Module 4: Unit 3, Session 3 MODULE 4: TIERED INSTRUCTION Adolescent Literacy – Professional...

Module 4: Unit 3, Session 3

MODULE 4: TIERED INSTRUCTION

Adolescent Literacy – Professional DevelopmentUnit 3, Session 3

Module 4: Unit 3, Session 3

WHAT CAUSES A TI MODEL TO FAIL?

4.3.3

Module 4: Unit 3, Session 3 3

Session Overview

Unit 3, Session 3 Questions:What makes TI challenging for schools?What considerations need to be made in order to

avoid failure of a literacy plan?Unit 3, Session 3 Objectives:

Understand what can cause a TI action plan to failConsider strategies for avoiding failure

Module 4: Unit 3, Session 3 4

Warm-Up: Assessing the Pitfalls

Rate the 11 pitfalls (Hall) according to which ones you think your school is in the most danger of running into as it implements TI

Module 4: Unit 3, Session 3 5

What Makes TI Challenging?Enormity of the process

Affects every teacherIncludes drastic changes in philosophy and practice

Creation of a planCollection of useful materialsTeacher literacy knowledgeScheduling & staffingAssessment

Module 4: Unit 3, Session 3 6

Reasons for FailurePoor sense of overall purpose & goalLack of faculty cooperationToo much reliance on special education for

delivery instead of collaborationWeak leadershipLimited teacher training/professional

developmentNot enough assessment data (student &

program)

Module 4: Unit 3, Session 3 7

PurposeIn functional TI programs: Focus on helping students Willingness to change

practices to suit their needs Clear goals and mission

communicated to faculty Understanding of TI

(philosophy & process) Understanding of school’s

literacy plan

In struggling TI programs: Feel like you “have to” Frustration with/reluctance

to change current practices Unclear TI goal and

mission/not communicated Lack of knowledge about TI

(philosophy & process) Unfamiliarity with school’s

literacy plan

Module 4: Unit 3, Session 3 8

CooperationIn functional TI programs: Teachers collaborate &

share resources to ensure instructional consistency

Common planning time is available for collaboration

Special education advises regular education

In struggling TI programs: Teachers each create their

own plans without collaboration

Common planning time is not provided

Too much reliance on special education services

Module 4: Unit 3, Session 3 9

The Role of Special EducationIn functional TI programs: Special education teachers

advise regular education teachers

Special educators are seen as expert literacy resources

Assistance with Tier 2 & Tier 3 is provided with consideration of staffing ability

In struggling TI programs: Special education teachers

are expected to deliver all literacy instruction

General education teachers do not take advantage of special education expertise

Special education staff are stretched thin as they participate in TI

Module 4: Unit 3, Session 3 10

LeadershipIn functional TI programs: TI supported and directed

by the administration Clear presence through the

process of planning & implementation

Open communication with faculty about decisions, questions & concerns

Dedication to ongoing professional development

In struggling TI programs: Inconsistent administrative

support Lack of strong, noticeable

presence during planning & implementation

Poor communication with faculty about decisions, questions & concerns

Inadequate professional development opportunities

Module 4: Unit 3, Session 3 11

Professional DevelopmentIn functional TI programs: Initial training in TI (process

& philosophy) Ongoing opportunities for

literacy training in general education

Answering the needs of the teachers as they arise in implementation

In struggling TI programs: Inadequate initial TI training Infrequent opportunities for

general education literacy training

Professional development that does not directly apply to the current school needs

Module 4: Unit 3, Session 3 12

Assessment DataIn functional TI programs: Clear assessment procedure Data collected on a regular

basis Different modes &

frequency of assessment at each tier

Teacher training in assessment

Data are used in decision making

In struggling TI programs: Unclear assessment

procedure Sporadic data collection Lack of consideration for

appropriate assessment for each tier of intervention

Lack of teacher knowledge about assessment

Decisions made without data-driven basis

Module 4: Unit 3, Session 3 13

Ways to Avoid FailureKeep faculty informed of decisionsProvide time for planning & collaborationHave a clear & realistic vision of the role of

special education in your literacy planForm a strong leadership teamProvide ongoing, relevant professional

developmentMake assessment meaningful

Module 4: Unit 3, Session 3 14

Wrap-UpThings to Remember:

The implementation of a literacy plan can be overwhelming.

Dedication to the process is important to maintain unity and consistency of purpose.

Weakness in any aspect of your literacy plan can be avoided by communication and immediate productive, and constructive problem solving.

Module 4: Unit 3, Session 3 15

Wrap-Up Activity

Choose the two pitfalls that you think are the most likely to occur and hinder the implementation of TI.

Identify what strategies the school community can put into place in order to avoid making these mistakes.

Module 4: Unit 3, Session 3 16

For Next Time

What can be done to avoid failure by…Administrators?Literacy/RTI team?Classroom teachers?Literacy specialists/special education

instructors?

Module 4: Unit 3, Session 3 17

ReferencesFuchs, L, & Fuchs, D. (2006). A Framework for building capacity for

responsiveness to intervention. School Psychology Review, 35(4), 621626.

Hall, S. (2010). Create your implementation blueprint: Avoiding implementation pitfalls. Retrieved from http://www.rtinetwork.org/GetStarted/Develop/ar/Create-Your-Implementation-Blueprint-Avoiding-Implementation-Pitfalls

Hall, S. (2010). Create your implementation blueprint stage 6: Sustainability. Retrieved from http://www.rtinetwork.org/GetStarted/Evaluate/ar/Create-Your-Implementation-Blueprint-Stage-6-Sustainability