Differentation Workshop notes 1/13/10

We started with group work, where we created a table (see attached, perhaps).

Fun tip: When we write down what kind of evidence we are looking for, we know what the evidence could be. It makes the evidence collection/q&a moments easier.

While I know that crazy good things happened in K-5 and 5-9, I ended up with the 9-12 kids. As you would imagine.

Our group was Liz, Luke, Cindel, Ryan, Alex, and Leslie

Leslie brought up the question of what is a "learning profile"?

We worked with the idea of "theme"

How would we pre-assess:
Show them a paragraph
Show them a cartoon
Show them a Twilight Zone
etc.

Ask them to identify a theme from a short in an exit theme
Use the what they said to build readiness groups (know how to do theme, identify an idea, create a plot summary)

Start with like-readiness groups

Use product based on interests, have students bring in their own texts to demonstrate "theme" (or other concept) and able to discuss their understanding. Rachel H talked about how this would increase engagement. Amy brought up how community needs to be built. Sherry added that there needs to be clear expectations.

Progress based on learning profiles (individual progress as opposed to group)

Enables using skills that they already have, removing barriers from the process.

Sharing with the students what their learning profile is, so that they can see what their progress is so they aren't overwhelmed.

What were some questions we were left with...
assessment, how much of the assessment is done by the teachers as opposed to by the students.

How are students being assessed appropriately, equity vs fairness, how to grade for growth.

How do we provide multiple paths to the standard?

Keep a list of ways that we can show what we know. There is no reason not to let them know that there are external demands. Let them know that there is home, school, and job language. Be transparent.

How do we work with group work and accountability?

RTI notes:

Defining RTI:

RTI is a general education approach that aligns resources from general, remedial and special education through a multi-tiered service delivery model in order to provide scientific, research-based interventions to struggling students.

Textbook companies put out particular lessons that were considered "approved"

RTI includes making data-based decisions based on curriculum based measurements (....
The idea of using CBMs to identify student needs is not new

Stan Deno's data-based decision program modification model

Bergan's behavioral consultation model

Problems in the traditional system (wait to fail)
integration between general and special education
Undocumented benefits of special education
Variability and accuracy of elegibilty determination
Integration of elige determination with instructuion

Core Principles of RTI
Use all available resources to teach all students
Use scientific reserch based interventions
monitor classroom performance
conduct universal screening/benchmarking
use multi-tier model of service delivery
make data based decisions using a problem solving/standard protocol
monitor progress frequently
fidelity/ teacher proofing

Use all available resources to teach all students
RTI practices are built on the belief that all students can learn and everyone supports all students
RTI focuses on student intervention need and not "What is wrong with the student?"
Systems Change: Integrated approach
No one building/district will look the same

Ideas are based on what the students can't do. This is a deficit approach. Doesn't provide for a bridge. Doesn't look at progress.

The tier concept is that there is escalating instruction until reference to a special education teacher.

Whats good?
You get more help
It's a process
It's proactive
It's fluid (back and forward)
Focused on student
It's a type of differentiation

What's bad?
A snapshot of their progress
No MCP
De-contextualized
Untrained people implementing interventions
Assessments are not culturally relevant
Learning is a process
Using these interventions does not work
If I don't have time to share data, I can't follow the rules
What happens when the students are gone from the class?

Use all available resources to teach all students
Use scientific, research-based interventions

Curriculum and instruction approaches must have a high probability of success for the majority of students
offer as soon as it is clear the student is lagging behind
]Increase intensity of instruction and practice
Opportunity for explicit and systematic instruction/practice and cumulative review
Provide skillful instruction with good error correction, immediate feedback
Guided by and in response to progress monitoring data
Must provide a supportive atmosphere for learning

Response to video

Positives:
Kids like graphing progress-What else can you graph? Books they've read, writings, things they've learned through reading (looks at memory), time you spend reading, Finding vocabulary words, How many times did you come to something that you don't know, how many times did you read ahead, decoding, stop and think, phonics, etc
Teaching to differences
Collaboration
Inclusion
Unified vision
Flexible

Difficulties
Focused on a problem
Pretty "blitz-y"
What about when the graph goes down
Learning is not just an arrow up?
No research on middle and high school on Dibbles. Middle school research does not include Dibbles
A lot of moving around
Doesn't support community
Doesn't provide context


How would you use the RTI model?
Alex: Saw it, but no one quite knew what they were doing. No specialists.
Cindel: Study hall class, would be helpful
RP: Attitude is tricky, I lose an elective and I get to take my least favorite class twice
Liz: Independent studies with the kids

For next week:
Read instructions carefully, bring lesson plans