Differentiated%20Instruction%20(DI)%20and%20Response%20to%20Intervention%20(RTI) - PowerPoint PPT Presentation

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Differentiated%20Instruction%20(DI)%20and%20Response%20to%20Intervention%20(RTI)

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Differentiated Instruction (DI) and Response to Intervention (RTI) DI and RTI share one main goal: to modify instruction until it meets the needs of all learners. – PowerPoint PPT presentation

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Title: Differentiated%20Instruction%20(DI)%20and%20Response%20to%20Intervention%20(RTI)


1
Differentiated Instruction (DI) and Response to
Intervention (RTI)
  • DI and RTI share one main goal to modify
    instruction until it meets the needs of all
    learners.
  • Emerging research demonstrates that DI, when
    fully implemented, can significantly improve
    student achievement (Goddard Goddard, 2007).
  • The RTI Action Network (n. d.) define RTI as a
    multi-tiered approach to help struggling
    learners. Students progress is closely monitored
    at each stage of intervention to determine the
    need for further research-based instruction
    and/or intervention in general education, in
    special education, or both.
  • DI and RTI are flexible and may be implemented
    quite differently from school to school or even
    teacher to teacher, however, both are built on
    two basic concepts that education is most
    effective when we treat students as individuals
    with different levels of readiness, learning
    profiles, and interests and that teachers have a
    professional obligation to help all students
    succeed.

2
Lets look at DI and RTI a little closer.
  • Teachers must be frustrated, right? There have
    been so many initiatives placed before them they
    must wonder What is it that you want us to do?
  • At Northern Penobscot Tech Region III we are
    trying to use new initiatives to compliment other
    initiatives that are already in place so it
    doesnt feel quite so overwhelming.

3
Okay, What is Differentiated Instruction?
  • Differentiation can be defined as a way of
    teaching in which teachers proactively modify
    curriculum, teaching methods, resources, learning
    activities, and student products. The needs of
    individual students and/or small groups of
    students are addressed to maximize the learning
    opportunity for each student in the classroom.
  • Tomlinson, et al.

4
  • In concept, Differentiated Instruction maximizes
    learning for ALL students regardless of skill
    level or background. It is based on the fact that
    in a regular classroom, students differ in their
    academic ability, learning style, personality,
    background knowledge , interest, experience and
    level of motivation for learning. When a teacher
    differentiates instruction, he/she uses the best
    teaching practices and strategies to create
    different pathways that respond to the needs of
    diverse learners.

5
Another way to say it..
  • Differentiated Instruction (DI) is about making
    the classroom a place that meets the needs of all
    students.
  • Differentiated Instruction encourages teachers to
    get outside the box and really look at what works
    for kids.meet them where they are at.

6
Students dont carewhat you know,until they
knowthat you care
  • This is an important philosophy that I personally
    have carried with me for many years. Honestly,
    what we teach is irrelevant. Its what students
    take with them when they leave us that truly
    matters. And caring how we teach them is crucial.

7
More Work For Teachers?
  • Yes, DI is hard work!!
  • Curriculum Changes
  • Increase Technology Use in Classrooms

8
However, The Benefits
  • Implementing DI strategies into classrooms means
    creating a more constructive environment where
    students work to create their OWN education.
  • The focus for education is placed on the student.

9

Differentiation Tips for ParentsBy Ann-Marie
Foucault Ran across this info during project
research and found to be very helpful for Parent
explanation
  • What is differentiated instruction and how can it
    help your child? This article helps parents
    understand and support differentiation in the
    classroom.
  • Why differentiation?
  • When learning tasks are consistently too hard,
    students become anxious and frustrated. When
    tasks are consistently too easy, boredom results.
    Both boredom and anxiety inhibit a student's
    motivation to learn, and eventually harm
    achievement as well. Differentiated instruction
    helps teachers avoid student anxiety and boredom
    that can be evident in one-size-fits-all
    curriculum.
  • Differentiation is
  • Having high expectations for all students
  • Adjustment of the core content
  • Assigning activities geared to different learning
    styles, interests, and levels of thinking
  • Providing students with choices about what and
    how they learn
  • Flexible because teachers move students in and
    out of groups based upon students' instructional
    needs
  • Acknowledgment of individual needs
  • Articulated, high level goals reflecting
    continuous progress
  • Assessment to determine student growth and new
    needs
  • Adjustment of curriculum by complexity, breadth,
    and rate
  • Educational experiences which extend, replace, or
    supplement standard curriculum
  • Differentiation is not

10
Differentiation Tips for ParentsBy Ann-Marie
Foucault
  • The parent's role
  • Asking teachers to specify ways in which
    differentiated instruction will be provided
  • Understanding that teachers can not (and should
    not) differentiate all assignments and materials
    every day
  • Encouraging students to let teachers know when
    assignments are a good fit and when they are not
  • Encouraging students to compete against
    themselves rather than comparing themselves to
    peers
  • Volunteering in the classroom
  • Helpful websites
  • Curriculum Differentiation from Austega
    Information Services
  • Differentiation of Instruction in Elementary
    Education from the Public School Parent's Network
  • Strategies for Differentiating from Enhance
    Learning with Technology
  • Differentiating Instruction from Enhance Learning
    with Technology
  • Critical and Creative Thinking Bloom's Taxonomy
    from Teacher Tap
  • Delving Into Differentiation in Middle School
    from Students at the University of Maine in
    Farmington
  • What is Differentiated Instruction? from Reading
    Rockets
  • What Makes Differentiated Instruction Successful?
    from Reading Rockets
  • Foucault, A. (2008). Differentiation Tips for
    Parents. Retrieved from the St.
    MichaelAlbertville Schools, Minnesota website
    http//communityed.stma.k12.mn.us/curriculum/Diffe
    rentiation_Tips_for_Parents

11
  • Northern Penobscot Tech Region III (NPT Region
    III) is a Career and Technical Education School
    that serves 28 towns and 5 sending high schools.
    We serve primarily juniors and seniors in high
    school.
  • The following slides will provide a glimpse of
    where we are to date implementing Response To
    Intervention in our school. This all ties in with
    PLCs, DI, PBIS and our commitment as educators
    to do Whatever it Takes to provide a fair and
    equal education to all learners.

12
  • Northern Penobscot Tech Region III

13
Goals for this project
  • Give you a snapshot of where NPT Region III is
    today and provide resources for getting there
  • Present you with clear ideas from which you can
    choose one or two to implement

14
Where to Begin?
  • Used PBIS Team Implementation Checklist to assess
    current status (What do we have in place
    already?)
  • Helped to set goals
  • First step developing school-wide values
  • (Team Implementation Checklist, Version 3.1, May,
    2011 Sugai, G., Horner, R., Lewis-Palmer, T.,
    Rossetto Dickey, C. Adapted from Sugai, Horner,
    Lewis-Palmer, 2001 Educational and Community
    Supports, University of Oregon)

15
NPT Region III Core Values
  • Accountability
  • Respect
  • Commitment to Success
  • Honesty and Integrity
  • Including everyone in the development of these
    values improved staff buy-in.

16
Matrix (Consistent Expectations)
  • What would (Core value) look like (where)?
  • Example
  • What would respect look like in the hallway ?
  • What would honesty and integrity look like on the
    bus?

17
Embracing Core Values
  • Teach school values within programs
  • Publicly display the values and the matrix
  • Increased school spirit and awareness- created
    ENERGY
  • ARCH cards introduced

18
ARCH to Success
19
  • Accountability Respect Commitment to
    Success Honesty Integrity
  • Teaching Core Values Lesson Plan
  • Entrance Procedure/Bell Work (5 minutes)
  • Tape flip chart paper on the wall with respect
    (or other core value) as a heading and a context,
    such as home, school, classroom, work, shop, etc.
    Direct students to list examples of how they show
    respect in that context. They do this while you
    take attendance etc.
  • Teach Background Information (5-10 minutes)
  • Explain that the reason why were discussing this
    is that respect (or other core value) is one of
    the schools core values. Behaving in a
    respectful manner will help you to be successful
    in your career.
  • Use Frayer Model Literacy Strategy (10-15
    minutes)
  • Lets use this literacy strategy to help drive
    home this core value. This strategy is called the
    Frayer Model. Its a graphic organizer to help
    you thoroughly understand respect. Heres a blank
    one for you and were going to do it together on
    the board.
  • Draw Frayer Model on white board and handout
    blank Frayer Model diagrams. Start with the
    textbook/dictionary definition, next go through
    examples, then non-examples, having students
    define in their own words last.
  • Connect the core value to your industry (5-10
    minutes)
  • Now discuss the value of respect related to
    industry. Make sure to give specific examples
    and/or use stories to engage students.
  • Group work to show student learning (15-20
    minutes)
  • Group students and make classroom materials
    (textbooks, internet, etc.) available to identify
    examples of respect specific to your industry.
    Each group will share their examples with the
    whole class. (This gives the teacher an
    opportunity to gather student perceptions of the
    industry as well as insight into their background
    knowledge. You can also correct misconceptions
    and get specific to your class within the
    industry.)
  • Put it all together (10 minutes)
  • Together the class will create a poster to hang
    in the lab setting with examples of respect.
    This poster can be referred to and added to as
    time goes on and serves as a reminder of the
    professional behavior expected in your industry.

20
ARCH Cards
  • Person-to-person, very specific, positive
    feedback
  • Quarterly drawings (got prize ideas from students
    and solicited donations from area businesses)
  • ARCH card recipient list running on monitor in
    lobby
  • Recipients listed quarterly in local paper and
    school newsletter

21
Sample Arch Card
Northern Penobscot Tech
ARCH Card
Thanks for being a positive role
model! Student________________________________ Go
od Deed______________________________ Value
_________________________________ Staff
_______________ Date ___________
22
Data-Driven
  • Developed a referral form
  • Struggled with consistent implementation
  • Team wasnt sure how to track data once forms
    were submitted.
  • Staff didnt know
  • When to fill them out
  • What to do with them once they were filled out
  • What happens as a result
  • Form is a tracking device, not a cry for help

23
Collecting Data (eeek!!)
  • How much is enough?
  • How to track it?
  • What should you collect?
  • How much detail?
  • In what format?
  • What do you do with it once
  • you have collected it?????

24
  • Levels of Intervention
  • Minor office referral definitions
  • Behaviors that
  • Do not require an administrator
  • Are managed by the teacher, paraprofessional,
    custodian, cafeteria or other staff.
  • Do not violate others rights/properties
  • Are not chronic
  • Include procedures to
  • Inform student of the behavior violation
  • Describe expected behavior
  • Seek student input as to his/her version of the
    behavior and the cause of behavior
  • Complete RTI Response/Referral/Intervention Form.
  • Take into consideration the following
  • Does the student understand the expected
    behavior?
  • Does the parent/guardian need to be contacted?
  • Does the behavior expectation need to be taught?
  • Is a consequence necessary?
  • Could the behavior be diminished buy using
    positive feedback?

25
  • Level 2
  • Parent contact (especially for loss of grade
    related to plagiarism or cutting class)
  • Loss of privileges (leaving the room, computer
    privileges, etc)
  • Grade loss (truancy, cheating or plagiarism
  • Assign lunch detention
  • Negotiate behavior contract with the student
  • Change seat in class
  • Lab restrictions
  • Major office referral definitions
  • Behaviors that
  • Are chronic Minor Behaviors
  • Significantly violate the rights of others
  • Are violent acts
  • Require an administrator as consequences could
    involve in or out-of-school suspension, or
    expulsion
  • Includes procedures to
  • Fill out the Notice of Discipline form
  • Inform student of the rule violated
  • Describe expected behavior
  • Seek student input as to his/her version of the
    behavior and the cause of it

26
Check-In, Check-Out
  • RTI team piloted CICO with students from team
    members classes
  • Decided to implement school-wide
  • Presented a skit to staff showing an example of
    referring a student to RTI and introducing them
    to CICO
  • Positive results, but need to implement quicker
    and possibly for more behaviors

27
RTI Team
  • Meet every two weeks 45-60 minutes
  • Lunch meetings as needed
  • Take minutes
  • Have a budget
  • Administrator participation
  • Review attendance report and behavior forms
  • Discuss interventions
  • Recommend having an agenda and plan/goals

28
Where To Next???
  • An electronic method to collect and evaluate data
  • Encouragement and further support of teachers
  • A clear pathway for early identification and
    intervention

29
http//region3.mainecte.org/
30
References
  • Goddard, Y,.L., R.d., Tschannen-Moran, M.
    (2007). A theoretical and empirical investigation
    of teacher collaboration for school improvement
    and student achievement in public elementary
    schools. Teachers college Record, 109, 877-896.
  • Tomlinson, c.A. (2001). How to differentiate
    instruction in a mixed ability classroom.
    Alexandria, VAASCD.
  • National Center on Response to Intervention.
    (n.d.). Home page. Retrieved from
    www.rti4success.org.
  • Foucault, A. (2008). Differentiation Tips for
    Parents. Retrieved from the St.
    MichaelAlbertville Schools, Minnesota website
    http//communityed.stma.k12.mn.us/curriculum/Diffe
    rentiation_Tips_for_Parents
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