Day 3 Presentation FLDOE
- 1. Intensive Intervention Day 3 flmtss-day3.wikispaces.com Please go ahead and get online and go to today’s wiki
- 2. Norms • Value everyone’s input/expertise/strengt hs • Remain Positive • Be Learning Focused • Adhere to time-ordered agenda • Use Parking Lot
- 3. Getting Ready • Getting online • Puffin Browser • Accessing the Wiki flmtss-day3.wikispaces.com • Testing web-based tools – Vacations • Review Wiki and handouts
- 4. Goals & Objectives • gain awareness of a continuum of supports that address high probability and high intensity barriers to student engagement and learning • problem-solve barriers to intensive intervention design and implementation • increase recognition of the critical infrastructure necessary to support Tier 3 intervention design and implementation
- 5. Goals & Objectives • determine how to provide intervention support matched to students’ needs • identify technology to reduce barriers to intensive intervention and provide access to instruction • apply skills to design and deliver effective Tier 3 intervention, integrated and aligned with core instruction • engage in action planning to support intervention across a continuum
- 7. Look Ahead Instructional Strategies Cognitive Processes Areas of Engagement Universal Design for Learning Independent Learning
- 8. Look Ahead Intensive Intervention Instructional Alignment Student Profile Transfer to Core
- 9. Look Ahead • Instructional Alignment – Standards (skills & knowledge) – Instructional Indicators • Student Profile – Student Characteristics – Cognitive Processes – Engagement • Transfer to Core – Universal Design for Learning – Infrastructure
- 10. Where are you now? • Table Discussion – What types of data do you currently review when problem solving intensive intervention needs? • List examples of the data you review on the Problem Solving Data padlet • Group Sharing
- 11. Data Sources • FAIR – FCAT - EOC • Classroom tests/performance • SAT10 • Attendance • Behavior • AIMSweb • Progress monitoring • Discipline referrals • Fluency checks
- 12. Data Sources • Gradebook/grades • Benchmark assessments • Classroom observations • iReady (Math) – Star Math – Math Facts • Star Reading – Reading Eggs – Reading Express • Previous FCAT scores • Curriculum assessments • More seems to be available for elementary than high school
- 13. What Do You Believe?
- 14. What Do You Believe?
- 15. What Do You Believe?
- 16. Problem Solving Intensive Needs Intensive Intervention Instructional Alignment Student Profile Transfer to Core
- 17. Standards • Unpacking the Standard(s) – this information should come from Tier 1 – Select a standard or set of standards – Circle the verbs and action phrases (skills – Do) – Underline the nouns and noun phrases (knowledge and understanding – K and U) – Identify pre-requisite skills implied within the standard – Determine instructional implications of the standard
- 18. Standards • Example pre-requisite or implied skills Reading | Planning and Problem Solving | Critical Thinking Skills | Maintain Focus | Task Persistence | Organization and Synthesis of Information | Self- Regulation | Active Listening | Language • Instructional Implication – Review/reteach the implied skills – Provide scaffolding for implied skills
- 19. Implied Skills • Remediate or Compensate? Reteach Scaffold
- 20. Instructional Indicators • Direct Instruction – Clear learning goals/intentions – Clear success criteria – Actively building engagement – Appropriate lesson presentation – Guided practice – Closure and independent practice
- 21. Instructional Indicators • Gaining Meaning – Summarizing – Questioning – Clarifying – Predicting
- 22. Instructional Indicators • Knowledge integration • Background knowledge • Connectedness to the student’s world • Problem-based instruction
- 23. Making Connections • Table Discussion – Do current data sources provide information to make decision for instructional indicators?
- 24. Problem Solving Intensive Needs Intensive Intervention Instructional Alignment Student Profile Transfer to Core
- 25. Student Characteristics • Self-efficacy | the confidence that we can learn • Self-handicapping | choosing obstacles to avoid failure • Self-motivation | ratio of intrinsic and extrinsic motivation • Self-goals | master, performance, and social goals
- 26. Student Characteristics • Self-dependence | being dependent on adults for directions, goals, help, etc. • Self-discounting | believing positive feedback is invalid • Hopelessness | feeling like there is no point in trying • Social Comparison | self-image is based on a comparison with others
- 27. Student Characteristics • Table Discussion – Brainstorm ideas to address student characteristics such as hopelessness or self- handicapping behaviors • List ideas on the Student Characteristics padlet • Group sharing
- 28. Student Characteristics • Mentorship • Counseling • Be consistent with support • Develop an agreement with the student and hold the student accountable for success • Peer buddies • Student ownership of behavior • Student interest surveys
- 29. Student Characteristics • PBS • Goal mapping • Building on strengths and interests • Build a relationship of trust • Allowing students to work at their level of instructional success and allow them to set the next goal • Social skills and character lessons • Build a toolbox of the implied skills they need
- 30. Student Characteristics • Self monitoring of progress • Scaffolding competence through successive approximations • Build self-confidence through small group interactions • Modeling self reflection and problem solving • Lesson organizer with scaffolding • Discuss fears • Teach coping strategies
- 31. Student Characteristics • Action Research - Algebra Study – Flexible Testing – 20 questions covering a range of difficulty – Students select five to answer
- 32. Cognition & Neurology Neurological, or cognitive, processes (such as memory) can impact engagement, learning, and achievement. Students differ widely in their cognitive processing skills.
- 33. Can This Make a Difference?
- 34. Cognition – Input (visual/auditory) • Recognizing size, shape, and placement of text • Recognizing line and paragraph typography • Distinguishing subtle differences in sounds • Distinguishing figure and background sounds
- 35. Cognition – Input (visual/auditory) • Demo – Readability (Chrome)
- 36. Instructional Scaffolds • Input – Reading/focus guides – Fonts and font sizes – Spacing between words, lines and paragraphs – Visually organizing text with highlighters, comments, and stamps – Graph paper – Text-to-speech – Personal FM systems
- 37. Technology Tools – Input
- 38. Cognition – Integration • Sequencing – Ordering and sequencing information – Organizing and relating information • Abstraction – Inferring meaning – Generalizing a text
- 39. Cognition – Integration • Externalized thinking • • • • • •
- 40. Cognition – Integration • Demo - Rationale
- 41. Instructional Scaffolds • Integration – Graphic organizers – Concept maps – Mind maps – Timelines – Outlines
- 42. Technology Tools – Integration
- 43. Cognition – Memory – Short-term memory – Long-term memory – Engrams – Long-term potentiation – Long-term depression
- 51. Cognition – Memory 0 2 4 6 8 10 12 14 15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs
- 52. Instructional Scaffolds • Memory – Multiple text processing – Comparing/contrasting – Spread information across multiple media – Self-selecting icons or graphics (and sharing) – Notebooks / Journals – Review schedules
- 53. Technology Tools – Memory
- 54. Cognition – Output • Spontaneous language – Self-selecting subject and related information – Organizing information and thoughts • Demand language – Selecting related information – Organizing information and thoughts
- 55. Cognition – Output • Demo – Demand speech
- 56. Instructional Scaffolds • Output – Guided discussion questions – Cue cards – Graphic organizers – Written notes with main points highlighted – Extra time to prepare responses (with specific strategies)
- 57. Technology Tools – Output
- 58. Scaffold Integration All of these types of scaffolds are most effective when used in conjunction with each other. For example, a student may be taught a strategy or system for highlighting and visually marking complex text. The text that was highlighted and marked may then be used to fill out a graphic organizer, concept map, timeline, etc. Further processing could include illustrating some of the information on the graphic organizer. That graphic organizer could then become a discussion support tool.
- 59. Adjusting Cognitive Loads • Standards • Identifying critical skills • Finding the range of success • Increasing complexity
- 60. Making Connections • Table Discussion – Do current data sources provide information to make decision for cognitive needs, e.g. input, integration, memory, and output?
- 61. Engagement As students invest in learning they can increase achievement within a lesson, across curricula, and across tiers of instruction.
- 63. Areas of Engagement • Engagement has been shown to decline as students move from elementary to middle to high school. • Some studies report that 40 to 60 percent of students are disengaged by high school.
- 64. Disengagement - Engagement Where are your middle and high school students?
- 66. Academic Engagement • Curricular – Reading – Writing – Mathematics – Scientific/Analytical Thinking & Reasoning • Digital Literacy – Research/Information Literacy – Effective Use of Digital Tools • Productivity – Prioritizing, Planning, Management – Quality Product Development
- 67. Psychological Engagement • Self Awareness – Self confidence – Self efficacy • Self Management – Impulse control – Stress management – Self discipline – Organization • Decision Making – Planning and problem solving – Goal setting – Progress monitoring
- 68. Social Engagement • Social Awareness – Perspective taking – Appreciating diversity • Relationship Skills – Interactive communication – Cooperation – Conflict resolution – Seeking and providing help
- 69. Normative/Transparent/Transportable • Web based tools • Mobile technologies • Laptop technologies • Game based instruction • STEM/Career technologies – Microscopes – Robotics – 3D Printers – Virtual Worlds
- 70. Wiki resources • Review of Measurement Tools • Examples – Moffsoft FreeCalc – InspireData – Microsoft Mathematics – OE-Cake – Spore
- 71. Technology Tools
- 72. Problem Solving Intensive Needs Intensive Intervention Instructional Alignment Student Profile Transfer to Core
- 73. Universal Design for Learning
- 74. Universal Design for Learning • The Myth of Average
- 75. Universal Design for Learning • Options for Engagement • Options for Representation • Options for Expression – Review links in wiki
- 76. Independent Learning Skills The more a student can independently customize a variety of technology tools and strategies to solve problems, the more that student can problem solve barriers to achievement.
- 77. Upside Down
- 78. Upside Down
- 79. Upside Down
- 80. Independent Learning Behaviors • Self progress monitoring • Goal setting • Time management • Task persistence • Organization of instructional materials and work • Self selection of problem solving and learning tools and resources • Self assessment of tools and resources
- 81. Generalizing Tier 3 to Tier 1
- 82. Infrastructure – Table Talk • Review questions • Complete survey • View examples
- 83. Problem Solving Intensive Needs Intensive Intervention Instructional Alignment Student Profile Transfer to Core
- 84. Closing • Wrap-up – Recap with handout – Review of Parking Lot • Day 4/5 News • Evaluation
Editor's Notes
- #3: Refer to list and solicit additions from participants