WEBVTT

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[Music] Welcome to the overview

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on Using Data to

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Differentiate Instruction.

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Springhill Elementary School has begun

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to implement their Response

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to Intervention program,

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but while Principal Johnson sees

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teachers providing small-group

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instruction for struggling students,

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she's not sure

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that all students are being reached,

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or that teachers are monitoring student

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progress regularly and using

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that information to tailor instruction.

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Differentiated reading instruction based

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on assessment data is essential

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for all students,

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not just those receiving interventions.

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While Response

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to Intervention systems tailor

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instruction for students in Tiers 2

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and 3 to meet targeted instructional

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needs, it is also important

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to differentiate within core instruction

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to ensure that students are mastering

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core skills.

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This is accomplished

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by varying the content focus,

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the amount of time spent on instruction,

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and the degree of teacher support

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and scaffolding provided

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to students based

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on their reading proficiency levels.

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In Tier 1, differentiated instruction is

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based on students' assessed reading

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levels and can be provided as part

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of regular classroom instruction.

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For example, if some students need help

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with improving vocabulary,

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and others with comprehension,

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the classroom teacher might vary

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instruction during the reading block by:

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asking students to practice vocabulary

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with a partner during independent work

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time, and leading a small-group

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comprehension lesson on character traits

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and motivations for the characters

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in a story they are reading that week.

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For many classroom teachers,

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managing independent

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and small-group work can be challenging,

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especially when some children have

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difficulty paying attention,

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working independently,

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or interacting with peers.

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Teachers may need training

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in small-group management

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and motivational strategies

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or may need additional classroom help

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to effectively differentiate instruction

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in Tier 1.

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Progress monitoring assessments provide

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important data

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for guiding differentiated instruction.

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Teachers use this data

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to inform their instruction based

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on students' changing needs

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and skill development.

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Progress monitoring assessments help

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to determine which reading skills

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students have mastered,

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which skills may need to be reviewed

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and retaught, and helps identify what

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the instructional focus needs to be

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for individuals or small groups

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of students who need extra help.

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Progress monitoring should measure the

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most important reading skills

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at each grade level.

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In kindergarten, assessment should focus

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on phonemic awareness skills,

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especially segmentation

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and substitution or elision.

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Students in first grade should

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demonstrate fluency

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with word recognition,

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nonword or pseudo-word reading,

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and oral reading of connected text.

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In second grade, mastery in the areas

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of fluent word recognition

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and oral reading fluency

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becomes critical.

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In addition to formal assessments,

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a skilled teacher may decide

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to embed an informal reading measure

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into a classroom lesson as a quick

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and efficient way

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to collect student data on the spot.

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For example, listening

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to how a student reads a text

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that is slightly too difficult can yield

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useful information

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about decoding strategies.

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Similarly, a student's oral summary

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of a story that was just read can tell

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the teacher how well the student is

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comprehending the sequence

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of main ideas.

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Building-level Response

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to Intervention teams can play an

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important role

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in developing decision rules

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to provide teachers with guidelines

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for interpreting data

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and differentiating instruction.

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For example, a teacher

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who is monitoring students' word

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identification skills could use

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cut-point information

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to determine whether

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or not they are ready

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for reading more challenging material.

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In Tier 1, progress monitoring is

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essential for identifying students

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in need of more intensive reading

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intervention than can be provided

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through regular classroom instruction.

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In Tier 2, progress monitoring helps

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to distinguish those students

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who have mastered important benchmark

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skills from those who continue

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to require extra help.

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In Tier 3, regular monitoring is

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critical for determining whether

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students are making adequate progress,

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are ready to be moved

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into less intensive intervention groups,

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or need further evaluation.

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Progress monitoring

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in Tier 2 should be conducted weekly,

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if possible, and no less

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than once a month.

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Schools will find

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that many Tier 2 intervention programs,

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particularly those that are

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"off the shelf,"

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contain weekly mastery tests

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that are useful for monitoring progress.

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Since students' skill levels change

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over time and in varying degrees,

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progress monitoring data can help

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to regroup students receiving Tier 2

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instruction so that they are placed

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with others who have similar skill

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development needs.

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Regrouping should occur approximately

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every six weeks.

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RtI tiers are not meant

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to be rigidly defined groupings

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of students.

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Rather, any well-designed RtI program

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should allow for fluid movement

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across tiers.

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Progress monitoring allows teachers

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to determine when students are ready

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to be assigned to a new tier.

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And if schools use clear decision rules

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with their student performance data,

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students should never find themselves

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"stuck" in the system.

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For example: If students show adequate

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response to Tier 2

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or Tier 3 interventions,

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they can be transitioned back

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into lower tiers.

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For students receiving Tier 2

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instruction who do not make sufficient

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progress after a reasonable amount

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of time, the schoolwide team can

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recommend a Tier 3 intervention plan.

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If students are still having difficulty

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after receiving intensive services

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in Tier 3, schools may decide

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to increase the intensity

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of instruction, or that evaluation

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for appropriate special education

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services is necessary.

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RtI implementation is a complex process

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that can require school staff to take

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on new roles and develop new skills.

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Districts and schools should be prepared

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to provide professional development

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that is focused on how to efficiently

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and reliably administer assessments,

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apply decision rules, interpret data,

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and use the information

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for planning instruction.

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[Music] To learn more about Using Data

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to Differentiate Instruction,

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please explore the additional resources

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on the Doing What Works website.