Deconstructing the Model Lesson

RtI/CCP Grant A Collaborative Project between UWEC and ECASD

June 17, 2009

Created & Presented by Dr. Cathy Thorsen

University of Wisconsin-Eau Claire

The Parable of the Fence and the Ambulance

(Slavin, 1995, ¶ 1-2).

Once upon a time, there was a town that had in it a playground located at the edge of the cliff.

Every so often a child would fall off of the cliff and would be seriously injured.

At the last town council meeting, it was decided that something should be done. After much discussion, however, the council was deadlocked.

Some council members wanted to put a fence at the top of the cliff, but others wanted to put an ambulance at the bottom.

In the parable of the fence and the ambulance, it is clear that the idea of putting an ambulance at the bottom of the cliff is foolish on many levels.

Waiting for children to be injured and only then providing them with help would be cruel and inhuman if the damage could have been prevented.

Further, it is needlessly expensive; an ambulance costs far more than a fence.

Session Objectives

Recognize strategies for differentiation from model lesson Literacy as Access for All Students PARTICULAR INCLUDE

Develop indicators to recognize signs of difficulty with concept attainment and CBM or universal assessment

Brainstorm teacher practices that may be the cause of difficulty in concept attainment

List and indentify strategies and resources to develop Value added/Tier II interventions and progress monitoring

Identify ways to structure lessons to allow for time for Value Added/Tier II interventions

3 Tiers of RTI: Creating Environments that are Ready for ALL Students

Tier 3Specific, intensive

intervention

Tier 2Small groups, peer tutoring,

extra enrichmentMore intensive interventions

Targeted for specific needs of groups

Tier 1Universal Screening, High quality instruction &

Curriculum; Curriculum, Environmental, and Methodology Evaluation

UDL principles and Scientific-based interventions

80 % of students will succeed with this alone; if not, look outside of the students

10-15 % of students will need Tier 2 interventions to make progress

In most cases, 5-10 % of students will need Tier 3 interventions to make adequate progress

Tier 1

Tier 2

Tier 3

Literacy as Access for All StudentsDr. Dwight Watson, 2006

Level I Key Question: Why teach this text? Building Access to the Text

Reading modalities Differentiated strategies Text variety

Level II Key Question: What is my configuration? Building Access through the Class Structure

Group by Reading Variability Group by Text Variety

Level III Key Question: How can I make my classroom more accessible? The Accessible Classroom

Know your learners Know your tool Know yourself

PARTICULAR Strategy for Differentiation

Cornett, C. E. (2003) Place—change environment or space Amount—more or less time Rate—the “oftenness” of pace, breaks, etc. Target objectives—be clear about goals or outcomes

Measurable and observable Instruction—more or less direct instruction Curriculum materials—easier reading level or adapt

current materials (tape recording, highlighted materials etc.)

Utensils—use visual and auditory aids Level of difficulty—easier or harder to meet needs Assistance—how much and the kind of assistance from

other Response –allow for a variety of response modes

Support for SuccessThe INCLUDE StrategyFriend & Bursuck (2006)

I Identify environmental, curricular, & instructional classroom demands N Note student learning strengths C Check for potential areas of success L Look for potential problem areas U Use the info. to brainstorm instructional adaptations (some may be included in IEP) D Decide which adaptations to implement

Adaptations=expectations the same Modifications=content expectations & outcomes are changed

E Evaluate student progress

Talking Point

In your groups, discuss the three different differentiation strategies provided Identify the components of the Literacy as Access

for All Students that were modeled in the lesson Groups 1 & 3 work through the PARTICULAR

Strategy to see which particular items could be used to meet the needs of Caleb (description found on pg. (32) of the reading

Groups 2 & 4 work through the Include Strategy to see what changes should be made to meet the needs of Andrea description found on pg. (36) of the reading

Recognizing Student Difficulties

Consider that you have used the differentiation strategies outlined earlier and you are teaching the universal curriculum with fidelity Brainstorm indicators that you will look for in

your students that indicate their lack of concept acquisition

What forms of universal assessment might you use to identify students who may need Tier II/Value added interventions in your classrooms

Evaluating Teaching & Access to Learning

In light of the information shared in the past 3 days (CCP, differentiating instruction, teaching with fidelity, recognizing bias, strengths-based teaching etc.)

Spend a few minutes reflecting on how you will evaluate your own teaching as possible source of learning barriers.

Create a checklist of at least 5 relevant teaching/ behaviors that you want to use as personal benchmarks of best practice that positively impacts student learning

OK, I’m in, but where do I get help? People in the “Coalition of the Willing” Locate interventions through the resources

provided Collaborate with other professionals in your

building and district with expertise in needed area

Educational journals as well as textbooks

RTI & Progress Monitoring Resources

National Center for RTI http://www.rti4success.org/ RtI Action Network http://www.rtinetwork.org/Learn/RTI-

in-Pre-Kindergarten?gclid=COfe7MWrkJsCFQENDQodthuXnA

National Dissemination Center for Children with Disabilities http://www.nichcy.org/Pages/RTI.aspx#state

National Center on Student Progress Monitoring http://www.studentprogress.org/

Intervention Central http://www.interventioncentral.org/ IRIS Center

http://iris.peabody.vanderbilt.edu/resources.html

Creating the Lesson

Using your lesson/unit, Use one of the differentiation strategies provided and plan your lesson so all children can learn (planning and teaching smarter)

Then plan your time so that you have time for 15 minutes of Value Added/Tier II interventions (assume that you will be the teacher providing the intervention with your current classroom staff present)

Also consider the CBM and progress monitoring time, when could you do this

Concluding Thoughts