srbi one-day basic day, date location, city co-trainers:name, agency name, agency 1
TRANSCRIPT
SRBI One-Day Basic
Day, Date
Location, City
Co-Trainers: Name, Agency
Name, Agency
1
Opening Activity
Think of a time in your life when you had difficulty learning something.
• Why was this experience difficult for you?• How did this experience make you feel?• What support did you need to be successful?• What support did you receive?• What was the end result?
2
Learning Objectives
• Develop a common understanding of SRBI• Identify quality instructional practices• Define what Tier II and III supplemental instruction
looks like• Practice data driven decision-making• Design possible interventions to address students’
needs in the classroom
3
What We Know About SRBI?
• What are you hearing?
• What are you seeing
• What are you saying?
4
Reflection
• Think of two students in your classroom:• One who is struggling, and• One who is not challenged enough.
• How do you know?
• What are their strengths and interests?
• How do they learn best?
• What are the similarities in their learning needs?
5
If we mean ALL…• What is it we expect students
to know, understand and be able to do?
• How will we know when they have learned it?
• How will we respond when they don’t learn it?
• How will we respond when they already know it?
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Using grade level expectations (GLEs), curriculum standards, and 21st century skills
Using and analyzing multiple forms of assessment, including the analysis of student work
Providing ALL students with a continuum of support
Adapted from CASCD presentation by R. & R. DuFour, 3/20/05
How are we designing instruction that uses who students are, what they know and can do, and that is reflective of their learning needs?
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Tier 1 80-90%
Tier II 5-15%
All Students in School
Continuum of Support
Tier III1-5%
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Scientific Research-Based Interventions (SRBI)
• Framework for teaching and learning
• Multiple levels of support • Not a pre-referral process• Focus on academic and
social-emotional growth I
Tiers of Instruction9
Supporting Documents
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SRBI Framework Tier 1 Instruction
• Curriculum that is standards-based and culturally relevant
• Focus on effectiveness of universal practices and quality of school climate
• Assessment of and for learning to inform instruction and to improve student achievement
Tier I 11
Relationships
RigorRele
vanc
e
Culturally Responsive Teaching
Cultural C
ompetenceP
assi
on fo
r Equ
ityK
now
ing
Mys
elf
Know
ing My S
tudents & Fam
ilies
Knowing My Practice
Achievement Triangle
Adapted from Gary R. Howard12
Tier I = Core
• How can we make it happen?
• Sample lesson after break.
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Practice PredictionExamine the bag on your table
Predict what is inside the bag with colleagues at your table
Check if your prediction was correct
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Scaffolding Learning
• Describe
• Model
• Collaborate
• Guided Practice
• Independent Practice
(Duke and Pearson, 2002)
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Your Turn
Classroom teachers: use the scaffolding model to design a lesson in your content area.
Administrators: use the scaffolding model to design a professional development experience for your staff.
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Why Differentiate?
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High School Science Example
• Demo/Initial Instruction• Pre-assessment• Group work based on
pre-assessment• Whole group activity
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Curriculum Components• Content• Assessment• Grouping• Introduction• Teaching Strategies• Learning Strategies• Products• Resources• Extension• Time 19
Listen and look for…
Click here to view video
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Capitol: Phnom Penh
Dominate Religion: Theravada Buddhist
Government: Multiparty Democracy Under a Constitutional Monarchy
Language: Khmer:
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ANGOR WAT22
Share with your partner
Discuss the information that you just heard
regarding the history and location
• Make connections
• Review notes
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Share with your partner
Discuss the information that you just heard
regarding the teachers and administrators
• Make connections
• Review notes
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Share with your partner
Discuss the information that you just heard
regarding the students
• Make connections
• Review notes
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What Did You Notice?
Scaffolding Learning
HS Science Lesson
Mini Lecture
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Case Studies
Leanne-4th Grade and Heather-9th Grade
Read one case and note:• Information needed• Strengths and challenges• Desired outcome• Possible interventions• Implications for your practice
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Triangulation of Data
• Universal Screening
• Progress Monitoring
• Common assessments
What are the implications for students with IEPs and ELLs?
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Debrief and Make Connections
• How does this help me prepare for tomorrow?
• Refer back to your original list of students and reflections, what might you change?
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• Targeted intervention plan
• Small group (1:6) and short term (8-20 wks)
• Weekly progress monitoring
• Supplemental to Tier I
Tier II
SRBI Framework Tier II Instruction
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Tier III
• Intensive intervention plan
• Small group (1:3) and short term (8-20 wks)
• Progress monitoring 2x/week
• Supplemental to Tier 1
SRBI Framework Tier III Instruction
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Charting Student Progress
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Case Studies
Cory-4th Grade and Jenny-9th Grade
Read one case and note:• Information needed• Strengths and challenges• Desired outcome• Possible interventions• Implications for your practice
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Resources
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Case Studies
Marina-4th Grade and Solomon-9th Grade
Read one case and note:• Information needed• Strengths and challenges• Desired outcome• Possible interventions• Implications for your practice
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Jigsaw Activity
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SRBI Framework for Student AchievementIn
stru
ctio
n
Assessm
ent
Str
ateg
ic D
ecis
ion-
Mak
ing
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Debrief and Make Connections
• How does this help me prepare for tomorrow?
• Refer back to your original list of students and reflections, what might you change?
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Wrap-Up
• Training Design Team (CSDE, EASTCONN, SERC)
• SRBI Implementation Training www.sdecali.net
• Evaluations/Feedback
• Contact information: Name, Email
Name, Email
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