Arizona RTI

1. Arizona RTI What Should Tier 1 Look Like? Classroom Walk-throughs

2. Review AZ RTI for Academic and Behavior Support: • Is a framework • Multi tiered • Comprehensive Assessments • Data driven decisions • Takes 3-5 years to implement Focuses first on Tier 1-----All Students

3. How successful should Tier 1 be? 80% This means 8 out of every 10 students should be getting their needs meet with regular classroom instruction. So…. What should that be?

4. Put first things first What has the greatest influence on student (Tier1) achievement? • Poverty factor • Good/bad parenting • The students in the class • The curriculum • School environment • Other stuff

5. THE TEACHER Study after study states that effective teachers produce improved student learning. Thus, the major responsibility of a school district is to recruit and then train the teachers to be proficient and effective. Proficient: having knowledge and skills Effective: Having an effect, producing a result Harry Wong

6. Teacher expertise accounts for more difference in student performance (40%) than any other factor. (Ferguson 2001) • The difference in teacher effectiveness is the single largest factor affecting acdemic growth of student populations. (Sanders 2000)

7. Imagine your child is at the 50th percentile, and you place him or her in one of the following situations. After two years, Robert Marzano’s research says the following will happen to your child:

8. What qualities and strategies should the Tier 1 teacher have? • Continuous curriculum/objectives • Direct/explicit instruction • Scaffolded/differentiated instruction • Established/taught routines and procedures • Positive relationships • Relentlessness • Uses meaningful assessments

9. Continuous Curriculum • Skills build upon each other: • Planned to teach the content: (daily, monthly and yearly) • Coordinated across the grades • Uses materials that have been proven to teach students. • Objectives are clearly stated and known to all

10. Direct/Explicit/Engaging Instruction • Lessons organized and contain opening (attention, review, preview), body and closing(review). • Does not leave content to chance. (no discovery) • Visibly engages every student. Active participation with frequent responses. (Choral. Team, Individual) • Focused on critical content.

11. Scaffolded/Differentiated • Large group and small group instruction. • Multiple teaching strategies. • Easy skills first, hard skills later. • Content access is made easier with skills: • Vocabulary strategies • Note taking strategies • Comprehension strategies • Focused instruction(partially done outlines)

12. Established Routines/Procedures • Classroom management: Consists of the practices and procedures that a teacher uses to maintain a conducive environment for instruction and learning. For this to happen the teacher must create a structured and well ordered environment. • Harry Wong

13. Does the teacher? • Establish procedures and routines for everything? • Teach the procedures and routines? • Practice the procedures and routines? • Adhere to the procedures and routines? • Reward the procedures and routines?

14. Positive Relationships • Do the students feel cared about and important? • Greet them by name. • Discuss school work with them • Provide help as needed • Ask about personal affairs • Hold positive high expectations for them • Give and get respect

15. Relentless • Focuses on every student’s success. • Accepts the responsibility for every student’s success. • Does not accept student’s failure. • Has and maintains a positive view of student success.

16. Effective Instruction ~Student Engagement

17. Knowledge & Skills “scaffolding” Teacher (more teacher control) Student Mastery Prompts Corrective Feedback Independent Practice Modeling You Do… Guided Practice I Do… Explicit Student Participation Student (Less teacher control) We Do…

18. Lesson Design Components

19. Effective Instruction Requires ACTIVE Learning… Learning is NOT a Spectator Sport! "There is now a massive amount of evidence from all realms of science that unless individuals take a very active role in what it is that they're studying, unless they learn to ask questions, to do things hands-on, to essentially recreate things in their own mind and transform them as is needed, the ideas just disappear.“ - Howard Gardner, Professor in Cognition and Education Harvard Graduate School of Education

20. Description of Student Engagement: Student engagement is the continuous involvement of students in learning. It is a cyclical process, planned, and facilitated by the teacher, in which all students constantly move between periods of action and periods of reflection. Learning requires engagement in tasks that are structured and are sufficiently similar to allow for effective transfer of knowledge. (Marzano, 2004)

21. Quantity and Quality of Student: Speaking/Listening – expressive/ receptive language Writing – written language Doing – pointing, touching, demonstrating, etc

22. Multisensory Instruction…Leads to engagement • It is learning through all modalities: Multisensory – the use of two or more sensory modalities simultaneously to take in or express information (L. Moats, M Farrell – 1999) Auditory Visual Kinesthetic

23. I hear, I forget I see, I remember I do, I understand Chinese proverb

24. Attributes of Student Engagement • Teacher led • Mandatory • All students All of the time • Throughout the Learning

25. General Ways to Engage Students at the Same Time pp 3 • Student practice is productive and observable • Speak • Write • Signal • Perform • Think (an overt engagement activity should follow)

26. Structured Engagement “tool kit”:Ensure ALL Are Responding 1) Choral Responses -pronounce it together - teacher cues students to respond (e.g. hand signal, voice, eyes) - physical responses too; fingers under the word, chart, picture - “thumbs up when you know” (think time) 2) Partner Responses - teacher assigns - provide a label/role “1’s tell 2’s” - alternate ranking (high with middle, middle with lower) - thoughtful questions/prompts/up & down Bloom’s taxonomy 3) Written Responses - focused prompts increase thinking, accountability, focus • Structure academic language (e.g. sentence starters)

27. Types Active Engagement • Group responses • Paired partner responses • Individual responses – oral • Individual responses – written • Physical responses - Anita Archer

28. MOST IMPORTANTLY • Research shows clearly that a person must be engaged to learn. People learn by actively participating in observing, speaking, writing, listening, thinking, drawing, and doing. Effective Instruction

29. Remember??? It takes 4-15 times for the average student (person) to learn new material or behaviors. • Keith Stanovich For some people it takes many more (200 – 250). Correct = (4-15 times)

30. Instructional Leader

31. Is the teacher regularly observed? • At least weekly: • What do you look for: • If you want teachers to have specific skills and strategies, are you observing for them? • What tools do you need? • What will you do when a teacher does not have the skills and strategies?

32. Instructional Leadership Teams Include knowledgeable and dedicated educators: • Superintendents • Principals • Assistant Principals • Curriculum Directors • Coaches • School Psychologists • Counselors • Reading Specialists • Lead General and Special Education Teachers

33. Taking a Closer Look at the District’s Role • Collaborative goal-setting • Non-negotiable goals for achievement and instruction • Board alignment and support of district goals • Monitoring goals for achievement and instruction • Use of resources to support achievement and instruction goals Waters and Marzano School District Leadership that Works McREL

34. Team Characteristics Instructional Leadership Teams: • Understand SBRR and SBRI • Set goals and focus on a course of action • Monitor progress using assessment data • Communicate a sense of urgency • Provide continual and supportive professional development • Facilitate organizational support

35. Working Together • All Levels: • –State, District, and School– • Must work together to successfully implement • School Improvement plans.

36. Roles and Responsibilities Have you defined and communicated the roles of each member of the leadership team at the district and school level? Handout 1

37. Taking a Closer Look at the District/School’s Role • Resource provider • Instructional resource • Communicator • Visible presence Wilma Smith and Richard Andrews (1989) Improvement in instruction within a district depends on the district’s ACTIVE and INFORMED involvement. Handout

38. Taking a Closer Look at the Principal’s Role • Learning • Communicating • Monitoring and coordinating • Supporting • Overseeing and organizing • Fostering Improvement in reading instruction within a school depends on the principal’s ACTIVE and INFORMED involvement. Handout

39. Taking a Closer Look at the Coach’s Role Improving classroom reading instruction by: • Helping teachers and administrators use assessment data • Sharing expertise • Demonstrating lessons • Observing teachers’ instructional practices • Coaches are NOT evaluators or administrators. Handout

40. Making a Difference • Schools with STRONG INSTRUCTIONAL LEADERS show SIGNIFICANTLY GREATERSTUDENT GAINS in both reading and mathematics than schools with average or weak leaders (Andrews & Soder, 1987) Strong instructional leaders: • are regularly in the classroom • work collaboratively with teachers • are key to ensuring successful students

41. Walk through How do you think this leadership staff looks at walkthroughs?

42. “Classroom Walkthroughs: Learning to see the trees and the forest”By: Howard Pitler with Bryan Goodwin How to use walkthrough data? provides EVIDENCE of: • sharing of best practices is occurring • professional development initiatives are actually making into the classroom • professional learning communities (Summer 2008 – Changing Schools)

43. “Classroom Walkthroughs: Learning to see the trees and the forest”By: Howard Pitler with Bryan Goodwin The key to making accurate decisions based on short observations is… knowing what to look for (Summer 2008 – Changing Schools)

44. Conceptual Framework for Student Success(Marcia Grek, Florida Center for Reading Research) Continuous Assessment Students Learning on Grade Level Data-Based Instructional Planning Instruction

45. Effective Teachers and Well Structured Lessons Summarization of Research by Rosenshine & Stevens In pairs orally read the one page information: Research Work cooperatively to complete the mind map on page 3 of your handout

46. Procedures Mind Map: Teacher Effectiveness/ Lesson Design Findings Classroom Implications

47. Knowledge & Skills “scaffolding” Teacher (more teacher control) Student Mastery Prompts Corrective Feedback Independent Practice Modeling Guided Practice Explicit Student Participation Student (Less teacher control)

48. Classroom Walk-throughs Article • WestEd T4S protocol • Just Read Florida-Reading and Content Literacy protocol Instructional Leader: knowledgeable of literacy instruction - QRKS Handout

49. Read -- share out History of the classroom walk-through

50. “Supervising the Art and Science of Teaching: Better Observation Practices” Robert Marzano • Questions you should ask during walk-through are: • What is the objective (learning)? • How do I know that the student(s) have mastered it? What am I looking at right now? • a segment that is a routine component of every lesson? • a content-specific lesson segment? • something enacted on the spot? Example: content specific lesson • introducing new knowledge I do… • practice and deepening skills we do… • hypothesis generation and testing tasks you do…