sj boces induction meeting #2 september 29, 2010

SJ BOCES Induction Meeting #2September 29, 2010

Please help yourself to supper. We will begin as close to 5:15 p.m. as possible.

Menu

Broadcasting to a Remote Site         

Naming Assignments

Turning in Assignments on Time

Interventions

Progress Monitoring

Collaborative Inquiry Activity

Explanation of October 20th Assignments

Interventions in Tier 1 & 2

AKA Best Practices

ALL Interventions

Intervention = Instruction

Intervention = Instruction

In conjunction with general ed instruction, specialized interventions are provided:Size of instructional group (2 – 6)Mastery requirements of contentFrequency of progress monitoring (at least 1x

per week)Duration of the intervention (8 – 10 weeks, can

be repeated as needed)Frequency with which the intervention is

delivered (3 – 4x per week, 30+ minutes per day)

Instructors qualifications (trained or supervised personnel)

InterventionsFocus on Skill Development

Student learns skills which eliminate the problem Student learns skills which, while they may not remove

underlying problem, reduce or eliminate the negative effects

Removes or reduces the need for additional supports Allows for student independence in school and in society

Accommodations & Modifications

Accommodationstypically address changes in the process of

providing education to a child type of adaptation which includes changes

made to help student reach the expected outcome for all students

Modificationstypically address substantive changes in the

end result of the educational process type of adaptation which includes changes

made to help student reach a different outcome

Tier 1 Interventions

Best Practice

Can be used for many content areas

Evidence-based

Always measure progress frequently to inform your instruction

Intervention is MOREMORE:

-Explicit

-Systematic

-Intensive

-Supportive

Features of Scientifically Based Reading Interventions

How does an intervention differ from core reading instruction?

Explicit

Nothing is left to chance; all skills are taught directly.

Always involves:

Direct explanations

Modeling of correct responses

Opportunities for student responses with corrective feedback

Systematic

Instruction is purposeful and sequential.

A scope and sequence of instruction that is well organized and hierarchical

Always involves:

Students being well prepared for each new task they are asked to do

Intensive

The most direct way to increase learning rate is by

increasing the number of positive, or successful, instructional interactions (pii) per school day.

Intensity can be accomplished in two waysdecreasing group size (3-5)

Increasing the amount of time in instruction

In general, small group instruction can be just as effective as 1:1 instruction for prevention

Supportive

At-risk/struggling readers benefit from a supportive environment, both emotionally and cognitively.

Responsive Scaffolding

Students need encouragement, Students need encouragement, feedback and positive reinforcement.feedback and positive reinforcement.

First Intervention = TIME

More time – 67% of kids when given more time and narrowed focus will be successful. (rather than more specialized instructional strategies)

Interventions: Increase AET (90-120-180)

e.g., K-3 Academic Support PlanNarrow focus to fewer, barrier skillsDistrict Supplemental Curriculum

Batsche presentation 4/08

85% are for the same 5 to 7 reasons – ask yourself – do we need SP for these 5 to 7 reasons. Do we need PD around these?

Teachers refer kids for PS when they believe the needs of the kids exceed their resources. So, your referrals define what teachers are saying they don’t know how to do. So, design your PD around these referral questions.

Batsche presentation 4/08

Characteristics of Tier 2 Interventions

Available in general education settings

Opportunity to increase exposure (academic engaged time) to curriculum

Opportunity to narrow focus of the curriculum

Sufficient time for interventions to have an effect (10-30 weeks)

Often are “standardized” supplemental curriculum protocols

Batsche presentation 4/08

Interventions: Tier 2

First resource is TIME (AET)HOW much more time is needed?

Second resource is curriculumWHAT does the student need?

Third resource is personnelWHO or WHERE will it be provided?

Batsche presentation 4/08

Explicit Teaching Cycle

Curriculum-BasedMeasurement

Planning

AdvancedOrganizer

Demonstration

Guided Practice

IndependentPractice

Maintenance

ExplicitTeaching

Cycle

Explicit Systematic InstructionAll skills are taught directlySequential presentation of skills

Easy to difficultBreaks task into components or stepsFades prompts or cues

Direct explanationsModeling of correct responsesFrequent opportunities for student

responsesDrill & practice Corrective feedback“Direct Instruction”

ModelingTeacher demonstrates correct process

or steps

Explains how to do the task

Makes use of ‘think aloud’ strategies

Attention is given to variations that may be needed or seen

Physical model (exemplar) may be provided

Extensive practice allowed for complex skills

Flexible Grouping

Students move in and out of groups based upon specific needs, strengths activities, and goals

Group size decreases with increased intensity

Great for short-term targeted skill instruction as well as for longer term instruction

Increased Time

Increase the active time the student is engaged in the learning task

Increase student response opportunities

Increase opportunity for feedback

Targeted Instruction

Combined use of benchmark and summative data with formative data (progress monitoring, district assessments, common assessments) to aim instruction directly at the skill to be developed

Very focused instruction

Use of Exemplars

Teachers provide examples of work done correctly for students to use as a model

Often the model is worked through as a group to demonstrate the skill

ScaffoldingProvision of sequenced instruction and

temporary support of varying degrees until student no longer needs the supportPrompts & cuesModelsTeacher monitoringTask difficultyProvide first part of the work, allowing student

to complete it; fade amount of work completed by teacher to allow student to do more of the work independently

Support is generally removed gradually

Guided Practice

Form of scaffolding

Assistance is provided at first to support accuracy; then gradually reduced to allow more independence

Student success is monitored by teacher and immediate corrective feedback is given as needed

Cognitive Strategy InstructionDI and SI report -- How to Turn Instruction into

Intervention

Main features of this modelControl of task difficultySmall group instructionDirected questioning and response – asking process or

content questions of studentsSequencing – breaking down the task and step-by step

promptsDrill-repetition-practice – daily testing, repeated practice,

sequenced reviewSegmentation – breaking down skills into parts and then

synthesizing the parts into a wholeUse of technology – computers, presentation mediaTeacher-modeled problem solvingStrategy cues – reminders to use strategies, think-aloud

models (Swanson, 1999, www.ncld.org)

Curriculum Compacting

Curriculum compacting is a procedure used to streamline the grade level curriculum for high-potential students to provide time for more challenging and interesting work.

Challenge/Enrichment

Provide regular-classroom enrichment opportunities to challenge and engage students who have the potential to be high functioning.

Honors Classes

Students voluntarily choose to earn honors credit in a regular classroom by enhancing their learning through the completion of specific and multiple learning opportunities at a designated performance level. This is similar, but not limited to clustering gifted students in a specific classroom.

Subject Acceleration

Allowing high-ability students to progress through school curriculums at a rate faster than the average. Students are able to cover the same amount of material, with the same degree of understanding as students in a regular classroom setting, but in a shorter time frame.

Clustering

A group of five to eight identified gifted students, usually those in the top 5% of ability in the grade level population, are clustered in the classroom of one teacher who has training in how to teach exceptionally capable students. The other students in the class are of mixed ability.

* Collaborate with Administration

Grade-Level Acceleration

Grade-level acceleration occurs when a student advances into a new grade that is at least one grade beyond the next in sequence, also known as double promotion or grade skipping; for example, a third grader who begins fifth grade without entering the fourth.

Collaborate with Administration

Dual Enrollment

Students are enrolled in elementary school and middle school, or middle school and high school, or high school and college simultaneously.

Collaborate with Administration

Additional Factors to Consider

Student has deficits in reading & other areaHow would this impact your selection of

interventions for this student?Are there any interventions that would NOT be

your first choice for this student?How might you accommodate for this student’s

reading difficulty within your intervention?

G*U*T*S

Go Use This Stuff!

Collaborative InquiryCollaborative inquiry is when teams work together, not in isolation, when data becomes a catalyst for constructive dialogue, and when school communities develop shared understanding and ownership of the problems and solutions being pursued. Data Teams:

commit to student learning visions and standards. (What to students need to know and be able to do?)

collect and analyze student learning and other data. (How will we know if students are learning/growing?)

formulate a learner-centered problem. (How will we react when we discover students are not learning/growing or have already learned?)

set measurable student-learning goals. develop a learner-centered systemic action plan. take action. monitor results.

Collaborative Inquiry Activity

The superintendents of the 9 districts of the SJ BOCES are collectively concerned about the lack of proficiency in writing.

You and your team have been assigned the task of using Collaborative Inquiry to construct a plan that will be used to increase the level of proficiency for all students in the SJ BOCES.

Available Data: (1) 10th Grade Item Map (2) Growth Results (3) Team Judgment

Use the Collaborative Inquiry Template to complete this task.

Teams Report

October 20th Assignments In your building, participate in a collaborative inquiry in a PLC meeting.

Without using student or staff names and using the Collaborative Inquiry Template, make notes about the meeting. If any area on the template was not addressed, describe on the template what should have occurred. If no meeting is scheduled, you will need to arrange a meeting with you and at least one other staff member. Send the document to your reviewer by October 20th.

Using the body of evidence report for your class or student group, create a plan using Tier 1 interventions to address the needs and strengths of your students. Submit a one page or less summary of the plan to your reviewer by October 20th.