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Freshman Teacher Workshop Thursday, September 17, 2009 •Introduction -What is RtI? -Why Freshman Teachers? •Strategic Differentiation -A Portrait of Three Teachers -Clear Objectives + Pre-Assessment •KUD (Know Understand Do) -Know vs. Understand -Standards vs. Performance Descriptors -Example -Course Groups •Pre-Assessment -Ability, Interest, Learning Profile, Gates Data •Conclusion Response to Intervention Overview • • • • It It It It is a 3-Tiered Service Delivery System is NOT a Special Education Initiative is NOT a General Education Initiative IS: ◦ ◦ ◦ ◦ An EVERY EDUCATION Initiative About Prevention and NOT waiting to fail About Instructional strategies and NOT placement About using Scientifically Based Intervention and Progress Monitoring Practices Multi-Tier Model ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS 3 3 Tier Intensive, Individual Interventions • Individual Students • Assessment - based • High intensity • Of longer duration 5% 15% 5% Tier Intensive, Ind. Interventions • Individual Students • Assessment - based • Intense, durable procedures 15% 2 Tier Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Tier 1 Core Instr. Interventions • All students • Preventive, proactive 80% 80% STUDENTS 2 Tier Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 1 Tier Core Instr. Interventions • All settings, All students • Preventive, proactive Problem Solving Method Problem Identification Is there a problem? What is it? Problem Analysis Why is it happening? Plan Evaluation Did our plan work? Plan Development What shall we do about it? A Portrait of Three Teachers from “Mapping a Route Toward Differentiated Instruction” by Carol Ann Tomlinson Mr. Appleton Unit of Study = Ancient Rome Instructional Approach = •Reading the textbook •Taking notes •Answering questions at the end of the chapter •Lecturing •Quizzing students on notes and the chapter •Reviewing with a handout •Unit testing Ms. Baker Unit of Study = Ancient Rome Instructional Approach = •Graphic Organizers for reading the textbook chapter •Pictures of art & architecture •Lectures about Roman influence on Western architecture, language, & laws •Students dress in togas •Roman banquet •Word searches/puzzles •Movie clip from Gladiator •Reads aloud myths •Project choices—travel brochure, poem, building model, maps, etc. Mrs. Cassell Unit of Study = Ancient Rome Instructional Approach = •Review groups of mixed readiness •Review games of like readiness •Whole class plan, work, review, debate •Final project— journal entries, oral monologue, videotape presentation •Key concepts for year-long study of history Ex. Culture, change, interdependence •Defined set of facts & terms essential for student literacy Ex. Republic, patrician, plebeian, veto, villa, Romance language •Essential question: How would your life & culture be different if you lived in a different time and place? •Tasks—assume the role of an ancient Roman citizen Ex. Soldier, farmer, slave •Compare/contrast student lives to those of students in ancient Rome (complexity of scenario based on student skill level in researching and thinking about history) Looking at the Three Classrooms •Mr. Appleton teaches facts •NO key concepts, •NO guiding principles, •NO essential questions •He does not respond to student differences/lacks engagement •No real attention to student engagement or understanding •Ms. Baker’s class may not be any more successful than Mr. Appleton’s •Lacks clarity •Student engagement •Lack of teacher focus •Nothing ties the ideas together •Students studying “something about Rome” •Students work with different tasks not differentiated ones •Mrs. Cassell begins with key concepts that help students relate to, organize, and retain what they study in history •Develops principles that govern how the concepts work •Essential questions that engage students in a quest for understanding •Assesses students for readiness, interests, ability, learning profile •Modifies her instruction accordingly •Plans for what students should know, understand, and be able to do at the end of a unit Knowledge Understanding •The facts •A body of coherent facts •The meaning of the facts •The theory that provides meaning and coherence to those facts •Fallible, in process theories •A matter of degree or sophistication •I understand why it is, what makes it knowledge •I judge when to and when not to use what I know •Verifiable claims •Right or wrong •I know something is true •I respond on cue with what I know K.U.D. tied to Standards Standard Understand the history of rhetoric Connection to College Readiness Standard: English - Topic Development in Terms of Purpose and Focus 28-32 Create effective introductions and conclusions to speeches Connection to College Readiness Standard: English - Topic Development in Terms of Purpose and Focus 16-19 Know Rhetoric Oratory Ethos Pathos Logos Aristotle Time period: Ancient Greece Understand The Aristotelian persuasive appeals model still applies to today’s effective public speakers. Do Utilize the three rhetorical appeals effectively when presenting speeches. Attention Getter Link to Topic Thesis Bridge Review of points Final thought (So what/Now what?) These different parts of a speech work together to build an effective argument. Write and present speeches with effective introductions and conclusions. Assessment Assess Before Assess Instruct After Instruct Assess During Assessment of learning summative Assessment for learning diagnostic, formative set goals, monitor Assessment as learning growth, for both students and teachers Pre-Assessment • Why would you pre-assess before beginning a unit? • Why would you NOT pre-assess? • How have you used preassessments? • What did you do with the results? Pre-Assessment • What is the KUD for this unit of study? • In what ways are students most likely to vary significantly? • Where in the unit is it most appropriate to differentiate? Pre-Assess for Ability • • • • Gates Baseline Writing Quiz Vocabulary Activity Rate Your Words A = I do not know it C = I might know WORD A B = I think I have seen/heard D = I know and can use it B C D EXAMPLE WORD SPLASH Group the following words in any way you deem appropriate and write 1-3 sentences explaining why you think they belong together. Pre-Assess for Interest Reading Inventory Star Rating Survey Thematic Question