Welcome!

1. Welcome! Federal Accountability Focus Schools: Developing a Growth Mindset

2. https://todaysmeet.com/region10focus2

3. Agenda for the Day • School improvement process • Implement and Monitor • Intervention Framework • Elementary / Secondary intervention • Intervention • Components of intervention • Implement and Monitor • Documenting

5. 1. . Are you on track to meet the ANNUAL GOAL? 2 Describe the type of data used to determine if the goal will or will not be met. 3 What, if any, adjustments must be made in order to meet the ANNUAL GOAL?

6. HANDOUT

7. INTERVENTION

8. Specific actions for implementation Steps to achieve quarterly goal

9. Intervention Framework for STAAR Success

10. Where to Find the Results • www.region10.org/intervention/index • Find Elementary Interventions Framework • Secondary Interventions Framework • Elementary and Secondary Checklists

11. What did we do? • We studied the research. • We reviewed the requirements. • We brought in focus groups. • We designed an intervention framework. • We developed an administrators’ checklist.

12. 1. We did our homework!(i.e. studied the research)

13. Secondary Interventions

14. Two Approaches

15. Short Term Interventions That Work Direct, Explicit Instruction in… • Accessing difficult, multisyllabic words • Navigating Complex Text • Dealing with Stamina and Persistence • Understanding the Question

16. Long Term Interventions That Work Focused Instruction in/with… • Active/Close Reading • Differentiation/Grouping • Prerequisite Skills (to access more difficult concepts) • Reorganization of Instruction

17. 3. We brought in focus groups!

18. Focus Group Process • Convened focus groups after EOC results in order to determine practical and best practices for intervening with retesters and especially multiple retesters • Divided into Groups: • Affective Support • Curriculum for Interventions vs. Training for Interventionists • Assessment and Progress Monitoring • Scheduling and Funding • Resources and grouping

19. 4. We designed an Intervention Framework.STAGES OF INTERVENTION FOR STAAR SUCCESS: DESIGN & DELIVERY Core Program Classroom Embedded Interventions Formalized Intervention Settings

20. Defining Characteristics Core Program In this stage, the overall core or base program is upgraded to be in full alignment with STAAR expectations so that every child has a better chance at success. While technically not an intervention, thoughtful changes at this level are critical. Guaranteed and Viable Curriculum: • Cognitive Rigor • Aligned Curriculum, Instruction, Assessment • High-Yield Strategies across Content Areas Comprehensive Data and Assessment Program: • Formative/Summative • Curriculum-Based • Screeners Purposeful Professional Development in Research-Based Instructional Strategies Supporting Elements • TEKS Analysis • Curriculum Monitoring • Quality Instructional Resources • Professional Learning Communities (PLCs) • Student Resiliency Development • College and Career Readiness • Coherent Course Sequence • Counselor Support/Training • Parent Communication

21. Defining Characteristics Guaranteed and Viable Curriculum: • Cognitive Rigor • Aligned Curriculum, Instruction, Assessment • High-Yield Strategies across Content Areas Comprehensive Data and Assessment Program: • Formative/Summative • Curriculum-Based • Screeners Purposeful Professional Development in Research-Based Instructional Strategies

22. Supporting Elements • TEKS Analysis • Curriculum Monitoring • Quality Instructional Resources • Professional Learning Communities (PLCs) • Student Resiliency Development • College and Career Readiness • Coherent Course Sequence • Counselor Support/Training • Parent Communication

23. TAIS Connection Data analysis/ Needs Assessment

24. Defining Characteristics ClassroomEmbeddedInterventions Data-Driven Instruction: • Identification of Skill Deficits • Identification of Content Deficits • Differentiated Grouping or Centers Culture of Accountability: • Preteach/Reteach • Retest/Redo Purposeful Professional Development in Research-Based Differentiation Strategies In this stage, teachers use small grouping as a strategy to meet the needs of students who have either exhibited difficulties with STAAR success in the previous year or during the present course with formative or curriculum-based assessments. Supporting Elements • TEKS Remediation • Focus on Instructional Priorities • Quality Differentiated Resources • Blended or Flipped Instructional Practices • Mentoring/Student Support Teams • Diagnostics and Support for Test-Taking • Proactive Parent Involvement

25. Defining Characteristics Data-Driven Instruction: • Identification of Skill Deficits • Identification of Content Deficits • Differentiated Grouping or Centers Culture of Accountability: • Preteach/Reteach • Retest/Redo Purposeful Professional Development in Research-Based Differentiation Strategies

26. Supporting Elements • TEKS Remediation • Focus on Instructional Priorities • Quality Differentiated Resources • Blended or Flipped Instructional Practices • Mentoring/Student Support Teams • Diagnostics and Support for Test-Taking • Proactive Parent Involvement

27. TAIS Connection Improvement Planning Process

28. Defining Characteristics FormalizedInterventionSettings Data-Driven Placement Procedures Intensive and Individualized Diagnostics Designated Funding Strategic Scheduling Both Instructional and Affective Support Purposeful Professional Development in Intensive Intervention Strategies In this stage, students are assigned to formal intervention settings with trained interventionists for the purpose of increasing time for acceleration or remediation, especially as they relate to STAAR retesters. Supporting Elements • Urgent, TEKS-Based Priorities • Quality Online Resources • Recruitment and Policies for Attendance • Measures for Addressing Mobility of Students • Formal Case Management Including Graduation Plan Review • Parent Engagement

29. Defining Characteristics Data-Driven Placement Procedures Intensive and Individualized Diagnostics Designated Funding Strategic Scheduling Both Instructional and Affective Support Purposeful Professional Development in Intensive Intervention Strategies

30. Supporting Elements • Urgent, TEKS-Based Priorities • Quality Online Resources • Recruitment and Policies for Attendance • Measures for Addressing Mobility of Students • Formal Case Management Including Graduation Plan Review • Parent Engagement

31. elementary Intervention Framework for STAAR Success

33. Secondary Intervention Framework for STAAR Success

35. Action Steps Interventions

37. Intervention • Write down your personal definition of intervention. • As a group, create one definition of intervention.

38. So, what exactly IS intervention? An intervention is the act of inserting one thing between others. Usually an intervention is intended to make things better. Intervention comes from the Latin intervenire, meaning "to come between, interrupt.“ Taken from Vocabulary.com

39. Re-Teaching

40. Re-Teaching: Components • In order for re-teaching to be effective the following must be occur: • Assessment • Formal or Informal • Data Analysis • Plan of Action • Environment • Strategies • Post Assessment

41. Re-Teaching: Components • When re-teaching is needed, teachers should: • Deconstruct the standard by breaking it down into progressive learning targets. • Understand exactly where the student currently is on that progression. • Know what steps are needed next for that student to continue toward meeting the grade level standards. • Clearly communicate the learning targets in student-friendly terms with the student. • Encourage the student to set goals for themselves as they are learning to develop self-efficacy.

42. Re-Teaching: When Should I?

43. Re-Teaching: When? • Re-teaching typically occurs in two situations: • Introducing new content in a lesson • Reviewing previously taught content that students need for an upcoming lesson.

44. Re-Teaching: When? • How Do I Continuously Monitor Their Levels? • Periodically ask students to use various hand signals to assess understanding. • I.E. Thumbs up means they understand the new content. Thumbs down means they don't understand. Thumbs held horizontal means they understand some parts and are confused regarding others. • Questions asked should address key aspects of the new content; an incorrect response would indicate severe misunderstanding.

45. Re-Teaching • One strategy that greatly facilitates re-teaching is to present the content in small increments (chunking). • A teacher presenting new content about the human skeletal system might present a few selected characteristics and then allow students time to process this new information by having them ask questions or summarize what it means. • He or she would then present a few more characteristics, and so on. After exposing students to each small chunk of information, the teacher can ask students to rate their confidence in their understanding or ask them questions to verify their understanding. • If confusion, errors, or misconceptions surface, the teacher would immediately re-address the content. In many cases, re-teaching might simply involve providing alternative examples or explanations.

46. Activity: Data Analysis

47. TEKS: 3rd Grade Science • (7)  Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to: • (A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains; • (B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides; • (C) identify and compare different landforms, including mountains, hills, valleys, and plains; and • (D) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

48. TEKS: 3rd Grade Science • (8)  Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: • (A) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation; • (B) describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle; • (C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and • (D) identify the planets in Earth's solar system and their position in relation to the Sun.

49. TEKS: 3rd Grade Science • (9)  Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to: • (A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem; • (B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and • (C) describe environmental changes such as floods

50. Re-Teaching: What Does It Look Like?