capacity building rti
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Capacity Building RtI: Strengths Based Systemic Reform Jen McCarty Plucker, Ed.D.
ISD 196 K-12 Intervention SpecialistMinnesota Reading Association
President
With the support of Beth Swenson, who was unable to join us today.
PPT available at:http://jmplucker.blogspot.com
Targets for this morning:We can ground ourselves in a shared text to set up context for a Capacity Building Model of RtI.
We can consider the differences between a Capacity Building Model and a Deficiency/Discrepancy Model
We can look closely at assessment examples and consider the paradigm behind them.
Jen McCarty, Ed.D. ISD 196
Pair Share
How have you empowered the Vashtis in your world?
What kinds of ‘definitions/limitations’ have you seen placed on our students?
Jen McCarty, Ed.D. ISD 196
Driving Forces PISA (International Benchmarking) Common Core State Standards Reading Well by 3rd Grade Legislation Response to Intervention/Instruction (RtI2) or
Multi-Tiered Systems of Support MMR Coming Soon (2014) Teacher Evaluation
Systems Assessment-Teaching-Learning Loop Evidence Changing Brains of our Youth
Jen McCarty, Ed.D. ISD 196
Satellite View
Driving Forces PISA (International Benchmarking) Common Core State Standards Reading Well by 3rd Grade Legislation Response to Intervention/Instruction (RtI2) or
Multi-Tiered Systems of Support MMR Coming Soon (2014) Teacher Evaluation
Systems Assessment-Teaching-Learning Loop Evidence Changing Brains of our Youth
Jen McCarty, Ed.D. ISD 196
Jen McCarty, Ed.D. ISD 196
Goal: To create a systematic process that
ensures every child receives the additional time and support needed to learn at high levels.
Jen McCarty, Ed.D. ISD 196
Satellite View
The Equation of Education
Change the variable
Targeted Instruction + Time= Learning
The Equation of Education
Change the variable
Targeted Instruction + Time= Learning
Targeted Instruction + Time = Learning
If a child can’t learn the way we teach, maybe we should teach the way they learn.
~Ignacio Estrada
Eternal Questions of Education
What do we expect students to learn?
How will we know they are learning it?
How will we respond when they don’t learn?
How will we respond when they have learned?
Difference in Philosophy
Capacity Building Vs.
Discrepancy
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Satellite View
Tier 2
Tier 1
Tier 3Academic
Interventions
BehavioralInterventions
Satellite View
Traditional Model of RtI
Triage vs. WellnessRemediation (triage) Intervention (wellness)
Focus on ‘fixing’ an existing problem
Instruction that is ‘instead of’
Replaces classroom instruction
Little if any adjustment in intensity
Targets a single isolated skill
Slow paced instruction that simply waters down the curriculum
Emphasis on ‘old’ data: summative assessments, standardized tests, etc.
Focus on prevention
Instruction that is ‘in addition to’
Enhances classroom (Tier 1) instruction
Focus is on need/learning target
Repeated/Guided practice to achieve mastery
Emphasis on short term support
Emphasis on timely data: ongoing formative assessment
Adapted from M. Howard, RtI from All Sides
Capacity Building Discrepancy
Differentiated Cookbook
Push in Pull out
Data driven Assess after the fact
Building meta cognition Rote Skills
Building independence Building dependence
Few interventions done well
Many random interventions that put everyone in the same box of instruction
Interventions
Are they urgent?Are they directive? Are they timely?Are they targeted?Are they systematic?
Adapted from Buffum, Mattos, & Weber, 2009
Tier 1: High Quality; World Class Core
Instruction
Tier 3: 5-7 minute
laser focused
Interventions
Capacity Building RtI
©Beth Swenson
Academic and Behavior interventions inter-related
Buffum, Mattos, and Weber, 2011
Select and unwrap essential student learning outcomes and develop a unit
assessment plan.
Introduce learning targets
to students. Begin Core Instruction.
Analyze formative assessment
results, provide mid unit
interventions, continue and/or complete core
instruction.
Analyze summative assessment
results, identify students in need of supplemental interventions.
GIVE FORMATIVE ASSESSMENTS
GIVE END OF UNIT ASSESSMENT
Repeat for additional learning targets as needed
What do we expect kids to learn?
How do we know they are learning it?
How will we respond when they have learned it? How will we respond when they haven’t?
www.northstaret.com
21www.northstaret.com
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Know (Strengths)
(What do they know?)
Need(What do they need to
know next?)
Teach(How will I get them
there?)
Check(How will I teach them
to check on themselves?)
www.northstaret.com
Jen McCarty, Ed.D. ISD 196
Jen McCarty, Ed.D. ISD 196
Jen McCarty, Ed.D. ISD 196
Andrea
Aaron
3
2 2 sleepy
Self Assessment Today
Says “3” because she reads but doesn’t always remember what she read
Jen McCarty, Ed.D. ISD 196
Andrea
Aaron
3 3 3
2 2 4
Broken p. 7
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First Part Last p. 5 5 5First Part
Last p. 64
Black and White p. 2
B&W p. 110
B&W p. 175
Finished B&W! Browsing for new book
B&W p. 52 35
Jen McCarty, Ed. D.ISD 196 Teaching and Learning [email protected]
Jen McCarty, Ed.D. ISD 196