RESPONDING TO STUDENT NEED EACH ONE, REACH ONE QUESTIONS CAN BE SENT TO:...
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Transcript of RESPONDING TO STUDENT NEED EACH ONE, REACH ONE QUESTIONS CAN BE SENT TO:...
Or, are you ready for someone else?Setting the Stage
Responding to Learning Emergencies
Where does Differentiation start?How do we know we are doing it?
Are we able to do it?
PREPARING THE CULTUREWhat do we really believe about student learning?
ARE YOU READY FOR ME?
What do we truly believe about student learning?The human brain = plastic Brain Research…..
Who are you ready for? How do you know?
● if only students behaved better● if only students did their homework● if only students cared● if only their parents/guardians were more responsible● if only those elementary teachers had done “their” job
*What if we stop talking about these issues and focused on: ….
EXAMINE THE CULTURE
I CAN MAKE A DIFFERENCEWhat is my level of self efficacy? Skill? Will?
What I know matters. How much I care matters more.
Start With: “Ready Mindset” “Growth Mindset”
& A Belief
Vision- All Students Can Learn! Mission – All Students Will Learn! I will provide seamless support from year to year.
ARE YOU READY TO MAKE A DIFFERENCE?
Asking Courageous QuestionsCould learning occur in the classroom if grades were not given?
How would you know?
What are your classroom “look fors?”
A Culture for LearningDefine what learning is and what it is not.Develop common understandings.Develop common language.Develop a covenant. Be accountable!
Learning is not a race!“The Case Against the Zero”
“Redos and Retakes Done Right”
What Should a Grade Represent?
Empowered or Embarrassed?Grades should not reflect winning or losing.
Grades should not reflect poor behavior.Grades should not be a form of punishment.
Grades should not be a surprise.CAUTION = Grading Participation
CAUTION = Participation as a StandardGrading SHOULD be motviating.
Recommended Reading: Finding Flow M. Csikszentmilahalyi How to Grade for Learning K. O Connor A Repair Kit for Grading K. O Connor Fair Isn’t Always Equal R. Wormeli
Other Researchers: Marzano, Guskey, DuFour, Eaker
Weapon or Yardstick?
Transformational Leadership Why would anyone want to be led by
you?
School-wide Book Studies Perhaps, don’t take my word for it. Perhaps, we will arrive at the same conclusions.Support educators in their journey……….
Life long Learning
Support the “Right Stuff”Support the Mindset Shift
ALL Students CAN Learn.&
I CAN be the educator who makes a difference.
HOW?Examining Our Own Self Efficacy
OUR MISSION
Laser Focus on Learning:
● 4 Guiding Questions● Collaborative Teams & Meaningful Talk● Be Courageous enough to make DECISIONS● Patience & Endurance● Provide Relentless Learning Opportunities
HOW DO WE MAKE A DIFFERENCE?
Four Guiding Questions to Help You Prepare for ALL:
1. What do you want students to know and do?
2. How will you know when students have learned it?
3. What will you do when students do not learn it?
4. What will you do when students already know it?
WHO ARE YOU READY FOR?
All Staff TeamSite Leadership Team
Grade Level TeamDepartment Team
Common Planning Partner TeamStudent Assistance TeamSpecial Goals Task Teams
Each team has varied purpose…….
WORK COLLABORATIVELY
DECISIONS
HOW DO YOU GET READY?Visual Aids
Schedule Collaboration Time!
COLLABORATION = BACKGROUNDCOLLABORATION = POWER
Recognize Co-blab-oration when it begins.
DECISION #1 Collaborate
Choosing Assessment Tools:-Choose multiple screeners-Universal-Research based is best-Based on district initiatives
DECISION #2 Gather Data
Google Drive Options
Early Warning System SpreadsheetLegend
Using Google Drive to Manage Data & Identify Student Needs
Using Google Drive to Manage Data & Identify Student Needs
Using Google Drive to Manage Data & Identify Student Needs
Using Google Drive to Manage Data & Identify Student Needs
DECISION # 3 Determine Data Rules
Using Google Drive to Keep Track of Data Rules
What is Tier I?What is Tier II?What is Tier III?What is your timeline?How often will you review this data?
Why is data dangerous?
DECISION # 3 Determine Data Rules
IMAGINE …...
You have identified a need.What could possibly go wrong as you
RESPOND?
DATA CAN BE DANGEROUS!
What do you know about each student’s needs beyond initial assessment results?
Each Student’s Story Matters!
-Anecdotal History -Identified Patterns-Predictable Growth
Digging Deeper into the Data
Teachers/Paras= STATISTICIANS
Google Drive OptionsKnow your student’s story. Journal the journey.
Seamless support…..What does next year’s teacher(s) need to know?
Grade Level FoldersIndividual Student Folders Tier II/III
Student Profile TemplateStudent Needs Assessment
Using Google Drive to Manage Data
Using Google Drive to Manage Data
Document Your Plan(s) in Google Drive
What does Tier II support look like? Frequency?What does Tier III support look like? Frequency?What is the difference?
Co -Teaching Inclusion Double Dose TimeTools Resources Title I BRAINZ WIN
ONE SIZE DOES NOT FIT ALLThe Partnership
DECISION #4 Schedule Support
It’s Ed ….not special ed or gen ed…….How does your model for Special Education fit?What do your special education students need?
- Level of support- IEP decisions (using data at the IEP meetings)- Scheduling- Co Teaching
Schedule Support for Special Ed
Using Google Drive to Measure Growth
What will the data do for you?What will the data do for your students?What will the data do for your families?
*Monitoring Progress shouldn’t be confused with Progress Monitoring.
DECISION #5 Monitor Progress
This Process Is Never Complete…..Another Necessary Mindset
What is needed now?What is needed later?
What interventions worked?What interventions did not work?
Hypothesize
DECISION #6 Evaluate
Providing SEAMLESS Intervention From One Year to the Next
Who will you share information with? Care enough to share.
Why?When?
Be Wise, Intentional, and Cautious About Sharing!
DECISION #7 Share
There is always something to celebrate!What is your story?
What is your victory?You Matter!
DECISION #8 Celebrate
Menomonie Middle School920 21st St
Menomonie, Wi 54751
Stacey Everson, [email protected]
Contact Information
