1. Tier 1 Instructional Delivery and Treatment Fidelity Networking Meeting February, 2013 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network

2. Outcomes Participants will be able to: – explain and give examples of key instructional delivery components important for success of all students. – identify several options for measuring treatment fidelity and explain strengths and weaknesses of each option. – analyze a Tier 1 issue in their district and use the information provided in this session to help develop/refine a plan to address their school/district needs.

3. TIER 1 INSTRUCTIONAL DELIVERY ISSUES I-RtI Network

4. Differentiation is about… What we teach How we teach How students show what they know Reminder…

5. How we teach Differentiation is about… Today, we will focus on…

6. WHAT We Teach Common Core State Standards Engaging and Effective Curriculum translates into… and becomes…

7. Danielson Framework and Evidence- Based Teaching Practices HOW We Teach

8. Response to Intervention… The Framework

9. Degree to which I know lthis area TopicDegree to which I want to know more Instructional delivery principles for helping all students achieve Access to content area curriculum for low-achieving students Instructional grouping Scheduling Technology to enhance student achievement Teaching English Language Learners effectively

10. Options for Two Activities Activity 1: Carousel activity related to effective Tier 1 instruction to help all students achieve Activity 2: Evidence-based observable behaviors connected to the Danielson evaluation rubric Select one activity to do as a group

11. Option 1: Carousel Activity Select 5-10 of the key principles for effective instruction. You may use all 10 or select top 5 or more based on the interests and size of your group. Write each instructional principle on a piece of chart pad paper. Underneath each principle write: ideas, barriers/challenges, and solutions, leaving space under each for writing

12. Carousel Activity continued Have each group consider the instructional principle and write down ideas for implementation, challenges, and potential solutions to those challenges You may give each group more time to delve into one principle and share out with the group or have groups rotate Provide the article Principles of Instruction: Research-Based Strategies That All Teachers Should Know, as a resource

13. Carousel Activity: Principles of Instruction 1.Begin a lesson with a short review of previous learning: Daily review can strengthen previous learning and can lead to fluent recall. 2.Present new material in small steps with student practice after each step: Only present small amounts of new material at any time, and then assist students as they practice this material.

14. Carousel Activity: Principles of Instruction cont. 3. Ask a large number of questions and check the responses of all students: Questions help students practice new information and connect new material to their prior learning. 4. Provide models: Providing students with models and worked examples can help them learn to solve problems faster.

15. Carousel Activity: Principles of Instruction cont. 5. Guide student practice: Successful teachers spend more time guiding students’ practice of new material. 6. Check for student understanding: Checking for student understanding at each point can help students learn the material with fewer errors.

16. Carousel Activity: Principles of Instruction cont. 7. Obtain a high success rate: It is important for students to achieve a high success rate during classroom instruction. 8. Provide scaffolds for difficult tasks: The teacher provides students with temporary supports and scaffolds to assist them when they learn difficult tasks.

17. Carousel Activity: Principles of Instruction cont. 9. Require and monitor independent practice: Students need extensive, successful, independent practice in order for skills and knowledge to become automatic. 10. Engage students in weekly and monthly review: Students need to be involved in extensive practice in order to develop well- connected and automatic knowledge.

18. Option 2: Danielson Activity Provide participants with the Danielson handout Split group into pairs or small groups Assign each group one or more domains from the Danielson evaluation rubric

19. Danielson activity cont. Have participants work in pairs or small groups to discuss and write down evidence- based observable behaviors tied to different domains Discuss as a group

20. “…teachers visit distinguished, they do not live there.” Charlotte Danielson

21. Evidence-Based Examples: Danielson Rubric Big ideas Connection to prior knowledge Vocabulary instruction Pre-correction Specific and accurate feedback Clear expectations and outcomes

22. Interpret With Caution: Danielson Rubric Student choice expected for distinguished rating; Hattie’s meta-analysis found no positive effects for Student Control Over Learning. Focus on individual differences for distinguished rating; effective and efficient teaching focuses on learning characteristics students share in common.

23. Interpret With Caution: Danielson Rubric Does not explicitly address that effective and efficient teaching varies for different types of knowledge and for different phases of learning.

24. ADDITIONAL TOPICS RELATED TO TIER 1 INSTRUCTIONAL DELIVERY NETWORKING: AN OPPORTUNITY TO SHARE IDEAS AND RESOURCES I-RtI Network

25. Select one or More of the Following Topics to Discuss in More Detail Access to content area curriculum Instructional grouping Scheduling Technology Instruction for English Learners

26. Access to Content Area Curriculum All GE classes have at least one student who can’t access the content through the content area textbook—this is a Tier 1 issue! What can we do to make content area textbooks more learner-friendly for all and to make the material accessible for students who do not have adequate comprehension of the material? Resource: Adolescent Literacy IES Summary

27. Instructional Grouping Homogeneous versus heterogeneous grouping? Ability vs. skills grouping Flexible grouping Ideas/Challenges/Solutions Resources: http://oregonliteracypd.uoregon.edu/topic/group- students-similar-needs-small-group-instruction; IES Practice Guides for Students Struggling with Mathematics and Dropout Preventionhttp://oregonliteracypd.uoregon.edu/topic/group- students-similar-needs-small-group-instruction

28. Scheduling www.schoolschedulingassociates.com http://www.rti4success.org/webinar/rti- implementation-developing-effective- schedules-elementary-level-5647 http://www.rti4success.org/webinar/rti- implementation-developing-effective- schedules-elementary-level-5647 http://www.betterhighschools.org/ What scheduling options help us to effectively serve all students?

29. Technology Watch you tube video: Engage Me! How can technology best be used to support diverse learners? How is technology helping with data-based decision making? Share examples of effective practices

30. Teaching English Language Learners Resources: IES Practice documents Myths and Misconceptions about Second Language Learning Share ideas and resources for supporting English Language Learners

31. INTRODUCTION TO TREATMENT FIDELITY I-RtI Network

32. Discuss the Strengths and Weaknesses of These Options for Measuring Treatment Integrity Permanent products Direct observation Teacher completed checklist or teacher reflection Attendance log (or other log) Videotaping Others?

33. TIER 1 PROBLEM-SOLVING EXAMPLE I-RtI Network

34. Tier 1 Problem Solving Example Grade or building team examines teacher observation data from the Danielson evaluation rubric Problem identification: team identifies a discrepancy between current ratings and the ratings they would like to attain Discuss how the problem-solving process could continue using Tier 1 data from the Danielson rubric

35. Closing Reflection How could the information discussed today could be used to help with a Tier 1 challenge in your school/district?