1. Beyond the Bells and Whistles Broadway Middle School

2.  RTI Overview  Student Engagement  Lesson Planning  Reading Instruction  Vocabulary Routines  Implementation and Professional Development  Question and Answer

3.  “A teaching method might work with all of the students some of the time….And some of the students all of the time….But a method doesn’t work with all of the students, all of the time.”

4.  RTI is NOT about just special education, general education, or compensatory education… it’s about using ALL types of education to teach the whole child.  Framework for making instructional decisions based on data, in order to accelerate learning for ALL students.  Eliminate the “wait to fail” concept…. Intervene early

5.  The outcome and intent of RTI is identification  The final tier is only for special education  RTI is only for pre-referral decision making  RTI is best used to distinguish LD students from students not achieving due to poor instruction  RTI is only beneficial for reading Feifer, 2009

6. How do we help students who are struggling?

7. 7 Implement Plan Carry out the intervention Evaluate (Progress Monitoring Assessment) Did our plan work? Define the Problem Is there a problem? What is the problem? Develop a Plan Intervention Selection & Goal Setting Grimes, 2002

8. 15% 35% 50% 5% 15% At least 80%

9. 11% 26% 62% 9/2015 9% 23% 68% 12/2016

10.  Small Effect: 0 to.20  Medium Effect:.20 to.50  Large Effect:.50 or more

12. Year 1: Active Engagement and Vocabulary Instruction Year 2: Focus on Lesson Design and Gradual Release of Responsibility Year 3: Improving Intervention Programs

13.  Verbal Responses  Written Responses  Actions Responses

14.  Think, Pair, Share  Hand Signals  Think, Write, Pair, Share  Choral Response  Individual Response  Whip Around or Pass

15.  Increased student engagement  Provides accountability for all students  Improves learning outcomes  Reduces classroom management concerns

16. Adjectives Review – Non Example

17. Adjectives Review –Example

18.  One positive change I noticed in the second video was __________.  I felt ____________ was particularly effective because___________.  The students in the second video seemed _________.

19. Partners First – Non Example

20. Partners First –Example

21.  One positive change I noticed was _____________.  I noticed the second practice was more effective because __________________.  I noticed the students in the second example were____________.

22. ENGAGEMENT=ACCESSQUESTIONS:  If 80% of the ie grade-level students are not meeting a benchmark, and there is a proper curriculum in place, being taught with fidelity, by a licensed staff member, a review of student engagement will help determine if students are in fact accessing the curriculum  Are students responding or is the teacher doing most of the work?  Are students off-task during the lesson? Are they corrected if they are?  Do students complete the assignment in class after instruction? Do they sit and do nothing or other activities?  Is there accountability in place for all students?

23. Essential Question: What Kind of Engagement Do I Need? New Content versus Practice

24. To get all students actively involved:  Choral Response (whole class answers at the same time): ELD/Sped: choral response for new vocabulary  Have a document camera/whiteboard/PowerP oint so you can write the word and point to its parts as you say it during modeling  Have or create a routine: tapping word parts as students all say aloud with you after you model  Have time planned for repeating the word until students are able to accurately pronounce

25.  Choral response to get all students actively involved: ELD/Sped: choral response for review of information  Find the critical information learned previously  Frame into questions with a single answer  Have a routine ready for wait time and a signal for processing. (The powerplant of the cell is the….signal/wait time______)

26.  Choral response to get all students actively involved (versus some students reading and some students not):  Have a text ready to present to the class (document camera, etc.)  Have portions of the text (important terms, phrases) pre- determined for students to read  Keep a brisk pace while you read and pause for the class to read with you at the predetermined parts : Establish a routine

27. Partner Work  Think-Pair-Share, Reading Partners, Provide Answers/Explanations with Sentence Frames to a Partner Seating arrangement  have partners readily available and numbered ahead of time; use triads when needed to ensure 100% participation

28.  Partner work:Ability levels: Sped and ELD  Pair lower-performing students with middle- performing students (to avoid frustration for sped, ELD, and high- performing students)

29.  Partner Work : To Mitigate Misbehaviors- Pre-Instruction  Set the expectations: look, lean, listen, and whisper  Explain the purpose is a work relationship and not friendship relationship  Change partnerships (every three to six weeks)

30.  Partner Work:Materials preparation  Have materials ready and accessible  Pre-teach vocabulary for accessibility  Have sentence frames available to frame academic language

31.  After choral answers and partner work, and when many answers possible: 1:1 checks for understanding  Behavior/social embarrassment: ensure students have had practice with the concept/term before random calling  Have random call-on system ready ahead of time: popsicle sticks with students’ names, online random name selector, such as http://www.transum. org/Software/Rando mStudents/ http://www.transum. org/Software/Rando mStudents/

32.  Whip around or pass: Each student gives an answer after practice (ie after partner work)  Have a procedure in place for students who will not want to answer (ie pass) and come back to them after others have answered  Use positive peer pressure  Be prepared with questions so the pace is brisk

33.  Action  Written responses to demonstrate knowledge  Thumbs up/down if you want a quick measure of whether or not more practice is needed on a concept  White boards, summaries (provide sentence frames as needed)

34.  Handout  Frequent responses  Use of volunteers  Handling inattentive students  Inclusive participation  Thinking time  Monitoring responses  Error corrections  Acknowledgment  Lesson adjustment  Pace  Positive learning environment  enthusiasm

35.  Handout  Desk/room arrangement for accessibility and supervision  Materials/supplies ready and accessible  Minor behavior problems handled quickly, consistently, positively (ie proximity)  Other activities available if students finish early  Positive to negative interactions (PBIS)  Rules/expectations posted and followed and reinforced  Routines  attention-getting cues  Active supervision  Chronic behaviors anticipated and pre- corrected (change seating, scaffolding on assignment, product-based work)

36.  Handout  7-minute observation form  Continuous interval observation of on-task behavior  Active participation observation  Coach observation form

37.  http://miblsi.cenmi.org /MiBLSiModel/Implem entation/ElementarySc hools/TierISupports/A rcherHandouts.aspx http://miblsi.cenmi.org /MiBLSiModel/Implem entation/ElementarySc hools/TierISupports/A rcherHandouts.aspx  There are secondary materials at this Web site as well  Writing  Adolescent literacy  Decoding/fluency  Explicit instruction  Active participation  Building background knowledge  Vocabulary instruction  All the forms I’ve shared today—from Anita Archer.

39. Augmented Silent Reading (Whisper Reading)  Pose pre-reading question (example: What is the main idea of the page?)  Tell students to read a certain amount and to reread material if they finish early  Monitor students’ reading  Have individuals whisper-read to you  Pose post- reading question 39

40. Choral Reading  Read selection with students  Read at a moderate rate  Tell students “Keep your voice with mine”  Possible Uses: Chorally read wording on slide, directions, steps in strategy, initial part of story/chapter 40

41. Cloze Reading  Read selection  Pause and delete “meaningful” words  Have students read the deleted words  Possible Uses: W hen you want to read something quickly and have everyone attending 41

42. Individual Turns Use with small groups Call on individual student in random order Vary amount of material read If used with large group, Assign paragraphs for preview and practice OR Utilize the me or we strategy Students decide to either read aloud by themselves or with the teacher/group 42

43. Partner Reading Assign each student a partner Reader whisper reads to partner Narrative - Partners alternate by page or time Informational text - Partners alternate by paragraph Read - Stop - Respond Respond by: Highlight critical details, take notes, retell content, or answer partner’s questions 43

44. Scaffolding lowest readers  Partners read material together  Highest reader in partnership is given the #1 and lower reader is given the #2. Partner #1 reads material. Partner #2 rereads the same material  Lowest reader placed on triad and reads with another student  Partners allowed to say “me” or “we” 44

46. Step 1. Introduce the word. a) Write the word on the board or overhead. b) Read the word and have the students repeat the word. If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times. c)Tap out syllables with word, have students repeat Introduce the word with me. “ This word is mandatory. What word?” 46

47. Step 2. Introduce meaning of word. Option # 1. Present a student-friendly explanation. a) Tell students the explanation. OR b) Have them read the explanation with you. Present the definition with me. “When something is required and you must do it, it is mandatory. So if it is required and you must do it, it is _______________.” 47

48. Step 2. Introduce meaning of word. Option # 2. Have students locate the definition in the glossary or text. a) Have them locate the word in the glossary or text. b) Have them break the definition into the critical attributes. Glossary Entry: Industrial Revolution Social and economic changes in Great Britain, Europe, and the United States that began around 1750 and resulted from making products in factories Industrial Revolution o Social & economic changes o Great Britain, Europe, US o Began around 1750 o Resulted from making products in factories 48

49. Step 2. Introduce meaning of word. Option # 3. Introduce the word using the morphographs in the word. autobiography auto = self hydroelectricity hydro = water 49

50. Step 3. Illustrate the word with examples. a) Concrete examples. b) Visual examples. c) Verbal examples. (Also discuss when the term might be used and who might use the term.) Present the examples with me. “Coming to school as 8th graders is mandatory.” “Stopping at a stop sign when driving is mandatory.” 50

51. Step 4. Check students’ understanding. Option #1. Ask deep processing questions. Check students’ understanding with me. “Many things become mandatory. Why do you think something would become mandatory?” 51

52. Step 4. Check students’ understanding. Option #2. Have students discern between examples and non-examples. Check students’ understanding with me. “Is going to school in 8th grade mandatory?” Yes “How do you know it is mandatory?” It is required. “Is going to college when you are 25 mandatory?” “Why is it not mandatory?” It is not required. You get to choose to go to college. 52

53. Step 4. Check students’ understanding. Option #3. Have students generate their own examples. Check students’ understanding with me. “There are many things at this school that are mandatory? Think of as many things as you can?” “Talk with your partner. See how many things you can think of that are mandatory.” 53

54.  Explicit Instruction by Anita Archer  Anita Archer’s Active Participation DVD  explicitinstruction.org  Educational Impact  The Teacher Channel