Planning to Differentiate Instruction

• Discuss planning for differentiation.
• Discuss methods for intensifying instruction based on learner needs.
• Review Data-Based Individualization for students needing intensive supports.
• Discuss methods of differentiation for English language learners (ELLs).

Materials

• Brown, J. E. & Sanford, A. (2011). RTI for English Language Learners: Appropriately Screening and Progress Monitoring to Improve Instructional Outcomes. National Center on Response to Intervention. https://mtss4success.org/resource/rti-english-language-learners-appropriately-using-screening-and-progress-monitoring-tools
• Intensive Intervention Defined
  • Review steps in the figure presented on the below website by clicking each successive button marked Step 1, Step 2, etc.
• Taxonomy of Intervention Intensity: Academics
• PowerPoint Slides for Session 3: Planning to Differentiate Instruction
• Overview Video of Multi-Tiered Systems of Support
• National Center on Intensive Intervention: Ask the Expert with Dr. Sharon Vaughn
• National Center on Intensive Intervention: Ask the Expert Dr. Alba Ortiz
• Middle Tennessee State University: Why Explicit Instruction Interview with Dr. Anita Archer
• Council for Exceptional Children High Leverage Practice 16 Video: Explicit Instruction
• RTI Action Network Video Realizing the Potential of RTI: Considerations When Implementing RTI with English Language Learners with Dr. Janette Klinger
• IRIS Center Module Teaching English Language Learners Video Activity on Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency
• Case Study 2: Marco

Define Session Goals

• Explain the importance of differentiation in a multi-tiered system of supports (MTSS) framework.
• Explain Data Based Individualization for students with more intensive reading needs (Tier 3).
• Identify the purposes of assessment in an MTSS problem solving framework.
• Explain how a problem solving framework is used to make instructional decisions at all tiers in an MTSS framework.
• Identify important considerations of an MTSS model for ELLs.
• Identify methods for intensifying interventions based on student needs.
• Define features of explicit instruction.
• Reflect on use of explicit instruction during reading instruction.

Planning to Differentiate Instruction in a MTSS Framework (slides 4-9)

• Review slides on MTSS.
• On slide 4 show the overview of MTSS.
• On slide 5 explain the goals of each tier in an MTSS model.
• On slide 6 walk through the steps of Data Based Individualization.
• Show the video of Dr. Sharon Vaughn explaining the importance.
  • Ask, why is it important to identify ways to intensify interventions.
  • Ask, why is it important to base these decisions in data.
  • Ask for examples of intensifying interventions for students based on needs.
• Review the problem solving process and different purposes for assessment.
  • Explain that this course will primarily focus on progress monitoring for determining whether any changes to instruction are having an impact on student learning.
• Walk through the framework for decision making related to intensifying interventions on p. 8.
  • Ask for examples of each method for intensifying interventions listed in the figure.
• Share the video on MTSS for ELLs.
  • Ask the questions on slide 9.
    • Stress that language and reading are highly interrelated.
    • Must consider level of language when making decisions in terms of assessment and intervention to make valid decisions.
    • Explain the importance of using native language to support English language learning.

Intensifying Interventions (slides 11-15)

• Review methods and strategies for intensifying instruction (slides 11-15).
• Provide a copy of the taxonomy of intervention intensity prior to reviewing slide 12.
• Explain methods for intensifying interventions that involve organizational changes and instructional changes.
• Provide Session 3 Activity 1 Handout.
  • Review directions on the handout.
  • On slide 14, share the video of explicit instruction from Council for Exceptional Children's High Leverage Practices
  • After the video, ask participants to share examples from their own reading instruction in groups of 3-4.
  • Have folks provide examples to the large group.
  • Review slide 15 and discuss the Anita Archer video.
  • Discuss when explicit instruction works using examples from the video.

Considerations for ELLs (slides 17-20)

• Review the slide on Krashen & Terrell’s 5 Stages of Language Acquisition (slide 17).
  • Watch the video from Dr. Janette Klinger.
  • Ask, why it is important to understand the child’s language development.
    • Discuss examples from the video.
• Explain Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency (slide 18).
• Share the IRIS Center Module Teaching English Language Learners Video Activity on Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency.
• Review slides 19-20. On slide 20 ask for examples.
  • Ask, participants to determine whether you think the child is using BICS or CALP?
  • Asked, based on child’s language use, what would be important language targets?
  • Review slides 19-20. On slide 20 ask for examples from participant experiences/classroom.

Case Study: Marco

• Provide the handout on Marco.
• Ask participants to read the information about Marco and to complete the questions in groups of 3-4.
  • Consider the sociocultural, linguistic, academic and cognitive dimensions of ELL. What should teachers keep in mind when working with Marco?
  • What stage of English learning do you think best represents Marco’s current skills?
  • What evidence-based practices would you suggest to ensure you are supporting Marco’s ability to decode words?
  • What evidence-based practices would you suggest to ensure you are supporting Marco’s vocabulary development?
  • What evidence-based practices would you suggest to ensure you are supporting Marco’s comprehension?
• Ask groups to share their responses.