Differentiated/Customized Instruction: Response to Intervention and Reading First Connections June 29 & 30, 2009 Albany, NY drpennyaxelrod@fairpoint.net.
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Differentiated/Customized Instruction:
Response to Intervention and Reading First Connections
June 29 & 30, 2009
Albany, NYdrpennyaxelrod@fairpoint.net
office: (518) 766-0859
cell: (518) 366-5515
OutcomesLearn the distinction between Differentiated and Customized InstructionLearn the place of Differentiated/Customized Instruction in a Three-Tier Response to Intervention modelIdentify key features of an effectively customized classroom.Explain some of the key concepts and principles of customized instruction.Record the application of one or more components of customization to your own school or classroom.
Using graph paper, draw your teaching space. (Classroom, Resource Room etc.)
Identify each item such as student & teacher’s desks, computers, tables, bookshelves etc.
• proactive
• student centered
• based in assessment
• addresses content, process, and product
• includes whole-class, group, and individual instruction
Hallmarks of a differentiated/customized
classroom
• The teacher works to ensure that all students have ‘respectful work.
• The teacher makes sure differentiation is always “a way up,” never “a way out.”
• The teacher sets her own sights high, just as she asks her students to set their sights high.
• The teacher seeks specialists’ active partnership in her classroom.
• The teacher’s differentiation is largely proactive rather than reactive.
• Tomlinson, C.A. & Eidson, C.C. (2003). Differentiation in Practice: A resource guide for differentiating curriculum Grades K-5. pp. 6-9.
All features of DI plus
a diagnostic-prescriptive approach to assessing and instructing students who struggle with reading and who need more finely tuned instruction.
• Data-informed instruction
• Text difficulty of reading materials matched to student’s skills
• Skill-focused lessons
• Analysis of student’s performance – skills demonstrated and errors made
• Guided, facilitated practice with constructive feedback
Differentiated & Customized Differentiated & Customized InstructionInstruction
- the distinction- the distinction
Customized Customized Instruction CIInstruction CI
ccustomized ustomized iinstructionnstruction-Based on formative,-Based on formative, on-going assessmenton-going assessment
TargetedTargeted instruction instruction that is delivered to that is delivered to individuals or small-groupsindividuals or small-groups
Differentiated Differentiated Instruction®Instruction®
DIDI
Content
Disciplines
&
Reading
DiagnosticPrescriptive Instruction
3) plan for instruction•target outcome•design lesson
•select SBRR strategies& curriculum
4) deliver instruction
1) diagnostic assessmentto determine student’s
needs
5) informally assesslearning
6) plan next steps in instruction
2) form smallhomogeneous
groups
Teach All - Teach EachTeach All - Teach Each
thethe challenge to all educators challenge to all educators
Teach All - Teach EachTeach All - Teach Each
thethe challenge to all educators challenge to all educators
• To meet the needs of ALL students, instruction must be appropriate for the level of knowledge and skills of EACH student (CICI).
• Provide direct instruction in small, flexible, homogeneous groups (CICI).
• Assess initially to form groups, determine instructional goals; assess frequently to monitor progress. Document progress.
Because our learners vary.
• Let’s list some ways:
and because….
Because CIfits within theResponse to Interventionframework
Individuals with Disabilities Individuals with Disabilities Education Improvement ActEducation Improvement Act -
2004 (IDEIA)
Aligns special education legislation with No Child Left Behind in the Elementary & Secondary Education ActElementary & Secondary Education Act of 2002.
The New York – Federal law connection
• New York State regulations (Part 200) for IDEA Final regulations (August, 2007)
• Effective July 1, 2012
• an RtI program
• to determine if a student in Grades K-4 is a student with a learning disability
• in the area of reading.
Traditional
Classroom
Transformed
Classroom
Proactive reading instruction
Remedial reading instruction
Whole Class Instruction
Small flexible group customized Instruction
All means all except … All means each
TRANSFORMED TRADITIONAL
3-Tier3-Tier Intervention ModelIntervention ModelTier IGeneral Ed ‘Universal’classroom All
studentsTier IITargetedIntervention 20-30%
Tier IIIIntensive 5-10%Intervention
Introduction to the 3 Tier Reading Model: Reducing Reading Difficulties for Kindergarten Through Third Grade Students (4th ed.). Available from www.texasreading.org
Student Groups
• Student groups should be homogeneous (i.e., students’ needs should be as similar as possible) for intervention instruction.
• Student groups of 2–6 can work as well as one-on-one.
• Intensity and nature of instruction will vary.
• General education classroom• Any other appropriate setting such as
– resource room– specialist’s classroom
…a learning environmentthat welcomes ALLlearners and addresses the instructional needs of EACH learner.
Inside the CI Classroom
The CI classroom -Environment
• Workstations – all grade levels – placement– focus of instruction (phonics, fluency, writing, spelling,
etc.)
• Job chart• Daily schedule• Rotation chart• Teacher/Student Work Table
Modify as needed for Resource Rooms and general education classrooms.
Computer Center
WritingWorkstation
Teacher-ledsmall groupworktable
Work studyWorkstation
Literacy Workstation
Desks
Desks Desks
Desks
Teacher’s
Desk
ReadingWorkstation
Resource Room (example)
Paraprofessional’sWorkspace
• During the Literacy Block of instruction• During any other planned
uninterrupted instructional segment
Assessment Drives Instruction
Assessment
Data analysis
Customized Instruction(Diagnostic-Prescriptive Teaching)
3-Tier Assessment Model
Tier 1Screening/ All
studentsBenchmark
Tier 2Diagnostic(Informal) 20-30%
Tier 3Diagnostic(Formal) 5-20
Five-Step Procedure1. Screen all students using benchmark
testing and use screening data to determine what, if any, further testing is needed.
2. Select and administer informal and formal diagnostic educational tests for students who need them.
3. Group students.4. Plan & deliver instruction.5. Monitor student progress & refine
instruction.
The “Fabulous Five” Components of Reading
• Phonemic Awareness
• Phonics (Word Study)
• Vocabulary
• Comprehension
• Fluency
• One adult – teacher, paraprofessional, teaching assistant or aide
• Small, homogeneous, flexible groupings of 3-6 students with similar instructional needs
• Seated together• Working for an uninterrupted time • 5-20 minutes depending on student needs
and content
An effective model of instruction: Gradual Release of Responsibility
from teacher to student…Direct, Explicit Direct, Explicit
Instruction; Instruction; Modeling with Modeling with Think AloudsThink Alouds
Guided PracticeGuided Practice
Teacher supervises and assists students
Independent Independent PracticePractice
Students practice the strategy on their
own.
Management systems for a smoothly operating
CI classroom
– Routines• teacher-led whole group, small group (3-5 students)*, 1:1• respond in partnerships, trios, quartets• guided practice with homogeneously grouped students, or in
mixed collaborative groups
– Procedures* smaller teacher-led groups were qualitatively and
quantitatively most effective Gibson, V., & Hasbrouck, J. Differentiated
instruction: Grouping for success. (2008). Boston: McGraw Hill. (p. 27).
The CI classroomProcedures
Discuss, model and practice: • Moving to, & cleaning up workstations• Locating & leaving work folders• Requesting assistance from teacher or peer• Interactions with peers• Assisting peers• Giving feedback (compliments & corrections) to
peers• Teach the vocabulary of the workstation
Workstations
• Word Study• Spelling• Writing• Vocabulary• Comprehension• Fluency
• Literature Circles• Homework• Creative Expression• Language & Literacy• Technology• Special Projects
Workstations
Workstations
• Materials at each workstation– Student folders– Supplies – pencils, paper, glue sticks, markers etc.
– Materials for assignments: books, puzzles, games etc.
• Contents need to change periodically
• Rehearse student interactions and procedures at the stations
Job Charts
• Begin by listing all duties• Identify those that can be done
by students• Name & define the jobs:
– Librarian, Cheer Director, Station Manager, Technology Assistant, Voice Level Monitor, Timekeeper, Environmental Monitor, Mailbox or Work Folder Monitor, etc.
• Provide ‘job training’ for students
JOBS
Titles and Duties
Sample CI classroom Schedule*Time Activity
8:00 – 8:05 Greeting
8:05 – 8:20 Small groups
8:20 – 8:22 Transition
8:22 – 8:40 Small groups
8:40 – 8:43 Transition to next class
10-20 minutes of teacher-led direct instruction
* TimekeeperTimekeeper uses a kitchen timer to keep everyone on schedule.
Rotation Chart
• Schedule for each student
• Individual assignments at Workstations
• Students may work together at Workstations depending on assignments.
• Assignments at Workstations are for practice after 70% mastery of skill.
Lowest Group
Station Station
Station Middle Group
Station
Station Station Highest Group
Whole Group Mini-Lessons
Whole Group Mini-Lessons
20 mins.
20 mins.
20
mins.
15 mins.
15 mins.
Lowest Group
PA/PhonicsStation
Listening
Station
Phonics
Station
Middle Group
Comprehension Station
Peer-Assisted Learning Station
Comprehension Station
Highest Group
Whole Group Mini-Lessons
Whole Group Mini-Lessons
20 mins.
15 mins.
15 mins.
20 mins.
20 mins.
Lowest Group
Station Station
Station Middle Group
Station
Station Station Highest Group
15 mins.
15 mins.
15
mins.
• Challenging– Fast-paced– Instruction rather than practice
• Explicit– Everything modeled, “Think-Alouds”
• Engaged– Every student responding (EPR)
• Systematic– Daily repetition– Daily new content– Daily cumulative review
Lowest Group Station Station
Station Middle Group Station
Station Station
Highest Group
Whole Group Mini-Lessons:
Whole Group Mini-Lessons:
20 mins.
20 mins.
20
mins.
15 mins.
15 mins.
OK
Monday
Technology (Fluency)
Word Study (Mr. D)
Tuesday
Reading Comp. (Mr. D)
Writing (Ms. T)
Wednesday
Reading Comp. (Mr. D)
Writing (Ms. T)
Thursday
Word Study (Mr. D)
Spelling (Ms. T)
Friday
Technology (Writing)
Luke
Folder for completed work
Sample one week
schedule for
Resource Room student
Mr. D is the teacher. Ms. T is the Paraprofessional
Draw a tentative graphic of your
CustomizedCustomized Classroom or Resource Room
Identify each of the stations including computers, programs, games & other materials.
Abbreviations, Acronyms, & Practices
NCLB - No Child Left Behind
IDEA - Individuals with Disabilities Education Improvement Act (2004)
RTI - Response to Intervention (in IDEA 2004)
SBRR - Scientifically-based Reading Research (in
NCLB & IDEA 2004)
CPM – Continuous Progress MonitoringUBD – Understanding By Design (Wiggins & McTighe)
UDL - Universal Design for Learning (www.cast.org)
a few Web Resources
Federally funded, University-based sites with many downloadable lesson plans (K-5) in The “FABULOUS FIVE” – phonological awareness, word study, vocabulary, fluency & comprehension.
• www.fcrr.org – Florida Center for Reading Research
• www.texasreading.org– University of Texas Vaughn Gross Reading Center
• www.uoregon.edu/reading– University of Oregon reading project
Resources from the Association for Supervision and Curriculum Development www.ascd.org
Differentiated InstructionDifferentiated Instruction
• Tomlinson, C.A. & Eidson, C.C. (2003) Differentiation in practice: A resource guide for differentiating curriculum, Grades K-5.
• Tomlinson, C.A. & Eidson, C.C. (2003) Differentiation in practice: A resource guide for differentiating curriculum, Grades 5-9.
• Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms.
• Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners.
Additional Resources on Differentiated Instruction
Multiple books by Gayle H. Gregory as sole author or with co-author.
All published by Corwin Press.
For example:• Differentiated Instructional Strategies in Practice:
Training, Implementation, and Supervision• Activities for the Differentiated Classroom• Differentiated Literacy Strategies for Student
Growth and Achievement in Grades 7-12
RtI Resources
• www.rti4success.org• www.ncld.org Responsiveness to Intervention: A New
Method of Identifying Students with Disabilities
• www.usu.edu/mprrc
• www.rtinetwork.org
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