Southern Regional Education Board 1 Strand 4 Effective Remediation and Intervention—Strategies for...

SouthernRegionalEducationBoard 1

Strand 4

Effective Remediation and Intervention—Strategies for

Unmotivated Students

February 21-22, 2008

Welcome!


Opening Reflections

Approach to Students Not Meeting Standards?

Definitions? Who Takes

Responsibility? What Messages

Do We Send?

SouthernRegionalEducationBoard

Session A: Building a School Culture That

Motivates All Students

Effort-based approaches

Beliefs that support motivational cultures

Characteristics of motivational cultures

SouthernRegionalEducationBoard Creating a High-Performance Learning Culture

©AEL 2003 Distributed by Southern Regional Education Board

Common Understandings About

Culture Culture is intangible

Culture is complex

Culture evolves over time

Culture is powerful



Culture is Intangible

Cannot see, hear, or touch culture; much of it is “under the surface.”

Culture is difficult to “get a handle on.”

Values, beliefs, assumptions, norms are at its core.



Culture is Complex

Culture is multi-dimensional. Layers of interacting values,

beliefs, assumptions, and norms constitute culture.



Culture Evolves Over Time

Culture is dynamic, not static. Culture is historically transmitted. Culture cannot be quickly or easily

changed.



Culture is Powerful

Culture shapes what people think and how they act.

Culture provides common direction to individuals in schools.


Building a Culture That Motivates All Students Begins with Examining

Beliefs A Belief is . . .

A consciously held, cognitive view about truth and reality


Link Between Beliefs & Behaviors

Beliefs are literally how we comprehend and deal with the world around us.


Problems Inherent in Beliefs

Our beliefs are the truth (for us). The truth is obvious (to us, so it

should be to others!). Our beliefs are based on real , but

we select the real data.--Senge, Schools That Learn, p. 68

Building a Culture That Motivates All Students

Effort-based Ability-based


Ability and Achievement

How do beliefs about ability and achievement affect the behaviors of teachers and other school staff?


Efficacy and Effort

How do beliefs about efficacy and effort affect the behaviors of teachers and other school

staff ?


Assessing What I Believe

Do I believe this is essential?

Do I believe this is practiced at our school?

How might you use this assessment at your school?


Actions for Creating an Efforts-Based Culture That Motivates All Students


Interactive Teaching Behaviors

Patterns of Calling on Students

Responses to Student Answers

Giving Help Dealing with

Errors Offering Feedback

on Student Performance

Displaying Tenacity


Classroom Structures and Procedures

Grading Re-Teaching Loops Re-dos and Re-Takes Grouping Rewards


Classroom Climate and Relationship Building

Community Ownership Risk-Taking


Explicit Teaching of Effective Effort

Time Focus Resourcefulness Strategies Use of Feedback Commitment


School-Wide Structures

Motivational Boot Camp

Assignment of Teachers

Course Schedules Grouping Identification of At-

Risk Students and the Provision of Extra Help


Observable Behaviors for Creating an Efforts-Based

CultureCarousel Activity

Visit each “station” List observable behaviors

related to the topic and specific examples or descriptions from the article

Rotate to a new station Read the existing list Make additional

suggestions Continue to rotate through

all the “stations”


Aligning Research and Practice

Needs-Driven Emotional Brain

“Power” “Here and Now”

Orientation Positive Adult

Relationships The Power of

Words


Needs-Driven

Teacher vs. enforcer: “This behavior represents the best the student can do at this time” vs. “This behavior is bad.”

When students can meet their needs with responsible behavior, then generally abandon irresponsible behavior.

To ensure success, make sure students can: Feel safe and secure Feel connected to you and their peers Feel as if they can succeed academically

with reasonable effort Feel as if they have some choice available

to them Feel as if the classroom is enjoyable


Emotionally Active Brains

Motivational is emotional—not rational

Internal motivation must be taught

Drawn to content with strong emotional component

Routinely help them understand relevance

Know your students


Here and Now Orientation

Establish a goal-oriented learning environment—talk about goals constantly

Define the long-range goal—Create positive future images

Outline steps to meet the goal

Create word pictures for success and achievement

Use “feeling words” Be a salesman


Positive Adult Relationships

Ongoing activities that affirm a sense of team

Make the classroom a place where all students feel welcome and connected

Routinely link what you are teaching to the feelings, memories, and experiences of your students

Help students connect learning on a personal level to deepen their knowledge


The Power of Words

Read page 7 of the newsletter, Making Grading and Instructional Changes to Motivate Diverse Groups of StudentsPlace a star beside the words you

hear often in your school.Circle the words you would like to

hear more often. How do the suggestions in this article

reflect the research in student motivation?


Preparation for Team De-Briefing

Strengths We Can Build On

Actions We Can Take to Improve

What ideas will you share?

What information do they need to know?

What ideas for possible actions will you share?


Session B: Components of a Comprehensive System for

Intervention

Principles Intervention

Assistance Teams

Assessment Data

Monitoring and Communication

Prevention Programs


Principles

Comprehensive Well-Organized Clearly

Communicated Data Driven Mandatory Well-Balanced Tiers of

Intervention


Intervention Assistance Teams

Levels of TeamsDistrictBuildingGrade Level

TeamTeacher-Parent

Who will serve?TeachersDeansSocial WorkersCounselorsAdministratorsOthers?

Assessment Data to Identify Students for

Intervention Data collected prior to entering in

your school Standardized and other test data Data collected in classes about

student progress Consistent, frequent assessments to

determine when students need intervention, such as three-week common assessments

Data for monitoring student progress while in the intervention

On-going data about the effectiveness of your system, such as survey data and MMGW Data Tools


Organize the Assessment Process

Regular consistent evidence of student academic progress (benchmark assessment).

Comparable evidence that can be discussed by teachers and administrators (common course level or grade level benchmark assessment).

Set regular intervals to collect evidence (establish benchmark calendar/pacing guide).

Schedule timely review of data within a few days of collection (data analysis).

Benchmark Test Analysis

TestWere Students unfamiliar vocabulary?

Did students misunderstand intent of question?

Instruction

Did instruction align with assessment?

Were all topics covered to mastery level?

Student

Did test identify gaps in student understanding?

Test Repair

Repair Instruction

Student Re-teach needs

Test reliability is an ongoing process that must be monitored as new assessments are added or revised in any curricular program. A collaborative process to accomplish this should include all instructors.


Keeping Track of and Communicating Student

Progress Weekly grade

updates Three-week

progress reports Student alert

forms Success contracts Conference records Report cards Daily attendance

records Discipline records Other


Prevention Strategies

Habits of Success Classroom Interventions Summer Bridge Advisory and Student Mentoring Transfer Programs for New

Students Other


Have You Heard . . . ?

Work with a partner and select one or two of the arguments against re-doing work.

Identify the beliefs underlying the argument.

Read the possible response in the second column and explain how you would use or modify it.

“Good teaching is going on whenever

students are involved in redoing, polishing, and perfecting their

work.”

The Pedagogy of Poverty Vs. Good Teaching

Martin Haberman


Re-Doing Work—The Research

HSTW Assessment Findings: Students who are given opportunities to re-do work to a level of quality have better student achievement.

The National Writing Project: Students learn more from re-writing a few essays that from writing a number of essays once.


“In standards-based classrooms, students have the opportunity to continuously revise and improve

their work over the course of several days.”

Doug Reeves, Center for Performance Assessment

“One of the easiest ways for human beings to avoid the responsibility of failure

is to quit trying.”

Lynn Canady

“By the time many struggling students reach adolescence, they have learned to protect their self-esteem by saying they “don't care

about the (stupid) work” rather than risk proving themselves incompetent

by trying and failing.”

If They Only Did Their Work, Linda Darling-Hammond and Olivia Ifill-Lynch, Educational

Leadership, February 2006.

A, B, C, and Not Yet

Read and underline aspects of the plan that reflect the belief systems that are part of high-performance learning cultures.

What aspects of these suggested approaches would be relatively easy to implement? More challenging to implement? Why?


A Checklist of Actions for Setting Up Redoing Work


Develop Your Rationale

Provide feedback and re-teaching to help ALL students meet standards

Set high expectations Not giving up on students Develop internal motivation and

persistence

Develop Expectations What will be redone Consider redo format Determine how redo will effect

grading Set up re-teaching loops Develop redoing work forms Place constraints

Inform Students and Parents

Course syllabi Special communication Presentations at

orientation, open house, and conferences


Sample Letters

Read and react to the letter to the school board and the letter to parents regarding A, B, C, and Not Yet practices.

Would you use any of this letter to communicate with groups in your own district? Why or why not?

What changes, if any, would you make?

Set Up Extra Help

“Required” help sessions Inform parents Limit participation in extra

curricular Incomplete work—no term

grade Asterisk term grades to

indicate due to missing work

Collect and Analyze Data

Number of students completing re-dos

Number of students who improve grades as a result of re-do

Steps for Engaging Teachers

Use data Share present practices for

re-doing work Conduct action research Adopt a practice and use it

fully for a year—collect data on its effectiveness

Checklist of actions


Preparation for Team De-Briefing

Strengths We Can Build On

Actions We Can Take to Improve

What ideas will you share?

What information do they need to know?

What ideas for possible actions will you share?


Session C: Intervention Strategy Planning and

Resources for Deepening Practice

Intervention Strategies

Resources Process

Questions and Planning


“Tiers” of Extra Help

More than two grade levels behind One or two grade levels behind Falling behind in courses


Intervention Strategy Planning

What is needed? Who is the targeted group? What strategies? Who will provide the services? When does the intervention need to

occur? Timelines? Where are the services to be

provided? How will they be monitored and

evaluated?


Resources

Response to Intervention (RtI)

Partners in Learning

Southern Regional Education Board


Team Planning

Objectives Time Frame Steps to Be Taken Follow-Up

Southern Regional Education Board 1 Strand 4 Effective Remediation and Intervention—Strategies for...

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