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WI 2015

Think Hybrid: Another Model for RtI
by

Mollie Gabrielson

on 27 June 2015

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Transcript of WI 2015

Foundation
How to Irrigate
Phase 1
Phase 2
Results
Core
Bury your ego. Don't be the star. Be the developer of stars.

Support reflective practitioners functioning as researching practitioners
Our emphasis must be on student understanding of the mathematics
Instructional resources need to be clearly linked to concept development
The process of selecting instructional resources can lead to more effective teaching and learning practices
Take a proactive stance by anticipating the learning needs of students that are not met within the core math program and implement strategies that intensify the learning experience




Think Hybrid
TRAIN,TRAIN and TRAIN
Take Action: Put Plan in Place
Another Model for RtI
Engage teachers in reflection about instruction and learning, evaluate current implementation

Utilize a variety of assessment strategies that align with the content and embed them in instruction

Involve teachers in the selection of instructional materials and resources that are developmentally appropriate and support the planning, and assessment of high-quality lessons

Visit, learn, reflect, think and plan for implementation with sustainability and building capacity in mind

Target instruction based on students' needs and provide additional support

Put down roots. Roots don't pull you back-they hold you up like a tree.
Water deeply rather than frequently, stop watering when runoff starts
and to not saturate the soil
for long periods of time
PLAN, PLAN and PLAN
Gather, collaboratively analyze, and
effectively use a range of assessment
data to plan and implement revisions
at the student, lesson, unit
and program levels.
Think systematic for district wide implementation, but flexible to address individual school differences.

Listen, Watch, look at data, learn, encourage, collaborate, support and reflect with others.
Ongoing Professional Development

Program Fidelity

Effective and Consistently Implemented Instructional and Assessment Practices

Teacher Collaboration

Teaching Just Beyond the Cutting Edge
From a district level, a significant task is building teacher capacity, so that teachers have the knowledge to make instructional decisions based
on students' growth and that are developmentally appropriate.
Make Instructional Changes as Called For and Disseminate New Learning

Reflect on Failures and Successes
Moving from Beta to Alpha


Models of Implementation
Standard Protocol
Problem Solving

Universal Screening
Diagnostic Assessments
Progress Monitoring
Assessments
Think Hybrid:
Using this highly differentiated set of instructional methods translates into increased student mastery of basic skills and generates data that teachers can rely on in their own classroom instruction
Hybrid vehicles take advantage of technology from gasoline-powered automobiles and battery-powered vehicles to run more efficiently
Hybrid Model:
To a gardener there is nothing
more exasperating than a hose
that just isn't long enough.

- Cecil Roberts


Develop
Comprehensive System of Assessments:
*UTILIZE multiple data sources when identifying students who need additional support

- Learners have diverse needs and a plan of action must recognize and respond to this fact/Note that variables of curriculum, pedagogy, climate, and teacher expectations must be considered
- The problem-solving model traces its foudation to earlier pre-referral models and our past suggests there was some under- identification when used/Note that typically using the discrepancy mandate the opposite was true


NOTE:
There is
NO
singular
mandated model or process for RtI
A blended model that incorporates elements from the problem-solving and stadard protocol model
ALL teachers need to be trained in collaboration, problem identification, problem-solving, differentiated instruction, specific assessment tools, instructional practices and progress monitoring.
Schools can NOT expect teachers to be fully competent after one-shot staff development presentations.
Hybrid Model :

Offers the best of both worlds for students-
clear and well designed standard protocols in which the large majority of students at some risk would respond
a more finely tuned, focused intervention built on identified individual needs of students who are in need of more intensive instructional interventions
*Regardless of chosen model there is a need for schools to be strategic about their decisions
As we Implement:
Monitor the effective teaching practices and policies that deliver the vision throughout the system
Establish grade level or course-specific teacher teams that function as the engines for change in system
Gather, collaboratively analyze, and effectively use a range of assessment data to plan and implement revisions
Assessment
Teachers need to understand purposes of summative assessments and be able to interpret data the assessment provides
Teachers should design and implement student assessments around content they expect students to know and be able to do
Teachers should know how to measure student performance using assessments/ assessment literacy
Teachers should know how to analyze student performance data from assessments/ analytical skills
Teachers should know how to use student performance data from assessments to plan instruction/ instructional decision making
Teacher Collaboration:
Use the power of exchange of ideas to enhance teaching practices and thus provide opportunities for professional learning and growth
Develop an interdependence that enables work to be efficient and effective
Teacher teams plan meaningful tasks and opportunities for students to collaborate
As a group, teachers raise their standards and improve their practice for the benefit of improved student understanding
Full transcript