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Capacity Building RtI updated

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  • Grab my brain books. . .
    Mindset. . .
  • Takes time to shift this paradigm.
  • These four questions drive the collaboration. . .
    Formative assessment
    Four Themes
    Buffum Goal
    Learning equation
    Monitor—teach, teach, teach. . .test to Test, teach, monitor for enrichment and intervention,
    Definition of college and career ready—quotes?
    Arrows—great things going on—now time to tighten and align
    Link to strategic plan, rti, rw3rd grade, alternative sources of funding, NCLB,
  • Faster not slower
    Higher not lower
    More not less
  • Status of the Class Observation Chart example here
  • Transcript

    • 1. Capacity Building RtI: Strengths Based Systemic Reform Jen McCarty Plucker, Ed.D. ISD 196 Teaching and Learning Specialist . PPT available at: http://jmplucker.blogspot.com
    • 2. Targets for this evening: We can ground ourselves in a shared text to set up context for a Capacity Building Model of RtI. We can consider the differences between a Capacity Building Model and a Deficiency/Discrepancy Model We can look closely at assessment examples and consider the paradigm behind them. Jen McCarty, Ed.D. ISD 196
    • 3. Jen’s Dispositions and Influences Capacity Building Growth Mindset Engagement over Compliance Empowerment of teachers and teacher leadership Results oriented Innovation
    • 4. 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
    • 5. 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  Changing Brains of our Youth Jen McCarty, Ed.D. ISD 196
    • 6. Satellite View
    • 7. 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  Changing Brains of our Youth Jen McCarty, Ed.D. ISD 196
    • 8. Jen McCarty, Ed.D. ISD 196
    • 9. Goal:  To create 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 Satellite View
    • 10. The Equation of Education Change the variable Targeted Instruction + Time= Learning
    • 11. The Equation of Education Change the variable Targeted Instruction + Time= Learning Targeted Instruction + Time = Learning If a child can’t learn the way we teach, maybe we should teach the way they learn. ~Ignacio Estrada
    • 12. Eternal Questions of Education What 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 have learned?
    • 13. Why the angst? In the United States, we are CONFUSED! What is the best way to teach literacy and language arts? What is the best way to measure reading proficiency?
    • 14. Difference in Philosophy Capacity Building Vs. Discrepancy 15
    • 15. Confusion Discrepancy vs. Capacity Building Direct Instruction vs. Balanced Literacy Part to Whole vs. Whole to Part to Whole Phonics vs. Whole Language Measurement RtI vs. Problem Solving RtI
    • 16. Part to Whole
    • 17. The FAB Five (NRP) Phonemic Awareness Phonics Fluency Vocabulary Comprehension
    • 18. Tier 2 Tier 1 Tier 3Academic Intervention s Behavioral Intervention s Traditional Model of RtI
    • 19. Triage vs. Wellness Remediation (triage) Intervention (wellness)  Focus on ‘fixing’ an existing problem  Instruction that is ‘instead of’  Replaces classroom instruction  Little if any adjustment in intensity  Targets a single isolated skill  Slow paced instruction that simply waters down the curriculum  Emphasis on ‘old’ data: summative assessments, standardized tests, etc.  Focus on prevention  Instruction that is ‘in addition to’  Enhances classroom (Tier 1) instruction  Focus is on need/learning target  Repeated/Guided practice to achieve mastery  Emphasis on short term support  Emphasis on timely data: ongoing formative assessment Adapted from M. Howard, RtI from All Sides
    • 20. Capacity Building Discrepancy Differentiated Cookbook Push in Pull out Data driven Assess after the fact Building meta cognition Rote Skills Building independence Building dependence Few interventions done well Many random interventions that put everyone in the same box of instruction
    • 21. Tier 1: High Quality; World Class Core Instruction Tier 3: 5-7 minute laser focused Interventio ns Capacity Building RtI ©Beth Swenson Academic and Behavior interventions inter-related
    • 22. Whole to Part to Whole
    • 23. The Fab Five (plus) in Balanced Literacy  Comprehending + Efficacy/Identity  Vocabulary  Fluency  Phonemic Awareness  Phonics
    • 24. ©Beth Swenson Interactive Read Aloud Shared Reading Guided Reading Independent Reading Shared Writing Interactive Writing Writer’s Workshop Independent Writing Whole Group Small Group/ individual Application/ Assessment LAYERING INSTRUCTION IN A BALANCED LITERACY CLASSROOM Most explicit teaching should happen during the whole group learning time. Most prompting should happen during small group learning time. Use the individual learning time as an assessment tool to inform your whole group instruction.
    • 25. www.northstaret.com
    • 26. 27www.northstaret.com
    • 27. 28 Know (Strengths) (What do they know?) Need (What do they need to know next?) Teach (How will I get them there?) Check (How will I teach them to check on themselves?)
    • 28. www.northstaret.com
    • 29. Jen McCarty, Ed.D. ISD 196
    • 30. Jen McCarty, Ed.D. ISD 196
    • 31. Jen McCarty, Ed.D. ISD 196 Andrea Aaron 3 2  2 sleepy Self Assessment Today Says “3” because she reads but does always remember what she read
    • 32. Jen McCarty, Ed.D. ISD 196 Andrea Aaron 3 3 3 2 2 4 Broken p. 7 Broken p. 15 Broken p. 23 First Part Last p. 5 5 5First Part Last p. 64 Black and White p. 2 B&W p. 110 B&W p. 175 Finished B&W!  Browsing for new book B&W p. 52 35
    • 33. Jen McCarty, Ed. D. ISD 196 Teaching and Learning Specialist Jennifer.McCarty@district196.org 651-423-7836 Jen McCarty, Ed.D. ISD 196