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Welcome Back!

Welcome Back!. RtII Secondary Follow-up Session for Administrators April 4, 2012. Structure of the Day. Three focus mini-workshops this morning Three mini-workshops this afternoon Sessions based on the priority needs submitted at the end of the first session Choose 2 sessions to attend.

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Welcome Back!

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  1. Welcome Back! RtII Secondary Follow-up Session for Administrators April 4, 2012

  2. Structure of the Day • Three focus mini-workshops this morning • Three mini-workshops this afternoon • Sessions based on the priority needs submitted at the end of the first session • Choose 2 sessions to attend. • You may want to split your team if you want information from all three sessions • All presentations will be shared electronically at the conclusion of today’s session

  3. Morning Sessions Defining Tier 1 – What is core? - Meadow Room Literacyin the content areas – What should we look for? - Keystone Room EffectiveInstructional Practices – How should teachers engage students? – Dogwood/Hemlock Room

  4. Afternoon Sessions Using Assessments Systematically – Meadow Room Benchmarking – Keystone Room Classroom Diagnostic Tools (CDT) – Dogwood/Hemlock Room

  5. Core Secondary RTII

  6. PA’s RtII Components (Secondary) Universal access to high-quality, standards-aligned core instruction Relational support Research-based instruction/intervention, instructional methodologies and strategies Multi-Tiered Support systems Data-based decision making Professional learning

  7. CORE!? • What do you think when you hear this term?:

  8. Lessons Learned from LFS et al…. Guaranteed and Viable Curriculum For whom?

  9. Universal Design for Learning • “Universal design for learning is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.“ • http://www.cast.org

  10. What roadblocks currently prevent your students from learning? Below grade level English as a Second Language Disabilities Learning Styles that don’t match teaching style Ineffective Teaching Teaching information too high or too low Trouble: seeing/hearing/processing/notetaking/ paying attention/caring/ with outside issues/ class distractions/ attendance/

  11. Biggest Loser has it right… No Excuses

  12. What is it we are planning for? Who: Qualifications of the Instructor What: Content, Skills, Experiences Where: Brick and Mortar, Cyber, Hybrid When: During the Course of the School Day? 24/7? How: Research-based effective instructional practices Why: Universal Access

  13. Core Curriculum at the Intermediate/Secondary Level • Rigor and relevance • Equitable access (guaranteed curriculum) • Pacing is appropriate to time allocated (viable) • Direct and explicit connections to the PA Common Core • Prioritized • Organized by curriculum frameworks (big ideas, concepts, competencies) • Mapped to ensure pacing and coverage of content • Horizontal and vertical articulation

  14. Core Curriculum at the Intermediate Level A comprehensive and coordinated Literacy/ Communication Arts/English program that continues to provide literacy instruction to enhance literacy skills and/or remediate literacy deficiencies. Critical thinking across content areas (reading, writing, speaking, listening). Vertical and horizontal articulation of curriculum

  15. PA’s RtII Components (Secondary) Universal access to high-quality, standards-aligned core instruction Relational support Research-based instruction/intervention, instructional methodologies and strategies Multi-Tiered Support systems Data-based decision making Professional learning

  16. Core Instruction at the Intermediate/Secondary Level Explicit Instruction – I do, We do, You do Teach foundational skills to mastery Formative Assessment through Active Engagement Timely and Attributable Feedback Flexible grouping Scaffolding Graphic Organizers Thematic Units/Integration

  17. PA’s RtII Components (Secondary) Universal access to high-quality, standards-aligned core instruction Relational support Research-based instruction/intervention, instructional methodologies and strategies Multi-Tiered Support systems Data-based decision making Professional learning

  18. Systematic Assessment Benchmark – progress towards grade-level standards Formative – informs instruction Diagnostic – determines individual student skills Summative – identifies achieved outcomes

  19. PA’s RtII Components (Secondary) Universal access to high-quality, standards-aligned core instruction Relational support Research-based instruction/intervention, instructional methodologies and strategies Multi-Tiered Support systems Data-based decision making Professional learning

  20. First Line of Defense: Instructional Adjustments Good teaching Differentiated Instruction Solid Core Unless…. • Discrepancy is too great • Student fails to respond to instruction

  21. Summarizer 3-Times you felt your district was on the right track. 2-Ahas (new way of thinking about the Core) 1 – The summary statement you would share with your Superintendent or your staff.

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