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To ensure that all students succeed academically, we believe that high-quality instruction must be the
norm and not the exception within schools
and across school districts (Dean, Hubbell, Pitler &
Stone, 2012)
Success for ALL Students:Multi-tiered System of Supports
Tier 1: Core, Instructional Interventions• All Students, All Settings• Preventive, proactive support (e.g.
school-wide behavior support, high quality core instruction, differentiate instruction, universal screening)
Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency (e.g. target skill instructions
with progress monitoring)
Tier 3: Intensive, Individualized Interventions • Individual students• Assessment Based• High Intensity• Intense, durable procedures
Dean, Hubbell, Pitler & Stone, 2012
RTI Plan: Tier 1 Core Instruction
Tier 1: High-Quality Core Instruction. The
student receives high-quality core instruction in
the area of academic concern. ‘High quality is
defined as at least 80% of students in the
classroom or grade level performing at or above
grade-wide academic screening benchmarks
through classroom instructional support alone
(Christ, 2008).
What is the role of the classroom teacher in the RTI model?
The classroom teacher is responsible under RTI for
providing high-quality core instruction to effectively
reach the widest possible range of learners.
Additionally, the teacher notes any struggling
students who need additional ‘differentiated’
instructional or behavioral support and provides
that support in the form of a Tier 1 (classroom)
intervention plan (Wright, 2013).
When teachers must present challenging academic material to struggling learners, they can
make the material more accessible and promote faster learning by building assistance
directly into instruction. (Rosenshine, 2008).
Instructional Strategies For Improving Student Achievement
(Marzano, Pickering and Pollock, 2001)
• Setting Objectives and Providing Feedback
• Reinforcing Effort and Providing Recognition
• Cooperative Learning
• Cues, Questions, and Advance Organizers
• Nonlinguistic Representations
• Summarizing and Note Taking
• Assigning Homework and providing Practice
• Identifying Similarities and Differences
• Generating and Testing Hypotheses
Creating the Environment for LearningSetting Objectives Reinforcing EffortCooperative Learning and Providing and Providing
Feedback RecognitionHelping Students
Develop Understanding
Cues, Questions, and Advanced Organizers
Nonlinguistic Representation
Summarizing and Note Taking
Assigning Homework and Providing Practice
Helping StudentsExtend and
Apply Knowledge
Identifying Similarities
And DifferencesGenerating and
Testing Hypotheses
The Framework for Instructional Planning(Dean, Hubbell, Pitler & Stone, 2012)
Creating the Environment for Learning
Setting Objectives and Providing Feedback
Reinforcing Effort and Providing Recognition
Cooperative Learning
Provide assurance to students that they are capable of learning challenging content and skills
Encourage active engagement in learning
Provide opportunities for students to share ideas, develop collaboration skills
Provide students with opportunities to Self monitor and reflect on their own learning
Motivate and focus student learning
Dean, Hubbell, Pitler & Stone, 2012
Helping StudentsDevelop
Understanding
Cues, Questions, and Advanced Organizers
Nonlinguistic Representation
Assigning Homework And Providing
Practice
Use prior knowledge to construct new meaning
Organize information by Recognizing patterns in the Information (e.g. sequencing events, descriptions,analogies)
Storing information by creating a mental image of it.
Dean, Hubbell, Pitler & Stone, 2012
Helping Students
Extend and Apply
Knowledge
Identifying Similarities
And Differences
Generating and Testing
Hypotheses
Move beyond “right answer” thinking to applying learningto real-world contexts.
Devel0ps efficient and flexiblethinking
Dean, Hubbell, Pitler & Stone, 2012
Creating the Environment for LearningInstructional Strategies (Marzano et al., 2001)
Recommendations for Classroom Practice
Setting objectives and providing feedback
• Set and communicate objectives that are specific and flexible.
• Include feedback elements of both positive interdependence and individual accountability.
Reinforcing Effort and Providing Recognition
• Teach students the relationship between effort and achievement.
aligned to performance and behaviors.
Cooperative learning
• Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).
• Combine cooperative learning with other classroom structures.
Helping Students Develop UnderstandingCues, Questions and Advanced Organizers
• Use explicit cues.• Ask inferential and analytical
questions.• Use stories, pictures, and other
introductory materials that set the stage for learning.
• Have students skim materials before the lesson.
• Use graphic organizers.
Nonlinguistic representations • Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.
Summarizing and Note Taking • Provide teacher-prepared notes using a variety of formats, and graphic organizers.
• Teach students a variety of summarizing strategies.
• Engage students in reciprocal teaching.
Homework and Practice • Establish and communicate homework policy.
• Design assignments that support academic learning.
• Provide timely feedback.
Helping Students Extend and Apply Knowledge
Identifying Similarities and Differences
• Use the process of comparing, classifying, and using metaphors and analogies.
Generating and testing hypotheses
• Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.
• Ask students to explain their hypotheses and their conclusions.