Agenda Identifying students for additional support Making - - PDF document

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015

1

solution-tree.com | 888.763.9045

Professional Learning Communities

Allegan Area Educational Service Agency

November 16, 2015

Paul Farmer @pfarmersr pcfplc@gmail.com PLC Twitter Chat #ATPLC Thursdays 9-10 PM EDT

solution-tree.com | 888.763.9045

Agenda

Professional Learning Communities

• Checking in, What’s working, what’s

not?

• Assessment format supporting data

analysis

• Data analysis team protocols
• Identifying students for additional

support

• Making decisions based on data
• Cut-off scores for Tier 2 eligibility
• Classroom interventions
• School-wide interventions
• Team and personal S.M.A.R.T. goals
• Students owning their learning plan

solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045

Pre – Algebra Benchmark #1 Test Blue Print

solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045

Text Rendering

How Can We Create A Result Orientation and Foster Continuous Improvement?

Read the text. Mark a sentence, a phrase, and a word that you think is particularly significant to your understanding of this topic. Round One: Each person shares a sentence from the document that he/she thinks/feels is particularly significant and describes why. Round Two: Each person shares a phrase that he/she thinks/feels is particularly significant and why. We will then discuss what we learned about the text and debrief

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015

2

solution-tree.com | 888.763.9045

LBD, DuFour, DuFour, Eaker, & Many, 2010, pp. 198

solution-tree.com | 888.763.9045

Students in need of intensive support most often struggle due to:

• Significant weaknesses in foundational skills of

reading, writing, number sense, and/or English language

• Chronic and excessive absenteeism
• Severe behavior and/or motivational concerns
• Combinations of all these factors

From 09-30-14

solution-tree.com | 888.763.9045

• Principal
• Counselor
• Psychologist
• Speech and language pathologist
• Nurse
• Special education teacher
• English language specialist
• Reading specialist
• Librarian
• Community resource officer

From 09-30-14

solution-tree.com | 888.763.9045

From 09-30-14

Buffum, Mattos, Weber, “Simplifying Response to Intervention” 2012 Page 177

solution-tree.com | 888.763.9045

Pyramid of Interventions

Problems persist very directive approach Students experiencing difficulty and would benefit from more time and support

• pportunities

Large enough for the mass population: Norms and Commitments to assure learning takes place

Tier 1 100% Tier 2 10%-20% Tier 3 5%-10%

solution-tree.com | 888.763.9045

Formula for Learning: Traditional School Time + Support = Learning Constant + Constant = Variable

Buffum, Mattos, Weber, “Pyramid Response to Intervention” 2009, Page 64

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015

3

solution-tree.com | 888.763.9045

Identify students for interventions based on the cause of their struggles, not by the symptoms.

Targeted Identification of Need

solution-tree.com | 888.763.9045

Identify Strategies for Different Students

• Failed Learners
• Intentional Non-Learners

Pyramid Response to Intervention, Pages 89 to 91, Solution Tree 2009 Reproducibles can be found at: www.go.solution-tree.com/rti

solution-tree.com | 888.763.9045

Failed Learner Strategies Intentional Non‐ Learner Strategies

• Targeted,

Differentiated Instruction

• Additional Time
• Offer additional

resources and support

• Prerequisite Skill

Review

• Provide frequent

feedback

• Targeting Interventions
• Mandatory Study
• Mandatory Homework

Help

• Frequent Progress

Reports

• Study-Skills Classes
• Goal-Setting and

Support

• Targeted Rewards

solution-tree.com | 888.763.9045

Students can be both intentional non-learners and failed learners.

solution-tree.com | 888.763.9045

S.M.A.R.T. Goals

• Strategic and Specific
• Measurable
• Attainable
• Results-Oriented
• Time-Bound

solution-tree.com | 888.763.9045

Your Team’s S.M.A.R.T. Goal

 Does your team’s goal contain all criteria

for a S.M.A.R.T. goal?

 If not, how can it be strengthened?  Prepare to share your S.M.A.R.T. goal.

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015

4

solution-tree.com | 888.763.9045

Getting students to write S.M.A.R.T. goals

solution-tree.com | 888.763.9045

Our Goal: Students who are

 Informed about their learning  Analytical regarding their

learning

 Actively involved in their

learning

 Personally invested in their

learning

solution-tree.com | 888.763.9045

Student Involvement: Guiding Questions

 Where am I going?  Where am I now?  How can I close the

gap?

Royce Sadler

solution-tree.com | 888.763.9045

DuFour, DuFour, Eaker, & Many, 2010, page 174

solution-tree.com | 888.763.9045

Homework for February 22-23, 2016

 Bring a copy of an assessment with each

question aligned to specific targets

 Bring the data from one CFA tallied by

question, by target, and by student

 Classroom or pyramid of interventions

solution-tree.com | 888.763.9045

Thank you!

Paul Farmer

@pcfarmersr #ATPLC PLC Twitter Chat Thursdays 9-10 PM EDT pcfplc@gmail.com