Response to Instruction

1. Alabama Department of Education Response to Instruction Implementation in High School Settings Presenters: Christine Spear, Reeda Betts, and Tod Beers

2. Secondary Model • Tier IIIIntensive Intervention classes • Tier IIDifferentiated strategic teaching embedded in all content classes – small group-intentional groupings • Tier ICore instruction=Strategic teaching embedded in all content classes – whole and small group

3. Consistent Recommendations from Adolescent Research Make intensive interventionclasses available for students who need them.

4. Consistent Recommendations from Adolescent Research Focus on explicit learningstrategy instructionand provide time for students to practice using these strategies in small group experiences in daily classes.

5. Consistent Recommendations from Adolescent Research Include this strategy instruction in ALL content area classes.

6. Consistent Recommendations from Adolescent Research Address the need to ensure student engagement and motivationby providing students appropriate materials and meaningful classroom activities which allow them to be active participantsin the learning process.

7. Questions From High School Teachers

8. Questions From High School Teachers What do I do after teaching the lesson the first time? I don’t know how to teach it differently. How do you differentiate with 35 students in one room? What assessments can I use other than end of chapter test? What interventions can I provide in my content area? I don’t teach reading. How do you manage the classroom when you are teaching everybody different things?

9. Questions From High School Teachers Differentiated Instruction • How do you manage the classroom when you are teaching everybody different things? 2. How do you differentiate with 35 students in one room? 3. What do I do after teaching the lesson the first time? I don’t know how to teach it differently. Formative Assessments 4. What assessments can I use other than end of chapter test? Interventions 5. What interventions can I provide in my content area? I don’t teach reading.

10. How do you manage the classroom when you are teaching everybody different things? • Concentrate first on establishing procedures and routines for the whole group that allow you to make the most of instructional time. • Explicitly teach the procedures and routines during the first days of school (or semester if on the block). • Connect management practice to college and career readiness. • Bring students into “the know” about their instruction. Share the research behind your teaching with your students. • Explain that your class time WILL have a different look, feel, and set of expectations. • Practice makes permanent in a positive way!

11. How do you differentiate with 35 students in one room? • Understand that you build up to differentiation. • Teach ALL students a handful of simple strategies in the whole group that they can begin to use independently. • Practice, practice, practice!!! • Try differentiating within the whole group before trying collaborative learning. Do this by differentiating the content. • Teach students how to discuss with partners.

12. What will my method be for getting around to all of the students? • Hear, read, and see • Pretest • Dividing students by week days • Focusing on highlighted students • Send a peer ambassador

13. What do I do after teaching the lesson the first time? I don’t know how to teach it any differently . • WHO • Hear, read, and see • Pretest • WHAT • Background • Clarification • Modeling • Practice • HOW • Teacher • Peers

14. How do you structure a classroom for small groups? • Purposefully • Tier I • Tier II • Desks and book bags • The dot, the line, and all over • Equipping students to work • independently

15. Can we use peers sometimes when differentiating? • Giving students a voice • Wait time and plenty of dialogue • Getting the “gist” • Self-reflection • Identifying points of confusion • Justifying and challenging

16. Anecdotal notes are very important. • Trends over time • Aim for key instructional goals • Connecting to your target students • Rubrics

17. By sorting assessment information quickly, you get timely feedback on student learning and teacher delivery. • Quick sort • What do you know? • Preparation and planning

18. Is it me or is it them? If it didn’t work for the child, do I do something different or do they? • Teaching preceded learning • Making adjustments helps me • Ask students outright • Look at the majority • Use student engagement, motivation, • and participation as a measure

19. What assessments can I use other than the normal end of chapter test? • When strategies are well planned and integrated into each lesson, they provide the daily data teachers need to make on the spot and next day instructional decisions. • Teachers can know immediately if there is a breakdown in content understanding/knowledge or difficulty in expression (oral or written). • Very short writing assessments such as exit slips allow teachers to see growth in student thinking and writing over time. • When using chapter tests, be sure to use ALL of the test to include the open-ended items. The open-ended items reach the higher levels of Bloom’s Taxonomy.

20. What interventions can I provide in my content area? I don’t teach reading. Preparing for Tier 2 intervention: • Make sure all students targeted for intervention are highlighted in teacher grade books. • Establish solid groups-the teacher is providing instruction to a small group. • Establish striped group-targeted students are divided among collaborative groups. • Use instructional strategies and assessment like those mentioned earlier to guide what the Tier 2 intervention will look like. • Take anecdotal notes every day on the targeted students.

21. What interventions can I provide in my content area? I don’t teach reading. Providing Tier 2 Intervention: • Build background knowledge through alternate texts, visuals, and manipulatives. • Clarify learning breakdowns by talking with students. • Model by showing students how you do things. • Provide plenty of guided and independent practice with immediate feedback.

22. What are the implications for collaboration with colleagues? • Talk it out, then walk it out • Reflect on teacher practice • Reflect on strategies • Common assessments • Common lesson planning

23. What data do I collect during the lesson and how do I use it to inform my next day’s instruction? • Having an end in mind • What is average performance? • What strategies did high performing • and successful students use • Rework your lesson based on the • key instructional goals