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Response To Intervention Workshop

Response To Intervention Workshop. Good Spirit School Division believes in “Learning Without Limits” and “Achievement For All.” To reach this end, teachers employ responsive teaching strategies with a belief that each and every student can learn and succeed. Curriculum. The Goal of RTI:.

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Response To Intervention Workshop

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  1. Response To Intervention Workshop

  2. Good Spirit School Division believes in “Learning Without Limits” and “Achievement For All.” To reach this end, teachers employ responsive teachingstrategies with a belief that each and every student can learn and succeed. Curriculum

  3. The Goal of RTI: To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels.

  4. Response to Intervention A Change in Culture

  5. Our Challenge We must begin to think differently. And to think differently, we must start by asking the right questions.

  6. The Wrong Questions • How do we raise our test scores? • How do we implement ___________? • How do we get better parents? • How do we get better students?

  7. We know that all kids don’t learn at the same speed. A mark of good schools is what you do with the kids that don’t get it.

  8. The Right Questions • What do we want for our children? • Schools are here to prepare children to be adults. • What do our children need? • Our world has changed from what we lived through. Today, our economy is not based on agriculture and industry, but on information and innovation. In 1870, half of the U.S. population was employed in agriculture. As of 2006 less than 1% of the population is directly employed in agriculture. • All kids now must learn in today’s world vs. the traditional bell curve.

  9. GSSD Dropout Rates On average approximately 86% of the students who enter grade 10 in the Good Spirit School Division complete their grade 12.

  10. Our Dilemma Our traditional Canadian school system was not designed to ensure that all students learn at high levels!

  11. Characteristics of Our Traditional Canadian School System • Professional isolation existed (one-room schoolhouse) • Focus was on teaching rather then on learning • Failure was OK • Few students went to college (10-15%) • Our job was to sort students (bell curve)

  12. Schools do make a difference “An analysis of research conducted over a 35 year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.” -Marzano, What Works in Schools (2003)

  13. “We embrace explicitly the proposition that effective practice and popular practice are very likely two different things.” Douglas Reeves

  14. For all students to learn, we must: • Start with highly effective, research-based core (classroom) instruction. • Systematically identify students who are not succeeding in our core (classroom)program. • Provide these students additional time and support until they learn.

  15. Big Idea 1: Focus on Learning We accept high levels of learning for all students as the fundamental purpose of our school and therefore are willing to examine all practices in light of their impact on learning.

  16. Fundamental Assumption To have a mission of learning for all • You must believe all students can learn at high levels. • You must take responsibility to ensure that all students learn.

  17. Essential Questions • Does your staff believe all students can learn at high levels? • Does your staff accept responsibility to ensure that all students learn?

  18. But does all really mean all? • Anyone who will be an independent adult some day. • If it is debatable we error on the side of yes.

  19. PLC BIG QUESTIONS # 3 • How do we respond when they don’t learn?

  20. Pearl #1 The best intervention is prevention. Give kids help before they fail. If you wait for failure to be the identifier the students already think of themselves as failures.

  21. Pearl #2 More of the same is rarely the answer.

  22. “Don’t tell me you believe ‘all kids can learn’…tell me what you're doing about the kids who aren’t learning.” Richard DuFour

  23. If we believe all kids can learn • What do we expect them to learn? • How do we know when they have learned it? • How do we respond when they don’t learn?

  24. RTI Model: Learning is now the responsibility of all individuals in the school. Students should not have to win the educational lottery to ensure a good education.

  25. RTI Model: The pyramid of intervention directs our interventions. Without timely assessment information, school’s intervention program assumes a “buckshot” approach, with teachers randomly “firing” broad intervention efforts and hoping they “hit” a few students.

  26. CPR: Cardio-Pulmonary Resuscitation • Urgent, life-saving process • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

  27. Characteristics of an Effective InterventionProgram • Urgent • Research based • Directive • Timely • Targeted • Administered by trained professionals • Systematic

  28. Urgent • Do we have a sense of urgency when implementing interventions? • Do we treat “learning emergencies” with the same sense of urgency as medical emergencies?

  29. Researched Based Program process that has been proven to work through a systematic approach.

  30. Directive Are targeted students required to attend or participate?

  31. TIMELY Extended time to Timely school learn essential response when content and skills students don’t learn

  32. Timely • How often are students identified for this program? • How often do we evaluate progress? • How often do students receive corrective feedback? • Does this intervention provide extended learning time and multiple opportunities for students to demonstrate mastery?

  33. Pearl #3 The more targeted the intervention the more it will work. Identify students for intervention based on the cause of their struggles, not by the symptoms.

  34. Targeted Students who don’t Students who lack the do their work skills to do their work

  35. Targeted Intentional non-learner Failed learner Won’t do it. Don’t know how

  36. Interventions for Intentional Non -Learners • Make them do the work! • Care more about them doing the work than they care not to do it. • Need a tight, timely process of accountability more than highly trained teachers.

  37. Intervention for Failed Learners • Provide additional time and practice. • Provide frequent feedback • Fill learning gaps (prerequisite skills). • Provide different instruction

  38. TARGETED • What is the intended outcome of the intervention? • Does it provide differentiated, research-based instructions? • Which students should be selected for participation (intentional non-learners or failed learners)?

  39. Administered by Trained Professionals • Who will teach or otherwise implement this intervention? On what basis will this selection be made? • Do our instructors have the training and resources necessary for success?

  40. Systematic Response • Schools systematically identify, monitor, and revise individual student intervention needs every 3-4 weeks. • Interventions are part of a system that ensures that no matter which teacher a student is assigned, the same thing happens when he or she doesn’t learn.

  41. Passion and Persistence

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