These four questions drive the collaboration. . .Formative assessmentFour ThemesBuffum GoalLearning equationMonitor—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 alignLink to strategic plan, rti, rw3rd grade, alternative sources of funding, NCLB,
Essential doesn’t not equal ONLY!!!
Hardest Part: Everything is essential. How do we decide? Can’t agree. Gaps from the past. Hard to say. . .Ok, student A didn’t get those learning targets but we are moving on. . .Time to talk to each other. . .
Faster not slowerHigher not lowerMore not less
Focus on Learning (Interventions for can’ts centered on essential learning targets)Collaborative Culture(Work together to free each other up for focused instruction)Focus on results(Compare your assessments, share teaching strategies)
Kids at the heart of our conversation, reflection, and growth today.
1. THE CHANGING STORY OF AMERICAN EDUCATION EXAMINING UPPER AND LOWER STORIES
2. Today’s TargetsWe will explore stories for a changingparadigm in education.Upper Stories (From 10,000 feet) – Nationally and Internationally – State wide and District wideLower Stories (900 square foot classroom) – Orono Middle School – Small group/Individualized instruction, intervention, and enrichment Jen McCarty Plucker, Ed.D.
3. Post It Parking Lot• As you have questions throughout the morning and would like direction on where to find out more, please put it on a post-it note and park it here.• A Q/A will be generated and distributed.• PPT is available at http://jmplucker.blogspot.com and will be shared with your leadership.
4. Driving Forces Shaping the Story of Education in the US• PISA (International Benchmarking)• Common Core State Standards• Assessment-Teaching-Learning Loop Evidence (PLC)• Response to Intervention/Instruction (RtI2) or Multi-Tiered Systems of Support• Reading Well by 3rd Grade Legislation• MMR/NCLB Waiver• Coming Soon (2014) Teacher Evaluation Systems• Changing Brains of our Youth Jen McCarty Plucker, Ed.D.
5. Jen McCarty Plucker, Ed.D.
6. Driving Forces Shaping the Story of Education in the US• PISA (International Benchmarking)• Common Core State Standards• Assessment-Teaching-Learning Loop Evidence (PLC)• Response to Intervention/Instruction (RtI2) or Multi-Tiered Systems of Support• Reading Well by 3rd Grade Legislation• MMR/NCLB Waiver• Coming Soon (2014) Teacher Evaluation Systems• Changing Brains of our Youth Jen McCarty Plucker, Ed.D.
7. An Upper StoryJen McCarty Plucker, Ed.D.
8. Pair Share• What are the implications of this changing story for our current practice?In other words,• What does this mean for our students’ stories? Our teaching stories? Jen McCarty Plucker, Ed.D.
9. A Lower Story illustrating Changing Paradigm Diane Laufenberg’s Ted Talk on Learning How to Fail Jen McCarty Plucker, Ed.D.
10. Where is the focus? Teaching? Or Learning?
11. Another Lower Story: Watch for evidence of thinking.• Rosemount Middle School Students EMBRACE confusion!
12. Pair/ShareWhat are the opportunities and challengesto this shift in focus?
13. Goal:• To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels. Jen McCarty Plucker, Ed.D.
14. The Equation of Education What is the variable?Targeted Instruction + Time= Learning Jen McCarty Plucker, Ed.D.
15. The Equation of Education We need to 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 Jen McCarty Plucker, Ed.D.
16. 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’tlearn?How will we respond when they havelearned? Jen McCarty Plucker, Ed.D.
17. Buffum, Mattos, and Weber Select and unwrap essential student What do we expect kids to learn? learning outcomes and develop a unit assessment plan. Analyze summative Introduce assessment results, learning targets identify students in to students. need of Begin Core supplemental Instruction. interventions. Repeat for additional learning targets GIVE END OF as needed GIVE UNIT FORMATIVE ASSESSMENT Analyze formative ASSESSMENTS assessment results, provide mid unit interventions,How will we respond when they have continue and/orlearned it? How will we respond when complete core How do we know they arethey haven’t? instruction. Mattos, learning it? 2011 Buffum, and Weber,
18. Close Up ConversationWhat are the stories Orono MiddleSchool students share when it comesto a focus on Learning? Jen McCarty Plucker, Ed.D.
19. Where do we start? Worth being familiar with Important to know and do Essential to know and do Jen McCarty Plucker, Ed.D.
20. What is essential?Jen McCarty Plucker, Ed.D.
21. Do our stories have focus?Lessons from Karate Kid!
22. Intervention/Enrichment Structure and Culture
23. Difference in Philosophy of Education Capacity Building Vs. Discrepancy Jen McCarty Plucker, Ed.D.
24. Capacity Building DiscrepancyDifferentiated CookbookPush in Pull outData driven Assess after the factBuilding meta cognition Rote SkillsBuilding independence Building dependenceFew interventions done well Many random interventions that put everyone in the same box of instruction Jen McCarty Plucker, Ed.D.
25. Capacity vs. Discrepancy Intervention (wellness) Remediation (triage) Focus on prevention Focus on ‘fixing’ an existing 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 intensity Focus is on need/learning target Targets a single isolated skill Repeated/Guided practice to achieve mastery Slow paced instruction that simply waters down the curriculum Emphasis on short term support Emphasis on ‘old’ data: summative Emphasis on timely data: ongoing assessments, standardized tests, etc. formative assessment
26. Do our lower stories match our upper ones and vice versa?Working together to:• ALIGN• Relentlessly focus on student learning• Pay close attention to results Jen McCarty Plucker, Ed.D.
27. A story of capacity building
28. Pair Share• Think of and share with a colleague a ‚Vashti‛ in your teaching story. Jen McCarty Plucker, Ed.D.
29. Thank You!http://email@example.comLeave your questions on a post-itnote.Where is your story? Continuum for yourreflection.