iFlight Response to Intervention
Intervention For Student Learning Using Professional Learning Communities to Improve Student Learning
What do we want student’s to learn? • How will we and they know if they have learned it? • What do teachers and student’s do if student’s do not learn it? • What do we do if student’s already know it? PLC Questions
Language Arts % Proficient
Focus • Understand how educators can shift their focus from activities to OUTCOMES and from intentions to RESULTS. • This only happens when leaders establish effective processes to shift collective attention in the right direction.
What we know NO INTERVENTION SYSTEM CAN REPLACE GOOD TEACHING.
Consider a class that you struggled with in your life. • What could have happened different to help you do better in that class. Your Learning Experience
Consider a student you feel is on a losing cycle. • Why is that student a loser in the school system? • How do you think that student feels about his/her ability to succeed in school? • What could be done to help that student change from losing to winning? Winners & Losers
Time on task. • Lack of Motivation • Failed learners vs. Intentional non-learners Why Don’t Student’s Learn
TIME IS A TOOL NOT A LIMITATION. • IF TIME AND SUPPORT REMAIN CONSTANT LEARNING WILL ALWAYS BE THE VARIABLE.
Confidence • Optimism: An expectation of positive results. • Strong Desire to Succeed. • Self-Analysis in Failure. • High Levels of Effort • Risk Taking--Stretching Continuous Winning
Pessimism: Expectation of a Negative Result. • A Sense of Futility, Hopelessness, Fatalism. • Waning Effort. • Self-Criticism in Failure. • Denial; Cover Up • Fear of Risk Taking--Defensiveness Continuous Losing
The Student’s Emotional Reaction Will Determine What That Student Does in Response.Two Possible Reactions:Productive: Keep TryingUnproductive: Stop Trying
Remediation is after the fact. • Intervention attempts to address the problem as you go. Remediation vs. Intervention
Timely • Direct students not invite & assigned • System-Wide • Within the School day • Most Qualified • Fluid Key Components of Good Intervention
The process should ensure students receive the intervention in a timely fashion —at first indication they are experiencing difficulty. Critical Component 1
Where was the timing? Summer School & After School
The process should direct rather than invite students to devote the extra time and take advantage of additional support until they are experiencing success. If a student is experiencing difficulty, additional time and support is not optional. Critical Component 2
Invitation Summer School & After School
Students should be guaranteed they will receive this time and support regardless of who their teacher might be. It needs to be system wide. Critical Component 3
This was totally dependent upon the efforts of the teacher. Before and After School
It must be within the school day. This may cause an alteration to the schedules, but will allow for the additional time and support students need in the school day. Critical Component 4
You must have the most qualified teacher doing the intervention. If you are using aides to intervene rather than the classroom instructor, your intervention is not as efficient as it could be. Critical Component 5
Provide assistance to the teacher and student • Missing work • Test prep • Affects small group of students • They are aides. Intervention Aids
It must be a fluid model. If a student is failing a course, he should not have to spend a set amount of time in remediation. This is not based on seat time, but learning. As soon as a student raises his grades, he/she should be allowed to get out of intervention time. Critical Component 6
Life sentence or a semester it is the same in a middle level students mind. Perspective
Exploratory • Social • Emotional Needs • Academic Middle Level Phylosophy
What was the problem or need – Why implement RTI? @ SRMS • Students not turning in work • High number of D’s and F’s • Mastery • Student Accountability • 19 buses – after school was not a viable option • Remediation vs. Intervention • Time
What is iFlight? • How PLC’s led to a iFlight model. • Still in process iFlight
Time and motivation. • Components of good Intervention • Middle Level Philosophy. Why iFlight?
How often do we run iFlight? • What do the teachers do? • TIME IS A TOOL NOT A LIMITATION. • IF TIME AND SUPPORT REMAIN CONSTANT LEARNING WILL ALWAYS BE THE VARIABLE. iFlight Schedule
Daily routine? • How do student know they have a failing grade every day. • Data rich iFlight Personnel
Failure rate • Defined by grades • CRT Scores • Enjoyment of the students. • Climate of classroom and school • Defined by tardies and citizenship How do we determine success?
A Proper Belief: Our job is to help students believe they are capable learners.
A Belief to Embrace: We must help students find the gifts they didn’t know they had.
We Must Believe… We can make success an irresistible force in their minds.
Students Must Believe: • It’s OK not to be good at it when you’re just getting started • You may hit the target today or you may not… • If you don’t, it is crucial that you remain willing to return and try again tomorrow
[Students] want the confidence that their investment of time, effort, and loyalty will lead to positive results… Teaching is about delivering that confidence. ~Adapted from Kanter
Physician’s Creed Above all, do no harm
Educator’s Creed Above all, do nothing to diminish hope; Promote winning streaks
Questions? Linda Richmondlinda.firstname.lastname@example.orgPaula Williamspaula.email@example.com Travis Hamblin firstname.lastname@example.org