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Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
Reading Interventionist PLC January 2012
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Reading Interventionist PLC January 2012

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  • 1. Reading Interventionists’ PLC January 23, 2012 Vista View Media Center
  • 2. Key Objectives1. Standardize processes and procedures for identifying students who need strategic and/or intensive interventions.2. Identify consistently used data streams and sources to guide support for students and appropriate interventions.3. Use iCue to access an additional source of student data to support your role as interventionists.4. Discuss expectations for Pyramid Response to Intervention professional development session.
  • 3. Setting AppointmentsUse the clock template toschedule appointments withfour other people in the room.Greet one another andreintroduce yourself asneeded.When your appointments arescheduled, please return toyour seats.
  • 4. A Language That Expresses CareWe speak with words;but words are not just uttered,they are chosen.We use a language;but that language is not merely words,it is a unique way of choosing to be in the world.We teach others a way of being in the world;but they are not mere recipients,they also choose to show us their lives and hopes. J. Novak
  • 5. A Language That Expresses Care• As you reflect on the poem, think about your role as an interventionist and your students.• In what ways does the poem define the work you need to do to support your students?• When prompted, join your 12 o’clock appointment.
  • 6. Charting the Course…Join the colleagues at your table and create adetailed, descriptive process flowchart.– The flow chart needs to map out the processes that should be consistently used across the district to identify students who need strategic and/or intensive interventions.– Include the data streams and sources that need to be consistently used to support the processes you have identified.– You may want to use post-it notes to map out and/or develop your process flowchart.– Reflect on the notes that were generated from the reading interventionists’ PLC in November to guide your processing.
  • 7. Charting the Course…When prompted, join another table andtake turns sharing your processflowchart with another group.Create an agreed upon processflowchart that would be standardizedacross our district.Be prepared to share.
  • 8. 3 O’Clock AppointmentJoin your 3 o’clockappointment andsummarize what youlearned about theprocesses andprocedures to identifystudents needingstrategic and intensiveissues.
  • 9. BreakBe Back toContinue OurLearning in 10Minutes!
  • 10. Accessing & Using MDE & iCueJoin Delonna Darsow, Director ofAssessment, in the computer lab tolearn more about accessing and usingiCue and MDE to support your work asan interventionist.
  • 11. 6 O’Clock AppointmentJoin your 6 o’clockappointment andshare what youlearned aboutaccessing and usingiCue to support yourrole as aninterventionist. Sorry, wrong time zone!
  • 12. Think, Pair, SquaredJoin another pair of yourcolleagues and generatea list of essential pointsthat you learned aboutaccessing and usingiCue.Be prepared to shareyour list with the rest ofthe group.
  • 13. Charting the Course…ContinuedReturn to the processflowchart work group anduse the learning withDelonna to update yourgroup’s process flowchart.Be prepared to share theupdates with the rest ofthe group.
  • 14. FYI: Keep CertifiedRegister on KeepCertified to earn CEUsfor your learning this year. This willcover all meeting times this year.Additional training/support for usingKeepCertified will be provided.Register at:https://sites.google.com/a/isd191.org/keepcertified/home
  • 15. FYI: TLT DashboardTo access information about the learning andadditional resources for readinginterventionists, visit the readinginterventionists’ webpage on the TLTdashboard at:https://sites.google.com/a/isd191.org/teaching-and-learning-191/reading-interventionists
  • 16. Intervention Cohort PDCohorts for districtinterventionists, elementaryclassroom teachers, andsecondary classroomteachers2 days of high-quality PDwith learning set up beforeand following sessionUp to 3 days ofcurriculum, resource writingduring June
  • 17. February PLC Meeting DatesFebruary 3 and 10—Pyramid Responseto Intervention ProfessionalDevelopment – DEC, 8:00 a.m. to 3:00 p.m.February 20—District PD – Vista View, 8:00 a.m.-11:30 a.m.
  • 18. Key Learning Objective for Pyramid Response to InterventionIdentify students needing additional support, determine appropriateinterventions, monitor progress, and revise a students program asneeded.Extend student learning and support students who have alreadymastered grade-level curriculum.Create a more focused, doable Tier 1 core curriculum.Utilize universal screening tools to identify students for extra helpbefore they fail.Determine when formal special education evaluation is appropriate.Explore how the three big ideas of a PLC—focus on learning, build acollaborative culture, and results orientation—make PLC and RTInatural partners.
  • 19. 9 O’Clock AppointmentJoin your 9 o’clockappointment anddiscuss your learningexpectations for thePRTI PD sessionFebruary 3 and 10.
  • 20. Key MessagesWhat did you learn today as a resultof our collaboration?Generate a list of key messages as atable.Be prepared to share with the wholegroup.

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