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

Module 4: Unit 1, Session 2 OVERVIEW OF TIER 1 INSTRUCTION 4.1.2

Module 4: Unit 1, Session 2 Session Overview  Unit 1, Session 2 Questions:  What does Tier 1 instruction look like?  How can Tier 1 instruction be implemented in a general education, subject area class?  Unit 1, Session 2 Objectives: For participants to…  Understand the role of the classroom teacher at Tier 1  See how existing subject-area lesson plans that can be adapted as Tier 1 interventions  Understand the goals of Tier 1 interventions 3

Module 4: Unit 1, Session 2 Warm-Up: What Makes a Good Reader?  Form groups based on the subject area.  Determine the characteristics of a “good reader” in your subject area. 4

Module 4: Unit 1, Session 2 What is Tier 1?  Benchmark level of instruction  Referred to as the “universal tier”  Conducted in the general education classroom  Provides foundation for literacy skills and strategies for all students  Allows for differentiated instruction to promote individual student progress 5

Module 4: Unit 1, Session 2 Who is involved in Tier 1?  General education teachers are the primary instructors.  Special education personnel may advise or assist in planning.  Collaboration is essential to success. 6

Module 4: Unit 1, Session 2 Tier 1 Instruction Model High-quality Curriculum Targeted Support Differentiated Instruction Ongoing Assessment Howard (2009) 7

Module 4: Unit 1, Session 2 Review the Reading  Use the “text-rendering” protocol to review the Denton (2010) reading. 8

Module 4: Unit 1, Session 2 High-quality Curriculum  Subject area classes – class texts that are accessible and interesting to students  Readings from science, history, math, texts  Use regular curriculum to reinforce reading skills  Reading instruction – research-based published programs (to be used flexibly or exclusively) 9

Module 4: Unit 1, Session 2 Progression of Literacy Activities Teacher Modeling Reading aloud to the class to demonstrate good reading Small Group Reading Allows students to practice with peers who are at the same reading level Independent Reading Student reads on his/her own to demonstrate skill level to the teacher Can be done in any subject area classroom Allows for practice and assessment 10

Module 4: Unit 1, Session 2 Differentiated Instruction  Start instruction with materials that are appropriate for each student’s strengths and ability level by considering…  Content: The level of the texts and reading materials used in class  Process: Being flexible with your schedule/planning to allow for more reading time as needed  Product: Having an appropriate end goal in mind, given student ability level 11

Module 4: Unit 1, Session 2 Targeted Support  Small group or one-on-one attention built into daily class schedule  Conferencing with students during class  Checking student comprehension during independent reading  Forming small groups for oral reading practice  Instruct struggling readers in successful reading skills 12

Module 4: Unit 1, Session 2 Assessment at Tier 1  Teacher observations and formal data  Formative assessments: ask questions during instruction to check for understanding  Evaluation of each student’s literacy skill level  Listen to them read and record observations  Keep running records of oral reading errors  Formal assessments to determine success of Tier 1 13

Module 4: Unit 1, Session 2 Goals of Tier 1 Intervention  Approximately 80% of students will be successful readers after effective Tier 1 intervention.  Promote “good teaching” practices that would benefit any student.  Incorporate consistent reading practice into all subject area classes. 14

Module 4: Unit 1, Session 2 The Next Steps  Determine student reading levels to select appropriate texts for differentiated instruction.  Refer students who do not progress after Tier 1 instruction for Tier 2 support. 15

Module 4: Unit 1, Session 2 Wrap-Up  Things to Remember:  Tier 1 is implemented by general education teachers in regular education classrooms.  Tier 1 interventions can be incorporated into any daily class assignments that involve reading.  Teachers must meet each student at his or her reading level in order to promote success at Tier 1. 16

Module 4: Unit 1, Session 2 Wrap-Up Activity  Form groups based on subject area.  List reading activities that you assign as classwork or homework. 17

Module 4: Unit 1, Session 2 For Next Time  Identify and analyze a current class assignment that involves reading that could be revised to be used as a Tier 1 intervention. 18

Module 4: Unit 1, Session 2 References Denton, C. (2010). Classroom reading instruction that supports struggling readers: Key components for effective teaching. Retrieved from Howard, M. (2009). RTI From All Sides: What Every Teacher Needs to Know. Portsmouth, NH: Heinemann. Tomlinson, C.A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design (connecting content and kids). Alexandria, VA: ASCD Whitten, E, Estevez, K, & Woodrow, A. (2009). RTI success: Proven tools and strategies for schools and classrooms. Minneapolis: Free Spirit Publishing. 19