quality tier 1 instruction using the danielson framework ...€¦ · 1 core instruction? what would...

Quality Tier 1 Instruction

Using the Danielson Framework as a

Professional Growth Model

ASDN RTI Conference

Presenters:

Melissa Linton, The Danielson Group

Michael Hanson, KPBSD RTI Coordinator

2

Domain 1: Planning and Preparation

Component Key Ideas regarding this component

How would this component manifest itself pertaining to Tier 1 Core instruction?

What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?

1a. Demonstrating

Knowledge of

Content and

Pedagogy

1b. Demonstrating

Knowledge of

Students

1c. Setting

Instructional

Outcomes

3

Component Key Ideas regarding this component

How would this component manifest itself pertaining to Tier 1 Core instruction?

What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?

1d.Demonstrating

Knowledge of

Resources

1e. Designing

Coherent

Instruction

1f. Designing

Student

Assessment

4

Domain 3: Instruction

Component Key Ideas regarding this component

How would this component manifest itself pertaining to Tier 1 Core instruction?

What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?

3a Communicating

with Families

3b. Questioning

and Discussion

Techniques

3c. Engaging

Students in

Learning

5

Component Key Ideas regarding this component

How would this component manifest itself pertaining to Tier 1 Core instruction?

What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?

3d.Using

Assessment in

Instruction

3e. Demonstrating

Flexibility and

Responsiveness

6

RTI and Framework Concept Map

Using your knowledge of Tier 1 Instruction and the Framework for Teaching, connect components that you believe

are tightly connected to Tier 1 Instruction.

Which Framework

Components are

tightly connected to

quality Tier 1

Instruction?

Be ready to share

with your table

groups your

rationale for your

choices.

7

Domain 4: Professional Responsibilities

Component Key Ideas regarding this component

How would this component manifest itself pertaining to Tier 1 Core instruction?

What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?

4a. Reflecting on

Teaching

4b. Maintaining

Accurate Records

4c.Communicating

with Families

8

Component Key Ideas regarding this component

How would this component manifest itself pertaining to Tier 1 Core instruction?

What would be some sources of evidence for this component in relation to Tier 1 Core Instruction?

4d.Participating in

a Professional

Community

4e. Growing and

Developing

Professionally

4f. Showing

Professionalism

9

Domain 4: Professional Responsibilities

Brainstorm the meaning of “Professional Responsibilities”.

What does this term bring to mind?

List 5 things teachers are currently responsible for in their

practice outside of the classroom in relation to Tier 1

Instruction?

10

Professional Growth Cycle

Professional Improvement is characterized by a cycle that includes four

critical steps: PLAN – TEACH – REFLECT – APPLY

PLAN:

What are my goals?

What do I know about my students?

Information gathering

Developing a plan

TEACH:

Implementation in the classroom

REFLECT:

What have I learned...

- about my students?

- about my teaching?

- about the community of learners my at my school?

APPLY:

How will I apply what I've learned in my classroom to enhance student learning???

11

12

RtI Tier 1 Scenario

Martin is a third grader who has never been retained and he

demonstrates no medical problems. He lives with both parents and has

attended the same school since Pre-K. Martin’s teacher finds he is having

problems with reading; he is not meeting the district’s 3rd grade reading

expectations based on his universal screener and district benchmark ELA

assessment scores. He can read most words, but struggles decoding

those he does not know. His fluency rate is low and he struggles with

reading comprehension. Currently, Martin is struggling in mathematics

and spelling.

Martin met all reading expectations in kindergarten and first grade, but

lagged behind until the end of the year. Currently, his third grade CBM

score hovers around the 30th percentile. He is struggling with Grade 3

story 1 in the district’s adopted reading program and he becomes easily

frustrated. His fluency rate is 46.

Martin does well with computational skills, but fails to be successful

when given word problems to solve. Simple computation sheets seem to

be when Martin scores the highest in mathematics. With modified

spelling tests, Martin is still not successful. He struggles spelling basic

third grade words, and at times, misspells common sight words.

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TIER 1 Scenario

After reading the scenario assigned to your table, discuss

the following:

1) What types of Tier 1 strategies could be used by the

classroom teacher to assist Martin?

2) How might the Plan – Teach – Reflect – Apply

cycle enhance the teacher’s teaching and learning

for students like Martin?

3) Which components of the Framework surfaced in

your discussion of this scenario?

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DATA COLLECTION SHEET

TIME EVIDENCE COMPONENT/

TIER 1 STRATEGY

15

DATA COLLECTION SHEET

TIME EVIDENCE COMPONENT/

TIER 1 STRATEGY

16

Reflection

How has your work today addressed your understanding of

the Framework for Teaching in relation to Tier 1 Instruction?

What are some ways the Framework for Teaching can

strengthen a teacher’s ability to reflect and make

improvements to their Tier 1 instruction in their classroom?