RESPONDING TO STUDENT NEED EACH ONE, REACH ONE QUESTIONS CAN BE SENT TO:

Or, are you ready for someone else? Setting the Stage Responding to Learning Emergencies Where does Differentiation start? How do we know we are doing it? Are we able to do it? PREPARING THE CULTURE What do we really believe about student learning? ARE YOU READY FOR ME?

What do we truly believe about student learning? The human brain = plastic Brain Research….. Who are you ready for? How do you know? ● if only students behaved better ● if only students did their homework ● if only students cared ● if only their parents/guardians were more responsible ● if only those elementary teachers had done “their” job *What if we stop talking about these issues and focused on: …. EXAMINE THE CULTURE

I CAN MAKE A DIFFERENCE What is my level of self efficacy? Skill? Will? What I know matters. How much I care matters more. Start With: “Ready Mindset” “Growth Mindset” & A Belief Vision- All Students Can Learn! Mission – All Students Will Learn! I will provide seamless support from year to year. ARE YOU READY TO MAKE A DIFFERENCE?

Asking Courageous Questions Could learning occur in the classroom if grades were not given? How would you know? What are your classroom “look fors?”

A Culture for Learning Define what learning is and what it is not. Develop common understandings. Develop common language. Develop a covenant. Be accountable! Learning is not a race! “The Case Against the Zero” “Redos and Retakes Done Right”

What Should a Grade Represent? Empowered or Embarrassed? Grades should not reflect winning or losing. Grades should not reflect poor behavior. Grades should not be a form of punishment. Grades should not be a surprise. CAUTION = Grading Participation CAUTION = Participation as a Standard Grading SHOULD be motviating.

Recommended Reading:  Finding Flow M. Csikszentmilahalyi  How to Grade for Learning K. O Connor  A Repair Kit for Grading K. O Connor  Fair Isn’t Always Equal R. Wormeli  Other Researchers: Marzano, Guskey, DuFour, Eaker

Weapon or Yardstick?

Transformational Leadership  Why would anyone want to be led by you? School-wide Book Studies Perhaps, don’t take my word for it. Perhaps, we will arrive at the same conclusions. Support educators in their journey………. Life long Learning

Support the “Right Stuff” Support the Mindset Shift ALL Students CAN Learn. & I CAN be the educator who makes a difference. HOW? Examining Our Own Self Efficacy OUR MISSION

Laser Focus on Learning: ● 4 Guiding Questions ● Collaborative Teams & Meaningful Talk ● Be Courageous enough to make DECISIONS ● Patience & Endurance ● Provide Relentless Learning Opportunities HOW DO WE MAKE A DIFFERENCE?

Four Guiding Questions to Help You Prepare for ALL: 1. What do you want students to know and do? 2. How will you know when students have learned it? 3. What will you do when students do not learn it? 4. What will you do when students already know it? WHO ARE YOU READY FOR?

All Staff Team Site Leadership Team Grade Level Team Department Team Common Planning Partner Team Student Assistance Team Special Goals Task Teams Each team has varied purpose……. WORK COLLABORATIVELY

DECISIONS DECISIONS HOW DO YOU GET READY? Visual Aids

Schedule Collaboration Time! COLLABORATION = BACKGROUND COLLABORATION = POWER Recognize Co-blab-oration when it begins. DECISION #1 Collaborate

Choosing Assessment Tools: -Choose multiple screeners -Universal -Research based is best -Based on district initiatives DECISION #2 Gather Data

Google Drive Options Early Warning System Spreadsheet Legend Using Google Drive to Manage Data & Identify Student Needs

DECISION # 3 Determine Data Rules

Using Google Drive to Keep Track of Data Rules What is Tier I? What is Tier II? What is Tier III? What is your timeline? How often will you review this data? Why is data dangerous? DECISION # 3 Determine Data Rules

IMAGINE …... You have identified a need. What could possibly go wrong as you RESPOND? DATA CAN BE DANGEROUS!

What do you know about each student’s needs beyond initial assessment results? Each Student’s Story Matters! -Anecdotal History -Identified Patterns -Predictable Growth Digging Deeper into the Data Teachers/Paras= STATISTICIANS

Google Drive Options Know your student’s story. Journal the journey. Seamless support…..What does next year’s teacher(s) need to know? Grade Level Folders Individual Student Folders Tier II/III Student Profile Template Student Needs Assessment Using Google Drive to Manage Data

Document Your Plan(s) in Google Drive What does Tier II support look like? Frequency? What does Tier III support look like? Frequency? What is the difference? Co -Teaching Inclusion Double Dose Time Tools Resources Title I BRAINZ WIN ONE SIZE DOES NOT FIT ALL The Partnership DECISION #4 Schedule Support

It’s Ed ….not special ed or gen ed……. How does your model for Special Education fit? What do your special education students need? - Level of support - IEP decisions (using data at the IEP meetings) - Scheduling - Co Teaching Schedule Support for Special Ed

Using Google Drive to Measure Growth What will the data do for you? What will the data do for your students? What will the data do for your families? *Monitoring Progress shouldn’t be confused with Progress Monitoring. DECISION #5 Monitor Progress

This Process Is Never Complete….. Another Necessary Mindset What is needed now? What is needed later? What interventions worked? What interventions did not work? Hypothesize DECISION #6 Evaluate

Providing SEAMLESS Intervention From One Year to the Next Who will you share information with? Care enough to share. Why? When? Be Wise, Intentional, and Cautious About Sharing! DECISION #7 Share

There is always something to celebrate! What is your story? What is your victory? You Matter! DECISION #8 Celebrate

Menomonie Middle School st St Menomonie, Wi Stacey Everson, Principal Contact Information