Response to Intervention (RtI) + The Autonomous Learner Model (ALM) = The 21 st Century Lifelong Learner

1. Response to Intervention (RtI) +The Autonomous Learner Model (ALM) = The 21st Century Lifelong Learner George Betts University of Northern Colorado 970-351-1657 george.betts@unco.edu Robin Carey Douglas County School District 303-387-0192 robin.carey@dcsdk12.org

3. Quotable The real voyage of discovery consists not of seeking new landscapes, but in having new eyes… ~ Marcel Proust

4. RtI Goal Number One • The goal of RtI is improved achievement & behavior. Individual student data are collected and used to monitor progress, and those results are used to make decisions about further interventions (National Center for Learning Disabilities, 2006).

5. RtI Goal Number Two • The second goal of RtI is to develop the whole person: the cognitive, emotional, social, and physical aspects, with the skills to be effective at processing content and to become productive, in order to become the lifelong, autonomous, 21st Century learner (Betts & Betts, 2009).

6. Definition Response to Intervention or “RtI” is defined as: • “… a framework that promotes a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social–emotional, and behavioral needs.”

7. Profiles of Today’s Learners • Type I The Successful • Type II The Challenging • Type III The Underground • Type IV The At-Risk • Type V The Twice Exceptional • Type VI The Autonomous Learner

8. Essential Elementsof RtI & ALM • Positive Nourishing Environment • High Quality Instruction • Continuous Review • Collaboration • The Direction & the Goal: The Autonomous Learner

9. The Five Dimensions of the Model

11. Major Rolesof the Student & Teacher • Teacher (Dispenser of Knowledge through Direct Instruction) • Facilitator (Facilitator of the Learning Process) • Student (Receiver of Knowledge from the Teacher) • Learner (Lifelong Learner & Producer of Knowledge)

12. Orientation, Individual Development Teacher/Facilitator I AM by Robin J. Carey I am a woman - on a new journey I wonder about the future I hear the drums beating a new rhythm I see the stars in the distant sky I want to know what is going to happen I am a woman - on a new journey I pretend I am a famous recording artist I feel the notes and words mesh I touch the souls of all who hear me I worry that it will not last I cry when I realize it’s just a dream I am a woman - on a new journey I understand that life is what you make it I say the future is in my hands I dream but can’t quite remember I try to be the best me there is I hope that all around me can feel it I am a woman - on a new journey

13. Orientation, Individual Development Student I Am by Molly Brooks I am a girl who is shy and always listens. I wonder why nobody sees things like I do. I hear the crickets playing a song just for me. I see a circus on a blank wall. I want to say what is on my mind without fear. I am a girl who is shy and always listens. I pretend to be all right when I am not. I feel like I want to burst with ideas. I touch my pen to paper and I am in a different world. I worry about what the future holds. I cry when I see a child suffering from hunger. I am a girl who is shy and always listens. I understand that life always goes on, you can’t stop time. I say that every snowflake is a magnificent work of art. I dream about the sunshine and rain splashing down on my face. I try to help everyone I can. I hope to see an end to the earth’s problems. I am a girl who is shy and always listens.

14. Quotable “Differentiation is not a checklist of strategies, but a philosophical approach to teaching all students.” ~ Carol Ann Tomlinson

15. ALM & RtI Curriculum Differentiation • Learner Differentiated Curriculum • Teacher Differentiated Curriculum • Standard-based Curriculum

16. RtI & ALM from the Teacher’s Perspective • What is the theme, topic, or goal of the lesson? • What content is evident in standards and/or courses of study? • What part of the content is necessary for all, most, some of the students in the classroom? • Which students already know some or all of the content to be taught? • What differentiated activities are needed? • How will the differentiated activities take place? • Who will work in each group? • When, where, and how long will all lessons take place? • Who is primarily responsible for all activities and assessments?

17. RtI & ALM from the Learner’s Perspective • What is the theme, topic, or goal of my study ? • What content is evident in my study? How do I increase the content I want to study? • When do I explore? When do I investigate? When do I learn in-depth? • What do I already know about my content and what do I want to learn? • How long will I work in the area of Explorations? • How will I complete my Investigation and In-depth Study Contracts? • What differentiated activities will I develop and complete? • How will I demonstrate content, process and product in my learning plans? • How will my actual learning take place? • Will I work independently or in a small group? • What products and presentations will I develop to demonstrate my on-going learning? • How will I complete the assessment of my self, my learning, my products and my presentations.

18. RtI & ALM from the Facilitator’s Perspective • What is the theme, topic, or goal of the learner’s study ? • What content is evident in the levels of study as the learner begins and continues working independently? • What is being explored? What is being investigated? When will the learner be ready for an in-depth study? • What does the learner already know about the content and what do he/she want to learn? • How will the learner complete the Investigation and In-depth Study Contracts? • What differentiated activities does the learner need to develop? • How will the learner demonstrate content, process and product in the learning plans? • How will the learning take place? Describe this through a completed contract. • Will the learner work independently or in a small group of learners? • What products and presentations will the learner develop to demonstrate learning? • How will the learner complete the assessment of self, the learning process, the products and presentations?

19. RtI & ALM from the Mentor’s Perspective • Why is this learner and teacher contacting me? Do I want to be involved? • What is my role in this learning process? • Will I provide specific learning tasks or find out what learning is wanted by the learner?is the theme, topic, or goal of the learner’s study ? • What knowledge-base does the learner already possess? Is the learner able to work independently on a project? What happens if this doesn’t work? • What does the learner want to explore? Investigate? When will the learner be ready for an in-depth study and will my role change throughout this learning process? • How will the learner complete the Investigation and In-depth Study Contracts? • What differentiated activities does the learner need to develop? • How will the learner demonstrate content, process and product in the learning plans? • How will the learning take place? Describe this through a completed contract. • Will the learner work independently or in a small group of learners? • What products and presentations will the learner develop to demonstrate learning? • How will the learner complete the assessment of self, the learning process, the products and presentations?

20. Quotable “Our greatest natural resource is the minds of our children.” ~ Walt Disney

21. Differentiated Curriculum

22. Unit of Learning TKAM(Teacher developed)

23. In DepthUnit of Learning Role of Bombers in the South Pacific(Learner Developed)

24. Quotable True motivation Is as mysterious as life itself. It must begin within… ~ George Betts

25. Erin’s JourneyLearner Differentiated Curriculum In-Depth Studies Investigations Explorations

26. Explorations • Student Based • Diverse Possibilities • Short Term • Information Gathering • Knowledge/Comprehension • Emphasis is on Content

27. Investigations • Student/Learner Based • Diverse Possibilities • Longer Term • Passion Discovery • Multiple Means of Reporting • Emphasis on Content & Process

28. In-depth Studies • Learner Based • Diverse Possibilities within Passion • Passion Development • Mentorship • Presentation & Assessment of Learning, the Learner & the Product • Content + Process + Product

29. Topic: The Moon (Exploration) • Brainstorm & make a mind map of the different topics associated with the moon. • Find three poets who write about the moon and share their poetry with a friend. • Collect information about the manned flights to the moon. • Interview the personnel at the local planetarium • Find three websites about the moon

30. Topic: The Moon (Investigation) • Write poetry or a story about the man on the moon (Verbal Linguistic) • Chart the phases of the moon for your location & make a moon watching calendar (Logical Mathematical) • Demonstrate a moon dance or walk (Bodily Kinesthetic) • Develop a nature walk done by the light of the moon for your locality (Naturalist)

31. Topic: The Moon (Investigation) • Journal the effects that phases of the moon have on people from your observations (Interpersonal) • Moodle (Intrapersonal) • Create a pattern of rhythms related to phases of the moon (Musical) • Develop a model that portrays the myths about the moon using five different geometric shapes (Spatial)

32. Topic: The Moon (In-Depth Study) • Design a collection of original poems based on myths about the moon. • Create a photographic essay on the thirteen moons of the Native American Culture. • Create a planetarium show about the roles & influences of moons in our solar system. • Complete an essay on the knowledge bases concerning the moon for the past century.

34. Putting It All Together • Communication • Consultation • Collaboration

37. A lifelong learner is one who loves the moment, seeks truth, friendship, knowledge and wisdom. This person accepts self and others, and realizes the chance to make this a better world. A life-long learner discovers new paths for growth, joy, knowledge and friendship. Our journey continues today . . .george betts The Autonomous Learner

38. Quotable “I saw the angel in the marble and carved until I set him free.” ~ Michelangelo

39. Additional Information • ALPS Publishing • 1-800-345-2577 • www.alpspublishing.com • Alpspublishing@comcast.net • 23rd Annual ALM Conference • June 16 - 21, 2009 • Estes Park, Colorado