Newbies Day 4 1-27-2011 10AMFINAL

8/7/2019 Newbies Day 4 1-27-2011 10AMFINAL

1/52

Response to Instruction and Intervention

Dale W. Vigil, Ed.D.Interim Superintendent

January 28, 2011


2/52


3/52

3

Year One Outcomes

High functioning school-based leadership teamInfrastructure support and implementationEffective use of dataIncrease in proficiency rates for all students in all areasStaff understand the rationale for the use of the RtI2process

Staff beliefs and commitments align to the RtI2framework


4/52

4

Day Four Objectives

Using multiple data sources to examine beliefs and perceptions Revisiting instruction and intervention design Examining the role of assessment & Progress Monitoring tools SBLT Time


5/52

5

Gu

idingP

rincip

le

When I understand whatmy students have learned I

can sustain, refine, or

adjust my instruction tosupport their achievement.


6/52

6

Integers, Rational, Irrational

Algebraic

Thinking

Patterns

Functions

Solving Unknown

Connects to all

Math Strands

Starts in Kinder

Concrete

Abstract

Identify

Balancing

Equations ManipulationNumbers

Checking

Answers

Justify

Numbers4 Operations

Number

Operations

Graphical

Representations

Quadratic Linear

Extend


7/52

7

Conversation Around

Todays Focus

When I understand what

my students havelearned I can sustain,

refine, or adjust myinstruction to support

their achievement.


8/52

8

Gu

idingP

rincip

le

When I understand whatmy students have learned I

can sustain, refine, oradjust my instruction tosupport their achievement.


9/52

9

Multiple Data Sources toExamine Beliefs and

Perceptions

Survey Activity


10/52

10

Th

ingsto

keepin

mind

Ultimately, its our dialogue thatmakes these tools viable, not thetools themselves.

These beliefs and perceptions arereal and they are out there andthey make up the collective us.They impact the way we build

consensus and the PD choiceswe make. They help us seethem more clearly.


11/52

11

Purpose

Surveys help us assemble a more completeperspective of our school than we would have

otherwise.

The survey tools give us information on how peoplebelieve, what perspectives they have on practice at

their site, and their professional development needs.


12/52

12

Different Surveys

There are 4 surveys we are going to use today.

Almost everyone at your table will have a different survey. You are going to understand and become an expert on your

survey, but youll have help in doing so.

BeliefSurvey

Perceptionof

Skills

Perceptionof

Practice

SAPSI

1 432


13/52

13

Move into Survey Alike Groups

Belief Surveys

1

Perceptions of

Skills Surveys

2

SAPSISelf-Assessment

of Problem Solving Implementation4

Perception ofPractice Surveys

3


14/52

14

Survey Alike Groups

TASK 1:o Review and become familiar with

Title (what survey do you have?) Purpose (what is the survey trying to measure?) Review the scale (how is it organized?)

Read through the questions (mark 3 that lookinteresting.)


15/52

15

Survey Alike Group, contd

TASK 2:o Review the survey data for the following:

Questions with a majority of the results at the higher end of the scale Questions with a majority of the results at the lower end of the scale Questions that resulted in a span across all possible responses Questions with few or no responses

In each case, speculate what may havecaused these results.


16/52

16

Survey Alike Groups, cont

TASK 3:o Based on your data, what do you see are strengthsat this site? Where does the school need support?

o Be specific.


17/52

17

Move back to your original

table and rejoin your SBLT


18/52

18

SBLT Survey Activity

Principal facilitates.o Those Speaking:

Take 4 minutes to share their surveys information and data Title Purpose Questions and related percentage results To answer the questions from TASK 3 and give insights and

recommendations (existing strengths and need support)

o Those Listening: Identify common issues and make connections to your survey

information and insight.


19/52

19

SBLT Survey Discussion

How did your dialogue add to your perspective abouthow to support the school?

How does this connect to our purpose?Purpose:These surveys help us assemble a more consistentperspective of our school than we would otherwise have.

The survey tools give us information on how people believe,what perspectives they have on their instructional skills, andtheir professional development needs.


20/52

20


21/52

21

Core Instruction andIntervention Services


22/52

22

Making Connections:

Beliefs and Guiding Principles

Last two sessions we reflected on our individual andcollective beliefs of instruction.

We decided on some guiding principles to reflect on ourown school site practice.


23/52

23

RTI2 Guiding Principle

When I understand what my students have learned Ican sustain, refine, or adjust my instruction to supporttheir achievement.

This assumes the following beliefs1. Instruction impacts student achievement2. When students are not achieving we can adjust our

instruction to improve their achievement.


24/52

24

Instruction and intervention

within instruction

RTI is a system that monitors our guiding principle.When I understand what my students have learned I can

sustain, refine, or adjust my instruction to support theirachievement.


25/52

25

Quick Look at our Services

All Tiers of Instruction depend on two Key Elementso The Intensity of the instructiono The Content of the instruction


26/52

26

Instructional Services are contextualized by:

Intensityo Who provides the instructional serviceo How long and often do they provide that serviceo

Where do they provide those services

Contento Is it grade level?o Is it standards based?


27/52

27

Instructional Services

In Tier One Who - Teacher How - Daily Instructional Delivery

oKey in this tier is that strategies either establish,pre-teach and/or re-teach, content that will enablestudents to successfully engage core content.

Where - Regular Classroom What - Core grade level and standards based content


28/52

28

Instructional Services

In Tier Two Who - Teacher and support staff, under instructional

supervision

How - During daily instructional delivery and additionaltime focused on intense targeted instruction.

o Key use of strategies either to establish, pre-teachand/or re-teach, content that will enable students tosuccessfully engage core content

Where - Regular Classroom and possibly out ofclassroom

What - Core content with emphasis on intense instructionon targeted skill.


29/52

29

Instructional Services Tier Three

Who - Teacher and Support Staff How - Intense targeted instruction Where - Varies from pull out, laboratory, and classrooms. What - Replacement curriculum content, usually focused

on building skills to successfully engage in core contentbased on grade level standards.


30/52

30

Quick Write 10 Minute

Based on your own school site beliefs and guidingprinciples what adjustments in instruction and serviceshave you made this year?

o How are those services provided?o What relationship do they have to grade level core

content?

o How do you monitor those instructional services inrelation to core content?

o Do do those services replace or supplement corecontent?


31/52

31

Calibrate your SBLT Perspective

Review your own reflections with your SBLT team.

Refine your collective thinking about what RTI servicesyou provide to your students


32/52

32

RTI2 Guiding Principle

When I understand what my students have learned Ican sustain, refine, or adjust my instruction to supporttheir achievement.

This assumes the following beliefs1. Instruction impacts student achievement2. When students are not achieving we can adjust our

instruction to improve their achievement.


33/52

33

Conversations centered on

all tiers of Instruction

Conceptual understanding Routines and Procedures Common understanding of vocabulary


34/52

34

What has framed our understanding?1998 CA Standards Established1999 Critical Friends Protocols2000 Institute for Learning2002 - Secondary Literacy Plan2002 Reading First2003 Instructional Guides & Periodic Assessments2004 Instructional Presence Carol Rodgers2005 Designed Lessons2005 Small Learning Communities2006 Multiple Data Measures2008 Concept Lessons/Lesson Study

2008 Response to Intervention with Coaches2009 Strategic Planning2009 Problem Solving and RtI2


35/52

35

Meta -Narrative

How, What

and WhyNarrative

Instructional Conversations


36/52

36

Meta -Narrative

How, What

and WhyNarrative


At your tables discuss how you, as aschool site leadership team, create

opportunities for teachers and staff todiscuss the daily implications for

instruction.


37/52

37

What is the factual, procedural, and/or conceptual

knowledge you are attempting to teach? What

opportunities develop metacognitive knowledge?

Framework for Effective Instruction

See

Attend

Instruction

Establish the PURPOSE and RATIONALE of the lesson

SYNTAX - the method of your instruction

How do you explain and modelthe content of the lesson?How did you enable guided or independent practice for thestudent to internalize the content? How do you activateprior knowledgethroughout the lesson?

OUTCOME students demonstrate evidence

CALIFORNIA

STANDARDS

What evidence is there that demonstrates factual,

procedural, and/or conceptual understanding of the lesson

by the student? Can the students articulate how they

acquired their understanding of the knowledge?

GuidingPrinciple

s

GuidingPrinciples

What is the factual, procedural, and/or conceptual

knowledge you are attempting to teach? What

opportunities develop metacognitive knowledge?



How do you explain and modelthe content of the lesson?How did you enable guided or independent practice for thestudent to internalize the content? How do you activateprior knowledgethroughout the lesson?

OUTCOME students demonstrate evidenceWhat evidence is there that demonstrates factual,

procedural, and/or conceptual understanding of the lesson

by the student? Can the students articulate how they

acquired their understanding of the knowledge?

GuidingPrinciple

s

GuidingPrinciples


38/52

38

Applying This to OurSchool-Site Practice

1. Connect it to a recent lesson you presented or observed.2. What guiding principle might have influenced the

development of this lesson?

3. What was the purpose and syntax of the lesson?4. What is the evidence that the student learning reflected

the expected outcome?


39/52

39

Framework for Effective Instruction

Throughout the teaching of a lesson we build more comprehensive perspectives of

the student, instruction and content.

Challengeo

urselvesininstructional

co

nversations.

New

perspectivesin

instruction

Ourown

perspective

CRRE instruction is contextualized through our beliefs, values, experiences and language.

What is the factual, procedural, and/or conceptualknowledge you are attempting to teach? Whatopportunities develop metacognitive knowledge?

See

Attend

Instru

ction



How do you explain and model the content of thelesson?How did you enable guided or independentpractice for the student to internalize the content? Howdo you activate prior knowledge throughout the lesson?

OUTCOME students demonstrate evidence

CALIFORNIA

STANDARDS

What evidence is there that demonstrates factual,procedural, and/or conceptual understanding of thelesson by the student? Can the students articulate howthey acquired their understanding of the knowledge?

Gui

dingPrinciples


40/52

40


What conversations have you had around GuidingPrinciples and beliefs?

How have you discussed the instructional perspectivesof your peers?

How do you systematically check for the studentsunderstanding, clarification and application of the topicpresented?


41/52

41

Next Steps

Practice and apply the vocabulary in the context of yourown school site.

Initiate discussions around instruction that look forpurpose, syntax and student outcomes.

Create opportunities to observe instruction and practicehaving conversations around the instruction.


42/52

42


43/52

43

Assessment and ProgressMonitoring


44/52

44

Assessment is always ameans to an end, neveran end unto itself. Its

the quality of thedecision we make, notthe test score, that

counts. ~David Pearson


45/52

45

Problem Solving Process


46/52

46

CORE K12s Portal Page

LAUSDPeriodicAssessments

LAUSDProgressMonitoring

Assessments

LAUSDDiagnos@cAssessments


47/52

47

Assessing Student Learning

Table Talk:

How do you monitor student progress towards masteryof grade-level standards in Tier 1 instruction?


48/52

48

ActivityLevel:

Independent Practice; TicketOut the Door

What was learned

today? How do I

give feedback?

Maintenance/Generalization

Level:COREK12 Progress

Monitoring tools for grade-

level,standards-based

instruction

What was

learned this

week; How do I

check?

Content ILevel: Unit

Test; End-of-Unit Projects;

Writing

Process Pieces;ResearchPapers;

Presentations

What was learned

this month? How

do I check?

Content IILevel:

Periodic

Assessment; End-of-Unit

Projects;Process Pieces

What was learned

this trimester?

How do I check?

Daily Weekly/Bi-weekly Monthly Trimester


49/52

49

Case Study

Read the case studythrough the lens ofan SBLT member for

the school.

Discuss the casestudy with your own

SBLT


50/52

502/3/11 11:18 Local District 4

Universal Level80% of all students

should be attending 96% of the time

LEVELS

Proficient: 96+ % in-seat attendance

Perfect Attendance: 100%

Selected(At-risk Students)

LEVELS

Below Basic: 91-87 % in-seat attendance15 - 24 days absent

Basic: 95-92 % in-seat attendance8 14 days absent

Targeted/Intensive

LEVELFar Below Basic

< 87% in-seat attendance25 + days absent

3 Tiered

Approach to

Attendance FAR BELOW BASIC

< 87% in-seat attendance25 + days absent

BELOW BASIC91-87 % in-seat attendance

15 - 24 days absent

BASIC95-92 % in-seat attendance

8 14 days absent

PROFICIENT96+ % in-seat attendance

1 7 days absentPERFECT ATTENDANCE

100%


51/52

51

SBLT Planning Time

If you have not yet completed your midyear SchoolAssessment of Problem Solving Implementation (SAPSI),you may work on it now.

If you have completed the SAPSI, you may use this timeto reflect on todays learning.


52/52

52

Jose Velasquez213-241-6275

[email protected]

Please leave your evaluation on the table.

Sandy [email protected]

Sean Teer213-241-0181

[email protected]

Kathy [email protected]

Mary Ann [email protected]

Kenny Yau213-241-1922

[email protected]

Documents

Newbies Day 4 1-27-2011 10AMFINAL