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London

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London

  1. 1. Teaching & Learning Initiatives. . . Wendy London Richland School District October, 2009
  2. 2. Improving Student Achievement through Response to Intervention and Professional Learning Communities
  3. 3. Background <ul><li>The RSD Taskforce of 2005 leads to Richland recognition that operating in silos contributes to dismal disaggregated student achievement data. Good at labeling, not so good at helping. </li></ul><ul><li>Developed commitment to operating in a framework that guarantees early identification of learning difficulty and research-based instructional response. </li></ul>
  4. 4. Traditional T&L Responsibilities <ul><li>Curriculum – Adoption and replenishment for core content materials </li></ul><ul><li>Instruction – Professional development in standards, measures, and instructional techniques for all core content </li></ul><ul><li>Assessment – Responsible for District mandated assessment and related training </li></ul>
  5. 5. T&L Responsibilities in an RtI Framework <ul><li>Curriculum – Adoption and replenishment for core and intervention research-based materials. </li></ul><ul><li>Instruction – Professional development in standards, measures, and instructional techniques to ensure fidelity of program . </li></ul><ul><li>Assessment – screening, diagnostic, progress monitoring, curriculum-based, outcome . </li></ul>
  6. 6. Merging our departmental paths
  7. 7. T&L Focuses on Materials for All Benchmark, Strategic, Intensive, Advanced <ul><li>Restructure Budget to provide for purchase of interventions </li></ul><ul><li>Coordination of Title I, Title II, Title III, Special Ed., Basic Ed. for instructional materials and professional development </li></ul>
  8. 8. Professional Development Assessment – Universal Screening <ul><li>Understanding how assessment works in an RtI structure </li></ul><ul><li>Training, Training, Training . . . DIBELS, AIMsWeb, </li></ul><ul><li>What does the data mean? </li></ul><ul><li>Professional Development needs to be job-embedded, ongoing, and relevant </li></ul>
  9. 9. Assessment – Diagnostic <ul><li>Many types of test </li></ul><ul><li>Learning how to use tools to determine appropriate instructional targets for intervention </li></ul><ul><li>What’s it for? </li></ul>
  10. 10. Innovation in support of learning <ul><li>Development and training on RtI tools </li></ul><ul><ul><li>Menu of interventions reading and math </li></ul></ul><ul><ul><li>Benchmarks document – placement criteria </li></ul></ul><ul><ul><li>PD Modules for administrative and teacher training RtI, PLC, Assessment, Research-based practices in reading and math </li></ul></ul><ul><ul><li>Decision Making Flowchart </li></ul></ul><ul><li>Academic Touchbase to discuss “the red kids” </li></ul>
  11. 11. GRADE LEVEL & VERTICAL COLLABORATION People are Talking About. . . <ul><li>Defining the Core – What is our guaranteed and viable curriculum? </li></ul><ul><ul><li>Power standards in reading, math, writing </li></ul></ul><ul><li>Developing Common Assessments - PLC work </li></ul><ul><li>Lesson Design, student work </li></ul>
  12. 12. DuFour’s Four Questions. . . <ul><li>What do we want students to learn? </li></ul><ul><li>How will we know if they learned? </li></ul><ul><li>What will we do if they didn’t learn? </li></ul><ul><li>What will we do if they know the material? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul><ul><li>? </li></ul>
  13. 13. RSD Results Rockin!

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