Module 4: Unit 3, Session 2 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional Development Unit 3, Session 2

Module 4: Unit 3, Session 2 INCORPORATING TI INTO YOUR DAILY SCHEDULE 4.3.2

Module 4: Unit 3, Session 2 Session Overview  Unit 3, Session 2 Questions:  What are the challenges to scheduling TI intervention time?  How should a school system effectively approach schedule changes necessitated by TI?  Unit 3, Session 2 Objectives:  Understand the nuances of scheduling TI interventions  Consider ways to overcome scheduling challenges 3

Module 4: Unit 3, Session 2 Warm-Up: Examine the Schedule  Make suggestions for schedule alterations to accommodate Tier 2 and Tier 3 instructional time. 4

Module 4: Unit 3, Session 2 Collaborative Planning Framework  Instructional Planning  Execution  Feedback 5

Module 4: Unit 3, Session 2 Scheduling Challenges Common planning & collaboration time Tier 1 Common planning & collaboration time Daily small group sessions without interrupting regular reading instruction Tier 2 Common planning & collaboration time Twice daily individual instruction without interrupting regular reading instruction Tier 3 6

Module 4: Unit 3, Session 2 Increasing Scheduling Challenges  Each tier represents more time to be spent on specific reading instruction.  As students move between tiers, schedules become more complex. 7

Module 4: Unit 3, Session 2 Common Planning Time  TI leadership team meetings  Intervention planning  Flexible scheduling decisions  Assessing data  Collaboration between general & special education  Ongoing professional development 8

Module 4: Unit 3, Session 2 Discussion: Concerns  Catalogue some of the main scheduling concerns that you have. 9

Module 4: Unit 3, Session 2 Scheduling Overview  Step 1: Identify students  Step 2: Create homogeneous groups  Step 3: Decide staffing needs  Step 4: Coordinate schedules  Step 5: Evaluation of schedule changes 10

Module 4: Unit 3, Session 2 Scheduling: Step 1  Identify students in need of intervention  Tier 1: All students receive the same instruction  Tier 2: Students in need of small group work  Tier 3: Students in need of individual instruction 11

Module 4: Unit 3, Session 2 Scheduling: Step 2  Create homogeneous groups  Tier 1: Within classroom to practice reading skills  Tier 2: Students in need of the same interventions  Tier 3: Individual students or small groups to focus on the same skill work 12

Module 4: Unit 3, Session 2 Scheduling: Step 3  Decide staffing needs  Tier 1: Professional development for general education, with special education advisement  Tier 2: Trained small group leaders  Tier 3: Highly trained reading professionals 13

Module 4: Unit 3, Session 2 Scheduling: Step 4  Coordinate schedules  Tier 1: Common planning time, assistance within classroom during group time  Tier 2: Intervention instruction outside of Tier 1 classroom work once a day  Tier 3: Intervention instruction outside of Tier 1 classroom work twice a day 14

Module 4: Unit 3, Session 2 Scheduling: Step 5  Evaluate schedule changes  Tier 1: Time spent on literacy within all subject area classes  Tiers 2 & 3: Effectiveness of extra intervention time (length, time of day, transitions) 15

Module 4: Unit 3, Session 2 Final Considerations  Flexibility  Patience  Honest and productive communication  Least complicated schedule changes 16

Module 4: Unit 3, Session 2 Wrap-Up  Things to Remember:  TI poses unique layers of scheduling anomalies as each student moves between tiers.  Teachers should seek to maximize instructional time by finding the minutes that could be used for additional instruction.  Flexibility and patience are essential in determining the ideal and least complicated schedule changes for your school. 17

Module 4: Unit 3, Session 2 For Next Time  Assess how much time each day you spend on classroom instruction (versus class transitions, daily routines, etc.). 18

Module 4: Unit 3, Session 2 References Scierka, Initials, & Silberglitt, B. (2007). School schedules: A unique challenge for TI. Communique: The Official Newspaper of the National Association of School Psychologists, 36(1). Stuart, S, & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 52 