USING THE FORCE OF     RtI & PLC  Northern Hills Elementary  School District of Onalaska
USING THE FORCE OF     RtI & PLC  Northern Hills Elementary  School District of Onalaska
NOT SO LONG AGO IN A SCHOOL DISTRICT NOT    TOO FAR AWAY THERE WAS AN ELEMENTARY  SCHOOL IN WESTERN WISCONSIN. TEST SCORES...
C3PO   R2D2
R2D2
R2D2PLC
PLC
PLC      RtI
THE OLD WAY
READING RESOURCE VS. CLASSROOM TEACHER    THE OLD WAY
WOOKING TOGETHER
REACh
UNIVERSAL INSTRUCTION DATA INITIAL DATA    DIBELS    6 TRAIT  NWEA MAP     MAZE
UNIVERSAL INSTRUCTION DATA Your Highness, his fluency is low, but    MAP showscomprehension close   to grade level.     INI...
A JEDI USES THE FORCE FORKNOWLEDGE AND DEFENSE,    NEVER FOR ATTACK.         YODA
Your lack of                            high test scores                              disturbs me.A JEDI USES THE FORCE FO...
Ona Grade 1 5 Screening Sheet Ona Grade Screening Sheet
Ona Grade 5 5 Screening Sheet Ona Grade Screening Sheet
New Grade 1 Screening Sheet
New Grade 5 Screening Sheet
JEDI TRAINING     A JEDI GAINS POWER  THROUGH UNDERSTANDING.       Lord Palpatine
StaffingJEDI TRAINING              coaching/modeling                              PD sessions                              ...
StaffingJEDI TRAINING              coaching/modeling                              PD sessions                              ...
Jedi Data Tools
Jedi Data Tools                 NWEA           PEARSON INFORM       DIBELS BOOKLET vs. AIMSWEB             LOCAL FORMS    ...
Student Summary Sheet
Walker scares me!
Walker scares me!
An Imperial Walker scares me!
BRINGING THE REBELALLIANCE TOGETHER
BRINGING THE REBELALLIANCE TOGETHER   WITH PLCs
4 QUESTIONS   OF PLC
4 QUESTIONS   OF PLCWhat do we want kids to know? How will we know if they do?What will we do if they don’t?  What will we...
4 QUESTIONS   OF PLCWhat do we want kids to know? How will we know if they do?What will we do if they don’t?  What will we...
4 QUESTIONS   OF PLCWhat do we want kids to know? How will we know if they do?What will we do if they don’t?  What will we...
PLC
IN A PLCLEARNING ISCONSTANT
IN A PLCLEARNING ISCONSTANT   TIME ANDRESOURCES ARE  VARIABLES
Collaboration andCommon Planning Time
I think I’m just            going to quietly              do my report           cards during our            group plannin...
Collaboration andCommon Planning Time
Han, that Daily 5           thing is working           well in your class.            Tell me more                about it...
Collab Planning Sheet and Schedule
Administration
Convincing Administrationof need for collaboration
Cooperationover competition
I don’t get this DSA     Worry not,   stuff!     as help you                 I will.
Be flexible and patient when   starting.
Is the juice worth the       squeeze?
R2D2, YOU KNOW BETTER THAN TOTRUST A STRANGE COMPUTER. C3PO YOUR EYES CAN DECEIVE YOU. DON’T TRUST THEM. OBI-WANI’VE GOT A...
MISSION     VISION              VALUES
I sure hope  my kids make AYP.
DARTH FINALLY APPRECIATES THE HIGHEXPECTATIONS OF HIS 4TH GRADE TEACHER
Truly wonderful the mind of a       child is. --Yoda
Thanks for coming!            May the force be with you.
Thanks for coming!            May the force be with you.
RTI/PLC presentation
RTI/PLC presentation
RTI/PLC presentation
RTI/PLC presentation
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RTI/PLC presentation

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My presentation from the March 2011 Wisconsin RtI Summit. It went over very well!

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  • \n
  • \n
  • Explanation of Curt’s infatuation with Star Wars and how we chose the theme of the presentation.\n\n“PLC and RtI? Aren’t those the Star Wars robots?”\n
  • Explanation of Curt’s infatuation with Star Wars and how we chose the theme of the presentation.\n\n“PLC and RtI? Aren’t those the Star Wars robots?”\n
  • Explanation of Curt’s infatuation with Star Wars and how we chose the theme of the presentation.\n\n“PLC and RtI? Aren’t those the Star Wars robots?”\n
  • Explanation of Curt’s infatuation with Star Wars and how we chose the theme of the presentation.\n\n“PLC and RtI? Aren’t those the Star Wars robots?”\n
  • ROGALA--In the old days, kids were served in reading intervention due to teacher lobbying, complaining, 5 kids per class, etc. Those 5 kids might not be the lowest in the grade. Some grades might be more of a priority than others. We’d put many kids in a group because that is when the time worked for the teachers. Those kids may not have even had the same needs, but were grouped just because of the schedule. Some kids didn’t get any instruction in the classroom, only in specialist’s room. We wanted a better way. \n
  • CURT\nWe wanted to work together with common criteria for which kids qualified fosr reading help. If a Wookie and a human could become great friends to defeat the Empire, then certainly classroom teachers and reading specialists could come together.\n\nDEB\nClassroom teachers needed to understand that criteria as well. Wanted kids to be seen by reading interventionists ASAP, but QRI and other assessments would take a long time. Kids who needed most help weren’t being seen for sometimes over a month at beginning of year.\n
  • CURT/ROGALA\n\nREACh training got us started on our use of data and the grant gave us resources for collaboration and use of Rob Dixon, mentor. \n
  • ROGALA\nFrustration about why some kids qualified and some didn’t. Reading specialist were sometimes the gatekeepers for service. RS were also only ones who really understood the data and how helpful it could be for instruction. \n\nHelped teachers start to understand and use the data to help in the classroom. Data wasn’t just something for specialists. \n\n\n
  • Often teachers would worry about the data being used to criticized them or to evaluate them by admin. \n
  • JEN\nEvolution of data used and how we have changed how we organize data. \n
  • JEN\nEvolution of data used and how we have changed how we organize data. \n
  • New data form for grade 1.\n\n
  • New data form for grade 5.\n
  • JEN\nOur initial focus was on Tiers 2 and 3 because there were kids in those areas and fewer staff. Good way to get momentum going. \nOnce we started understanding screeners/benchmarks, we realized we had many diff approaches to teaching literacy. Some were good, and some were not. Found gaps in kid skills due to curric articulation issues (horizontal and vertical)--from one grade to next and also between classrooms of same grade level. \n\nFirst PD focus: guided reading, diff inst, comprehension (tool kit by Harvey and Into the Book), phonics (DSA, Wilson, Month by Month for upper grades. \n\nPD: 2 lit coordinators, coaching/modeling in classroom, Shared Leadership, half day PD, summer institute, Univ support for using/understanding data, conferences (Anita Archer, Michael Ford)\n
  • JEN\nOur initial focus was on Tiers 2 and 3 because there were kids in those areas and fewer staff. Good way to get momentum going. \nOnce we started understanding screeners/benchmarks, we realized we had many diff approaches to teaching literacy. Some were good, and some were not. Found gaps in kid skills due to curric articulation issues (horizontal and vertical)--from one grade to next and also between classrooms of same grade level. \n\nFirst PD focus: guided reading, diff inst, comprehension (tool kit by Harvey and Into the Book), phonics (DSA, Wilson, Month by Month for upper grades. \n\nPD: 2 lit coordinators, coaching/modeling in classroom, Shared Leadership, half day PD, summer institute, Univ support for using/understanding data, conferences (Anita Archer, Michael Ford)\n
  • KROLL\nHere are some of the tools we use.\nDevelopment of local forms. \n
  • KROLL\nHere are some of the tools we use.\nDevelopment of local forms. \n
  • KROLL\nHere are some of the tools we use.\nDevelopment of local forms. \n
  • KROLL\nHere are some of the tools we use.\nDevelopment of local forms. \n
  • KROLL\nHere are some of the tools we use.\nDevelopment of local forms. \n
  • KROLL\nHere are some of the tools we use.\nDevelopment of local forms. \n
  • \n
  • CURT\n
  • CURT\n
  • CURT\nWe hit the ground running with all of this data and criteria, but didn’t go as smoothly as we thought it would once we started implementing with the whole staff. The core group from those part of the REACh group were believers, so it was easy with them. Needed that extra push, coordination, and structure to get everyone going if we were going to make an impact on all kids. \nAdmin went to New WI Promise conf and saw DuFours.\n
  • CURT\n
  • CURT\n
  • CURT\n
  • CURT\nStudy of PLCs. Started with Admin group seeing DuFours at New WI Promise Conf.\nThen an Admin study of Learning by Doing, then Team Leaders did sections of LBD.\nTeam training by Tim Brown. \n
  • DEB\nASP and B4 school times, math coach time, MAPEL literacy groups, ESOL a.m. computer time, Watch DOGS volunteer dads, breakout groups (DSA groups), volunteer training for DSA volunteers, mommy math group, retired teachers\n
  • CURT\nhalf day collab, daily schedule, weekly CPT, \n\nDefining collab vs. coblab, share the collab agenda planning sheet\n\nLunch meetings\n
  • CURT\nhalf day collab, daily schedule, weekly CPT, \n\nDefining collab vs. coblab, share the collab agenda planning sheet\n\nLunch meetings\n
  • CURT\nhalf day collab, daily schedule, weekly CPT, \n\nDefining collab vs. coblab, share the collab agenda planning sheet\n\nLunch meetings\n
  • \n
  • CURT\nCollaboration takes time and time often means money. Best PD is the time you have together. What would it cost to go to a workshop (reg fee, travel costs, sub costs). You often have expertise within your own building. \n
  • CURT\nLike you do within a school, turn competition into cooperation with other districts. You’ll both benefit from the experience.\n\nNew teachers going to other districts. Sharing new teacher induction PD.\n\nSet a goal 5 years ago. We’ve learned a lot from other sources on data and PLC. We want to be the ones hosting and giving advice.\nEB went to Mahtomedi, MN and also Webster Stanley Elem in Oshkosh.\nREACh team summits with NH, Holmen, and Blair-Taylor.\nHosted teacher teams from Baraboo and NOW to share what we are doing.\nWSPA presentation.\nOHS/OMS have done 19 workshops, 3 state conferences. Hosted a CESA 4 session for PLC/RtI.\n\n\n
  • DEB and JEN\nWhen implementing all of these new programs and procedures, there was a lot of support from those already up to speed. “Let me do this for you.” Was it ignorance or insubordination? No excuses for not trying. Gradual release of responsibility. \n
  • Evolution, not revolution. \n
  • DIANE\nIs the data worth collecting? If not, don’t hang on to it. Share our example of MAZE. \n
  • DEB\nNumbers don’t tell the whole story when it comes to gauging the learning of kids. The teacher’s gut instinct is often just as important. \n
  • DEB\nNumbers don’t tell the whole story when it comes to gauging the learning of kids. The teacher’s gut instinct is often just as important. \n
  • DEB\nNumbers don’t tell the whole story when it comes to gauging the learning of kids. The teacher’s gut instinct is often just as important. \n
  • CURT\n
  • CURT\n
  • CURT\n
  • \n
  • Relax, have fun. \n
  • \n
  • \n
  • Death Star explodes\n
  • RTI/PLC presentation

    1. 1. USING THE FORCE OF RtI & PLC Northern Hills Elementary School District of Onalaska
    2. 2. USING THE FORCE OF RtI & PLC Northern Hills Elementary School District of Onalaska
    3. 3. NOT SO LONG AGO IN A SCHOOL DISTRICT NOT TOO FAR AWAY THERE WAS AN ELEMENTARY SCHOOL IN WESTERN WISCONSIN. TEST SCORES WERE DECENT AND EVERYONE WAS ALMOST CONTENT, BUT THERE WERE STILL MANY STUDENTS WHOSE NEEDS WERE NOT BEING FULLY MET. TEACHERS WERE WORKING HARD AS INDIVIDUALS TO HELP KIDS, BUT WE STILL WEREN’T MAKING THE PROGRESS WE WANTED. WE WERE GOOD, BUT GOOD IS THE ENEMY OF GREAT. TODAY WE’LLSHARE OUR TALE OF USING RtI AND PLC TO HELP ALL OF OUR KIDS LEARN AT HIGH LEVELS.
    4. 4. C3PO R2D2
    5. 5. R2D2
    6. 6. R2D2PLC
    7. 7. PLC
    8. 8. PLC RtI
    9. 9. THE OLD WAY
    10. 10. READING RESOURCE VS. CLASSROOM TEACHER THE OLD WAY
    11. 11. WOOKING TOGETHER
    12. 12. REACh
    13. 13. UNIVERSAL INSTRUCTION DATA INITIAL DATA DIBELS 6 TRAIT NWEA MAP MAZE
    14. 14. UNIVERSAL INSTRUCTION DATA Your Highness, his fluency is low, but MAP showscomprehension close to grade level. INITIAL DATA DIBELS 6 TRAIT NWEA MAP MAZE
    15. 15. A JEDI USES THE FORCE FORKNOWLEDGE AND DEFENSE, NEVER FOR ATTACK. YODA
    16. 16. Your lack of high test scores disturbs me.A JEDI USES THE FORCE FORKNOWLEDGE AND DEFENSE, NEVER FOR ATTACK. YODA
    17. 17. Ona Grade 1 5 Screening Sheet Ona Grade Screening Sheet
    18. 18. Ona Grade 5 5 Screening Sheet Ona Grade Screening Sheet
    19. 19. New Grade 1 Screening Sheet
    20. 20. New Grade 5 Screening Sheet
    21. 21. JEDI TRAINING A JEDI GAINS POWER THROUGH UNDERSTANDING. Lord Palpatine
    22. 22. StaffingJEDI TRAINING coaching/modeling PD sessions conferences A JEDI GAINS POWER THROUGH UNDERSTANDING. Lord Palpatine
    23. 23. StaffingJEDI TRAINING coaching/modeling PD sessions conferences JEDI FORD A JEDI GAINS POWER THROUGH UNDERSTANDING. Lord Palpatine
    24. 24. Jedi Data Tools
    25. 25. Jedi Data Tools NWEA PEARSON INFORM DIBELS BOOKLET vs. AIMSWEB LOCAL FORMS SIMS
    26. 26. Student Summary Sheet
    27. 27. Walker scares me!
    28. 28. Walker scares me!
    29. 29. An Imperial Walker scares me!
    30. 30. BRINGING THE REBELALLIANCE TOGETHER
    31. 31. BRINGING THE REBELALLIANCE TOGETHER WITH PLCs
    32. 32. 4 QUESTIONS OF PLC
    33. 33. 4 QUESTIONS OF PLCWhat do we want kids to know? How will we know if they do?What will we do if they don’t? What will we do if they do?
    34. 34. 4 QUESTIONS OF PLCWhat do we want kids to know? How will we know if they do?What will we do if they don’t? What will we do if they do? SUCCESS OF KIDSSHOULDN’T BE SOLE RESPONSIBILITY OFHEROIC EFFORTS OF THE CLASSROOM TEACHER.
    35. 35. 4 QUESTIONS OF PLCWhat do we want kids to know? How will we know if they do?What will we do if they don’t? What will we do if they do? SUCCESS OF KIDSSHOULDN’T BE SOLE RESPONSIBILITY OF In my experience, thereHEROIC EFFORTS OF is no such thing as luck. THE CLASSROOM Obi-Wan Kenobi TEACHER.
    36. 36. PLC
    37. 37. IN A PLCLEARNING ISCONSTANT
    38. 38. IN A PLCLEARNING ISCONSTANT TIME ANDRESOURCES ARE VARIABLES
    39. 39. Collaboration andCommon Planning Time
    40. 40. I think I’m just going to quietly do my report cards during our group planning. Collaboration andCommon Planning Time
    41. 41. Collaboration andCommon Planning Time
    42. 42. Han, that Daily 5 thing is working well in your class. Tell me more about it. Collaboration andCommon Planning Time
    43. 43. Collab Planning Sheet and Schedule
    44. 44. Administration
    45. 45. Convincing Administrationof need for collaboration
    46. 46. Cooperationover competition
    47. 47. I don’t get this DSA Worry not, stuff! as help you I will.
    48. 48. Be flexible and patient when starting.
    49. 49. Is the juice worth the squeeze?
    50. 50. R2D2, YOU KNOW BETTER THAN TOTRUST A STRANGE COMPUTER. C3PO YOUR EYES CAN DECEIVE YOU. DON’T TRUST THEM. OBI-WANI’VE GOT A BAD FEELING ABOUT THIS. HAN SOLO
    51. 51. MISSION VISION VALUES
    52. 52. I sure hope my kids make AYP.
    53. 53. DARTH FINALLY APPRECIATES THE HIGHEXPECTATIONS OF HIS 4TH GRADE TEACHER
    54. 54. Truly wonderful the mind of a child is. --Yoda
    55. 55. Thanks for coming! May the force be with you.
    56. 56. Thanks for coming! May the force be with you.

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