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Capacity Building RtI
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Capacity Building RtI

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  • 1. PPT available at:http://jmplucker.blogspot.com Capacity Building RtI: Strengths Based Systemic Reform Jen McCarty Plucker, Ed.D. ISD 196 K-12 Intervention Specialist Minnesota Reading Association President With the support of Beth Swenson, who was unable to join us today.
  • 2. Targets for this morning:We can ground ourselves in a shared text toset up context for a Capacity BuildingModel of RtI.We can consider the differences betweena Capacity Building Model and aDeficiency/Discrepancy ModelWe can look closely at assessmentexamples and consider the paradigmbehind them. Jen McCarty, Ed.D. ISD 196
  • 3. Pair Share How have you empowered the Vashtis in your world? What kinds of „definitions/limitations‟ have you seen placed on our students? Jen McCarty, Ed.D. ISD 196
  • 4. Driving Forces PISA (International Benchmarking) Common Core State Standards Reading Well by 3rd Grade Legislation Response to Intervention/Instruction (RtI2) or Multi-Tiered Systems of Support MMR Coming Soon (2014) Teacher Evaluation Systems Assessment-Teaching-Learning Loop Evidence Jen McCarty, Ed.D. ISD 196 Changing Brains of our Youth
  • 5. Satellite View
  • 6. Driving Forces PISA (International Benchmarking) Common Core State Standards Reading Well by 3rd Grade Legislation Response to Intervention/Instruction (RtI2) or Multi-Tiered Systems of Support MMR Coming Soon (2014) Teacher Evaluation Systems Assessment-Teaching-Learning Loop Evidence Jen McCarty, Ed.D. ISD 196 Changing Brains of our Youth
  • 7. Satellite ViewGoal: Tocreate a systematic process that ensures every child receives the additional time and support needed to learn at high levels. Jen McCarty, Ed.D. ISD 196
  • 8. The Equation of Education Change the variableTargeted Instruction + Time= Learning
  • 9. The Equation of Education Change the variable Targeted Instruction + Time= Learning Targeted Instruction + Time = LearningIf a child can’t learn the way we teach, maybe we should teach the waythey learn. ~Ignacio Estrada
  • 10. Eternal Questions of EducationWhat do we expect students to learn?How will we know they are learning it?How will we respond when they don‟t learn?How will we respond when they havelearned?
  • 11. Satellite ViewDifference in Philosophy Capacity Building Vs. Discrepancy 12
  • 12. Satellite View Traditional Model of RtI Tier 3Academic BehavioralInterventions Interventions Tier 2 Tier 1
  • 13. Adapted from M. Howard, RtI from All Sides Triage vs. WellnessRemediation (triage) Intervention (wellness) Focus on „fixing‟ an existing  Focus on prevention problem  Instruction that is ‘in addition to’ Instruction that is „instead of‟  Enhances classroom (Tier 1) Replaces classroom instruction instruction Little if any adjustment in  Focus is on need/learning target intensity  Repeated/Guided practice to Targets a single isolated skill achieve mastery Slow paced instruction that  Emphasis on short term support simply waters down the curriculum  Emphasis on timely data: ongoing formative assessment Emphasis on „old‟ data: summative assessments, standardized tests, etc.
  • 14. Capacity Building DiscrepancyDifferentiated CookbookPush in Pull outData driven Assess after the factBuilding meta cognition Rote SkillsBuilding independence Building dependenceFew interventions done Many randomwell interventions that put everyone in the same box of instruction
  • 15. InterventionsAre they urgent?Are they directive?Are they timely?Are they targeted?Are they systematic? Adapted from Buffum, Mattos, & Weber, 2009
  • 16. Academic And BehavioralInterventions Side by Side ©Beth Swenson
  • 17. Select and unwrap essential What do we expect kids to learn? student learning outcomes and develop a unit assessment plan. Analyze summative Introduce learning assessment results, targets to identify students in students. Begin need of Core Instruction. supplemental interventions. Repeat for additional learning targets GIVE END OF as needed GIVE UNIT FORMATIVE Analyze formative ASSESSMENT assessment results, ASSESSMENTS provide mid unit interventions, continue and/orHow will we respond when they have learned complete core How do we know they are learning it?it? How will we respond when they haven‟t? instruction. Buffum, Mattos, and Weber, 2011
  • 18. www.northstaret.com
  • 19. www.northstaret.com 20
  • 20. Know Need Teach Check (Strengths) (What do they need to know next?) (How will I get them there?) (How will I teach them to check on(What do they know?) themselves?) 21
  • 21. www.northstaret.com
  • 22. Jen McCarty, Ed.D. ISD 196
  • 23. Jen McCarty, Ed.D. ISD 196
  • 24. Self Assessment Today Says “3” because she reads but doesAndrea 3 always remember what she read Aaron 2   2 sleepy Jen McCarty, Ed.D. ISD 196
  • 25. Broken p. Broken p. First Part First PartAndrea Broken p. 3 15 3 23 3 Last p. 5 5 Last p. 64 5 7 Black andAaron White p. 2 2 B&W p. 52 2 B&W p. 4 B&W p. 175 5 Finished 3 110 B&W!  Browsing for new book Jen McCarty, Ed.D. ISD 196
  • 26. The Heart of a Teacher. . .
  • 27. Jen McCarty, Ed. D.ISD 196 K-12 Intervention SpecialistJennifer.McCarty@district196.org651-423-7836PPT Available at:http://jmplucker.blogspot.com Jen McCarty, Ed.D. ISD 196

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