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Tier 1 Intervention: Developing a Collective Response to Student Learning of CCSS Mathematics, K–12
Mona Toncheff
REPRODUCIBLE
Developing a Collective sponse to CCSS-M Student Learning
Essential Questions• How do your collaborative teams respond to learning?
• What structures do we have in place to support the learning for all students?
• What are essential components for a differentiated Response to Learning (Tier 1)?argeted response to earning (Tier 2)?
What is your current understanding of RTI and ifferentiation?
A differentiated response to learning is like
Tier 1 ersus Tier 2
Individual ReflectionWhat
practiceseachers to
a collectiveto learning?What structuresn place to ensure
Students take action on in-class formative assessment feedback.
Step Five
Collaborative teams use ongoing assessment feedback to improve instruction.
Step Four
Students use assess-ment instruments from step one for motivation, reflection, and action.
The PLC Teaching- Assessing-Learning Cycle
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Response to Intervention
What is your current understanding of RTI and differentiation?
Use the Likert scale on the note-taking guide.
Use a marker and indicate with an X above the line your current level of knowledge of RTI and differentiation.
When Do You Respond to Student Learning?
—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 3–5 (2012), p. 116
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Equity in Education “Effective professional development is sustained, ongoing, content-focused, and embedded in professional learning communities where teachers work over time on problems of practice with other teachers in their subject area or school.
“Furthermore, it focuses on concrete tasks of teaching, assessment, observation, and reflection, looking at how students learn specific content in particular contexts….”
—Darling-Hammond, The Flat World of Education (2010), pp. 226–227
Research on Intervention
RTI is a system that “integrates research-based practices, progress monitoring, and required support and is a systematic approach for improved teaching and learning.”
—National Center on Response to Intervention
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Research on Intervention
Paradigm shift:In a PLC culture, you and your collaborative teams must implement a required response to intervention (R2TI).
Research on Intervention
—Kanold (Ed.), Common Core Mathematics in a PLC at Work, High School(2012), p. 150
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Engage in Learning
What current practices do your teams use to re-engage students in learning?
—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 3–5 (2012), p. 116
What Interventions Do You Currently Use?
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REPRODUCIBLE
Give One, Get One ActivityInterventions for RTI(Tier 1, Tier 2, Tier 3)
For each learning target, create an action plan for learning the standard so that you are prepared to take the recovery quiz. Please remember to write down times and dates. The more specific you are about your plan, the more likely you are to stick to it. “Whenever” is not specific!
Action Plan I will attempt these concept mastery options before taking a recovery quiz.
(Check all that apply and write dates and times: morning, lunch time, advisory, afterschool.)
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Quiz Scores
A-REI.5
1. I can prove that a linear combination (i.e., elimination) is valid.
Dates: Dates: Dates: Dates: Dates: Dates:
A-REI.6 2. I can solve a system graphically.
Dates: Dates: Dates: Dates: Dates: Dates:
F-BF.3
3. I can infer how the change of the parameters m and b of y = mx + b transform the graph.
Dates: Dates: Dates: Dates: Dates: Dates:
F-LE.2
4. I can write a linear function given a pattern, set of ordered pairs, graph, or slope and point.
Criteria for effective R2TI: Tier 1 Interventions • Core instruction is for all students.
• Research-based instructional strategies are integrated into daily instruction.
• Instruction is systematic and considers assessment data to drive instruction.
• Students are engaged in the assessment cycle.
• Use of effective instruction includes techniques to differentiate instruction to meet diverse learning needs.
(Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 6–8, 2012)
Tier 2 Interventions Targeted Response to Learning
What do you do if Tier 1 interventions aren’t working?
Tier 2 interventions “are more intensive and intended for students who continue to struggle even after Tier 1 differentiated instruction is shown to be ineffective.”
—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades 6–8(2012), p. 141
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Criteria for effective Tier 2 Interventions • Teachers match learning needs with
intervention.
• Learning experience is significantly different.
• Intensive progress monitoring identifies the specific learning gaps.
• All students have access to targeted interventions (materials).
• Students have opportunity for action on the specific learning target gaps.
• It cannot be optional.—Kanold (Ed.), Common Core Mathematics in a PLC at Work,
Grades 6–8(2012), p. 141
Evaluate Your List of Interventions Against the Criteria.
Tier 2 Reflection
—Kanold (Ed.), Common Core Mathematics in a PLC at Work, Grades K–2(2012), p. 141
Create a Litmus Test for Your Collective Response to Student Learning.
What R2TI Is Not …
It cannot be the old way of doing business with a new name.
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elf- ssessment for ffective RRTI Interventions
Tier 1: Differentiated Response to Learning (All students)
Core instruction for all students Research-based instructional strategies are integrated into daily instruction Instruction is systematic ssessment data drive instruction Students are engaged in the assessment cycle Use of effective instruction includ techniques to differentiate instruction to meet diverse learning needs
Tier 2: Targeted Response to Learning (Small group dentified students)
Intervention is required. Learning needs are matched with intervention. Learning experience is significantly different. Intensive progress monitoring is used to identify specific learning gaps. All students have access to targeted interventions (materials). Students have opportunity for action on the specific learning target gaps. Additional instructional time outside the classroom ncreased frequency and duration of intervention luid movement into and out of intervention
Tier 3: Intensive Response to Learning ( ndividual)
Specific learning or behavioral intervention match learning or social-emotional need I ndividualized and based on addressing multiple academic and behavioral needs This intervention is in addition to classroom instruction Progress monitoring s part of the assessment cycle luid movement into and out of intervention ore intensive than ier 2 Intervention is required.