RTI with Differentiated Instruction, Grades K–5: A Classroom Teacher's Guide
Publication Year: 2011
This helpful guide outlines direct, clear, and practical strategies for simultaneously implementing DI and RTI. Included are in-class assessment strategies, sample lessons, and troubleshooting tips.
- Front Matter
- Back Matter
- Subject Index
Part I: RTI, Differentiated Instruction, and Their Marriage
- Chapter 1: Principles of RTI and Implications in the Classroom
- Chapter 2: Principles of DI and Implications in the Classroom
- Chapter 3: The Merging of DI and RTI
Part II: Tier 1 RTI with Differentiated Instruction
- Chapter 4: Tier 1—Curriculum and Instruction
- Chapter 5: Tier 1—Assessment
- Chapter 6: Tier 1—The Environment
Part III: Tier 2, Tier 3, and the Problem-Solving Team
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Copyright © 2011 by Corwin
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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Library of Congress Cataloging-in-Publication Data
RTI with differentiated instruction, grades K-5: a classroom teacher's guide / Jodi O'Meara.
Includes bibliographical references and index.
ISBN 978-1-4129-9527-6 (pbk.)
1. Remedial teaching—United States. 2. Response to intervention (Learning disabled children). 3. Slow learning children—Education—United States. 4. Learning disabled children—Education—United States. 5. Reading (Elementary)—United States. I. Title.
LB1029.R4O635 2011 371.9—dc22 2011000470
This book is printed on acid-free paper.
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My most humble and sincere thank you goes out to the team at Corwin and especially Hudson Perigo, whom I admire with awe and inspiration. I have such respect and trust for your judgment, and you have continued to recognize and polish the gems you see in my work. I have become a better person and professional in your hands. I am honored to know you and treasure you as a professional and friend. Great appreciation also goes out to the Corwin team who has worked hard to create such a wonderful resource; thank you, Allison, Lisa, Cassandra, and Sarah.
I also want to express the deep gratitude and respect I have for my mother, who again helped me with this project. You have always amazed me with your success in life and as a mother. You have been there with guidance and support for my whole life as a lighthouse to show me the right direction and as a rock of stability and safety. Thanks for being there for me and cheering me on so that I had the confidence to take on these projects and grow. It is so cool to see someone I admire so much beam with such pride! Thank you for your strength, wisdom, guidance, and unconditional love and support as a mom and best friend.
I need to also thank my other “mom,” Janie Bartels, who has been my Florida mom for more than 10 years. You have also been there for me with unconditional support and friendship. You have encouraged me and cheered me on as well as helped me in countless ways on a daily basis. I could not make it through a week without you!
Thank you to Patrick Ewin for your personal tutoring to help me with the accuracy of this book. I appreciate your expertise as a statistician and, even more, your friendship.
Thank you to my dear friend Dr. Shelby Robertson. Your friendship and knowledge has been invaluable to me. Thank you for lending me a shoulder to stress on, an ear to bend, and a critical eye to improve. Thank you for your expertise and help and most of all for your friendship, shopping dates, Aidan anecdotes, and smiles.
Another huge thank you to my special friend and partner from the Florida Inclusion Network, Mike Muldoon. You have been a great friend and professional development partner for some time now. I am so fortunate [Page vii]to work and grow with you. Thanks for your support on this project and all my endeavors.
On a personal note, thank you to grandpa and grandma, Fred and Ruth Choate. You are amazing people and the foundation of a big, wonderful family. I am so pleased to make you proud of me. Thank you to Jeff, Michelle, Emily, and Jennifer Choate. Thanks to Jon, Susanne, Aidan, and Elijah Choate. Family is always my happy place, my motivation for everything I do, and the most meaningful part of my life. You are each a part of me and everything I do.
Thank you to Russell Schall for your love, support, and encouragement. It is great to see how proud you are of me. You make me feel very special.
Finally, I can't go without saying thank you to so many educators in Manatee County who have left me speechless and moved by the amount of support and friendship you have shown with Beyond Differentiated Instruction and this book. I have been so touched by the support and shared happiness for my accomplishments. So much of what I learned in order to write this book has been spurred through questions and learning, side by side, with so many of you. We have grown as professionals together—teachers, paraprofessionals, school administrators, district leaders, parents, and students themselves. It has been so much more special to share it with so many friends and the community of which I am a part.Publisher's Acknowledgments
Corwin gratefully acknowledges the contributions of the following reviewers:
Director of Special Services
Angela Becton, NBCT
Gifted Program Specialist
National Board Support
Johnston County Schools
Program Supervisor, Learning Improvement
Office of Superintendent of Public Instruction
Director, K–6 Principal and Curriculum
Raymond Central Public Schools
Associate Director of Mathematics
RTI Teaching Learning Connections
University of Central Florida
About the Author[Page viii]
Jodi O'Meara is an independent educational consultant of Jodi O'Meara, Inc. She also serves in Manatee County, Florida, as a curriculum specialist for students with special needs. Jodi provides professional development for educators and administrators at local, state, national, and international conferences and workshops. With over 15 years as a teacher and administrator of general education, special education, and gifted education, she recognizes the diverse needs of students and teachers. Her own experiences with differentiated instruction were first evident in the multiple stories of her own teaching in Chicken Soup for the Teacher's Soul (2002). More recently, Jodi's work includes Beyond Differentiated Instruction (2010) and RTI With Differentiated Instruction, Grades 6–8: A Classroom Teacher's Guide (2011), both published by Corwin.
Jodi specializes in the areas of differentiated instruction for both students with special needs and students identified as gifted. She is a former president of the Florida Association for Gifted and is on the Board of Directors for the Family Network on Disabilities in her local area. She has been involved with writing state curriculum for students in general education, in gifted education, and those identified as having significant disabilities.
Jodi is a strong advocate for both teachers and students. She believes that teachers hold the keys to our future and that today's students have amazing and unlimited potential. She believes that with changes to the educational system allowing educators to honor different strengths and needs, it is possible to foster every student in reaching his or her highest potential. She is committed to supporting teachers in making that difference. Jodi can be reached at firstname.lastname@example.org.
Resources[Page 177]Define the Scope of the Problem
- How many or what percentage of the students across the classroom are considered to be performing below expectations or standards?
- How many or what percentage of the students across the grade level are considered to be performing below expectations or standards?
- How many or what percentage of the students across the school are considered to be performing below expectations or standards?
- How many or what percentage of the students across the district are considered to be performing below expectations or standards?
At what level is there a problem?[Page 181]Analyze the Problem
What is currently being done consistently at the level in which there is a problem?
Assessment tool(s) used to measure achievement Assessment tool(s) used to measure progress Curriculum Instructional practices [Page 182] Programs implemented Prerequisite skills or concepts needed Amount of time provided Motivation or relevance through students' eyes Efforts to improve on the part of educators [Page 183] Priority given Stakeholders Change agents involvedCreate a Hypothesis
Why is the problem occurring? Which areas above may be problematic?
What would help the situation?[Page 184]Develop the Instruction/Intervention Design
Who will implement the plan? What actions will be taken? How often will the instruction/intervention be provided? For how much time will the instruction/intervention be provided? For how much time will the instruction/intervention be provided until the plan is reassessed?Create a Follow-Up Plan
Copyright © 2011 by Corwin. All rights reserved. Reprinted from RTI With Differentiated Instruction, K–5: A Classroom Teacher's Guide, by Jodi O'Meara. Thousand Oaks, CA: Corwin, http://www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.Define the Scope of the Problem
Analyze the Problem
- How is the student performing in relation to the expectation or goal?
- How is the student performing in relation to peers in the district?
- How is the student performing in relation to peers in the school?
- How is the student performing in relation to peers in grade level?
- How is the student performing in relation to peers in the class?
- Are the data consistent across different measures?
Consider each of the following in relation to the concern.
[Page 186] Assessment tool(s) used to measure achievement Assessment tool(s) used to measure progress Programs implemented Prerequisite skills Amount of time provided for practice [Page 187] Environmental conditions at school and outside Student motivation Priority communicated by respected people Others who may be able to helpCreate a Hypothesis
Why is the problem occurring? Which areas above may be problematic?
What would help this student?[Page 188]Develop the Instruction/Intervention Design
Who will implement the plan? What actions will be taken? How often will the instruction/intervention be provided? For how much time will the instruction/intervention be provided? For how much time will the instruction/intervention be provided until the plan is re-assessed?[Page 189]Considerations for the Development of an Intervention
- The intervention must be research or evidence based.
- The researched population must match the population of the students being considered for the intervention.
- The intervention must be delivered with integrity and fidelity.
- The person delivering the intervention must have the necessary knowledge and professional development to implement the intervention as stated in the research.
- There must be support provided for the intervention plan by all stakeholders, including student and parent.
- There must be consideration regarding the length of time the intervention will be provided.
- The frequency with which the intervention will occur must be reasonable and match the intervention research recommendations.
- There must be a method for monitoring and reporting progress established before beginning the implementation of the intervention.
Copyright © 2011 by Corwin. All rights reserved. Reprinted from RTI With Differentiated Instruction, K–5: A Classroom Teacher's Guide, by Jodi O'Meara. Thousand Oaks, CA: Corwin, http://www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.[Page 191]Analyze the Problem
Consider each of the following in relation to the concern.
Curriculum implemented Differentiated instruction provided Prerequisite skills Consistencies across content areas [Page 192] Environmental conditions within and outside the school Student motivation Parent inputCreate a Hypothesis
Why is the problem occurring? What do the data show as a specific targeted need or area of support?[Page 193]Develop the Instruction/Intervention Design
What research- or evidence-based intervention will be provided? What materials, space, or scheduling will need to be provided? Who will implement the plan? What supports will the person implementing the plan receive? From whom? [Page 194] How often will the instruction/intervention be provided? How often will progress be monitored? With what tool? For how long will the instruction/intervention be provided? Where will the intervention be provided? For how long will the instruction/intervention be provided until the plan is reassessed?
Copyright © 2011 by Corwin. All rights reserved. Reprinted from RTI With Differentiated Instruction, K–5: A Classroom Teacher's Guide, by Jodi O'Meara. Thousand Oaks, CA: Corwin, http://www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
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