Welcome to the Internal Coach Meeting October 8, 2010

1. Presented by: Diane Bussema Kathryn Catherman Nancy Lindahl Welcome to theInternal Coach MeetingOctober 8, 2010 Developed by: Diane Bussema Kathryn Catherman Stephanie Lemmer

2. Credit: • Anita L. Archer, Ph.D. Increasing Active Participation 2007. • Kim St. Martin. RtI presentation to administrators 2010. • Kevin Feldman, Ph.D. Adolescent Literacy Presentation 2010.

3. Setting Group Expectations • To make this day the best possible, we need your assistance and participation • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Please do not use e mail • Share “air time” • Active participation • Take care of your own needs • Attend to the “Come back together” signal

4. Today’s Agenda • RtI What is it? • RtI Why? • RtI How? • What can we do to improve Tier 1?

5. Response to Intervention A.K.A. RtI Response to Intervention “is a practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction…” NASDE 2006

6. Intensive Intervention • Behavior • Individualized, functional assessment based behavior support plan • Reading • Scott Foresman Early Reading Intervention • Reading Mastery • Corrective Reading • Universal Prevention • Behavior: Classroom and Non-Classroom Settings • Identify expectations • Teach • Monitor • Acknowledge • Correct • Use of Early Stage Interventions from “Interventions” materials • Reading • Evidence based curriculum focused on: • Phonemic Awareness • Alphabetic Principal • Fluency • Vocabulary • Comprehension • Adequate teaching time • Trained instructors • Progress monitoring • Active participation with frequent feedback • Targeted Intervention • Behavior • Highly Structured Interventions in “Interventions” • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring • Reading • Teacher-Directed PALS • K PALS • First Grade PALS • Road to the Code • REWARDS • Peer Assisted Learning Strategies • Read Naturally • Phonics for Reading Examples of Differentiated Supports Continuum of Supports: Elementary Level

7. Response to Intervention is….. • Differentiated Instruction • A method of using carefully documented teaching to determine how much and under what conditions a child learns • Part of an evaluation to determine if a child is eligible as a student with a learning disability • A general ed initiative

8. Why use Response to Intervention as a framework for our school?

9. System of Support Prior to Changes in Legislation Special Education Sea of Ineligibility General Education

10. Changing Special Education: 1990s...Bridging the Gap Special Education Interventions General Education

11. How does a school go about implementing RtI?

12. Core Principles of an RtI Framework • We can effectively teach all children. • Intervene early. • Use a multi-tier model of support. • Use a problem-solving method for decision making. • Research-based interventions/instruction to the extent available. • Monitor student progress to inform instruction. • Use data to make decisions. • Use assessment for different purposes.

13. Four Critical Questions • What is it we want our students to learn? • How will we know if each student has learned it? • What will we do when some students do not learn it? • How can we extend and enrich the learning for students who have demonstrated proficiency? DuFour, DuFour, Eaker, & Many, 2006

14. What are we already doing?

15. Core Principles of RtI 7. Use Data to make decisions in aRtI Framework • Student Study Team Meetings • Instruction • Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs • Data • Diagnostic assessments • Progress monitoring of specific skills • Benchmark Meetings • Instruction: • Students in Whole Class and Differentiated Instruction • Data • Core Program Assessments • Formative assessments • Screening measures • Classroom Observations • Progress Monitoring Meetings • Instruction • Students in Small Group Instruction and Supplemental Intervention Programs • Data • Supplemental program assessments • CBM Progress monitoring probes • Frequent targeted formative assessments Continuum of Support

17. Activity Using the triangle identify • programs, • practices and • strategies that are currently in place in your building that appear to align with an RtI model.

18. What can we do to improve? I do one We do one You do one

19. Response to Intervention A key premise in RtI is the need to ensure that the first tier of instruction is adequate, if not exemplary. (Justice, 2006)

20. RtI in your classroom is… • The same end goals or outcomes for all students • We may need to modify our teaching : • Provide smaller group instruction • Reteach concepts • Increase active engagement • Provide increased feedback I do one We do one You do one

21. Bringing it Back to Your BuildingRtI • In small group, brain storm how to share this information with your staff. • Be prepared to share out. • Jot down the 3 best ideas you hear on your Bringing it Back to Your Building Plan (last page of the handout.)

22. Active Participation Individual Turns Choral Responses Written Responses Partnering

23. Opportunities to respond • To make learning visible so that all students are reading, writing, saying, and doing what it is that we want them to learn.

24. How do we do it?Active Participation • READ it • WRITE it • SAY it • DO it All means all! Every student, every time!

25. Foundations of increasing opportunities to respond • Structure active learning in the classroom • Explicit Academic Language Teaching • Scaffold all learning opportunities

26. Delivery of Lesson • Gain and maintain attention • Elicit responses • Provide passage reading practice • Maintain a perky pace • Monitor students’ responses • Provide corrective feedback

27. Delivery of Instruction Choral Responses • Choral Responses • Students are looking at the teacher • Ask a question. • Put up your hands to indicate silence. • Give thinking time. • Lower your hands as you say, “Everyone.”

28. Delivery of Instruction Choral Responses • Students are looking at a common stimulus. • Point to the stimulus. • Ask a question. • Give thinking time. • Tap for a response.

29. Delivery of Instruction - Choral Responses • Choral Responses • Students are looking at their own book/paper. • Ask a question. • Use an auditory signal (“Everyone.”). • Hints for Choral Responses • Give adequate thinking time. • Have students put up their thumbs OR look at you to indicate enough thinking time. • If students don’t respond or blurt, repeat.

30. Delivery of Instruction - Partnering Students • Partners • Assign partners. • Pair lower performing students with middle performing students. • Give the partners a number. • Sit partners next to each other. • Utilize triads when appropriate.

31. How do I assign Partners? Skill Level 1st HS (Pair A) 2nd HS (Pair B) 3rd HS (Pair C) __________________ 1st LS (Pair A) 2nd LS (Pair B) 3rd LS (Pair C)

32. Delivery of InstructionPartnering • Think • Have students think and record responses. • As students are writing, move around the classroom and recordtheir ideas and their names on an overhead transparency. • Pair • Have students share their ideas with their partners. Have them record their partner’s best ideas. • As students are sharing, continue to record ideas on the overhead. • Share • Use the transparency for sharing with the class.

33. Delivery of Instruction Partnering • Uses of partners. 1. Say answer to partner. 2. Retell content of lesson using a graphic organizer. 3. Review content (Tell, Help, Check). 4. Brainstorm (Think, Pair, Share). 5. Explain process, strategy, or algorithm using examples. 6. Read to or with partner.

34. Delivery of Instruction Partnering • Other hints for partners • Teach students how to work together. LOOK, LEAN, AND WHISPER. • Teach students how to give and receive encouragement and compliments. • Teach students that cooperative practice relates to the work place not to friendship. • Change the partnerships occasionally (every three to six weeks).

35. Partnering Activity • Other Uses of partners. • 1. Monitor partner to see if directions are followed. • 2. Share materials with partners. • 3. Assist partners during independent work. • 4. Collect papers, handouts, assignments for absent partners. • 5. Provide feedback on written products of partner. • 6. • 7. • 8.

36. Delivery of Instruction Individual Turns If a student is called on and says “I don’t know.” Scaffold his/her response. Procedure #1 - Have student consult with his/her partner. Procedure #2 - Have student consult with his/her book. Procedure #3 - Have student tell the “best” of previous answers. Procedure #4 - Tell student an answer.

37. Delivery of Instruction • Written responses • Gauge the length of the written response to avoid “voids”. - Make the response fairly short OR • - Make the response “eternal.” • To keep students from “sneaking” ahead. - Expose limited items on the overhead. • - Have students put their pencils down or turn their paper over to indicate completion. • Give immediate feedback.

38. Video Segment 1: Structure Active learning in the classroom Focus… As you watch this video, http://www.scoe.org/pub/htdocs/rla-media.html • Note the active participation procedures that are directly taught to students. • Identify other good instructional practices.

39. When do we require students to read during school? • Reading directions • Reading text book • Reading peers writing • Editing writing • Independent reading • Silent reading • Reading questions

40. Round Robin Reading With your partner list the draw backs of Round Robin Reading

41. Silent Reading Making it Better • Pose pre reading question • Tell students to read a certain amount • Ask them to reread material if they finish early. • Monitor students’ reading. Have individuals whisper-read to you. • Pose post reading question.

42. Delivery of Instruction Passage Reading • Choral Reading • Read selection with your students. • Read at a moderate rate. • Tell your students, “Keep your voice with mine.”(You may wish to have the students preread the material silently before choral reading.) • Cloze Reading • Read selection. • Pause on “meaningful” words. • Have students read the deleted words.(Excellent practice for reading initial part of a chapter or when you need to read something quickly.)

43. Delivery of Instruction Passage Reading • Individual Turns • Use with small groups. • Call on an individual student. • Call on students in random order. • Vary the amount of material read.

44. Delivery of Instruction Partner Passage Reading Assign each student a partner. • Reader whisper reads to partner. Students alternate by sentence, paragraph, page, or time. • Coach corrects errors. Ask - Can you figure out this word? Tell - This word is _____. What word? Reread the sentence.

45. Delivery of Instruction Partner Passage Reading Alternatives to support lowest readers • Lowest readers placed on a triad. • First reader (better reader) reads material. Second reader reads the SAME material. • Students read the material together.

46. Delivery of Instruction Monitor Students’ Responses • Walk around. • Look around. • Talk around.

47. Delivery of Instruction Provide Immediate Feedback • Acknowledge/Praise • Encourage/Support • Correct errors • Correct errors with the individual or the group. • Correct with a neutral affect. • Use: I do it. We do it. You do it.

48. Bringing it Back to your BuildingActive Participation • How can you support your teachers in getting more Active Participation practices incorporated into their delivery of instruction? • In small group, brain storm how to accomplish this. • Be prepared to share out. • Jot down the 3 best ideas you hear on Your Building Plan.

49. Thank You For Being here! Questions about today’s content? • Diane Bussema: dbussema@kresa.org • Kathryn Catherman: kcatherman@kresa.org • Nancy Lindahl: nlindahl@kresa,org • And now………………………………………

50. Go forth and conquer!!!