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Module 4: Tiered Instruction

Module 4: Tiered Instruction. Adolescent Literacy – Professional Development. Unit 2, Session 2. The Role of the School Administrator in TI. 4.2.2. Session Overview. Unit 2, Session 2 Questions : What is the leadership structure for developing a TI action plan?

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Module 4: Tiered Instruction

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  1. Module 4: Tiered Instruction Adolescent Literacy – Professional Development Unit 2, Session 2

  2. The Role of the School Administrator in TI 4.2.2

  3. Session Overview • Unit 2, Session 2 Questions: • What is the leadership structure for developing a TI action plan? • What are the responsibilities of the administrator in the implementation of TI? • Unit 2, Session 2 Objective: • Understand the qualities of a successful school administrator during the process of TI implementation

  4. Warm-Up: Review the Basics • What are the main differences between the three tiers of intervention? • What are the roles of the… • School principal? • Classroom teacher?  • Special education teacher/reading specialist?

  5. Whole School Approach

  6. Who are the Administrators? • Superintendants • Building principals • Special education directors • Academic directors

  7. TI Leadership Qualities • Dedication to intervention • Clear communication of goals to staff • Ability to listen to concerns and accept suggestions of TI practitioners • Presence in every aspect of the TI action plan • Participation on TI leadership team • Consistency

  8. Review the Reading • Use the “text-rendering” protocol to review the Kukic (2010) reading.

  9. Establishing a Literacy Team • Variety of subject area instructors and other administrators • Advises principal in TI decisions • Ensures a “culture of literacy” for consistent implementation

  10. Consistent TI Goals • Improve overall levels of reading proficiency • Ensure that all students make at least expected yearly growth in reading ability each school year • Accelerate struggling readers’ development

  11. Meeting Scheduling Needs • How to fit intervention into the daily school schedule • How to make literacy a part of the daily lesson plan in every subject

  12. Guiding Instruction • Evaluating & providing appropriate resources • Phonemic awareness • Phonics • Fluency • Comprehension • Vocabulary • Helping the TI team to identify specific interventions for students

  13. Overseeing Assessment • What assessments are needed? • Who will administer assessments? • How will assessment data be organized and maintained? • How will assessment data be used to determine placement?

  14. Activity • “Back to the Future” Protocol activity • Envision the future of a successful literacy plan ten years down the road. • Break thoughts down into the requirements of • Methods • Time • Support systems • Make notes of what needs to happen in order to achieve each goal.

  15. Ongoing Professional Development • School-wide literacy training • Training in specific intervention tools • Consistent and continual professional development before & during TI for the entire faculty • Meeting the needs & answering the questions of instructing teachers

  16. Continual, Consistent Support • Leader in every step of TI implementation • Dedication to the school’s literacy plan • Supportive, visible presence in daily literacy activity • Patience with implementation process • Open communication with faculty

  17. Wrap-Up • Things to Remember: • TI cannot be successfully maintained without strong administrative support. • The visible presence of administrators throughout the process reinforces the need for TI. • Professional development must be ongoing and relevant for all teachers.

  18. For Next Time • Make a wish list of your ideal TI resources, supplies, equipment, and training needs for your administrator. • List the top three qualities you expect of an effective administrator during the implementation of school-wide interventions.

  19. References Batsche, G. (2010). Building support. Retrieved from http://www.TInetwork.org/GetStarted/BuildSupport/ar/Building Support Kukic, S. (2010). TI leadership that works: Relentlessly doing whatever it takes to sustain the change necessary to improve the achievement of all students. Retrieved from http://www.TInetwork.org/GetStarted/BuildSupport/ar/TI-Leadership-That-Works Torgesen, J., Houston, D., & Rissman, L. (2007). Improving literacy instruction in middle and high schools: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

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