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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