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Module 4: Tiered Instruction

Module 4: Tiered Instruction . Adolescent Literacy – Professional Development. Unit 3, Session 4. Examples of Successful TI Models. 4.3.4. Session Overview. Unit 3, Session 4 Questions : What regions of the country have already attempted to implement TI ?

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Module 4: Tiered Instruction

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  1. Module 4: Tiered Instruction Adolescent Literacy – Professional Development Unit 3, Session 4

  2. Examples of Successful TI Models 4.3.4

  3. Session Overview • Unit 3, Session 4 Questions: • What regions of the country have already attempted to implement TI? • What made their TI procedures successful? • Unit 3, Session 4 Objectives: • Be exposed to several existing TI action plans throughout the United States • Understand the need for further implementation and research about the success of TI

  4. Warm-Up: Learning by Example • Read “School Examples, Student Case Studies, and Research Examples” by Johnson et, al, (2006), focusing on pages 5.35.26. • Use the chart to take notes on the measures taken by specific schools in order to ensure their success in five main areas of concern.

  5. Overall Considerations • Plans are state-directed and individually adapted to meet school & student needs • Implementation is in the beginning stages, so clear student progress data is rarely available • Evaluate the decisions and experiences of the school as it undertook TI

  6. Secondary School Application • Current TI implementation tends to be in elementary grades • Applicable to secondary school because... • According to Ehren(2010) • Many adolescents struggle with literacy skills. • Literacy is the job of all educators. • Assisting struggling readers can help them to better their skills and self-image.

  7. Pacific Northwest • Alaska, Idaho, Montana, Oregon, Washington • Improve general education for all students • Adapted TI resources/practices to meet state & individual school needs

  8. Key Elements of their Plans • Research-based curriculum & instruction • Collected & analyzed assessment data • Maintained fidelity to TI plan • Formed TI leadership teams • Teacher teaming & collaboration • Coordinated with state expectations & standards • Included parent involvement as essential • Viewed implementation as a process to take several years

  9. Results Oregon Examples: • One district: Superintendant involvement was crucial to success • Second district: Poor principal leadership led to struggles “The key to the success in this case is a well-organized and highly skilled central-office leadership team that has worked closely with building principals to maintain a consistent and concerted focus.” (Putnam, 2008).

  10. Florida Department of Education TI Mission: The Florida Department of Education is here to increase the proficiency of all students within one seamless, efficient system, by providing them with the opportunity to expand their knowledge and skills through learning opportunities and research valued by students, parents, and communities, and to maintain an accountability system that measures student progress.

  11. Key Elements of Their Plan • Evidence-based tiered instruction • Problem-solving method designed to inform the development of interventions • An integrated data collection and assessment system • Parent education and involvement • Clear delineation of leadership responsibilities • Future planning • Funding plans • Alternative applications (ELLs, special education, etc.)

  12. Results • Significant student achievement • Reading First Grant • 40% decrease in special education placements (Torgesen, 2007) • More positive student behaviors • 40% decrease in disciplinary referrals (Kincaid, 2007) Cited on the page Florida Department of Education TI page: http://www.florida-rti.org/flMod/fits.htm

  13. Northeast • Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont

  14. Key Elements of Their Plan • All have a 3-tier model • 5 of the 7 states require or recommend a pre-implementation self-assessment plan • Use for SPED Placement: • Connecticut currently uses TI to determine SPED eligibility. • New York will do so by 2012. • All have documents indicating that TI can be used to aid in determining SPED eligibility.

  15. Results • Further study is required. • TI is in the beginning stages of exploration in this region of the country. • New Hampshire, New York, Rhode Island, Vermont have provided funding for pilot programs in schools to test TI and its effect.

  16. Overall Lessons • Group discussion: • Were there any elements of a given school approach that caught your attention? • What was the approach? • Why did you choose the approach? • What did you learn from these three examples of TI systems?

  17. Wrap-Up • Things to Remember: • TI is usually implemented in elementary schools, but can be equally applicable to secondary school classrooms. • TI has met with success in some regions because of preparation, cooperation, leadership, and effective problem solving. • TI is a new concept to most schools; as it is implemented and studied, results will be easier to observe and analyze.

  18. For Next Time • What concerns do you have about implementing TI in your school? • What strengths does your school possess that would aid in the success of TI?

  19. References Bocala, C., Mello, D., Reedy, K., and Lacireno-Paquet, N. (2009). Features of state response to intervention initiatives in Northeast and Islands Region states (Issues & Answers Report, REL 2009–No. 083). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs. Ehren, B. (2010). Response to intervention in secondary schools: Is it on your radar screen? Retrieved from http://www.rtinetwork.org/Learn/Why/ar/RadarScreen Florida Department of Education, Bureau of Exceptional Education and Student Services. (2008). Statewide response to intervention/instruction (TI) implementation plan. Florida: Retrieved from http://www.florida-rti.org/RtI.pdf Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (TI): How to do it. Section 5. Lawrence, KS: National Research Center on Learning Disabilities. Stepanek, J., and Peixotto, K. (2009). Models of response to intervention in the Northwest Region states (Issues & Answers Report, REL 2009–No. 079). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from www.ies.ed.gov/ncee/edlabs.

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