Brain Power!

2. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd what I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt! Brain Power!

3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS…

4. Factors That Influence Student LearningConverging MTSS & Instructional Consultation Best Practices

5. 3 Areas That Effect Students’ Learning Student Match = Success Instruction Task

6. Prior Knowledge • What the child knows and is able to do • Better indicator of success than ability!

7. Making Connections “The brain seeks to make connections between what is new and what is known. These connections create learning and memory (by building dendrites). When information is not connected it becomes forgotten and inaccessible memory.” (Gravois, ICT)

8. Influences on Learning ofTypical Student Student ~ 50-60% Prior Knowledge Match = Success Instruction ~ 25-35% Task ~ 5-15% Combined Total = 30-50%

9. Influences on Learning ofGifted Student Student ~ 80% Prior Knowledge Match = Success Instruction ~ 15% Task ~ 5% Combined Total = 20%

10. Influences on Learning ofLow Achieving Student Student ~ 10-20% Prior Knowledge Match = Success Instruction ~ 40-45% Task ~ 40-45% Combined Total = 80-90%

11. TURN & TALK Implications?

12. Schoolhouse Model ROOF 5% of students require intensive instruction. HALLWAY 15% of students require quality interventions. CLASSROOM 80% of students will be successful with quality instruction.

13. FROM: Evaluate & monitor student performance Provide feedback for instruction Create and manage the instructional match

14. TO: Create and manage the instructional match Provide feedback for instruction Evaluate & monitor student performance

15. MTSS (RtI) Model * http://sd54.org/rti/

16. 5 Components of Reading * Adapted from FCRR Teacher Resource Guide: Five Components of Reading Instruction, 2006

17. Core Instruction (Tier 1) Café (Reading Strategies) Making Meaning (Comprehension Lessons) Daily Five (Student Practice) Student Conferencing Read Aloud (Purpose, Audience, Topic, Form) Vocabulary Strategies (Marzano / Archer) Guided Reading / Literature Circles

18. TURN & TALK Name one practice in your “CORE”(grade level / subject) that you would recommend to a colleague. Why?

19. Beyond the Core Screening (DIBELS, AIMSweb, STAR) Data Meetings (PLC, Problem Solving, Collaboration) Intervention (Tier 2 & 3, 90- 30-30) Progress Monitoring MTSS Team (School Improvement)

20. Intervention

21. Intervention *Small Groups of Students *Researched Based Interventions *Implemented w/ Fidelity & Integrity *Training & Professional Development “Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is vulnerable to the same misuse and subsequent abandonment that has plagued generations of educational innovations” (VanDerHeyden & Tilly, 2010)

23. Achievement Formula for School Children Grade # of Years of Achievement Range K …..…………………………………………………….... 3 1/3 1 …..…………………………………………………….... 4 2 …..…………………………………………………….... 4 2/3 3 …..…………………………………………………….... 5 1/3 4 …..…………………………………………………….... 6 5 …..…………………………………………………….... 6 2/3 6 …..………………………………………………………. 7 1/3 7 …..………………………………………………………. 8 8 …..………………………………………………………. 8 2/3 9 …..………………………………………………………. 9 1/3 10 …..……………………………………………………... 10 11 …..……………………………………………………... 11 1/3 12 …..……………………………………………………... 12 Thus, it is unrealistic to expect every child to be at “grade level”

24. The Professional Language of an EducatorThe Arch

25. Activity:The Blimblat

26. Closing the Gap Blimblat – Circus tomly – father plam – family tures – they pards – clothes potents – parents zibits – hands

27. ELPPA GNOSEhT selppa era denosaesdnA epir dna dnuos.yltneG yeht llaf nO eht wolley dnuorg.ehT selppa era derotsnI eht ytsud niberehW yldrah a remmilgfO thgil speerc ni.nI eht tilerif retniwsthgiN, ll’yeht ebehT raelc teews etsatfO a remmus eert.

28. A mind that is stretched by a new experience can never go back to its old dimensions.Oliver Wendell Holmes

29. “The child – like the Pilgrim, the cowboy, and the detective on television – is invariably seen as a free-standing isolable being who moves through development as a self-contained and complete individual. Other similarly self-contained people – parents and teachers – may influence the development of children, to be sure, but the proper unit of …analysis and the proper unit of…study is the child alone…We have never taken fully seriously the notion that development is, in large measure, a social construction, the child a modulated and modulating component in a shifting network of influences.” (Kessen, 1979, p.819)

30. Resources MiBLSi http://miblsi.cenmi.org/ Florida Center for Reading Research http://www.fcrr.org/ National Reading Panel http://www.nationalreadingpanel.org/ Instructional Consultation Teams Rosenfield & Gravois