1. Instructional Leadership Supporting Interventions

2. © AZ Board of Regents, All rights reserved, 2012. Name of Superintendent –Welcome –Why Important Welcome

3. © AZ Board of Regents, All rights reserved, 2012. Name of Facilitator –Overview / Agenda –Enduring Understandings –Guiding Questions –Targeted Objectives –Introductions Overview & Introductions

4. Proposed Norms & Expectations Stay focused and fully engaged –no competing conversations please Participate to grow –share openly and monitor your listening Be a learner –create your own meaning and application Get your needs met –ask questions that benefit the group –personal questions on breaks Housekeeping –silence cell phones –handle business later – share ONE point …then next person

5. © AZ Board of Regents, All rights reserved, 2012. Student Achievement Teacher Quality Instructional Leadership ImplementingMonitoring Supporting CommunicatingAdvocatingPlanning Instructional Leadership Core Component is Managed through Key Processes

6. © AZ Board of Regents, All rights reserved, 2012. There are individual, team and school goals for rigorous student academic and social learning. High Standards for Student Learning

7. © AZ Board of Regents, All rights reserved, 2012. Encourages students to successfully achieve rigorous goals for student learning? –Promotes recognition and rewards for students who achieve high standards of academic learning Supports teachers in meeting school goals? Support teachers in helping students reach high standards of learning? –Provides safety nets so all students can meet high standards of learning. Create conditions that help faculty and students reach ambitious learning targets? Research-based Critical Behaviors

8. © AZ Board of Regents, All rights reserved, 2012. Review & make notes regarding… –Definition of core component (top) –Definition of key process (left-top) –Research-Based Critical Behaviors Rate self –5 = highly effective –3 = effective –1 = ineffective List evidence to support rating Action Plan

9. © AZ Board of Regents, All rights reserved, 2012. How do instructional leaders support the school plan for delivering effective learning interventions and extensions? How do instructional leaders use ideas and strategies from current literature to support teacher to ensure high standards for student learning? Sustaining Interventions Segment Guiding Questions

10. © AZ Board of Regents, All rights reserved, 2012. ImplicationsStrategiesAction Research to Reality

11. © AZ Board of Regents, All rights reserved, 2012. 'Many children struggle in schools... because the way they are being taught is incompatible with the way they learn.' Peter Senge

12. © AZ Board of Regents, All rights reserved, 2012. The "art" of teaching is rapidly becoming the "science" of teaching, and this is a relatively new phenomenon. [S]trategies that we have extracted from the research base on effective instruction…guide classroom practice in such a way as to maximize the possibility of enhancing student achievement. Robert Marzano, et al., Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement

13. © AZ Board of Regents, All rights reserved, 2012. 'We can whenever and wherever we choose, successfully teach all children... we already know more than we need to know in order to do that.' Ron Edmonds Educator

14. © AZ Board of Regents, All rights reserved, 2012. Supporting High Standards for Student Learning Response to Intervention (RTI)

15. © AZ Board of Regents, All rights reserved, 2012. Video: Implementing RTI in Secondary Schools –Diagnostic Assessments and the Three- Tiered Approach http://www.ascd.org/ascd- express/vol5/515-video.aspx Supporting High Standards for Student Learning

16. © AZ Board of Regents, All rights reserved, 2012. Critical Instructional Questions  Question 1 – What are the essential outcomes that we expect students to learn? (Standards and Objectives)  Question 2 – What assessment will we use to determine if the students have learned? (Common Formative Assessments, Progress Monitoring)  Questions 3 & 4 – How will we intervene when students do not learn or learn more than anticipated? (Interventions an d Enrichment-continued differentiated instruction) Rick DuFour Supporting High Standards for Student Learning

17. © AZ Board of Regents, All rights reserved, 2012. Questions 3 & 4 – How will we intervene when students do not learn or are ready to learn more? With a partner, discuss … –What systems do you have in place to ensure that questions 3 and 4 are being addressed on your campus? –How do teams support students? –List the resources that are available and/or available for the future to the teachers and/or teams Supporting Interventions for High Standards Student Learning

18. © AZ Board of Regents, All rights reserved, 2012. 1.Identify an intervention process for students not mastering Tier I instruction –Assessment data shows non-mastery 2.Classroom teacher/team group students in flexible groups for intervention by identifying needs and action 3.Students are instructed using different strategies than Tier I instruction for a specific timeframe/setting 4.Students are progress monitored 5.Teachers review data for mastery and future instructional decisions 6.Non mastery of skills may result in Tier III instruction which is different from Tier I and II 7.Identify a plan for challenging students mastering Tier I Supporting Interventions for High Standards

19. © AZ Board of Regents, All rights reserved, 2012.  Small group (with a specific focus)  Buddy/peer teaching  Tutoring  One on One  Consulting a behavior specialist/SRO  Behavior plan  Computer programs  Interventions in the core curriculum  Parent reinforcement  What can you add to this list? Intervention Strategies for Sustaining Interventions

20. © AZ Board of Regents, All rights reserved, 2012. Students who need additional time: Assessment Data for Sustaining Interventions Students who need additional time: Strategies by colleagues that worked: Plan for students who need additional time: How will additional time and support be provided:

21. © AZ Board of Regents, All rights reserved, 2012. Content Area: Intervention Record for Sustaining Interventions Student Name Standard/Concept/ Objective Assessment/ Date Data/ResultsNotes (Progress made, etc.)

22. © AZ Board of Regents, All rights reserved, 2012. As an effective instructional leader, how can you support the use of assessment data ? –Time? –Resources? –Structures? –Strategies? –Monitoring? Data Results in Action

23. © AZ Board of Regents, All rights reserved, 2012. Read one article –Select one that sounds the most interesting to you –No two persons in group read the same article As you read identify –A new idea –An idea to modify –A question Complete the Brain worksheet as you read your article. As a table group, one person at a time... –Share at least 3 of your “Brain Dump” boxes Others record ideas in column one of handout –Describe how this article supports the idea of Supporting High Standards for Student Learning Brain Dump

24. © AZ Board of Regents, All rights reserved, 2012. Brain Dump

25. © AZ Board of Regents, All rights reserved, 2012. Differentiated Instruction and RTI: A Natural Fit Standards of Learning and Gifted Education: Goodness of Fit What Teachers Gain From Deliberate Practice Teacher Efficacy: What is it and Does it Matter? Reading CHOICES:

26. © AZ Board of Regents, All rights reserved, 2012. Supporting Teachers Reflecting on today’s activities. Think of three actions that I will begin to implement/plan in order to support/sustain interventions to ensure high standards for student learning. Final Thoughts

27. © AZ Board of Regents, All rights reserved, 2012. Handouts that may be helpful: 1.Collaborative Communities 2.Culture Shift Doesn’t Happen Overnight 3.Maximizing Learning for All Students – PLC4 4.Progress Monitoring – RTI Manual Section 2 5.Questions to Guide the Work of Your PLC Part 6 6.What is a PLC – Dufour article 2 Sustaining Interventions

28. © AZ Board of Regents, All rights reserved, 2012. Consider the guiding question Use column labeled “Strategies/Ideas” –connect today’s work with the “Research- Based Critical Behaviors.” –List at least THREE things per box Pair Share ONE strategy you learned today and how you plan to use it at your school. Closure for this Segment 28

29. © AZ Board of Regents, All rights reserved, 2012. Review the following… –Targeted Objectives –Research-Based Critical Behaviors Next Steps –What additional data do you need? –Who will you involve in process? –What resources do you need? Action Plan –Do what? –By when? Conclusion and Development of an Action Plan

30. © AZ Board of Regents, All rights reserved, 2012. In table groups (in a round robin format) –Share one new learning and describe how you will apply it in your job –NO REPEATS! Workshop Closure

31. © AZ Board of Regents, All rights reserved, 2012. Please complete “Participant Feedback” form –Grant research –Improve future workshops Workshop Closure