1. SRBI One-Day Basic Day, Date Location, City Co-Trainers:Name, Agency Name, Agency 1

2. Opening Activity Think of a time in your life when you had difficulty learning something. Why was this experience difficult for you? How did this experience make you feel? What support did you need to be successful? What support did you receive? What was the end result? 2

3. Learning Objectives Develop a common understanding of SRBI Identify quality instructional practices Define what Tier II and III supplemental instruction looks like Practice data driven decision-making Design possible interventions to address students’ needs in the classroom 3

4. What We Know About SRBI? What are you hearing? What are you seeing What are you saying? 4

5. Reflection Think of two students in your classroom: One who is struggling, and One who is not challenged enough. How do you know? What are their strengths and interests? How do they learn best? What are the similarities in their learning needs? 5

6. If we mean ALL… What is it we expect students to know, understand and be able to do? How will we know when they have learned it? How will we respond when they don’t learn it? How will we respond when they already know it? 6 Using grade level expectations (GLEs), curriculum standards, and 21 st century skills Using and analyzing multiple forms of assessment, including the analysis of student work Providing ALL students with a continuum of support Adapted from CASCD presentation by R. & R. DuFour, 3/20/05

7. How are we designing instruction that uses who students are, what they know and can do, and that is reflective of their learning needs? 7

8. Tier 1 80-90% Tier II 5-15% All Students in School Continuum of Support Tier III 1-5% 8

9. Scientific Research-Based Interventions (SRBI) Framework for teaching and learning Multiple levels of support Not a pre-referral process Focus on academic and social-emotional growth I Tiers of Instruction 9

10. Supporting Documents 10

11. SRBI Framework Tier 1 Instruction Curriculum that is standards- based and culturally relevant Focus on effectiveness of universal practices and quality of school climate Assessment of and for learning to inform instruction and to improve student achievement Tier I 11

12. Relationships Rigor Relevance Culturally Responsive Teaching Cultural Competence Passion for Equity Knowing Myself Knowing My Students & Families Knowing My Practice Achievement Triangle Adapted from Gary R. Howard 12

13. Tier I = Core How can we make it happen? Sample lesson after break. 13

14. Practice Prediction Examine the bag on your table Predict what is inside the bag with colleagues at your table Check if your prediction was correct 14

15. Scaffolding Learning Describe Model Collaborate Guided Practice Independent Practice (Duke and Pearson, 2002) 15

16. Your Turn Classroom teachers: use the scaffolding model to design a lesson in your content area. Administrators: use the scaffolding model to design a professional development experience for your staff. 16

17. Why Differentiate? 17

18. High School Science Example Demo/Initial Instruction Pre-assessment Group work based on pre-assessment Whole group activity 18

19. Curriculum Components Content Assessment Grouping Introduction Teaching Strategies Learning Strategies Products Resources Extension Time 19

20. Listen and look for… Click here to view video 20

21. Capitol: Phnom Penh Dominate Religion: Theravada Buddhist Government: Multiparty Democracy Under a Constitutional Monarchy Language: Khmer: 21

22. ANGOR WAT 22

23. Share with your partner Discuss the information that you just heard regarding the history and location Make connections Review notes 23

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25. Share with your partner Discuss the information that you just heard regarding the teachers and administrators Make connections Review notes 25

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31. Share with your partner Discuss the information that you just heard regarding the students Make connections Review notes 31

32. What Did You Notice? Scaffolding Learning HS Science Lesson Mini Lecture 32

33. Case Studies Leanne-4 th Grade and Heather-9 th Grade Read one case and note: Information needed Strengths and challenges Desired outcome Possible interventions Implications for your practice 33

34. Triangulation of Data Universal Screening Progress Monitoring Common assessments What are the implications for students with IEPs and ELLs? 34

35. Debrief and Make Connections How does this help me prepare for tomorrow? Refer back to your original list of students and reflections, what might you change? 35

36. Targeted intervention plan Small group (1:6) and short term (8-20 wks) Weekly progress monitoring Supplemental to Tier I Tier II SRBI Framework Tier II Instruction 36

37. Tier III Intensive intervention plan Small group (1:3) and short term (8-20 wks) Progress monitoring 2x/week Supplemental to Tier 1 SRBI Framework T ier III Instruction 37

38. Charting Student Progress 38

39. Case Studies Cory-4 th Grade and Jenny-9 th Grade Read one case and note: Information needed Strengths and challenges Desired outcome Possible interventions Implications for your practice 39

40. Resources 40

41. Case Studies Marina-4 th Grade and Solomon-9 th Grade Read one case and note: Information needed Strengths and challenges Desired outcome Possible interventions Implications for your practice 41

42. Jigsaw Activity 42

43. SRBI Framework for Student Achievement Instruction Assessment Strategic Decision-Making 43

44. Debrief and Make Connections How does this help me prepare for tomorrow? Refer back to your original list of students and reflections, what might you change? 44

45. Wrap-Up Training Design Team (CSDE, EASTCONN, SERC) SRBI Implementation Training www.sdecali.net Evaluations/Feedback Contact information: Name, Email 45