intervention) -vertically aligned curriculum and stamdards 4. Aligned instructional language -Common language and vocabulary Range of Academic and behavioral skills

Evidence-Based Practices that Strengthen Core Instruction These inform intensity and access to instruction: Horizontal and vertical alignment Coaching/mentoring of evidence based practices – Interpretation of data Quantitative Student work – Effectiveness of implementation – Alternatives or options to strengthen student response Collaboration to improve instruction based on performance data See SLD Manual Chapter 4 and 6

For Example: Scientifically-based Reading Instruction Instructional Content  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension Instructional Design o Explicit Instructional Strategies o Coordinated Instructional Sequences o Ample Practice Opportunities o Aligned Instructional Materials

Accurate match of student needs to intervention Student Work Attendance Data Screening scores– CBM, MCA, MAP Engaged time or ODR’s Matching Needs: Use Multiple Sources of Data Language: Reading: Decoding/Word work Comprehension Strategies Math: Number Sense Fact Fluency Attendance and anger management Medical (e.g. glasses, blood sugar monitoring etc.) Social-emotional Regulation

Criteria for Matching Needs with Instruction Intended use of data: Discriminate between high and low-risk and average performers Establish similar decisions across educators Make reliable decisions across time Cross-validate with informal measures and teacher judgments Tease out inconsistencies or nuances in performance –Open vs. close ended response –Timed vs. untimed –Automatic from acquisition stage of learning