Data Driven, Flexible,Small Group Instruction

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The Next StepUsing Data to DriveSmall Group
Instruction forUniversal Access
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What is Universal Access?
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Universal Access is...

• A a time for the TEACHER to meet with NEEDS
  (SKILLS) BASED GROUPS, especially for students
  with strategic and intensive needs in specific
  skill areas.
• Preteaching/Reteaching (use HMR materials)
• Focus on the Gaps (Interventioncan use
  supplemental)

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• The teacher will not be monitoring but rather be
  actively working with small groups tied to
  student needs.
• For students not working with the teacher, it is
  a time to work independently or with a
  paraprofessional on activities that practice and
  review what was taught in the lesson.

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Purpose of Universal Access

• For the student
• WITH TEACHER Focused
• instruction to meet needs
• MUST DO ACTIVITY Opportunity to work
  independently or with other students on assigned
  activity. All students do same activity.
• MAY DO or NEXT DO ACTIVITY Assigned
  activity area, based on need.
• CHOICE ACTIVITY Opportunity for some
  self-selection if next do is finished before
  workshop time is over.

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Purpose of Universal Access

• For the teacher
• Opportunity to provide direct-targeted reteaching
  and preteaching
• Time to assess individuals or small groups
• Time to reinforce the core instruction with
  students needing more intensive intervention

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What resources should I use?

• Because Universal Access is a time to reinforce
  the core instruction, the resources and
  activities should come from the core program
  (HMR).

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Taking It to the Next Level

• The activities students are involved with,
  whether independent, with a teacher, or with a
  paraprofessional, are based on the needs of the
  students (which is outlined in the data.)
• Thus, because it is differentiated instruction
  (needs based), not all students will rotate
  through the same activity.

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Putting It All TogetherManaging Differentiated
Instruction
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Differentiated Instruction
Model 1
T
The teacher provides teacher-directed instruction
to small groups of students (3-5) daily.
WRRFTAC, 2006
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Differentiated Instruction
Model 2
T
Multiple teachers or paraprofessionals provides
teacher- directed instruction to small groups
of students (3-5) daily.
T
WRRFTAC, 2006
12
Differentiated Instruction
Model 3
T
The teacher pulls flexible groups of students
for needed amounts of time. Others work
independently or with an adult. Those
not working with the teacher may rotate through
tasks.
WRRFTAC, 2006
13
Less Effective Model for Differentiated
Instruction
T
WRRFTAC, 2006
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What is the Most Effective Size for Small Group
Teacher Led Instruction?
Small groups 15/6

• Frequent opportunities to practice and respond
• Instruction targeted at to student need

11 vs 13

• Both provide consistently positive results
• No significant difference in instructional
  effectiveness
• 13 is more efficient
• 13 provides more engagement and student support

Lower the level/age - the lower the group size
Source Frances Bessellieu
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Literacy Work Stations verses Traditional
Learning Centers
Literacy Work Stations -Materials are taught and
use for instruction first. Then they are placed
in the work station for independent
use. -Stations remain set up all year long.
Materials are changed to reflect childrens skill
levels, strategies being taught, and topics being
studied. -Stations are used for students
meaningful independent work and are an integral
part of each childs instruction. All students
go to work stations daily. -Materials are
differentiated for students with different needs
and reading level. -As students are working, the
teacher is able to call students to his/her small
groups for intensified instruction. Groups are
flexible, based on need. Some students may be
called more than once, depending on their
specific needs.
Traditional Learning Centers -New materials were
often placed in the center with out being used in
teaching. The teacher may have shown how to use
the materials once but they were often introduced
with all the other new center materials at
once. -Centers were often changed weekly with
units of study. -Centers were often used by
students when they finished their work. Centers
were used for fun and motivation or something
extra -All students did the same activities at
centers. There was not usually much
differentiation. -If the teacher met with small
groups, each group often did the same task.
Adapted from Diller, 2006
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• We have a modelnow how do we MANAGE the
  groups, especially students working independently?

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Points to Remember forUniversal Access

• Rules should be established (not class
  rulesrules specific to Universal Access)
• Materials must be organized
• Students should be taught how to the use the
  materials
• It is a time to reinforce reading skills
• All activities should be tied to student needs
• The teacher must know WHO he/she is going to pull
  in small group, as well as have a PLAN for what
  specific skills will be reinforced

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UA Rules

• Use whisper voices.
• Finish must dos first.
• Do not interrupt the teacher.
• If you have a question, problem solve. Ask three
  before me, then use question star.
• Put everything away in its place.
• Always be working.

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Classroom Sample of Student Independent Work

• Todays Must Dos
• Fluency Practice with Partner
• 2. Vocabulary
• Go to Assigned May Do
• (see chart)

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May Dos Small Group Management Charts

• Organize students for may dos

• Inform students of who is in their group and
  what
• their group will be working on.

• Remind students of group assignments when not
  
• working with the teacher

• Help teachers efficiently teach one small group
  at
• a time

• Can be easily changed to reflect new groupings
  
• (according to childrens progress and
  instructional
• needs)

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Grow your Work Stations from your Whole Group
Instruction
Diller, 2006
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Practice with Purpose!

• While the teacher works with targeted, small
  group, students work independently at
  workstations that provide meaningful literacy
  activities that
• provide practice on skills previously taught.

Diller, 2006
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Small Group Management Chart
EXAMPLE 1
Aisha
Miguel
Heather
Matt
Erik
Carlos
Jose
Rita
Tanisha
Becky
Shane
Emily
Markus
Miles
Joey
Coleman
Fernando
MaKenzie
Precious
Syllable Game
Listening
Computer
Fluency Practice
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Small Group Management Chart
EXAMPLE 2
Fluency
Listening
Writing
Computer
said
pain
Spelling with Sound/Spelling Cards
stay
Words Their Way Sort
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Your Turn
Aisha
Miguel
Heather
Matt
Erik
Carlos
Jose
Rita
Tanisha
Becky
Shane
Emily
Markus
Miles
Joey
Coleman
Fernando
MaKenzie
Precious
____________
____________
____________
____________
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Additional Ideas

• During 2004-2007, a team of teachers at the
  Florida Center for Reading Research (FCRR)
  collected ideas and created Student Center
  Activities for use in kindergarten through fifth
  grade classrooms.
• All activities are centered around the Big
  5phonemic awareness, phonics, vocabulary,
  fluency, and comprehensionand can be aligned for
  use with any core reading program.
• To download, go to http//www.fcrr.org/Curriculum
  /SCAindex.htm

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Gradual Release of Responsibility

• I Do through the use of read alouds, blending,
  reading decodables, word building, comprehension
  strategy instruction with think-alouds
• We Do Students practice with teacher as stations
  are introduced
• You Do Students work independently at work
  stations with materials and strategies previously
  taught.

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Moving Into Differentiated Instruction
SlowlyReady, Set, Go!
Set! Students One or two assigned
activities (must do) Next do activity
(assigned by need) Teacher Monitors
workshop...then, takes a group
Ready! One activity Whole Group (must
do) Teacher assigned Teacher monitors
STAGE ONE Approx 1 week
STAGE TWO Approx 2-3 weeks
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Moving Into Differentiated Instruction
SlowlyReady, Set, Go!
Go! Students Complete must dos
(1-2) Go to assigned next do Make choices May do
more than one activity (teacher
discretion) Multiple groups of students working
on different activities Teacher Works with small
groups, based on need
STAGE THREE Remainder of School Year
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Activity Creating Your OwnDifferentiated
Instruction Start Up Plan

• Look at the 21 Day Planner in participant packet
• Discuss
• Create your own Start-Up Plan, based on the
  modified 21 Day Planner

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Points to Remember

• Ensure that needs based group work targets
  specific skills
• List must do activity for all students to begin
  differentiated instruction time
• List may do activities for students to go to
  after must do is finished

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Points to Remember

• Have procedures for getting help or asking
  questions
• Train students and practice over time, giving
  them increasing responsibility
• Ready, Set, Go model
• 21 day planner
• Teacher should be working with intensive/strategic
  students most frequently.

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Managing Universal Access 3-2-1 Reflect and Plan
3 Things Youre Doing Well 2 Alterations 1 Major
Goal for the Remainder of the Year
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Acknowledgements

• All Idaho Reading First Teachers, Administrators,
  and Reading Coaches
• Bessellieu, F. (2007). Developing a three tiered
  reading model A comprehensive approach.
  Presentation at CORE Summit.
• Diller, D. (2008). Spaces and places Designing
  classrooms for literacy.
• Tomlinson, C.A., (2000). Differentiation of
  instruction in the elementary grades.
• Western Regional Reading First Technical
  Assistance Center (WRRFTAC). Instruction for
  At-Risk Students in Reading
• Vaughn, S. (2004). Interventions for struggling
  readers. Presentation at CORE Summit. Central
  Reading First Technical Assistance Center the
  University of Texas Center for Reading/Language
  Arts. Oakland, CA.
• Vaughn, S. Chard, D. (2006). Three-tier
  intervention research studies Descriptions of
  two related projects. Perspectives (32)1, 29-34

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Carrie L. Cole Educational Consultant Professional
Development Specialist Alma, AR putliteracyfirs
t_at_yahoo.com [phone] office [phone]
mobile