Implementing RtI2 for Effective Learning Strategies

1. Implementing RtI2 Douglas Fisher www.fisherandfrey.com

2. Traditional View of Learning When time and instruction are held constant… LEARNING … learning outcomes vary. Adapted from Buffum, Mattos, & Weber, 2009

3. A New View of Learning When time and instruction are variable… LEARNING … learning is held constant. Adapted from Buffum, Mattos, & Weber, 2009

4. Purpose of RtI An alternative way to identify students as having learning disabilities, making sure that students who struggle were not misidentified as disabled when different and/or more intensive instruction addressed their needs.

5. Purpose of RtI An alternative way to identify students as having learning disabilities, making sure that students who struggle were not misidentified as disabled when different and/or more intensive instruction addressed their needs. “Big RTI”

6. A school improvement process designed to ensure that students receive the instruction, intervention, and support necessary to be successful.

7. A school improvement process designed to ensure that students receive the instruction, intervention, and support necessary to be successful. “little rti”

8. Response to Instruction and Intervention (RtI2) • Tier 1: Quality core instruction • Tier 2: Supplemental intervention • Tier 3: Intensive intervention Tier 2: 20-30% Tier 1: 70+% Tier 3: 5-15% Manipulate variables…

9. Tier 1: Quality Core Instruction • Based on a Gradual Release of Responsibility • Link assessment and instruction (formative systems) • Screening and progress monitoring

10. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

11. In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY

12. In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY

13. And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY

14. Tiers 2 and 3 intervention are not a Band-Aid… …for ineffective Tier 1 instruction.

15. Collaborative conversations

16. Which Is It? Group Work Productive Group Work Consolidating understanding using argumentation Goal is problem solving Individual accountability • Interaction • Academic language practice and development • Clarifying beliefs, values, or ideas • Goal is sharing • No accountability or group accountability

17. Group Work Examples TTYPA Think-Pair-Square Carousel Novel Ideas Only Opinion Stations

18. Carousel • Teams rotate around the classroom • Composing answers • Reflecting on other students’ comments • Questions posted on charts • Sentence FRAMES can be used

20. OpinionStations • Display a statement - - have students move to a spot in the room that corresponds to their beliefs • Students discuss in their corner or spot in the room and then to the whole class • Post sentence frames in each corner Strongly Agree Agree Strongly Disagree Disagree

21. Productive Group Work Examples • Conversation Roundtable • Numbered Heads Together • Literature Circles • Reciprocal Teaching • Jigsaw • Walking Review • Collaborative Poster

22. Conversation Roundtable

23. Numbered Heads Together • Each person at table assigned a number • Question is posed • Die is rolled • Everyone prepares that numbered person to answer • Die is rolled again to call on a table number • Person at that table answers

24. Reciprocal Teaching • Student-directed groups • Text is chunked in smaller parts • Teacher or students can choose stopping points

25. Jigsaw Home Group Expert Group Home Group

26. Collaborative Poster • Students create a poster with specific visual information (drawings and text). • All students participate in making the poster using their own colored marker. • They sign the poster in their color. • Students discuss critically, explain, and make decisions to complete this task.

27. What does it take to make a task engaging andinteractive?

28. Enough background knowledge to have something to say.

29. Language support to knowhow to say it.

30. A topic of interest.

31. An authentic reason to interact.

32. Expectations of and accountability for the interaction.

33. An established community of learners that encourage and support each other.

34. Understanding of the task.

35. How do you construct a task that is engaging and interactive?

36. www.fisherandfrey.com

37. Quality Indicator #1 Complexity of Task:The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).

38. Quality Indicator #2 Joint attention to tasks or materialsStudents are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.

39. Quality Indicator #3 Argumentation not arguing:Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

40. Quality Indicator #4 Language support:Written, verbal, teacher, and peer supportsare available to boost academic language usage.

41. Quality Indicator #5 Grouping:Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneousgrouping).

42. Quality Indicator #6 Teacher role:What is the teacher doing while productive group work is occurring?

43. Next time . . . . Guided Instruction

44. Thank you!