district 6 superintendent, martin galindo district charge
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District 6 Superintendent, Martin Galindo
District Charge
Independent Work Time
Independent Work Time
PurposeA Time EVERY DAY when...
Students learn to work independentlyTeachers meet individual student needs
ProcedureEvolves from very
structured to student-choice over the course
of the yearMust DoMay Do
Explicitly taught proceduresMust DoMay Do
Procedure
Post rulesMust DoMay Do
Procedure
Organize classroom to accommodate
different IWT activities
Procedure
Must DoMay Do
What We KnowTeachers who consistently,
methodically, and relentlessly introduce rules and procedures
have the most success.
What We KnowTeachers who are willing to allow students to become responsible and accountable at IWT have the
most opportunity to practice reteaching, preteaching, and
extension activities.
“Phasing In”
Phase I: Whole ClassOne Task - Teacher Monitors
“Phasing In”
Phase II: “Menu” IntroductionTwo “Must Do” Tasks - Teacher Monitors
{Focus on transitioning from task to task}
“Phasing In”
Phase III: “Menu” in Place - Multiple TasksTeacher Pulls One Targeted Needs Group
{Focus on choices}
“Phasing In”Phase IV: Students using the
“Menu” and Working Independently
Teacher Pulls Multiple Targeted Needs Groups. Time for IWT
Extends to 30 Minutes
How Long Should Each Phase Take?
Phase IAbout a Week
Phase IIOne WeekPhase IV
The Rest of the YearPhase III
A Couple of Weeks
Characteristics of Phase I
Teacher introduces the
rules and procedures for
IWT.
Characteristics of Phase IMaterials at the
student’s independent work level are used
and explained...you want 100%
success.
Characteristics of Phase I
Teacher sets specific time frame for IWT with students.
Characteristics of Phase I
Teacher monitors within the room, though does not engage with
students...at all!
Characteristics of Phase ITeacher ends IWT at predetermined time
and pulls group together for “debriefing.”
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.
Characteristics of Phase II
Rules and procedures
are revisited
Characteristics of Phase IITeacher
introduces the “Menu”
management format.
Students are to complete two “Must
Do” activities.
Characteristics of Phase II
Characteristics of Phase IIStudents are
expected to transition
themselves with no help from the
teacher.
The teacher monitors during this time, taking careful notes to
share during debriefing.
Characteristics of Phase II
Introducing IWT to Your Students
SRA Open Court SRA Open Court Workshop Video Workshop Video Placement CardPlacement Card
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 Procedure
s with Students using One
Task
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.”
What Do We Do Now?
What Do We Do Now?ESL
Supplement BLM
Reteach, Challenge, &
Home Connection
ELS Activity Book
Intervention BLM
Find Tasks for IWT in
your Teacher’s
Edition Lesson Planner
What Do We Do Now?
Phonics & Fluency
Reading Comprehensi
on
Vocabulary
Writing & Grammar
Create Tasks for IWT with
your Grade Level
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
Good
Luck