Granite School Districts MultiTiered System of Support Student
- Slides: 25
Granite School District’s Multi-Tiered System of Support Student Learning Differentiation Interventions and Extensions Teaching and Learning Educator Support and Development Services School Accountability Services
Objectives Content Participants will explore the difference between small group and whole system interventions and extensions. Language Participants will discuss what is happening in their own school regarding interventions and extensions and develop an action plan to increase the use of the components of the instructional framework.
RECAP: The Granite Way MTSS PLCs Tools Framework Core Implementing the Five Non-Negotiables: From Concept to Model
The Granite Way Implementing the Five Non-Negotiables: From Model to Practice The School Improvement Process
Recap January- Performance Area: Working Together (a) Team structures at the department and grade level (b) PLC Survey February-Performance Area: Working Together (a) Demonstrate effective teaming practices by (b) Using data and (c) creating a CFA March- Performance Area: Working Together (a) Demonstrate effective teaming practices by (b) Analyzing CFA data and (c) sharing instructional practices April- Performance Area: Student Learning (a) Apply our teaming practices toward (b) Improving student engagement in the classroom and (c) Providing targeted interventions and extensions
Steps in the CFA process 1. 2. 3. 4. 5. Clarify essential knowledge and skills Use a common pacing guide or unit assessment map Create common formative assessments Establish a common standard of proficiency Use common assessment results to identify students for intervention/extension 6. Time for intervention and extension during the school day 7. Connecting this work with the 5 -non-negotiables
Instructional Framework
Instructional Framework Rectangle and Oval Handout
Small Group Differentiation and Supplemental Intervention
Components of Differentiation Components: • On-level Practice (Practice to reinforce concepts) • Targeted Instruction (Re-teach concepts/skills that students have not mastered) • Academic Extensions (Depth and complexity of grade level content) Ideas: • Small Group with Teacher • Math or ELA Small Group • Vocabulary Activities • Partner Games • Independent Math/ELA Practice • Math/ELA Projects (e. g. , art, songs) • Math/ELA Writing (e. g. , journals) How will the teacher check for understanding? • Quick writes • Graphic organizers • Teacher observation and data collection
Small Group Differentiation and Supplemental Intervention/Extension Problem Solve: What will the teacher do next to intervene/extend for students?
Differentiation and Interventions • https: //www. teachingchannel. org/videos/stu dent-daily-assessment
Video Viewing Guide
Instructional Framework Rectangle and Oval Handout
Why Intervention/Extension? “It is essential that we as educators become responsive to the needs of all our students sitting in front of us every day. Our schools and our students will benefit by systematically and strategically providing effective instruction, feedback, and early intervention strategies. ” --Karns and Johnson (2011)
What is an Intervention? • It is planned instruction using data. • It is sustained over time. • It is targeted or focused on a particular student/group and on a particular set of skills or knowledge. • It is goal oriented (using baseline data) • It is procedural.
What is an extension? • It is based on assessment data to identify exceptional learning needs • It is instruction that extends academic standards into the depth and complexity of the curriculum area • It incorporates advanced, in-depth, and complex content, processes, and products • It provides cognitively complex learning • It is conducted with like ability peers
Learning Task #1 • At your table use the rectangle/oval handout and your GMTSS critical components chart to brainstorm ideas in each of the four categories • Record the group’s best thinking under each heading
Three Focus Questions • What is the school’s response when it becomes apparent that the student is not being successful? • If you are the student, what message does the school seem to be sending you? • Given the school’s practices and procedures, what conclusions can you draw regarding its assumptions about the school’s purpose? Richard Du. Four
Rationale for system-wide interventions and extensions • Do we believe it is the purpose of our schools to ensure all students learn at high levels? • Do we acknowledge that students learn at different rates and with different levels of support? • Therefore, have we created a schedule that guarantees students will receive additional opportunities for learning through extra time and support in a systematic way, regardless of who the teacher might be? Richard Du. Four
Learning Task #2: Scheduling Time In pairs, share how your school schedules time for interventions and extensions. • How do you schedule time in your day for interventions and extensions? • How do you know that instruction is targeting specific identified academic needs? • What data guides your interventions and extensions?
April MTSS Principal Feedback Form • A link will be emailed to you with the principal feedback form and the learning resources • Your comments provide valuable insights on how we can improve our performance and target the training. https: //docs. google. com/forms/d/1 bgh 60 Lg 74 drw-o. BOF 8 P 5 CHOkcn. Js 197 mpj. W 7 nh 0 Kss/viewform? usp=send_form
Objectives Content Participants will explore the difference between small group and whole system interventions and extensions. Language Participants will discuss what is happening in their own school regarding interventions and extensions and develop an action plan to increase the use of the components of the instructional framework.
Give Away
Thank you for attending! See you on May 21 st at the Jones Center
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