Good MorningGood MorningEnjoy the light breakfast Enjoy the light breakfast items.items.

Leadership: Standard 2Leadership: Standard 2Teaching and LearningTeaching and Learning

Professional Learning Unit CycleProfessional Learning Unit Cycle Session ISession I

WelcomeWelcome

ParametersParameters IntroductionIntroduction Icebreaker (Bragging Rights) Icebreaker (Bragging Rights)

ParametersParameters

Turn off all cell phonesTurn off all cell phones We are all active participantsWe are all active participants Time is our most valuable resourceTime is our most valuable resource None of us are as smart as all of usNone of us are as smart as all of us

Session 1 Session 2Session 1 Session 2 Session 3 Session 3Phase IPhase I Phase I Phase I Phase I Phase IProfessional LearningProfessional Learning Professional Learning Professional Learning Professional Learning Professional Learning Planning Planning Planning Planning Planning Planning

Phase IIPhase II Phase II Phase II Phase II Phase IIImplementationImplementation Implementation Implementation Implementation Implementation

Phase IIIPhase III Phase III Phase III Phase III Phase IIIEvaluationEvaluation Evaluation Evaluation EvaluationEvaluation

OutcomesOutcomes Participants will understand and recognize the Participants will understand and recognize the

need for tiered instructionneed for tiered instruction

Participants will identify strengths and needs in Participants will identify strengths and needs in the area of tiered instruction in his/her systemthe area of tiered instruction in his/her system

Participants will recognize the current Participants will recognize the current effectiveness of coaching (Job embedded PD) in effectiveness of coaching (Job embedded PD) in his/her school or system in relation to tiered his/her school or system in relation to tiered instruction and student learninginstruction and student learning

Participants will identify next steps to improve Participants will identify next steps to improve

tiered instruction and related coaching in his/her tiered instruction and related coaching in his/her school or systemschool or system

JournalJournal

What does skillful instruction look What does skillful instruction look like in your school?like in your school?

How does your staff respond when How does your staff respond when students don’t learn and what is your students don’t learn and what is your role as the school leader?role as the school leader?

How timely is our response?How timely is our response? How might we adjust our schedules How might we adjust our schedules

to give additional support to students to give additional support to students who are not learning?who are not learning?

Role of Leadership in Role of Leadership in Obtaining/Maintaining HQ Obtaining/Maintaining HQ

InstructionInstructionResearch pyramid (show)Research pyramid (show) SPECIAL KIDSSPECIAL KIDS PARENTSPARENTS QUALITYQUALITY MOTIVATIONMOTIVATION AMOUNT OF INSTRUCTIONAMOUNT OF INSTRUCTION ASSESSMENT & MONITORINGASSESSMENT & MONITORING PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT TEACHING MATERIALSTEACHING MATERIALS CURRICULUM CURRICULUM LEADERSHIPLEADERSHIP

Instruction Improvement Instruction Improvement PyramidPyramid

Leadership

Amount of Instruction

Curriculum

Assessment & Monitoring

Professional Development

Teaching Materials

Special Kids Parents Quality Motivation

UIC Center for Literacy

Goals and Measures

What happens when Leadership is not at the top.

Student Achievement

Goals and Measures

Student Achievement

Leadership Leading Professional Development and Instruction

Outcome 3Outcome 3

Recognize the current effectiveness Recognize the current effectiveness of coaching (job-embedded of coaching (job-embedded professional development) in his\her professional development) in his\her school or system in relation to tiered school or system in relation to tiered instruction and student learninginstruction and student learning

Professional Learning Communities

Rick DuFour’s work related to Rick DuFour’s work related to professional learning communities. professional learning communities.

The whole focus of the PLC’s is The whole focus of the PLC’s is working together to improve student working together to improve student learning. learning.

What exactly is a PLC? What exactly is a PLC?

Professional Learning Communities

Now that we know what a PLC is, Now that we know what a PLC is, let’s examine Rick Dufour’s four let’s examine Rick Dufour’s four essential questions.essential questions.

We would like to take the four We would like to take the four questions he asks in his book questions he asks in his book Whatever it takes, and use them to Whatever it takes, and use them to consider tiered instruction.consider tiered instruction.

Understanding the need for Understanding the need for Tiered InstructionTiered Instruction

WHAT IS IT WE WANT ALL STUDENTS TO LEARN?WHAT IS IT WE WANT ALL STUDENTS TO LEARN? HOW WILL WE KNOW WHEN EACH STUDENT HAS HOW WILL WE KNOW WHEN EACH STUDENT HAS

LEARNED IT?LEARNED IT? HOW DO WE RESPOND WHEN A STUDENT DOES HOW DO WE RESPOND WHEN A STUDENT DOES

NOT LEARN?NOT LEARN? WHAT DO WE DO WHEN STUDENTS DO LEARN?WHAT DO WE DO WHEN STUDENTS DO LEARN?

1717

““More can be done to improve More can be done to improve education by improving the education by improving the effectiveness of teachers than by effectiveness of teachers than by any other single factor.”any other single factor.”

Paul Wright, Sandra Horn, & William Sanders, 1997Paul Wright, Sandra Horn, & William Sanders, 1997

What does the research say?What does the research say?

Take about 3 minutes to complete Take about 3 minutes to complete the quick quiz individuallythe quick quiz individually

Use the Simple Jigsaw protocol to Use the Simple Jigsaw protocol to read and discuss the articleread and discuss the article

““Grade” quick quizGrade” quick quiz

REFLECTIONREFLECTION

So what? How did this article help So what? How did this article help you better recognize the impact of you better recognize the impact of effectiveness of coaching/Job effectiveness of coaching/Job embedded PD as it relates to student embedded PD as it relates to student learning?learning?

Where to begin?

Where to begin?

Begin With the End in MindWhen Stephen Covey set out his 7 Rules

for Highly Effective People, he offered this advice: Begin with the end in mind. In other words, work backwards from where you want to end up and make choices that will lead you there.

Back Mapping

Remember our goal is that any Remember our goal is that any training or professional development training or professional development we provide should have a direct we provide should have a direct impact on classroom instruction and impact on classroom instruction and student learning. If we determine student learning. If we determine what the student needs to learn we what the student needs to learn we should be able to use that should be able to use that information to determine what the information to determine what the adults need to know and do to meet adults need to know and do to meet that need.that need.

Focused Professional Development

Imagine that you are in a balcony watching the Imagine that you are in a balcony watching the professional development at your school. professional development at your school. Describe what you see.Describe what you see.

Where is it?Where is it? Who is there?Who is there? How are the participants seated? What are they How are the participants seated? What are they

doing? What are they saying What do you notice doing? What are they saying What do you notice about the attitudes of the participants?about the attitudes of the participants?

Moving ForwardMoving Forward

Now look at some of the Now look at some of the characteristics that will move us characteristics that will move us closer to changes in instruction and closer to changes in instruction and student learning.student learning.

Looking to the FutureLooking to the Future

Please understand I am not here to Please understand I am not here to provide RTI training today, but the provide RTI training today, but the support I am providing is within the support I am providing is within the general guidelines of the state’s general guidelines of the state’s model.model.

Research on Tiered InstructionResearch on Tiered Instruction

Read ArticleRead Article Form Three GroupsForm Three Groups Plan and PresentPlan and Present

Comprehensive Core Program: State Standards and Current CurriculumEnglish/Language Arts, Mathematics, Science, and Social Studies

Clarke County School SystemTHREE-TIER INTERVENTION MODEL FOR STRUGGLING LEARNERS

Assessments: AHSGE, ARMT, SAT-10, DIBELS,and Common Assessments

Struggling Learners (as determined by achievement data mastery levels)

On Grade Level Learners(as determined by mastery of standards) – Continue

In the Core Program as Directed ByApplicable State Standards and Current Curriculum TIER I Intervention:

Universal/School-widestrategies focused on

the individual academicneeds of the student.

TIER II Intervention:Small group targeted

strategies- before, embedded,or after school. Additional timeand support focused on the

student’s individual academic needs.

TIER III Intervention:Individualized, intensive,

specific treatments focused onthe student’s academic

needs.

ON-GOING MONITORING & SUPPORT

Instruction Components forTIER III Intervention:

What’s different for the studentoutside the regular classroom

setting: individualized interventionplan, reading/math recovery,home visits, summer school,

etc.

Instruction Componentsfor TIER II Intervention:

What’s different for the studentoutside the regular classroom

setting: embedded intervention,extended day intervention,

mandatory tutoring, impact teachergroups, etc.

Instructional Componentsfor TIER I Intervention

What’s different for thestudent in the regular

classroom setting: cooperativelearning, differentiated instruction,

intensive short term instruction, etc.

Obtain Mastery Levelson Identified Standards?

Considerationof specialprograms.

MasteryNon

Mastery

no

yesyes

no

no

yes

AHSGE – Failed (any portion) ARMT – Level I or II SAT-10 – Stanine 1-4 DIBELS – Strategic or Intensive Common Assess. – 69 or Below

Obtain Mastery Levelson Identified Standards?

Obtain Mastery Levelson Identified Standards?

Three-Tier ModelThree-Tier Model The Three-Tier Model is a model of The Three-Tier Model is a model of

prevention, prevention, linking scientifically-based research to linking scientifically-based research to practice, assessment, and professional practice, assessment, and professional development.development.

In schools that serve large numbers of In schools that serve large numbers of disadvantaged students, the triangle of the disadvantaged students, the triangle of the Three-Tier Model may be inverted.Three-Tier Model may be inverted.

Tier I: Core InstructionTier I: Core Instruction Instructional GoalInstructional Goal: Ensure that the majority of students’ : Ensure that the majority of students’

needs are met with the implementation of research-based needs are met with the implementation of research-based instructional practices based on the Alabama Course of instructional practices based on the Alabama Course of Study for each specific content area (Study for each specific content area (delivered on grade-delivered on grade-levellevel) 80%) 80%

Assessment:Assessment: includes screening, progress monitoring, end includes screening, progress monitoring, end of year outcome assessment, and specific core content of year outcome assessment, and specific core content assessments. assessments. Benchmark assessments of Benchmark assessments of all students all students at least three times a year to identify need for at least three times a year to identify need for intervention and ongoing progress monitoringintervention and ongoing progress monitoring. .

Professional Development: Professional Development: focus on teaching of core focus on teaching of core through initial, advanced, and follow up training; in-class through initial, advanced, and follow up training; in-class coaching and lesson modeling; adequate planning time, coaching and lesson modeling; adequate planning time, assessment administration and data analysis; additional assessment administration and data analysis; additional time to discuss student data and plan for instruction, and time to discuss student data and plan for instruction, and reflection.reflection.

SCENERIOSCENERIO

You are a 10You are a 10thth grade geometry teacher grade geometry teacher you have 25 students and you know you have 25 students and you know that 10 did not master the skill.that 10 did not master the skill.

What now?What now?

Tier II: Strategic Supplemental Tier II: Strategic Supplemental InterventionIntervention

Instructional GoalInstructional Goal: : additional assistance to additional assistance to enable students to be successful in Tier I, through enable students to be successful in Tier I, through more intensive, explicit instruction in small more intensive, explicit instruction in small groups; beyond core instruction through pre-groups; beyond core instruction through pre-teaching, re-teaching, and targeted skills.teaching, re-teaching, and targeted skills.

Assessment:Assessment: students are identified based on students are identified based on screening assessments, which may include screening assessments, which may include progress monitoring, daily observation, classroom progress monitoring, daily observation, classroom performance/participation.performance/participation.

Professional Development:Professional Development: tied to curriculum tied to curriculum and students’ specific needs; focus on and students’ specific needs; focus on assessment administration and data analysis; assessment administration and data analysis; training for supplementary programs; additional training for supplementary programs; additional time for discussion of data and planning time for discussion of data and planning instruction; in-class coachinginstruction; in-class coaching

SCENERIOSCENERIO

Your are a 10Your are a 10thth grade geometry grade geometry teacher you have 25 students and teacher you have 25 students and you know that 5 did not master the you know that 5 did not master the skill.skill.

What now?What now?

Tier III: Intensive InterventionTier III: Intensive Intervention Instructional Goal:Instructional Goal: specifically designed specifically designed

instruction for students significantly below grade instruction for students significantly below grade level, level, despitedespite Tier I and Tier II efforts; Tier I and Tier II efforts; instructional focus on accelerating learning instructional focus on accelerating learning to close the gap.to close the gap.

Assessment:Assessment: students identified as intensive on students identified as intensive on screening assessment; progress monitoring screening assessment; progress monitoring administered weekly/biweekly; formative administered weekly/biweekly; formative assessments to determine areas of strengths and assessments to determine areas of strengths and weaknesses and to target instructionweaknesses and to target instruction

Professional Development:Professional Development: tied to curriculum tied to curriculum and students’ specific needs; focus on and students’ specific needs; focus on assessment administration and data analysis; assessment administration and data analysis; focus on accelerating student progress; additional focus on accelerating student progress; additional time to discuss data, plan instruction; in-class time to discuss data, plan instruction; in-class coachingcoaching

SCENERIOSCENERIO

Your are a 10Your are a 10thth grade geometry grade geometry teacher you have 25 students and teacher you have 25 students and you know that 2 did not master the you know that 2 did not master the skill.skill.

What now?What now?

Response to Intervention RtIResponse to Intervention RtI RtI is part of Federal legislation (IDEA) for RtI is part of Federal legislation (IDEA) for

identifying special education placement.identifying special education placement. IDEA advocates the RtI process as an alternative IDEA advocates the RtI process as an alternative

to using the discrepancy between IQ and to using the discrepancy between IQ and achievement to identify learning disabilities and achievement to identify learning disabilities and determine student eligibility for special education determine student eligibility for special education services.services.

Early intervention for Early intervention for allall students is the focus of students is the focus of RtI.RtI.

Whether or not they have a formal learning Whether or not they have a formal learning disability, students receive targeted instructional disability, students receive targeted instructional intervention to meet their specific learning needs.intervention to meet their specific learning needs.

Problem-Solving Teams provide structure for Problem-Solving Teams provide structure for classroom, intervention, and special education classroom, intervention, and special education teachers to work together to make instructional teachers to work together to make instructional decisions and evaluate interventions through a decisions and evaluate interventions through a problem-solving method.problem-solving method.

Sit in the chair of the studentSit in the chair of the student

Inquiry Groups and PlanningInquiry Groups and Planning

Elementary and SecondaryElementary and Secondary

1.1. Where do we go from here?Where do we go from here?

2.2. Where do you want to go from Where do you want to go from here?here?

3.3. Do we have tiered instruction?Do we have tiered instruction?1.1. Every SchoolEvery School

2.2. Every Grade-levelEvery Grade-level

3.3. In every classIn every class

Inquiry GroupsInquiry GroupsPlanning, Implementation, and MonitoringPlanning, Implementation, and Monitoring

Elementary and SecondaryElementary and Secondary1. Plan together on how we will ensure

tiered instruction gets from the leader to the student.

2. Develop an outline, time-line, and methods of monitoring.

3. Your plans will serve as an exit slips.

Planning for the Implementation of High Planning for the Implementation of High Quality Instruction and CoachingQuality Instruction and Coaching

Choose a research-based instructional Choose a research-based instructional program/strategies and prepare staff.program/strategies and prepare staff.

Design a comprehensive assessment Design a comprehensive assessment system.system.

Create a problem solving model.Create a problem solving model. Develop a plan for three tiered Develop a plan for three tiered

interventions.interventions. Provide professional development.Provide professional development. Develop a procedure for monitoring the Develop a procedure for monitoring the

implementation of instruction.implementation of instruction.