Capacity Building RtI: Strengths Based Systemic Reform

Jen McCarty Plucker, Ed.D. ISD 196 Teaching and Learning

Specialist

.

PPT available at:http://jmplucker.blogspot.com

Targets for this evening:We can ground ourselves in a shared text to set up context for a Capacity Building Model of RtI.

We can consider the differences between a Capacity Building Model and a Deficiency/Discrepancy Model

We can look closely at assessment examples and consider the paradigm behind them.

Jen McCarty, Ed.D. ISD 196

Jen’s Dispositions and Influences

Capacity Building

Growth Mindset

Engagement over Compliance

Empowerment of teachers and teacher leadership

Results oriented Innovation

Pair Share

How have you empowered the Vashtis in your world?

What kinds of ‘definitions/limitations’ have you seen placed on our students?

Jen McCarty, Ed.D. ISD 196

Driving Forces PISA (International Benchmarking) Common Core State Standards Reading Well by 3rd Grade Legislation Response to Intervention/Instruction (RtI2) or

Multi-Tiered Systems of Support MMR Coming Soon (2014) Teacher Evaluation

Systems Assessment-Teaching-Learning Loop Evidence Changing Brains of our Youth

Jen McCarty, Ed.D. ISD 196

Satellite View

Driving Forces PISA (International Benchmarking) Common Core State Standards Reading Well by 3rd Grade Legislation Response to Intervention/Instruction (RtI2) or

Multi-Tiered Systems of Support MMR Coming Soon (2014) Teacher Evaluation

Systems Assessment-Teaching-Learning Loop Evidence Changing Brains of our Youth

Jen McCarty, Ed.D. ISD 196

Jen McCarty, Ed.D. ISD 196

Goal: To create a systematic process that

ensures every child receives the additional time and support needed to learn at high levels.

Jen McCarty, Ed.D. ISD 196

Satellite View

The Equation of Education

Change the variable

Targeted Instruction + Time= Learning

The Equation of Education

Change the variable

Targeted Instruction + Time= Learning

Targeted Instruction + Time = Learning

If a child can’t learn the way we teach, maybe we should teach the way they learn.

~Ignacio Estrada

Eternal Questions of Education

What do we expect students to learn?

How will we know they are learning it?

How will we respond when they don’t learn?

How will we respond when they have learned?

Why the angst?

In the United States, we are CONFUSED!

What is the best way to teach literacy and language arts?

What is the best way to measure reading proficiency?

Difference in Philosophy

Capacity Building Vs.

Discrepancy

15

ConfusionDiscrepancy vs. Capacity Building Direct Instruction vs. Balanced Literacy Part to Whole vs. Whole to Part to Whole Phonics vs. Whole Language Measurement RtI vs.

Problem Solving RtI

Part to

Whole

The FAB Five (NRP)

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Tier 2

Tier 1

Tier 3Academic

Interventions

BehavioralInterventions

Traditional Model of RtI

Triage vs. WellnessRemediation (triage) Intervention (wellness)

Focus on ‘fixing’ an existing problem

Instruction that is ‘instead of’

Replaces classroom instruction

Little if any adjustment in intensity

Targets a single isolated skill

Slow paced instruction that simply waters down the curriculum

Emphasis on ‘old’ data: summative assessments, standardized tests, etc.

Focus on prevention

Instruction that is ‘in addition to’

Enhances classroom (Tier 1) instruction

Focus is on need/learning target

Repeated/Guided practice to achieve mastery

Emphasis on short term support

Emphasis on timely data: ongoing formative assessment

Adapted from M. Howard, RtI from All Sides

Capacity Building Discrepancy

Differentiated Cookbook

Push in Pull out

Data driven Assess after the fact

Building meta cognition Rote Skills

Building independence Building dependence

Few interventions done well

Many random interventions that put everyone in the same box of instruction

Tier 1: High Quality; World Class Core

Instruction

Tier 3: 5-7 minute

laser focused

Interventions

Capacity Building RtI

©Beth Swenson

Academic and Behavior interventions inter-related

Whole to

Part to

Whole

The Fab Five (plus) in Balanced LiteracyComprehending

+ Efficacy/Identity

Vocabulary

Fluency

Phonemic Awareness

Phonics

©Beth Swenson

InteractiveRead Aloud

Shared Reading

Guided Reading

Independent Reading

Shared Writing

Interactive Writing

Writer’s Workshop

Independent Writing

Whole Group

Small Group/ individual

Application/ Assessment

LAYERING INSTRUCTION IN A BALANCED LITERACY CLASSROOM

Most explicit teaching should happen during the whole group learning time.

Most prompting should happen during small group learning time.

Use the individual learning time as an assessment tool to inform your whole group instruction.

www.northstaret.com

27www.northstaret.com

28

Know (Strengths)

(What do they know?)

Need(What do they need to

know next?)

Teach(How will I get them

there?)

Check(How will I teach them

to check on themselves?)

www.northstaret.com

Jen McCarty, Ed.D. ISD 196

Jen McCarty, Ed.D. ISD 196

Jen McCarty, Ed.D. ISD 196

Andrea

Aaron

3

2 2 sleepy

Self Assessment Today

Says “3” because she reads but doesn’t always remember what she read

Jen McCarty, Ed.D. ISD 196

Andrea

Aaron

3 3 3

2 2 4

Broken p. 7

Broken p. 15

Broken p. 23

First Part Last p. 5 5 5First Part

Last p. 64

Black and White p. 2

B&W p. 110

B&W p. 175

Finished B&W! Browsing for new book

B&W p. 52 35

Jen McCarty, Ed. D.ISD 196 Teaching and Learning SpecialistJennifer.McCarty@district196.org651-423-7836

Jen McCarty, Ed.D. ISD 196