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How Will We Respond When Some Students Don’t Learn?

How Will We Respond When Some Students Don’t Learn?. By: Jordan Cannady , Meghan Hollibaugh Baker, Leonard Kiernan, Patricia Maia, and Mike Miller. How will we respond when some students don’t learn ?. How will we respond when our students don’t learn?.

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How Will We Respond When Some Students Don’t Learn?

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  1. How Will We Respond When Some Students Don’t Learn? By: Jordan Cannady, Meghan Hollibaugh Baker, Leonard Kiernan, Patricia Maia, and Mike Miller

  2. How will we respond when some students don’t learn?

  3. How will we respond when our students don’t learn? • The solution requires a school wide systematic process of intervention to ensure students receive additional time and support for learning. • Timely manner • Direct rather than invite students to devote extra time • Guaranteed time and support regardless of who their teacher may be • Effectiveness, efficiency, and equity

  4. System of interventions • A school wide plan that ensures every student and in every course or grade level will receive additional time and support. • A collective intervention rather than the sole responsibility of the individual teacher. • Kildeer-Countryside School District developed the SPEED Intervention Criteria to guide the process.

  5. SPEED Intervention Goals • Systematic: schoolwide, independent of teacher, communication • Practical: Affordable with the schools’s available resources • Effective: available and operational early enough in the year to make a difference • Essential: Focus on agreed upon standards, targeted to student’s specific learning needs • Directive: mandatory-not invitational-part of the regular school

  6. Resources • Intervention systems do not require additional resources, but they do require schools to use their existing resources-time, personnel, and materials differently • Support must be provided during the school day in a way that does not require them to miss new direct instruction • www.allthingsplc.info Evidence of Effectiveness

  7. Why? Effective Schools • Have high expectations for students learning • Believe all students are able to achieve the essential learning • Provide interventions that are designed to overcome background characteristics • Extend learning time for struggling students • Extra time and help are important to help students meet high-standards

  8. Why? Act of 2004 • RTI- response to intervention requires schools to create timely, multitiered system of intervention • Maximize student achievement and reduce behavior problems • PLC’s advise that learning is the constant and time and support will vary • “Opportunity to learn” needs to move beyond “Was it taught?” to “Was it learned?”

  9. Why? Schools mission, vision • It is disingenuous for any school to claim its purpose is to help all students learn at high levels and then fail to create a system of intervention to give struggling learners additional time and support for learning • “These are our kids, and we cannot help all of them learn what they must learn without a collective effort.” • “The success of our students is our joint responsibility, and when they succeed, it is to our joint responsibility, and when they succeed, it is our joint credit and cumulative accomplishment.” • (Jonathan Saphier)

  10. Tips for Moving Forward • Beware of appeals to mindless precedent • The system of intervention should be fluid • Systems of intervention work most effectively when they are supporting teams rather than individual teachers • An Intervention Plan should recognize the unique context of the school • More of the same is not effective intervention • Realize that no support system will compensate for bad teaching

  11. Activity • Response to Intervention(RTI) strategies are good teaching strategies that all students can benefit from in the classroom • We are going to use a jig-saw model to explore different Instructional Strategies that can be used for RTI-1 or RTI-2 interventions for students needing extra support • Mentoring Minds Mater Instructional Strategies by Michael L. Lujan; created by Beverly Collins, M.Ed and Sandra Love, Ed. D.

  12. Master Instructional Strategies • Assessment strategies • Time Management Strategies • Brain-based Strategies • Multiple Intelligences Strategies • Accommodation Strategies • Learning Styles Strategies • Effective Instructional Practices • Vocabulary Strategies • Instructional Intervention Strategies • Differentiated InstructionalStrategies • Engaged LearningStrategies • Classroom Management Strategies • Behavioral Intervention Strategies

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