Date post: | 13-Jan-2016 |
Category: |
Documents |
Upload: | darcy-walters |
View: | 212 times |
Download: | 0 times |
SouthernRegionalEducationBoard 1
Strand 4
Effective Remediation and Intervention—Strategies for
Unmotivated Students
February 21-22, 2008
Welcome!
SouthernRegionalEducationBoard 2
Opening Reflections
Approach to Students Not Meeting Standards?
Definitions? Who Takes
Responsibility? What Messages
Do We Send?
SouthernRegionalEducationBoard
Session A: Building a School Culture That
Motivates All Students
Effort-based approaches
Beliefs that support motivational cultures
Characteristics of motivational cultures
SouthernRegionalEducationBoard Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Common Understandings About
Culture Culture is intangible
Culture is complex
Culture evolves over time
Culture is powerful
SouthernRegionalEducationBoard Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture is Intangible
Cannot see, hear, or touch culture; much of it is “under the surface.”
Culture is difficult to “get a handle on.”
Values, beliefs, assumptions, norms are at its core.
SouthernRegionalEducationBoard Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture is Complex
Culture is multi-dimensional. Layers of interacting values,
beliefs, assumptions, and norms constitute culture.
SouthernRegionalEducationBoard Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture Evolves Over Time
Culture is dynamic, not static. Culture is historically transmitted. Culture cannot be quickly or easily
changed.
SouthernRegionalEducationBoard Creating a High-Performance Learning Culture
©AEL 2003 Distributed by Southern Regional Education Board
Culture is Powerful
Culture shapes what people think and how they act.
Culture provides common direction to individuals in schools.
SouthernRegionalEducationBoard
Building a Culture That Motivates All Students Begins with Examining
Beliefs A Belief is . . .
A consciously held, cognitive view about truth and reality
SouthernRegionalEducationBoard
Link Between Beliefs & Behaviors
Beliefs are literally how we comprehend and deal with the world around us.
SouthernRegionalEducationBoard 11
Problems Inherent in Beliefs
Our beliefs are the truth (for us). The truth is obvious (to us, so it
should be to others!). Our beliefs are based on real , but
we select the real data.--Senge, Schools That Learn, p. 68
Building a Culture That Motivates All Students
Effort-based Ability-based
SouthernRegionalEducationBoard
Ability and Achievement
How do beliefs about ability and achievement affect the behaviors of teachers and other school staff?
SouthernRegionalEducationBoard
Efficacy and Effort
How do beliefs about efficacy and effort affect the behaviors of teachers and other school
staff ?
SouthernRegionalEducationBoard
Assessing What I Believe
Do I believe this is essential?
Do I believe this is practiced at our school?
How might you use this assessment at your school?
SouthernRegionalEducationBoard
Actions for Creating an Efforts-Based Culture That Motivates All Students
SouthernRegionalEducationBoard
Interactive Teaching Behaviors
Patterns of Calling on Students
Responses to Student Answers
Giving Help Dealing with
Errors Offering Feedback
on Student Performance
Displaying Tenacity
SouthernRegionalEducationBoard 18
Classroom Structures and Procedures
Grading Re-Teaching Loops Re-dos and Re-Takes Grouping Rewards
SouthernRegionalEducationBoard
Classroom Climate and Relationship Building
Community Ownership Risk-Taking
SouthernRegionalEducationBoard
Explicit Teaching of Effective Effort
Time Focus Resourcefulness Strategies Use of Feedback Commitment
SouthernRegionalEducationBoard
School-Wide Structures
Motivational Boot Camp
Assignment of Teachers
Course Schedules Grouping Identification of At-
Risk Students and the Provision of Extra Help
SouthernRegionalEducationBoard
Observable Behaviors for Creating an Efforts-Based
CultureCarousel Activity
Visit each “station” List observable behaviors
related to the topic and specific examples or descriptions from the article
Rotate to a new station Read the existing list Make additional
suggestions Continue to rotate through
all the “stations”
SouthernRegionalEducationBoard
Aligning Research and Practice
Needs-Driven Emotional Brain
“Power” “Here and Now”
Orientation Positive Adult
Relationships The Power of
Words
SouthernRegionalEducationBoard
Needs-Driven
Teacher vs. enforcer: “This behavior represents the best the student can do at this time” vs. “This behavior is bad.”
When students can meet their needs with responsible behavior, then generally abandon irresponsible behavior.
To ensure success, make sure students can: Feel safe and secure Feel connected to you and their peers Feel as if they can succeed academically
with reasonable effort Feel as if they have some choice available
to them Feel as if the classroom is enjoyable
SouthernRegionalEducationBoard
Emotionally Active Brains
Motivational is emotional—not rational
Internal motivation must be taught
Drawn to content with strong emotional component
Routinely help them understand relevance
Know your students
SouthernRegionalEducationBoard
Here and Now Orientation
Establish a goal-oriented learning environment—talk about goals constantly
Define the long-range goal—Create positive future images
Outline steps to meet the goal
Create word pictures for success and achievement
Use “feeling words” Be a salesman
SouthernRegionalEducationBoard
Positive Adult Relationships
Ongoing activities that affirm a sense of team
Make the classroom a place where all students feel welcome and connected
Routinely link what you are teaching to the feelings, memories, and experiences of your students
Help students connect learning on a personal level to deepen their knowledge
SouthernRegionalEducationBoard
The Power of Words
Read page 7 of the newsletter, Making Grading and Instructional Changes to Motivate Diverse Groups of StudentsPlace a star beside the words you
hear often in your school.Circle the words you would like to
hear more often. How do the suggestions in this article
reflect the research in student motivation?
SouthernRegionalEducationBoard
Preparation for Team De-Briefing
Strengths We Can Build On
Actions We Can Take to Improve
What ideas will you share?
What information do they need to know?
What ideas for possible actions will you share?
SouthernRegionalEducationBoard
Session B: Components of a Comprehensive System for
Intervention
Principles Intervention
Assistance Teams
Assessment Data
Monitoring and Communication
Prevention Programs
SouthernRegionalEducationBoard
Principles
Comprehensive Well-Organized Clearly
Communicated Data Driven Mandatory Well-Balanced Tiers of
Intervention
SouthernRegionalEducationBoard
Intervention Assistance Teams
Levels of TeamsDistrictBuildingGrade Level
TeamTeacher-Parent
Who will serve?TeachersDeansSocial WorkersCounselorsAdministratorsOthers?
Assessment Data to Identify Students for
Intervention Data collected prior to entering in
your school Standardized and other test data Data collected in classes about
student progress Consistent, frequent assessments to
determine when students need intervention, such as three-week common assessments
Data for monitoring student progress while in the intervention
On-going data about the effectiveness of your system, such as survey data and MMGW Data Tools
SouthernRegionalEducationBoard
Organize the Assessment Process
Regular consistent evidence of student academic progress (benchmark assessment).
Comparable evidence that can be discussed by teachers and administrators (common course level or grade level benchmark assessment).
Set regular intervals to collect evidence (establish benchmark calendar/pacing guide).
Schedule timely review of data within a few days of collection (data analysis).
Benchmark Test Analysis
TestWere Students unfamiliar vocabulary?
Did students misunderstand intent of question?
Instruction
Did instruction align with assessment?
Were all topics covered to mastery level?
Student
Did test identify gaps in student understanding?
Test Repair
Repair Instruction
Student Re-teach needs
Test reliability is an ongoing process that must be monitored as new assessments are added or revised in any curricular program. A collaborative process to accomplish this should include all instructors.
SouthernRegionalEducationBoard
Keeping Track of and Communicating Student
Progress Weekly grade
updates Three-week
progress reports Student alert
forms Success contracts Conference records Report cards Daily attendance
records Discipline records Other
SouthernRegionalEducationBoard
Prevention Strategies
Habits of Success Classroom Interventions Summer Bridge Advisory and Student Mentoring Transfer Programs for New
Students Other
SouthernRegionalEducationBoard
Have You Heard . . . ?
Work with a partner and select one or two of the arguments against re-doing work.
Identify the beliefs underlying the argument.
Read the possible response in the second column and explain how you would use or modify it.
“Good teaching is going on whenever
students are involved in redoing, polishing, and perfecting their
work.”
The Pedagogy of Poverty Vs. Good Teaching
Martin Haberman
SouthernRegionalEducationBoard
Re-Doing Work—The Research
HSTW Assessment Findings: Students who are given opportunities to re-do work to a level of quality have better student achievement.
The National Writing Project: Students learn more from re-writing a few essays that from writing a number of essays once.
SouthernRegionalEducationBoard
“In standards-based classrooms, students have the opportunity to continuously revise and improve
their work over the course of several days.”
Doug Reeves, Center for Performance Assessment
“One of the easiest ways for human beings to avoid the responsibility of failure
is to quit trying.”
Lynn Canady
“By the time many struggling students reach adolescence, they have learned to protect their self-esteem by saying they “don't care
about the (stupid) work” rather than risk proving themselves incompetent
by trying and failing.”
If They Only Did Their Work, Linda Darling-Hammond and Olivia Ifill-Lynch, Educational
Leadership, February 2006.
A, B, C, and Not Yet
Read and underline aspects of the plan that reflect the belief systems that are part of high-performance learning cultures.
What aspects of these suggested approaches would be relatively easy to implement? More challenging to implement? Why?
SouthernRegionalEducationBoard
A Checklist of Actions for Setting Up Redoing Work
SouthernRegionalEducationBoard
Develop Your Rationale
Provide feedback and re-teaching to help ALL students meet standards
Set high expectations Not giving up on students Develop internal motivation and
persistence
Develop Expectations What will be redone Consider redo format Determine how redo will effect
grading Set up re-teaching loops Develop redoing work forms Place constraints
Inform Students and Parents
Course syllabi Special communication Presentations at
orientation, open house, and conferences
SouthernRegionalEducationBoard
Sample Letters
Read and react to the letter to the school board and the letter to parents regarding A, B, C, and Not Yet practices.
Would you use any of this letter to communicate with groups in your own district? Why or why not?
What changes, if any, would you make?
Set Up Extra Help
“Required” help sessions Inform parents Limit participation in extra
curricular Incomplete work—no term
grade Asterisk term grades to
indicate due to missing work
Collect and Analyze Data
Number of students completing re-dos
Number of students who improve grades as a result of re-do
Steps for Engaging Teachers
Use data Share present practices for
re-doing work Conduct action research Adopt a practice and use it
fully for a year—collect data on its effectiveness
Checklist of actions
SouthernRegionalEducationBoard
Preparation for Team De-Briefing
Strengths We Can Build On
Actions We Can Take to Improve
What ideas will you share?
What information do they need to know?
What ideas for possible actions will you share?
SouthernRegionalEducationBoard
Session C: Intervention Strategy Planning and
Resources for Deepening Practice
Intervention Strategies
Resources Process
Questions and Planning
SouthernRegionalEducationBoard
“Tiers” of Extra Help
More than two grade levels behind One or two grade levels behind Falling behind in courses
SouthernRegionalEducationBoard
Intervention Strategy Planning
What is needed? Who is the targeted group? What strategies? Who will provide the services? When does the intervention need to
occur? Timelines? Where are the services to be
provided? How will they be monitored and
evaluated?
SouthernRegionalEducationBoard
Resources
Response to Intervention (RtI)
Partners in Learning
Southern Regional Education Board
SouthernRegionalEducationBoard 58
Team Planning
Objectives Time Frame Steps to Be Taken Follow-Up