1. District 6 Superintendent, Martin Galindo District Charge

2. Independent Work Time

3. Purpose A Time EVERY DAY when... Students learn to work independently Teachers meet individual student needs

4. Procedure Evolves from very structured to student-choice over the course of the year Must Do May Do

5. Explicitly taught procedures Must Do May Do Procedure

6. Post rules Must Do May Do Procedure

7. Organize classroom to accommodate different IWT activities Procedure Must Do May Do

8. What We Know Teachers who consistently, methodically, and relentlessly introduce rules and procedures have the most success.

9. What We Know Teachers who are willing to allow students to become responsible and accountable at IWT have the most opportunity to practice reteaching, preteaching, and extension activities.

10. “Phasing In” Phase I: Whole Class One Task - Teacher Monitors

11. “Phasing In” Phase II: “Menu” Introduction Two “Must Do” Tasks - Teacher Monitors {Focus on transitioning from task to task}

12. “Phasing In” Phase III: “Menu” in Place - Multiple Tasks Teacher Pulls One Targeted Needs Group {Focus on choices}

13. “Phasing In” Phase IV: Students using the “Menu” and Working Independently Teacher Pulls Multiple Targeted Needs Groups. Time for IWT Extends to 30 Minutes

14. How Long Should Each Phase Take? Phase I About a Week Phase II One Week Phase IV The Rest of the Year Phase III A Couple of Weeks

16. Characteristics of Phase I Teacher introduces the rules and procedures for IWT.

17. Characteristics of Phase I Materials at the student’s independent work level are used and explained... you want 100% success.

18. Characteristics of Phase I Teacher sets specific time frame for IWT with students.

19. Characteristics of Phase I Teacher monitors within the room, though does not engage with students...at all!

20. Characteristics of Phase I Teacher ends IWT at predetermined time and pulls group together for “debriefing.”

21. What is Debriefing? An opportunity for the students and teacher to reflect on successes and problems during IWT. Debriefing should happen daily at first, then as needed.

22. Characteristics of Phase II Rules and procedures are revisited

23. Characteristics of Phase II Teacher introduces the “Menu” management format.

24. Students are to complete two “Must Do” activities. Characteristics of Phase II

25. Students are expected to transition themselves with no help from the teacher.

26. The teacher monitors during this time, taking careful notes to share during debriefing. Characteristics of Phase II

27. Introducing IWT to Your Students SRA Open Court Workshop Video Placement Card

29. What Do We Do Now? Create School- Wide Rules and Procedure s Find Tasks for IWT in your Teacher’s Edition Lesson Planner Practice Rules and Procedures with Students using One Task

30. What Do We Do Now? Create School- Wide Rules and Procedure s 1. Complete “Must Do’s.” 2. Choose One “May Do.” 3. Do Not Interrupt the Teacher. 4. You Can Not Switch the “May Do.”

31. What Do We Do Now?

32. ESL Supplemen t BLM Reteach, Challenge, & Home Connection ELS Activity Book Intervention BLM Find Tasks for IWT in your Teacher’s Edition Lesson Planner

33. What Do We Do Now? Phonics & Fluency Reading Comprehensio n Vocabulary Writing & Grammar Create Tasks for IWT with your Grade Level

34. What Do We Do Now? Everyday for a Week Model Everything Don’t Help Students During Task Debrief with Students Daily Practice Rules and Procedures with Students using One Task Set Time

35. Good Luck