Supporting Diverse Learners at Tier 1: Building the Bridge from Teacher to Learner
Supporting Diverse Learners at Tier 1: Building the Bridge from Teacher to LearnerFairfax County Public Schools
Our Story
2AgendaMTSS in FCPSCollaboration and Collective ResponsibilityProfessional Development to Support Tier 1Meaningful job-embedded PD
3New Collective Majority of MinorityThe new collective majority of minority schoolchildrenprojected to be 50.3 percentby the National Center for Education Statisticsis driven largely by dramatic growth in the Latino population and a decline in the white population, and, to a lesser degree, by a steady rise in the number of Asian-Americans. African-American growth has been mostly flat.
In the 2011-12 school year,82 percent of 3.4 million public school teacherswere non-Hispanic white, while 7 percent were non-Hispanic black and 8 percent were Hispanic, according to data from the National Center for Education Statistics. That distribution has budged little in the last decade. In 2003-04, 83 percent of all public school teachers were non-Hispanic white.
That trend is expected to continue. By 2050, 34 percent of U.S. children younger than 17 will either be immigrants themselves or the children of at least one parent who is an immigrant, according to projections from the Pew Research Center.
From Education Week U.S. School Enrollment Hits Majority-Minority Milestone8/20/14 ByLesli A. Maxwellhttp://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html
4Stand Up, Hand Up, Pair UpWhat connections resonate with you in terms of your current student population?
How does this impact the work of public schools today?
5FCPS: Who are we?LevelNumberGradesElementary139Pre K-6Middle236-8 (3)7-8 (20)High 229-12Secondary37-12Alternative High 2Special Education Centers72013-2014 : 184,625ESOL 29,723Sped 25,425DiversityAfrican American 10.3 %Asian 19.4%Hispanic 22.8%White 42.3%FRM 49.295%*Largest in VA*11th largest in US6(Dis)Proportionality
VDOE, Enrollment & Demographics, http://www.doe.virginia.gov/statistics_reports/enrollmentBased on 2012-13 enrollment7
On-Time Graduation TrendsVDOE, Enrollment & Demographics, http://www.doe.virginia.gov/statistics_reports/enrollment/8
9Instructional Improvement Focus
Focus on Teaching and Learning Whole Child Approach
student-centered learning environment 11Our Story
12Interconnectedness
13Collaboration and Collective Responsibility
14ALL SOME
FEW
TargetedIntensiveCOREACADEMICS/BEHAVIORRI IN FCPSKey Components in FCPSHigh quality core instructionCollective responsibility for ALL studentsUse of universal screeningProgress monitoring of core instruction and interventionsMulti-tiered supportEarly implementation of evidence-based interventions with fidelity
16
Closing the Achievement Gap17Closing the Achievement Gap Strategy
RTI Working With PLCsInterview with Mike Mattos and Austin Buffum
19
Multi-tiered System of Support
20
How have you framed this work in your school division? Think and Share21Professional Development Options22Developing Effective Teacher PracticeResearchers have found that while 90% of teachers reported participating in professional development, most of those reported that it was useless. (Darling-Hammond et al. 2009)23Value of Job Embedded PD Job-embedded professional development
refers to teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teacher practice to improve student learning (Darling-Hammond & McLaughlin, 1995; Hirsh, 2009)
consists of teachers assessing and finding solutions for authentic and immediate problems of practice as part of a cycle for continuous improvement (Hawley & Valli, 1999; National Staff Development Council, 2010)Face-to-FaceOverview of RI FrameworkSchool-based presentationsResponsive Instruction: The work of PLCsMasters Level Course workCompass Learning Seminars for School Leaders
Face to Face 25Believing All Student Can Learn at High Levels
26Tier 1 BIG Questions
27
The 80% Rule Shoring Up the Core
(Buffum, Mattos, & Weber, 2012, p. 61) You dont have an intervention problem, you have a what you do all day long in the classroom problem.
28Tier 1 CORE InstructionDIFFERENTIATION
INSTRUCTIONAL SCAFFOLDING
RETEACHING
29Meaningful Job-embedded LearningResponsive Instruction: The Work of PLCs
30The Work of CLTs Around Rigor
3132
Source: edutopia.org
UDL32
Responsive Instruction: The Work of PLCsBuilding Teacher Efficacy
student-centered learning environment 33Tier 1 CORE InstructionDIFFERENTIATION
INSTRUCTIONAL SCAFFOLDING
RETEACHING
34Differentiationis a teachers proactive response to learner needsshaped by mindset
and guided by principles of differentiationTomlinson 201335Types of Supports
36Virtual/CollaboratesProactive Planning for Differentiation and Scaffolding within Tier 1
ELs within the RI Framework
37Proactive Planning for Differentiation and Scaffolding within Tier 1 Instruction
38Differentiationis a teachers proactive response to learner needsshaped by mindset
Components of Differentiation Tomlinson 201339
The Work of the PLC:Instructional Cycle
What do we want students to know, understand, and be able to do? How will we know students have learned?How will we respond when they dont learn?How will we respond when they already know it?CLT40Four Key Questions of PLCsWhat do we want students to know and be able to do? (KNOW, UNDERSTAND, and DO) -How do we proactively examine the barriers in the curriculum to maximize and support learning for all students? How will we know students have learned?How will we respond when they dont learn? How will we respond when they already know it?
41English Learners within the Responsive Instruction Framework
42Core Instruction for ELs43Using WIDA DataAnalyze and assess progress using WIDA Overall Composite Scale Score over time
Identify areas for instructional focus by domain (reading, writing, listening and speaking)
Identify areas of strength by domain
EL Data Portfolio can serve as a tool to examine second language acquisition progress
Group students for instruction
44Initial WIDA Level
Minimum Overall Composite Scale Score increase required to demonstrate progressLevel 129Level 220Level 314Level 410Level 53VA State Criteria for Growth WIDA ACCESS for ELLs45EL Data Portfolio VDOE WIDA Student Progress Benchmarks
46
MariaYearComposite Proficiency LevelComposite Scale Score 2010-111.92442011-122.52932012-134.33362013-145.2363Initial WIDA Level
Minimum Overall Composite Scale Score change required to demonstrate progressLevel 129Level 220Level 314Level 410Level 5347Progress over Time48Progress Analysis by Domain 49JudyYearComposite Proficiency LevelComposite Scale Score 2010-114.13252011-124.63522012-134.33432013-143.5341Initial WIDA Level
Minimum Overall Composite Scale Score change required to demonstrate progressLevel 129Level 220Level 314Level 410Level 53
50Judy-Progress over time
51Judy Progress by Domain
52Judy - Area of Need
53Judy Can Do Descriptors
54Solution-Seeking ApproachDiagnostic Assessment ToolsDRA2 with WIDA ELP level 3 and aboveBenchmark Assessment System- WIDA ELP level 1 or 2
55Professional Development Options56Turn and Talk What kind of professional development has your division put in place for sustainability?
Is your PD effective in bringing about change in practices?
Our Story
58Scalability & SustainabilityVertical Articulation & Connectedness
59Questions?
60FCPS ContactsDr. Karen Durocher, Program Manager, Responsive Instruction; [email protected]
Karen Kleiber, Program Manager, ESOL Services, [email protected]
Dr. Nicki Conners, Program Manager, OSEI, Teacher Supports, [email protected]