Chapter 2 A Framework for Responsive Differentiated Teaching

Please note as I summarize the chapters, I quote much of Mary Howard’s text.  The italicized print are my own personal opinions concerning RtI and where we are in our journey of strengthening our literacy programs.  The sole purpose of the summaries are to benefit our literacy teachers as we begin the RtI journey this coming school year.

The most common framework for RtI is the three tiered approach.  The tier approach can offer a safety net for struggling teachers since ongoing assessment and referral to higher tiers may reveal where large percentages of students are not making growth. 

 I have thought a lot about this statement.  This is where I believe RtI truly becomes a system to strengthen our own teaching.  This is where the power of our PLCs must come into play!  We have to let our guard down, being honest with data collecting, and be willing to ask for help if needed.  All teachers have strategies and ideas that we know work well.  We have to start sharing this with each other.  

Tier 1 Universal or General Education (the core classroom) 

Flexible groupings and differentiation must be happening for all students in this tier.  

Tier 2 Targeted or Supplemental

Small groups of 5 meeting every day along with literacy instruction from tier 1

Tier 3 Strategies or Intensive

Individualized or groups of 3, suggesting at least 2 sessions daily for student

Howard clearly states that schools must remain flexible concerning students falling into the tiers.  Entering and exiting the tiers can vary for each student.  

Mary Howard uses a great acronym LEARN to help teachers develop seamless integration of instruction within and between tiers.

Link: the support provided at each tier is interrelated with other tiers

Engage:  Emphasize activities that make students active participants in their learning.

Motivation, authentic reading & writing activities (text at their level)

Accelerate: Intensify learning experiences at all tiers for accelerated progress

Reinforce:  Emphasize reinforcement and practice within and across every tier.  For example a child is working on visualization with the classroom teacher and with his reading group teacher. 

Negotiate:  Adjust the tiers to fit your school and staff.  What works for one school may not work for another.  Use your knowledge to develop your best plan that maximizes staff, time and seeing student success.  

Howard states there are three usual options to provide interventions: in-class, push-in and pull-out. 

 In-class interventions are usually the sole responsibility of the classroom teacher.  The other two models usually bring in additional support staff.  This is where schools tend to argue and then unnecessary time is wasted over who is “right”.  Howard believes either system can work depending on staff communication and collaboration and/or needs of the specific students needing the intervention.

Caution:  minimize the number of adults working with an individual child.  Too often children become confused because they receive conflicting instruction. 

Push-In Advantages	Pull-Out Advantages
Increases instructional continuity	Involves fewer distractions
Unobtrusive	Provides another perspective
Doesn't require moving to another location	Easier to schedule beyond classroom reading instruction
Ensures time is spent on instruction rather than travel	Provides the special attention of a support teacher
Provides a model for instruction	May increase student engagement
Encourages shared planning	Makes it easier to emphasize supplemental materials
Can be coordinated with the general curriculum
Push-In Disadvantages	Pull-Out Disadvantages
Requires buy-in by everyone involved	Requires additional space
Takes place in a crowded classroom	Requires travel time...lost instructional time
Is susceptible to distractions	Creates scheduling difficulties
May supplant tier 1 instruction	Makes collaboration challenging
Could view expert teachers as glorified aides	Creates the stigma of leaving the classroom
Emphasize grade-level material	Does not encourage shared ideas

Howard points out essential principles throughout the book.

Time is a Precious Commodity

What are your “nonnegotiables” or things you hold highest in importance?  Write them down and stick to them.  We have these but now how do we hold all teachers accountable?  PLCs, monthly literacy walk-throughs by admin?  

One Size Fits Few

We must agree that each child’s needs can’t be met in the same way.  Quality curriculum resources and materials are very effective in the hands of knowledgeable professionals who use them flexibly and they can serve as a safety net for less experienced teachers as they develop a deeper understanding of literacy.  Materials do not always meet the needs of struggling readers or advanced readers.  Differentiation, dynamic and varied grouping, and alternative resources are critical to the success of RtI and ultimately to the success of students.  The teacher is the key effective element not the manuals.  I love our Making Meaning with Vocabulary curriculum, Being a Writer & the Daily 5 management.   It gives us a great base for teaching important strategies and it helps create a safe and caring environment for all students.  I especially see the power when first year teachers can walk in and have a strong base to provide high quality learning opportunities in their classrooms.

Intensity is the Great Equalizer

Although the goal of school-wide assessment is not to label or segregate students, but to support instructional design and planning that allow us to accommodate individual needs.  Teachers must know who needs additional help or support.  We must not label kids instantly and allow them to fall into the "wait-to-fail" pit.

The Power of “Double Dipping”

The goal is to offer more-more time, more support and more opportunity.  Student at higher tiers continue to receive all tier 1 instruction.  Open professional communication between tiers is essential as ongoing dialogue reframes “yours vs. mine” as ours.  The question becomes: What can we do to ensure the success of our students?

This can be tough.  As a classroom teacher, the students were mine and I definitely know how very hard it is to change this thinking.  Recently, the needs of our struggling learners seem to be more severe and we have a large population of at-risk students.  I find this to be quite overwhelming even as an experienced teacher.  Luckily, I had a wonderful co-teaching experience and know first hand the power of two and the power of sharing OUR students.  We were able to co-teach reading, writing and my co-teacher provided additional math support.  I wish we could allow this to happen in every classroom.  Two teachers serving all students in all capacities.  

Transfer is the Glue

In all we do at every tier we must focus on the gradual release of responsibility (Pearson and Gallagher 1983).  Teacher modeling, shared and guided practice and independent application.  Unless this essential transfer is the end goal of teaching, our efforts will be wasted.  This is part of our nonnegotiable.  Do we really do each gradual release stage well?  I believe we are getting there.  

Data Collection 

Effective assessment occurs in daily contexts and supports future instructional decisions.  Formative assessments are continuous, ongoing and more process oriented.  As schools begin to use universal screenings they cannot lose sight of assessment strategies such as checklists, rubrics, anecdotal records, listening to readers, running records, 1-1 conferences, retelling, portfolios and literature responses.

I am excited to see the power of our Iowa Core work & the CAFE strategies as we implement these into our literacy curriculum.

The next articles will outline each tier. 

Happy Reading- Mrs. Speake