Elements of greatness 2010 2011

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  • Problem-solving is a process that includes systematic analysis of a student’s behavior or academic difficulty in the context of a functional assessment plan. Data gathered through the functional assessment plan are then used to develop an instructional plan / strategy specific to the problem. The implementation of this plan / strategy is then monitored and data are evaluated to determine effectiveness.
  • Take a few minutes to review this form and talk with your team.
  • Parent and teacher together brainstorm ideas for interventionsDiscuss what interventions look likeLook at differentiated instructionCreate a Parent/Teacher LogDevelop progress monitoring planSet time table for reconvening to evaluate interventions Implement intervention planEvaluateUse progress monitoringDetermine effectiveness of interventionProblem-solving model forms are completed to document the process.
  • Problem-solving model forms are completed to document the process.
  • Cycle repeats, but in a more formal and systematic way. May include the school-based problem solving team. Team may consist of referring teacher, parent, administrator, psychologist, EC staff member, counselor, regular education representative, anyone else neededForms are completed to document each step of the process. Data are collected and charted to provide visual representation of skill acquisition. Problem-solving model forms are completed to document the process.
  • Team identifies areas to be addressed as concerns and determines that intensity of interventions require more than can be addressed in the regular classroom.Problem-solving model forms are completed to document the process.
  • Elements of greatness 2010 2011

    1. 1. Elements of Greatness<br />Vision Belief Desire Courage<br />Perseverance Execution Passion<br />
    2. 2. WELCOME BACK<br />A Good Old Ice Breaker<br />Everyone Sells<br />
    3. 3. A Year In Review<br />AYP-<br />Target Goal for Reading 71.6<br />Subgroup Reading @ Grade Level in 2010-11 <br />All 75.8 (71.9)<br />Hispanic 60.8 –Meet with Safe Harbor (50)<br />White 77.1 (73.9)<br />EDS 67.3 (did not meet) (63.9)<br />EC 50-Meet w/ SH (32.1)<br />
    4. 4. A Year In Review<br />Subgroup Math @ Grade Level in 2010-11 – Target 88.6<br />All 88.6 (talk about close!) (87.6)<br />Hispanic 82.4-meet w/SH (73.8)<br />White 88.8 (89.5)<br />EDS 83.2 –Did not meet (82.9)<br />EC 76.6 –meet w/SH (57.1)<br />
    5. 5. Looking at the bigger picture<br />Talk with your neighbor and discuss our AYP results<br />Positives<br />Growth concerns<br />What should we focus on?<br />What would make a difference?<br />
    6. 6. Proficiency<br />2009-2010 2010-2011<br />MA06 84.043 MA06 91.549<br />MA07 87.817 MA07 84.021<br />MA08 87.624 MA08 88.442<br />Rdg06 73.404 Rdg06 80.282<br />Rdg07 71.066 Rdg07 70.619<br />Rdg08 68.812 Rdg08 75.879<br />Science for 2010-2011 79.397<br />Overall- Math 88.119 Rdg 75.743<br />
    7. 7. How do we stack UP?<br />While it is not a competition—how are we doing compared to our friends around the county?<br />West Wilkes Middle 81.6<br />East Wilkes Middle 80.1<br />North Wilkes Middle 75.9<br />Central Wilkes Middle 73.5<br />No Middle Schools meet AYP<br />
    8. 8. How do we stack up?<br />We still have LOTS of work to do!<br />PLC<br />Common Assessments<br />DATA DRIVEN<br />
    9. 9. Elements of Greatness<br />http://www.youtube.com/watch?v=q5kn4OBRxro<br />
    10. 10. Elements of Greatness<br />Vision<br />Passion<br />Belief<br />Desire<br />Courage<br />Perseverance<br />Execution<br />With your group discuss how your element contributes to our schools success.<br />Create a symbol that represents your element and it’s contribution to our success. Place the name of the element in the upper left corner and write the name in the upper right corner.<br />How does each element together create the element of greatness?<br />What do you bring to the table?<br />
    11. 11. Puzzled Thumbs<br />
    12. 12. Solve: Evaluate <br />
    13. 13. Answer <br />10,669,170<br />
    14. 14. Differentiation <br /><ul><li>Define Differentiation
    15. 15. Define Diversity
    16. 16. How does differentiation and diversity work together in a classroom?</li></li></ul><li>Far away there in the sunshine are my highest aspirations. I may not reach them, but I can look up and see their beauty, believe in them and try to follow where the lead.<br />Louisa May Alcott<br />
    17. 17. Understanding Differentiation<br />Key Elements:<br />Content<br />Process<br />Product<br />Affect<br />Readiness<br />Interest<br />Share how you are going to use these elements in your classroom.<br /> pp. 14-16<br />
    18. 18. Learning Profile<br />Learning style- Do a profile<br />Intelligence preference<br />Gender<br />Culture<br />-pp. 17-18<br />
    19. 19. Four Interdependent elements <br />Learning environment<br />Curriculum <br />Assessment<br />Instruction<br />Share with your table<br />-pp.19-24<br />
    20. 20. Framework for Developing a Differentiated classroom<br />-Who are your learners? (Are you all alike or are there important differences?)<br />-Given the differences you see, how should you teach them?<br />-If your classroom is going to work for all of your students, what will it be like?(How will it need to function? What roles will each play?)<br />-How can you learn more about the students starting points, interests. And best ways of learning?<br />-If you have a differentiated classroom, can it be fair? (What will “fair” mean in the room?)<br />-What will success in this class mean? (How will you know if you’re succeeding?(How will the students know?)<br /> pp. 45-46<br />
    21. 21. How will differentiation look in your Classroom?<br />Learning Environment<br />Routines<br />Maintenance <br />I Can’t differentiate……………………..<br />
    22. 22. When the school bell rings on day one and all our students are in their seats, we will hold the future of this nation and this world in our hands. Whatever we do will have lasting implications, not only on the lives of those student, but also on the lives of all those who they come in contact with. So then, the question that we should ask ourselves should not be, “How can I make this work?” The question must be, “How can I afford not to make this work?”<br />-Wendy Kopp, One Day, All Children<br />
    23. 23. Responsiveness to Instruction <br />RtI<br />Wilkes County Schools<br />Middle Schools<br />2011-2012<br />
    24. 24. If we really believe that all children can learn, then …<br /> it is not acceptable for<br /> any child to fail to learn<br />
    25. 25. FOCUS<br />…focus on addressing the needs of ALL students having difficulty, not just those with labels<br />…focus on ALL educators being responsible for ALL students<br />…focus on the solution rather than the problem<br />…focus on an instruction/intervention rather than on what is wrong with the student<br />
    26. 26. NC DPI Definition of RtI <br />The practice of providing high quality instructionmatched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. <br />Response to Intervention Policy Considerations and Implementation,<br />National Association of State Directors of Special Education, Inc.<br />
    27. 27. What is RtI?<br />Framework that focuses on:<br />Appropriate, targeted instruction<br />Researched-based teaching strategies <br />Early intervention<br />Accurate assessment with valid, reliable data<br />Frequent progress monitoring<br />Informed instructional decisions<br />
    28. 28. Why RtI?<br />Alignment of student’s needs with specific instructional strategies that are research-based <br />Recognition of needs that allow for early intervening<br />Enrichment and extension of curriculum<br />Reinforcement of skills and concepts<br />
    29. 29. How is This Different?<br />Creates a shift in focus <br />proactive rather than reactive<br />eliminates “Wait to Fail”<br />Early intervening to prevent failure<br />More efficient use of resources<br />Supports family partnerships<br />
    30. 30. What are some advantages of RtI?<br />One advantage of RTI in the diagnosis of educational disabilities is that it allows schools to intervene early to meet the needs of struggling learners. <br />Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.<br />
    31. 31. How Do We Do This?<br /><ul><li>Educate all students:
    32. 32. Build upon prior knowledge and experience
    33. 33. Address a wide range of skill levels
    34. 34. Instruct utilizing various forms of data
    35. 35. Provide instruction at the appropriate instructional level matched to student needs</li></li></ul><li>RtI is Not…. <br />A packaged program<br />A curriculum<br />Special Ed<br />Just for eligibility identification<br />A place in the building<br />RtI<br />
    36. 36. RtI is…….<br />The whole school working together<br />Process that uses all resources within a school<br />Instruction guided by student outcome data<br />Instruction & interventions matched to student’s needs<br />Prevention of academic and behavioral problems<br />Using resources and expertise to help all students<br />Regular monitoring of success/needs<br />Multi-step process<br />High-quality, research-based instruction and interventions<br />Varying levels of intensity<br />Match interventions to student’s needs<br />Data driven instruction !<br /> RtI <br />
    37. 37. RtI: Connection to Student Achievement<br />Identify performance level and pinpoint specific areas <br />Assess core curriculum<br />Develop/Implement appropriate instructional plans<br />Progress Monitoring through Frequent Assessment<br />Data-based decision making for instruction and goals<br />
    38. 38. School-Wide system of support for student achievement should look like this:<br />Intensive Intervention 5%<br />Strategic Interventions 15%<br />Core Curriculum 80%<br />
    39. 39. Wilkes County Schools and Responsiveness to Instruction <br />Two National models of RtI<br />Problem-solving<br />Standard Protocol<br />Response to Intervention”<br />Born out of Reauthorization of Special Ed Law (IDEA 2004)<br />North Carolina’s RtI Model<br /><ul><li>Problem-Solving Model (PSM)</li></ul>Four tiers<br /><ul><li>Assessment </li></ul>Includes Curriculum Based Measurement (CBM) and Formative Assessment (FA)<br />35<br />
    40. 40. North Carolina RtI Problem Solving Model<br />Identify<br />What the student knows<br />What they should know<br />Areas to target for instruction <br />Develop an intervention plan<br />Set individualized student goals<br />Implement the plan<br />Monitor student progress <br />Evaluate, review, and revise the plan<br />
    41. 41. What is a Problem-Solving Model ?<br />Systematic analysis <br />Functional assessment<br />Data<br />Instructional plan<br />Plan implementation<br />Monitoring<br />37<br />
    42. 42. Problem-Solving Model (PSM)<br />Core Curriculum assessment<br />Meet the needs of diverse learners within school districts<br />Identify and implement best educational strategies for all learners<br />38<br />
    43. 43. So ………<br />You’ve assessed your core….<br />Identified gaps….<br />Strengthened your curriculum and instruction…<br />Differentiated instruction for all learners………..<br />AND students are still struggling………<br />39<br />What’s next ?<br />
    44. 44. What’s The Difference ?<br />40<br />Modification- change in expectations of what a student is expected to know<br />fewer number of multiple choice items on a test<br />modified spelling list<br />fewer number of math problems<br />
    45. 45. What’s the Difference?<br />41<br />Accommodation – a change that is intended to help the student fully access the general education curriculum without changing the instructional content.<br />large print books<br /> preferential seating<br />sign language interpreters<br />
    46. 46. What’s the Difference?<br />42<br />Intervention – academic or behavioral strategies used to teach a new skill, build fluency in a skill, or encourage the application of existing skills to a new environment<br />repeated reading<br />paired reading<br />behavior report card<br />Wilson Reading, Read Well, Reading Mastery, etc. <br />
    47. 47. Problem-Solving Model (PSM)<br />43<br /><ul><li>Change in mind-set is necessary for all
    48. 48. Student problems are defined
    49. 49. Questions drive assessments
    50. 50. Engage in instruction that addresses learning
    51. 51. Intervention is derived from analysis of baseline data</li></li></ul><li>Problem Solving (PSM) Process<br />1<br />Step 1<br />Define the <br />Problem<br />Develop a behavioral <br />(observable) definition <br />of problem<br />2<br />44<br />7<br />Step 7<br />Analysis of the<br />Intervention Plan<br />make a team decision on the effectiveness of the <br />intervention<br />Step 2<br />Develop an <br />Assessment Plan<br />Generate a hypothesis and assessment questions <br />related to the problem<br />6<br />3<br />Step 3<br />Analysis of the Assessment Plan<br />Create a functional and multidimensional assessment to <br />test the hypothesis<br />Step 6 <br />Implement the Intervention Plan<br />Provide strategies, materials, and resources: include <br />progress monitoring<br />5<br />4<br />Step 4<br />Generate a Goal Statement<br />Specific Description of the changes expected in student <br />behavior<br />Step 5<br />Develop an Intervention Plan<br />Base interventions on best practices and research-proven strategies<br />
    52. 52. 45<br />
    53. 53. Implementation of a RtI System<br />46<br />Tiers I-III call for implementation of PSM and CBM in the general education setting<br />Tier IV represents referral for consideration of Special Ed<br />the highest level of service intensity<br />
    54. 54. Tier I<br />47<br /><ul><li>Examine the Core
    55. 55. Parent and teacher working together to define the problem</li></ul>What is it?<br />When does it occur?<br />Why is this happening?<br />Analyze baseline data or develop plan for collecting baseline data?<br />
    56. 56. Tier II<br />48<br />Repeat steps of cyclical problem-solving model <br />Additional school personnel are involved as needed<br />Parent<br />Teacher<br />Teaching peer, Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc. <br />
    57. 57. Tier III<br />49<br /><ul><li>Steps of cyclical problem-solving model repeat
    58. 58. More formal and systematic
    59. 59. School based problem solving team (SST)
    60. 60. Problem-solving model forms are completed
    61. 61. Collect :
    62. 62. Baseline, goal setting, and progress monitoring data
    63. 63. Data is provided as evidence for need of intervention</li></li></ul><li>Tier IV<br />50<br />Review all available data and<br /> Continue interventions at Tier III<br /> OR<br />Refer for consideration of special education<br /><ul><li>If referral is made:
    64. 64. Define the problem
    65. 65. Use progress monitoring data as baseline on IEP</li></ul>IEP (intervention) is developed based on data<br />
    66. 66. What are research-based/research validated interventions?<br />Interventions backed by scientific research (e.g., research articles in peer-reviewed professional journals) demonstrating that the intervention is effective in addressing the student’s underlying reason(s) for academic failure<br />Interventions backed by “rigorous evidence”<br />Interventions with a proven track record.<br />What Works Clearinghouse<br />
    67. 67. What are CBM’s? (curriculum based measurements)<br />CBM is a method of monitoring student educational progress through direct assessment of academic skills<br />CBMs measure basic skills in reading, mathematics, spelling, written expression and readiness skills<br />Teacher gives the student brief, timed samples, or “probes,” made up of academic material that the student is expected to learn<br />Early literacy skills (phonics and phonological awareness) are downward extensions of CBM.<br />Because CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data. The results are charted and provide for timely evaluation based on hard data.<br />
    68. 68. Why do we use CBM’s for progress monitoring?<br />Reliable and valid indicator of student achievement<br />Simple, efficient, and of short duration to facilitate frequent administration by teachers<br />Provides assessment information that helps teachers plan better instruction<br />Sensitive to the improvement of students’ achievement over time<br />Easily understood by teachers and parents<br />Improves achievement when used to monitor progress<br />
    69. 69. RtI Moving into Middle SchoolWilkes County Schools 2011-2012<br />Carry over from Elementary Schools<br />Replacement of Personal Education Plan (PEP)<br />Instructional portfolio of strategies and data<br />Analysis of Student Data <br />Triangulation of student data<br />Universal Screening<br />Standardized Test Data (EVASS)<br />Teacher Observation<br />Documented Student Performance<br />Analysis of the Whole Child<br />Behavior and Academics<br />
    70. 70. www.interventioncentral.org<br />
    71. 71. http://www.fcrr.org/<br />
    72. 72. Wilkes County Schools Electronic RtI Forms and Resources<br />
    73. 73. Questions Concerns Comments<br /> Dan Biesak<br /> Wilkes County RtI Coordinator<br />biesakd@wilkes.k12.nc.us<br /> 336-651-7116<br />
    74. 74. Lunch<br />
    75. 75. PBISShelly Mitchell<br />
    76. 76. Brain Break<br />Professional or 4 year old<br />
    77. 77. COUNT THEM ONLY ONCE! DO NOT GO BACK AND REREAD!<br />FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.<br />
    78. 78. Angie RobinsonandShelly MitchellLiving in a Web 2.0 WorldSmart Sync<br />
    79. 79. I Can/I Will StatementsCarol FloraCarla York<br />
    80. 80. Lit Block<br />This is NOT DEAR<br />Utilize QAR in ALL classes<br />Shelly’s wiki<br />New Books<br />30 Minutes<br />Should incorporate graphic organizers<br />Should utilize reading comprehension strategies daily- refer to Strategies that Work; Content Matters; I Read it But Don’t Get It- <br />Reading Handbook-handout on Thursday<br />Question Stems- look for Red handbook<br />WRITING IN ALL SUBJECTS AREAS A MUST!<br />
    81. 81. Knight Time<br />Focused Intervention for Level 1, 2, and borderline 3’s<br />Will utilize AIMSweb to determine deficits and assist with placement into programs<br />Possible Programming depending on funds:<br />SRA- Corrective Reading<br />Journeys Reading<br />TransMath<br />Academic Elective<br />Should correlate to SCOS objectives<br />Last 9 weeks<br />End project<br />Enhance Learning<br />
    82. 82. ELEMENTS of GREATNESS<br />Perceptual Lens<br />What’s Important<br />

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