Using Data and Grouping to Teach All Students All the Time— Differently!

1. Using Data and Grouping to Teach All Students All the Time—Differently! Christie L. Cavanaugh, Ph.D. University of Florida Gainesville, FL VGCRLA, 2005 UT System/TEA

2. Class Description and Sample Data • Second grade class of 21 students • 3 Students have been retained • At least 5 levels of readers (pre-primer to 5th grade) represented in the class • 2 Special education students (LD, ADHD) • 5 students are new to the school and district • You’re a second year teacher and this one isn’t at all like last year’s class! • And--the budget’s been cut and you’ve lost your teaching assistant! VGCRLA, 2005 UT System/TEA

3. We’re really talking about differentiated instruction. VGCRLA, 2005 UT System/TEA

4. What is differentiated instruction? • Instruction that is tailored to meet the multi-faceted needs of all students in a classroom • With the goal for all students to be successful in the general education classroom • Involves the teachers’ adjustments to instructional content, delivery, activities, and materials • Incompatible with a “one-size-fits-all” approach! VGCRLA, 2005 UT System/TEA

5. Objectives • Gain a deeper understanding of the tools and strategies for differentiating instruction • Learn to use data to group students • Describe grouping patterns and purposes for each • Identify the ways to differentiate instruction • Use a framework for monitoring progress for students with varying needs VGCRLA, 2005 UT System/TEA

6. Handouts • Presentation Slides • Sample data packet (Forming Groups Handout Packet) with blank data sheet (9). • Chart “Scaffolding Instruction” (1) • Chart “Grouping Practices” (2) • Packet “Adaptations Categories” (4) VGCRLA, 2005 UT System/TEA

7. How can we teach all students at the same time and meet their needs? • Match instruction to students’ goals/skill levels. • Vary the response types (levels of intensity) • Scaffold! Provide level of support to match students’ needs. • Adjust the level of material and activities, but keep the objective in mind! • Use assessment data and monitor student progress. • Group students effectively. VGCRLA, 2005 UT System/TEA

8. Match Instruction • Determine students’ skill levels • Identify prerequisite skills necessary to move forward with higher level skills • Teach important, fundamental skills to mastery • Matching instruction is on multiple levels--content, activities, delivery, materials VGCRLA, 2005 UT System/TEA

9. Vary Responses • Adjust type of response to match students’ skills • Vary by level of intensity (low to high) • Examples: yes/no, cloze sentences, pointing responses, multiple choice (vary number of choices), open-ended responses, oral and/or written VGCRLA, 2005 UT System/TEA

10. Scaffold • Reteach, review • Present concepts, new information in smaller steps • Model! Explain using “Think aloud” strategy • Provide immediate, appropriate feedback • Maximize student engagement (There’s more!) VGCRLA, 2005 UT System/TEA

11. Adjust Material and Activities • One activity can address multiple objectives for various skill levels (alphabet arc example) • Multiple materials can address the same objective at different levels (decoding multi-syllable word example) VGCRLA, 2005 UT System/TEA

12. Use Data and Monitor Progress • Initial assessment data is essential for meeting the needs of all students • Assess, review data, use data to make decisions (group, target instruction, move students at appropriate pace) • Progress monitoring is necessary to determine if use of data and instructional adjustments are effective--no time to wait! VGCRLA, 2005 UT System/TEA

13. Group Effectively • Various grouping arrangements at your disposal to meet the needs of all students • Each grouping arrangement has a purpose • Remember- “One size does not fit all” so all students’ needs cannot be met through whole group instruction only! • Data is used to make informed grouping decisions. VGCRLA, 2005 UT System/TEA

14. Grouping • Why should you group students for instruction? Grouping can positively influence the levels of individual student engagement and academic progress when used effectively. Maheady, 1997 • Grouping addresses the wide range of reading abilities VGCRLA, 2005 UT System/TEA

15. Grouping Arrangements • Whole Group • Small Group (Same Ability) • Small Group (Mixed Ability) • Pairs/Partners • One-on-One VGCRLA, 2005 UT System/TEA

16. Grouping for Struggling Readers Research supports two grouping formats for teaching reading to struggling readers: • Same-ability groups • Adjust pacing and instruction to meet specific needs • Regularly change group membership • Peer tutoring • Alternate so student can share roles • Use data to pair students so that stronger readers can support struggling readers VGCRLA, 2005 UT System/TEA

17. One-on-One Instruction • Research shows FEW differences between small-group instruction of 2 to 3 students and one-on-one instruction • Because teaching students in groups of three allows more students to receive instruction at one time, instructional time is increased • One-on-three grouping can be implemented at a lower cost than one-on-one instruction VGCRLA, 2005 UT System/TEA

18. Grouping for Instruction • When small groups are utilized, student learning can be greater than individual instruction or large group instruction • What features of instruction are enhanced with small group instruction? VGCRLA, 2005 UT System/TEA

19. Effective Small Group Instruction Ineffective Small Group Instruction When is Small Group Instruction Effective? VGCRLA, 2005 UT System/TEA

20. When Is Small Group Instruction Effective? Effective Small Group Instruction Ineffective Small Group Instruction Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping Matching instructional materials to student ability Tailoring instruction to address student needs Using only whole class instruction only Using small groups that never change Using the same reading text with all the students Using the same independent seatwork assignments for the entire class VGCRLA, 2005 UT System/TEA

21. Planning Group Instruction • Use assessment data to group students and plan appropriate instruction: • Examine established benchmarks • Document student progress and look closely at data • Group students and target instruction to meet needs of students • Texas Education Agency: Second Grade Teacher Reading Academies VGCRLA, 2005 UT System/TEA

22. How to Form Groups • Review data sources • Standardized measures • Curriculum-based measures • Progress monitoring • Informal information (classroom data, observations) • Identify at-risk students using data • Determine targeted areas for instruction • Students may have multiple areas of need VGCRLA, 2005 UT System/TEA

23. Forming Groups Activity • Use the “Forming Groups Handout” packet • Use the information from the sample data sheet • Decide how many groups are needed for small group instruction • Determine which students should be grouped together • List the instructional focus (students who are below benchmark in a particular area guides this) • Complete the Grouping Instruction Planning Sheet VGCRLA, 2005 UT System/TEA

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26. Forming Same Ability Groups VGCRLA, 2005 UT System/TEA

27. Forming Mixed-Ability Groups VGCRLA, 2005 UT System/TEA

28. Forming Same Ability Groups VGCRLA, 2005 UT System/TEA

29. Planning Instruction • Use assessment data to target students’ learning needs • Include the essential grade-appropriate componentsof effective reading instruction • Address related objectives (state and curriculum guidelines) • Incorporate a variety of grouping formats (e.g., teacher-led small groups and student pairs) VGCRLA, 2005 UT System/TEA

30. Target Instruction on the 5 Big Ideas • Phonemic Awareness • Phonics/Word Study • Fluency • Vocabulary • Comprehension VGCRLA, 2005 UT System/TEA

31. Use Small Groups to Address Features of Effective Instruction • Systematic, explicit instruction • Manageable Steps • More opportunities to respond • Immediate Feedback VGCRLA, 2005 UT System/TEA

32. What are the features of effective instruction? • Explicit instruction–Overtly teaching each step through teacher modeling and many examples • Systematic instruction–Dividing lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills • Ample practice opportunities–Providing many opportunities for students to respond and demonstrate what they are learning • Immediate feedback–Incorporating feedback (from teacher or peers) during initial instruction and practice VGCRLA, 2005 UT System/TEA

33. Keeping Groups Flexible Regroup Often Use class work, informal assessments during instruction, and progress monitoring of at-risk students to regroup students and change instruction Grouping students can occur withinclassrooms, acrossclassrooms of the same grade level, AND acrossgrades if used appropriately Texas Education Agency: Second Grade Teacher Reading Academies VGCRLA, 2005 UT System/TEA

34. Adaptation Categories Lessons used to teach and reinforce skills and concepts Skills and concepts that are the focus of teaching and learning Instructional Content IC Instructional Activity IA Materials that are used to teach and reinforce skills and concepts Delivery of Instruction DI Materials M Procedures and routines used to teach instructional activities VGCRLA, 2005 UT System/TEA University of Texas Center for Reading and Language Arts, 2003

35. After a Tier I whole class Alphabet Arc lesson, Mr. Yeng concluded that 20 students benefited from the instruction, but five were having difficulty Making Adaptations: A Core Example VGCRLA, 2005 UT System/TEA University of Texas Center for Reading and Language Arts, 2003

36. During small group instruction, Mr. Yeng adapted the initial lesson for the five struggling students to help them master the instructional objective But despite this adaptation, two students still had difficulty Making Adaptations (cont.) VGCRLA, 2005 UT System/TEA University of Texas Center for Reading and Language Arts, 2003

37. Mr. Yeng decided to try a different lesson that targeted the same objective with the two struggling students, rather than continuing the Alphabet Arc lesson After the new lesson was presented, the two struggling students successfully achieved the objective of the initial lesson Making Adaptations (cont.) VGCRLA, 2005 UT System/TEA University of Texas Center for Reading and Language Arts, 2003

38. Because Mr. Yeng monitored his students’ understanding of the targeted instructional objective and made adaptations to scaffold his instruction, all 25 students mastered the objective Summary of Adaptations Adapted Initial Lesson New Lesson Initial Lesson 100% Addresses the Same Instructional Objective VGCRLA, 2005 UT System/TEA University of Texas Center for Reading and Language Arts, 2003

39. Grouping Practices VGCRLA, 2005 UT System/TEA

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42. Key Issues for Managing Groups • Teach students to work collaboratively with peers! • Consider using mixed ability groups to maximize learning. • Choose appropriate and effective activities to address the instructional objectives in reading! VGCRLA, 2005 UT System/TEA

43. How Do I Teach Students to Work Collaboratively? • Teach each activity as a separate set of lessons (with modeling and feedback). • Practice, practice, practice! • Teach “ownership” and “accountability” in small increments. VGCRLA, 2005 UT System/TEA

44. How Can I Use Mixed Ability Groups Effectively? • Assign all students to mixed ability groups to fill the number of centers/workshops/stations. • For example, if you plan to run 3 centers split class into 3 mixed ability groups. • Also assign students to same ability groups for teacher led instruction. • Group composition may change depending on individual student progress. VGCRLA, 2005 UT System/TEA

45. What Will Other Students Do While I Teach a Small Group? Remember--Make students accountable for their work! Reading Corner -- where a wide variety of books are organized by topic and reading level, and students can read and reread with a partner, or in a small group All About Words -- extends vocabulary, word study, and spelling knowledge and skills Writing Plus -- extends all the components of reading through a variety of writing activities, including computers Texas Education Agency: Second Grade Teacher Reading Academies VGCRLA, 2005 UT System/TEA

46. Avenues for Differentiating Instruction Wrap up and Review Thank you! Christie Cavanaugh Clcavanaugh@cox.net VGCRLA, 2005 UT System/TEA

47. References and Credits Information contained in this presentation has been developed through several projects at the Vaughn Gross Center for Reading and Language Arts, The University of Texas at Austin (e.g., Teacher Reading Academies, Special Education Reading Project, 3-Tier Reading Project). Projects have received funding from the Texas Education Agency and the U.S. Dept. of Education. VGCRLA, 2005 UT System/TEA