1. Overviews: Response to Intervention & Differentiation Kristen McElligatt Peoria Public Schools 150 Kristen.mcelligatt@gmail.com St. Mark Catholic School May 22, 2014

2. Agenda May 22, 2014 3:15 – 5:15 PM St. Mark School  RtI 3-Tiered Model  Who? When? Where? How?  The Problem-Solving Cycle  RtI Resources  Differentiation  Principles  Readiness Profile  Strategies  Resources  Next Steps

5. Response to… Instruction BIG IDEAS  3-tiered system of student supports  Academic & behavioral (PBIS)  High-quality instruction  Matched to student specific needs

6. Response to… Instruction BIG IDEAS  Research-based  Progress is monitored regularly  Adjustments based upon student progress/response  Parent Engagement

7. Who is involved?  Response to Intervention is for every child and every teacher/adult.  Student need is based on what is typical in your school-  All receive typical instruction.  Some receive extra support.  A few receive specific interventions.

8. When is student progress examined? All students are assessed three times a year. Some students are monitored more frequently (every other week). A few students are monitored weekly.

9. Where does instruction occur? All students receive instruction in the general classroom. Some students may receive additional instruction in the general classroom & outside the general classroom.

10. How do we implement RtI? Tier 1/Universal = Core Instruction o High Quality curriculum and instruction o Utilizing the school’s: o Curriculum o Assessments o Teaching with fidelity

11. How do we implement RtI? Tier 2 = Grade Level Team Time o Work in collaboration o Include additional staff to affect group size o Analyze data o Set goals

12. How do we implement RtI? Tier 3 Intervention o Layered with Tiers 1 & 2 o Individual or very small group o Research-based instruction o Weekly monitoring

13. How do we implement RtI? Provide scientifically- based: Core Instruction Intervention Enrichment Monitor progress Tier 2: Every other week Tier 3: Weekly

14. How do we implement RtI? Document interventions Attendance/participation Group effectiveness Individual student response

15. Getting down to the details… Problem Solving Making adjustments Reduce group size Increase intensity Increase time Change intervention Continue the intervention cycle

17. RtI Resources Go to the District 150 homepage. Under Curriculum & Instruction: RtI http://www.psd150.org/RtI

18. That students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards and fairness to the students. ~ Theodore Sizer

19. Differentiation… …is a teacher’s response to learners’ needs

20. Principles of Differentiation  Respectful tasks  Quality curriculum  Teaching up  Flexible grouping  Continual assessment  Building community

21. Differentiation Teachers can differentiate through:  Content  Process  Product  Learning Environment According to students’:  Readiness  Interest  Learning Profile

23. Differentiation IS:  Varied avenues to content, process & product  Respectful of all learners  Proactive  Student-centered  A blend of whole class, small group and individual instruction  Based on students’ readiness, interests and/or learning profile  Built on the foundation of exemplary grade level curriculum

24. Differentiation IS NOT:  The same thing as individualization or tailoring  Just another way to provide homogeneous grouping  Expecting less of struggling learners than of “typical” learners  Expecting more of advanced learners than of “typical learners”  A substitute for specialized services  Chaotic  New

25. Activity: Readiness Profile

26. Differentiation Investigation  Anchor Activities  RICE strategy  Curriculum Compacting  Most Difficult First  Differentiated Products  Independent Study  Interest Surveys  Learning Contracts  Levels of Thinking/Questioning  Think-Tac-Toe  Tiered Assignments/Activities  Work Stations/Learning Centers

27. Anchor Activities Meaningful work done individually and silently Focused, purposeful, engaging tasks worthy of student’s time Management tool Comfortable & predictable tasks Allows teacher to work with flexible groups Prevents disruptions

28. How to develop anchors… Start small with one task for half the class while working on a content-based activity with the other half of the class Next adjust the task for readiness/interest When comfortable, a third of the class working with 2 differentiated content tasks Proceed as teacher & students become more comfortable

29. When to use Anchors: Use at the beginning of class Use when working with small groups to prevent disruption Use when students finish a task at different times

31. Differentiation Resources  Differentiation Investigation Resources Differentiation Investigation Resources Association for Supervision & Curriculum Development (ASCD) Bertie Kingore's Website Carol Ann Tomlinson's Website Dare to Differentiate Differentiation Central: University of Virginia & Carol Ann Tomlinson

32. Next Steps RtI  Core curriculum audit  Leadership team conversations  Staff conversations  Investigation  Planning  Professional Development Differentiation  Share results of strategy investigation when school resumes  Start small  Professional Development

33. The essence of our effort must be to assure each child an equal opportunity not to become equal but to become different- to realize whatever unique potential of body, mind and spirit he or she possesses. ~ John Fisher