Agenda Identifying students for additional support Making - PDF document

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015 Pre – Algebra Benchmark #1 Test Blue Print Professional Learning Paul Farmer Communities @pfarmersr pcfplc@gmail.com Allegan Area Educational PLC Twitter Chat Service Agency #ATPLC Thursdays 9-10 PM EDT November 16, 2015 solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 Professional Learning Communities Checking in, What’s working, what’s  not? Assessment format supporting data  analysis Data analysis team protocols  Agenda 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 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 solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 1

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015 LBD, DuFour, DuFour, Eaker, & Many , 2010, pp. 198 From 09-30-14 Buffum, Mattos, Weber, “Simplifying solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 Response to Intervention” 2012 Page 177 From 09-30-14 Pyramid of Interventions Students in need of intensive support Tier 3 most often struggle due to: 5%-10% Problems persist very directive • Significant weaknesses in foundational skills of approach Tier 2 reading, writing, number sense, and/or English Students experiencing 10%-20% language difficulty and would benefit from more time Tier 1 • Chronic and excessive absenteeism and support 100% opportunities • Severe behavior and/or motivational concerns Large enough for the mass population: • Combinations of all these factors Norms and Commitments to assure learning takes place solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 From 09-30-14 • Principal • Counselor Formula for Learning: Traditional School • Psychologist • Speech and language pathologist Time + Support = Learning • Nurse • Special education teacher Constant + Constant = Variable • English language specialist • Reading specialist • Librarian • Community resource officer Buffum, Mattos, Weber, “Pyramid Response solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 to Intervention” 2009, Page 64 2

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015 Targeted Identification of Need Students can be both Identify students for interventions intentional non-learners based on the cause of their struggles, not by the symptoms . and failed learners. solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 S.M.A.R.T. Goals Identify Strategies for Different Students  S trategic and S pecific  M easurable • Failed Learners  A ttainable • Intentional Non-Learners  R esults-Oriented Pyramid Response to Intervention, Pages 89 to 91, Solution Tree 2009  T ime-Bound Reproducibles can be found at: www.go.solution-tree.com/rti solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 Failed Learner Intentional Non‐ Your Team’s S.M.A.R.T. Goal Strategies Learner Strategies • Targeted, • Mandatory Study Differentiated  Does your team’s goal contain all criteria Instruction • Mandatory Homework for a S.M.A.R.T. goal? Help • Additional Time  If not, how can it be strengthened? • Offer additional • Frequent Progress resources and support  Prepare to share your S.M.A.R.T. goal. Reports • Prerequisite Skill • Study-Skills Classes Review • Provide frequent • Goal-Setting and feedback Support • Targeting Interventions • Targeted Rewards solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 3

Allegan Area Educational Service Agency Professional Learning Communities Solution Tree – Paul Farmer - November 16, 2015 Getting students to write S.M.A.R.T. goals DuFour, DuFour, Eaker, & Many , solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 2010, page 174 Our Goal: Students who are Homework for February 22-23, 2016  Informed about their learning  Bring a copy of an assessment with each  Analytical regarding their question aligned to specific targets learning  Bring the data from one CFA tallied by question, by target, and by student  Actively involved in their  Classroom or pyramid of interventions learning  Personally invested in their learning solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 Student Involvement: Guiding Questions Thank you!  Where am I going? Paul Farmer  Where am I now?  How can I close the @pcfarmersr #ATPLC gap? PLC Twitter Chat Thursdays 9-10 PM EDT Royce Sadler pcfplc@gmail.com solution-tree.com | 888.763.9045 solution-tree.com | 888.763.9045 4