From Identifying to Supporting All Learners

Last month: 2 things for successful schools A systematic process of identifying students in need of targeted or specialized supports, with a way to keep it organized. Structure in place that allows teams to support students. Today, we want to continue our work from last month, and move more from talking about a process of identifying to a system of support.

Last month: 2 things for successful schools Structure in place that allows teams to support students.

Last month: 2 things for successful schools So you screened all your kids…so now what? The purpose of screening and assessing is to inform teaching and improve learning for all students. Screen to teach, not to test. not only to identify students for accommodations

Overview Explain the difference for Literacy at ADCOS and LST ADCOS will focus on putting the structures in place to support literacy in a building, including (indicate columns) how do we talk to teachers about reading, how do we implement, follow-up, and assess effectiveness. LST will focus on the strategies that teachers can use. So, to connect to a previous slide we have shown a couple of times…

How do you know if a student needs intervention or better instruction? Before we dig into this, I want to point out my favorite controversial part… The purpose is to get Admin looking at classroom practices, not just interventions. Goal is quality literacy environment (even if student also requires targeted or specialized supports) We don’t want teachers to look at their classes, see students in the low end of the universal range, think they are behind and create an IPP for each one of them. We heard one horror story of 17 IPPs in one class. As an administrator, do we know if what is needed is better instruction? Are students falling into the targeted range because universal instruction isn’t covering the needed aspects of reading? Even students needing targeted or specialized supports are in the typical classroom around 80-85% of their day. We need to be looking at universal instruction as administrators. Correlation between amount of small group instruction and achievement.

To do a quick walk through this part of the flow chart… As a group of Admin, LST and teachers in the room…the conversation needs to surround the question… In order to implement this, teacher teams may have to (with the help of the LST) learn new strategies, then collaboratively plan units and lessons, identify challenges and look for solutions

Research Supported Practices Reading Framework Essential Components of Literacy Instruction Self-reflection Tool IL Literacy Questions As a reminder of supports we have put in front of you in the past. Email documents out to Admin right before.

Conversation Process How will you use these tools to know if a student needs intervention or better instruction? We have just sent you an email…

To do a quick walk through this part of the flow chart… As a group of Admin, LST and teachers in the room…the conversation needs to surround the question… In order to implement this, teacher teams may have to (with the help of the LST) learn new strategies, then collaboratively plan units and lessons, identify challenges and look for solutions Once teachers have learned and have made unit and lesson plans incorporating their learning… Then they need time to observe each other, and to reflect and adjust. An admin’s role during this can be to gather data during walkthroughs…and some templates of this have been shown in the past. Does the data show that implementation is occurring and the achievement is increasing?

If results show a student needs targeted supports…the process is similar. A conversation with the teacher…the difference is now that it is about individual student data, not class data. What component of reading is causing Ray difficulty? What are the research supported intervention strategies the classroom teacher will implement? How will Ray be given more time to improve his reading? What universal strategies are already in place?

Research Supported Practices – Targeted Reading Framework Reading Self-assessment Tool (Targeted)

If results show a student needs targeted supports…the process is similar. A conversation with the teacher…the difference is now that it is about individual student data, not class data. What component of reading is causing Ray difficulty? What are the research supported intervention strategies the classroom teacher will implement? How will Ray be given more time to improve his reading? What universal strategies are already in place? The steps after that are similar, but the individual student needs to be assessed more often to ensure the effectiveness of the strategies in place.

Targeted How might you set this up in your building? How get everyone to the meeting? How do you build this time into the schedule? How do you facilitate this meeting? Sharing of where we are and where we would like to go?