Planning for Differentiated Instruction Chapter 1

1
Planning for Differentiated Instruction Chapter 1

• High-Quality School-Level Choices
• West Seaford Elementary
• Adapted from Sharon Walpole, University of DE
• www.seaford.k12.de.us/it/rti1.htm

2
Our Ultimate Goal

• Create a differentiated reading instructor in
  each of YOU!!

3
Step 1 Gather Our Resources

• Find and examine the scope and sequence of
  instruction in your core and supplementary
  materials for developing phonics skills,
  recognition of high-frequency words, oral
  vocabulary, and comprehension strategies.
• Locate and organize any informal achievement or
  placement tests that are associated with your
  materials, looking specifically for assessments
  that provide evidence that children are mastering
  the skills and strategies targeted in the
  curriculum.
• Locate and organize any informal assessments
  provided in texts in the schools library of
  professional books and by accessing the website.

4
Step 2 Consider your Childrens Needs

• Review the most recent screening data and
  determine whether additional informal data and/or
  diagnostic data are needed
• Make instructional groups based on the data
• Choose two areas to target for each group (e.g.,
  phonemic awareness and phonics, phonics and
  fluency, fluency and comprehension, comprehension
  and vocabulary)
• Choose differentiation strategies in those areas
• Gather or make materials for 3 weeks of
  needs-based instruction

5
Step 3 Try it OUT!

• Pilot your plan for 3 weeks.
• Gather with colleagues to share, evaluate, and
  fine-tune differentiation plans, considering the
  changing needs of children and teachers.

6
A refresher
7
Developmental Model for Basic Literacy Skills

• Phonemic Awareness
• Word Recognition (Phonics)
• Fluency

Blend Segment
Decode Spell
Words Text
8
Model for Advanced Literacy Skills
Vocabulary Knowledge Comprehension Composition

Oral Written
Oral Written
Expressive Informative
9
Two Fold Process

• Instructional Time

• Grouping Time

10

• Is your instructional time balanced in each of
  the six areas of instruction?
• Are you spending the right percentage of time in
  each area for your grade level?
• Is your grouping time balanced in each of the six
  areas of instruction?
• Are you grouping for instruction in an effective
  manner depending on the area of instruction?

11
A Reality Check

• Children begin the year with vastly different
  levels of achievement in these basic skills
• Children must develop their oral vocabulary and
  their oral comprehension skills continuouslyand
  before they have mastered basic skills
• Reading and writing skills are gateway skills for
  education, employment, and citizenship

12
Schools Formulate Plans!
13
Tier I Core Classroom Reading Instruction

• A core reading program grounded in scientifically
  based reading research.
• Benchmark testing of all kindergarten through
  fifth grade students to determine instructional
  needs at least three times per year.

14
Tier II Supplemental Instruction

• For some students, core classroom reading
  instruction is not enough. Tier II is designed
  to meet the needs of these students by providing
  them with additional small-group reading
  instruction daily.
• Tier II can also be used to firm up grade-level
  concepts and to go well beyond grade-level
  instruction.

15
Tier III Instruction for Intensive Intervention

• A small percentage of students require more
  support in acquiring vital reading skills than
  the combination of Tier I and Tier II instruction
  can provide. For these students Tier III
  provides instruction that is more explicit, more
  intensive, and specifically designed to meet
  their individual needs.

16
A Potential Template
17

• This is not the only way that you can plan your
  reading instruction.
• For now, though, you have to focus on crafting
  the highest-quality Tier I instruction possible.
• That way, you reduce the number of children who
  need Tier III, which is the most difficult and
  resource-intensive aspect of RTI.

18
Tier I Core Classroom Reading Instruction

• A core reading program grounded in scientifically
  based reading research.
• We will interpret the term core broadly to mean
  the reading instruction and reading practice that
  all children at the same grade level receive,
  regardless of their homeroom placement.
• Our job will be to create a way to make Tier I
  more effective for all students.

19
Instructional Design All Grade Levels

• Is there a scope and sequence?
• Are goals and objectives clearly stated?
• Are student materials aligned with instructional
  objective of the lesson?
• Are all lessons and activities (e.g. whole group,
  small group, and centers) reading related?
• Is there a clear and logical organization to the
  lessons?

20

• Is instruction consistently explicit? Is it
  concise, specific, and related to the objectives?
• Are teacher directives highly detailed to ensure
  accurate implementation?
• Does the lesson format reflect frequent
  interactions between teacher and students?
• Is instruction consistently systematic? Is there
  a prescribed order of introducing specific skills
  within each component of reading?

21

• Are there coordinated instructional sequences and
  routines which include
• Modeling?
• Guided practice with feedback?
• Student practice and application?
• Cumulative review?
• Are there ample guided student practice
  opportunities, including multiple opportunities
  for explicit and teacher directed feedback (e.g.,
  5-15 for typically progressing readers and 40 or
  more for struggling readers)?

22

• Does the program provide clear guidance for the
  teacher to document student progress and inform
  instruction?
• Are the five components of reading clearly linked
  with a coherent instructional design?
• Is scaffolding a prominent part of the lessons?
• Are instructions for scaffolding specific?
• Are teachers encouraged to give immediate,
  specific feedback (corrective or positive)?

23

• Is differentiated instruction prominent?
• Is instruction differentiated based on
  assessment?
• Are directions for differentiating instruction
  specific?
• Is small group instruction (small teacher-pupil
  ratio) part of daily instruction?
• Are there guidelines for forming flexible groups
  based on student progress?
• Are enrichment activities included for advanced
  students?
• Does the program provide instruction for English
  Language Learners?

24

• Does the program specify for whom it is
  appropriate (e.g., students on or above grade
  level, students slightly behind their peers,
  students more than one grade level behind their
  peers)
• Does the program specify who should provide
  instruction for accurate implementation (e.g.,
  special education teacher, general education
  teacher, paraprofessional, or volunteer)?
• Does the program specify the instructional
  setting (e.g., general education classroom,
  computer lab, or resource room)?

25
And the answer

• To most of the questions are probably sort of.
• When we get down to the level of all of the ways
  that teachers choose to use materials, the
  answers are likely to be not really.

26
Break and Assignment
27
With your grade level

• Meet in these classrooms (K Ruark, 1st Tripp,
  2nd Webster, 3rd Edwards, 4th
  Matthews/Handy, 5th Pearson)
• Bring with you the Differentiated Reading
  Instruction book
• Look at page 5 of the book
• Look at the story you plan to use next week with
  your students
• Break apart the plan and determine the percentage
  of time spent in each of the areas in figure 1.2
  according to the CORE materials
• Be prepared to come back to the group and share
  the findings in your grade level
• We will meet back together in 30 minutes!

28
What did you discover?

• Kindergarten
• ???
• First Grade
• ???
• Second Grade
• ???

• Third Grade
• ???
• Fourth Grade
• ???
• Fifth Grade
• ???

Are any changes needed?
29
Chapter 2

• The Cognitive Model of Reading Assessment
• Revised Using Assessment to Differentiate
  Instruction
• Adapted from
• Michael C. McKenna
• University of Virginia
• Sharon Walpole
• University of Delaware

30
Our goals

• Define assessment-driven instruction as relying
  on different types of assessments
• Present a decision-making model to focus
  assessment efforts
• An assessment took-kit will be used for
  educational decisions

31
Why use Assessments for Differentiated
Instruction?

• Differentiated instruction is planning and
  implementing instruction for flexible small
  groups of students
• These groups are temporary in both membership and
  focus
• Without assessments differentiated instruction
  would not be possible!

32
What is the Cognitive Model?

• The Cognitive Model of Reading Assessment is a
  system of questions designed to guide teachers as
  they work to determine the instructional needs of
  students.
• The questions are in three broad areas
• Word recognition
• Oral language comprehension
• Strategic knowledge

33
Logic of the Cognitive Model

• These questions require a teacher to determine
  whether a problem exists in a particular area.
  This is often a two-step process.
• The teacher begins by giving a screening test to
  determine the likelihood of a problem.
• If a problem is indicated, the teacher either
  goes to a more basic area and gives a screening
  test or gives a diagnostic test to determine what
  to teach.
• The assessment process should always end with a
  plan for instruction!

34
Consider the Types of Assessments

• Screening
• Diagnostic
• Progress Monitoring
• Outcome

35
Consider the Types of Assessments

• Screening
• Diagnostic
• Progress Monitoring
• Outcome

• Brief
• Group or individually administered
• Identifies (or rules out) problem areas
• Several might be given for profile
• Move towards more basic skills
• Can help determine level of risk
• Not specific enough to teach from

36
Consider the Types of Assessments

• Screening
• Diagnostic
• Progress Monitoring
• Outcome

• Identifies specific deficits
• Are specific enough for planning
• Can be informal
• Examples
• Spelling inventory
• Phonics inventory
• Phonemic awareness test
• Sight word list
• Not useful in comprehension or vocabulary

www.seaford.k12.de.us/it/rti1.htm
37
Screening vs. Diagnostic Tests
38
Consider the Types of Assessments

• Screening
• Diagnostic
• Progress Monitoring
• Outcome

• Used to tell if instruction is working
• Different versions given periodically
• We recommend 3 week cycles
• Used to ground decision about next steps

39
Consider the Types of Assessments

• Screening
• Diagnostic
• Progress Monitoring
• Outcome

• Used to tell if program is working
• High stakes tests are one kind
• At best, used to tentatively classify
• Remember that screening tests can be used as an
  outcome measure if the results are aggregated

40
Using the Types of Assessments
Give screening test in a given area (and in more
basic areas if needed)
If screening identifies a problem area, give a
diagnostic test to determine skill needs
Deliver targeted instruction
Give progress monitoring tests periodically to
determine impact of targeted instruction
41
Take a moment.

• Whats your comfort level when dealing with these
  assessments?
• Are they purposeful to you?
• Do they guide your instruction?
• Do you need more information about them in order
  to use them effectively in your instructional
  planning?

42
The Cognitive Model
Phonological Awareness
Decoding and Sight Word Knowledge
Fluency in Context
Print Concepts
Automatic Word Recognition
Reading Comp.
Vocabulary Knowledge
Background Knowledge
Language Comprehension
Knowledge of Text Sentence Structures
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
43
Key Questionthe Beginning

• Is the child able to read texts at his or her
  grade placement level with adequate comprehension?

44
Word Recognition

• word recognition and reading comprehension

45
The Cognitive Model
Phonological Awareness
Decoding and Sight Word Knowledge
Fluency in Context
Print Concepts
Automatic Word Recognition
Reading Comp.
Vocabulary Knowledge
Background Knowledge
Language Comprehension
Knowledge of Text Sentence Structures
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
46
Key QuestionsWord Recognition

• Is the child able to read texts at his or her
  grade placement level with automatic word
  recognition and adequate expression?

47
Key Questions

• Is the childs fluency at grade level in terms of
  WCPM?
• Does the child read with adequate prosody?
• Is the child able to use context for words more
  than one pronunciation?

48
Key Questions

• Is the childs knowledge of sight words and
  decoding strategies appropriate for grade
  placement?

49
Key Questions

• Does the child have adequate phonological
  awareness?
• Does the child have adequate print concepts?

50
How can you begin to use this model?

• Decide whether grade-level comprehension is a
  concern.
• If it is, investigate automatic work recognition
  by first investigating oral reading fluency. If
  fluency is not intact, work backwards to find the
  source of the problem and plan instruction to
  address it.

51

• Regardless of whether fluency is adequate,
  consider language comprehension and strategic
  knowledge. Use observations, curriculum-based
  tasks, and interviews to investigate. Plan
  instruction to build competence in these areas.

52
Cognitive Model Assessments DIBELS

• DIBELS is a screening tool
• It only tells us whether there MIGHT be a
  problem.
• It doesnt tell what the problem is or what to do
  about it.
• Simple informal diagnostic tests are needed to
  find out.

53
Starting with 5th, 4th, and 3rd Grade

• Screen for ORF
• If ORF is at benchmark, consider the student
  poised for more work with comprehension
• If ORF is below benchmark, find out why and what
  to do about it
• Give two word recognition diagnostics
• A decoding measure
• A high frequency word measure
• Look for decoding measures that test long and
  short vowel patterns and multi-syllabic decoding

54
Move to 2nd Grade (Fall)

• Screen for ORF
• If ORF is at benchmark, consider the student
  poised for more work with comprehension
• If ORF is below benchmark, find out why and what
  to do about it
• Look at NWF (fall)if NWF is benchmark, consider
  the student to need more work with fluency
• If NWF is below benchmark, give two word
  recognition diagnostics
• A decoding measure
• A high frequency word measure
• Look for a decoding measure that tests long and
  short vowel patterns

55
Move to 2nd Grade (Winter Spring)

• Screen for ORF
• If ORF is at benchmark, consider the student
  poised for more work with vocabulary and
  comprehension
• If ORF is below benchmark, find out why and what
  to do about it
• Give two word recognition diagnostics
• A decoding measure
• A high frequency word measure
• Look for a decoding measure that tests
• long and short vowel patterns

56
Move to 1st Grade (Fall)

• Screen in NWF
• If NWF is at benchmark, consider the student
  poised for work with fluency and comprehension
• If NWF is below benchmark, find out why and what
  to do about it
• Look at the PSF score. Note whether PA is still
  a problem or not
• Give a decoding diagnostic
• Look for a test of short vowel patterns and of
  letter sounds

57
Move to 1st Grade (Winter Spring)

• Screen in ORF
• If ORF is at benchmark, consider the student
  poised for work with fluency and comprehension
• If ORF is below benchmark, find out why and what
  to do about it
• Look at the NWF score. If NWF is benchmark, give
  a high-frequency word inventory.
• If NWF is below benchmark, give both a HF
  inventory and a phonics inventory
• Look for a test of short vowel patterns and of
  letter sounds

58
Move to Kindergarten (Fall)

• Screen for LNF
• IF LNF is at benchmark, consider the child poised
  to benefit from kindergarten instruction.
• If LNF is below benchmark, find out why and what
  to do about it
• Look at the ISF score, note whether PA is a
  problem or not
• Give an alphabet knowledge diagnostic
• Assess the childs ability to sing, say, and
  track the alphabet

59
Move to Kindergarten (Winter and Spring)

• Screen for NWF
• If NWF is at benchmark, consider the child poised
  to benefit from continued kindergarten
  instruction.
• If NWF is below benchmark, find out why and what
  to do about it.
• Look at the PSF score. Note whether PA is a
  problem or not.
• Give an alphabet knowledge diagnostic
• Test letter names and letter sounds that have
  previously been taught

60
The Cognitive Model
Phonological Awareness
Decoding and Sight Word Knowledge
Fluency in Context
Print Concepts
Automatic Word Recognition
Reading Comp.
Vocabulary Knowledge
Background Knowledge
Language Comprehension
Knowledge of Text Sentence Structures
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
61
Oral Language Comprehension

• language comprehension and reading comprehension

62
Key QuestionThe Beginning

• Is the child able to comprehend the language of
  the text when the teacher reads it aloud?

63
Key QuestionsOral Language Comprehension

• Does the child have adequate listening vocabulary
  for age and grade?

64
Key Questions

• Does the child have adequate background knowledge
  for age and grade?
• Does the child have adequate background knowledge
  for a grade-level text selection?

65
Key Questions

• Does the child have adequate knowledge of
  sentence structures for age and grade?
• Is the child able to use knowledge of common text
  structures to aid comprehension?

66
The Cognitive Model
Phonological Awareness
Decoding and Sight Word Knowledge
Fluency in Context
Print Concepts
Automatic Word Recognition
Reading Comp.
Vocabulary Knowledge
Background Knowledge
Language Comprehension
Knowledge of Text Sentence Structures
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
67
Strategic Knowledge

• strategic knowledge and reading comprehension

68
Key Questionthe Beginning

• Is the child able to differentiate reading
  strategies depending the type of text presented?

69
Key Question

• Does the child possess strategies for monitoring
  comprehension?

70
Key Questions

• What does the child view as the goal of reading
  in general?

71
Key Question

• What concepts of print does the child have?

72
Key Questions

• can help to ensure that key possibilities are not
  overlooked
• that the assessment process is systematic and
  efficient

73
Forming Groups Based on Findings

• Pages 26-30
• Providing the differentiated instruction in these
  groups is what well focus on with the remainder
  of the book.
• Take a look and see what you can do immediately!

74
Homework!

• Select 3 students
• Class summary sheet for winter benchmark
• Administer diagnostic assessments to students
• Go on-line for assessment help
• Begin to make some grouping and instructional
  recommendations for these 3 students

75
Now, Homework Next time

• Administer diagnostic assessments (all regular
  and special education teachers)
• Turn in a copy of diagnostic assessments (ones
  given, to Dr. Fishburn by February 23rd )
• Bring results to the February 25th after-school
  professional development session
• Read chapters 3 4
• Ask for help if needed!

• Grades K, 2, 3, 5 go to the computer lab, Grades
  1 and 4 to the Art/Music room (paras, specialist,
  others partner-up with a classroom teacher)
• Find diagnostic assessments and other materials