Elementary Intervention Task Force

May 19, 2011

4:30--6:00 p.m.

Member Attendance

Jennifer Patterson Bridgett Niedringhaus Kim Turner Karla Luedke

Kim Ostertag Vicki Readenour Susan Farr Betsy Nunn Cindi Crigler

Agenda Items

1. Book Study Chapter 9 Behavior Interventions

This was a chapter full of concepts that provided a lot of food for thought

PBS was discussed as a beneficial way to approach behaviors school-wide

Importance of a team to address challenging behaviors

Behavior and academics are so tied to achievement in the classroom

Consistency is so important but difficult to carry out every day

New STAT process at Becky-David allows to teachers to bring kids to the table that teachers just need to discuss, but the purpose is not to have them labeled as disabled

Chapter 11 Putting It All Together

Kim put the questions from the Chapter in a Readiness Checklist

Our buildings are in different places, but most of the PLCs at Independence Elementary have more understanding today than in the past about RtI

The pitfalls are important to remember and helpful to learn from the work (success & failures) of other PLCs

The concept of second chances in grading is profound and an important concept for teachers to remember

2. Preliminary Survey Results

Shared results of PLC survey

There was growth in the strongly agree/agree percentage on the question that asked Intervention Time is Beneficial. There was also a decrease in the Strongly Disagree/Disagree percentage. The weighted average moved from 3.01 to 3.28.

On PLC Question #8 We have the Supports Needed to Ensure Intervention Time is Beneficial: there was an increase in the Strongly Agree/Agree percentage and a decrease in the Strongly Disagree/Disagree. The weighted average moved from 2.72 to 3.21.

3. Final Gots List

Reviewed what we were looking for as a group of learners and how we are continuing to grow

4. Task Force Big Ideas or Take Aways What plans to you have to take some of the ideas from the task force back to

your building? o Vicki Readenour met with Sherri Brown to discuss concepts learned in

the Task Force. Becky-David is going to change the way interventions will be structured for the upcoming year. Moving interventions to 20 minutes daily

o John Weldon is moving interventions from 3 days per week to 4 days a week. Going to put some data triggers in place. There is a great deal of buy-in because they have an Intervention Committee working on the change process. The group wants to do the book study.

o The Intervention Committee at Independence is looking for additional members and 25 people volunteered to participate on the committee and it is a vertical group of stakeholders. The group will work on the Pyramid Response to Intervention and will go back to the PLC and move the discussion forward.

How will you work to implement change in your building to move things

forward? o Kim and Karla are very excited to try a before school Discovery Club

after hearing Connie and Mary present on extension.

5. Extensions

Connie Hodits and Dr. Mary Hennefent, gifted facilitators, presented on Enrichment Extensions at Castlio Elementary. They discussed how they are focusing on PLC Question #4 for high achieving students. They also discussed the club that they started for 3rd -5th grade students before school at Castlio Elementary.

6. Task Force Evaluation—will receive an email survey this week

7. The group wants to continue to meet next year

+Extension and

Enrichment

For

Academically

Talented

Students

Intervention- 51 % of instruction Extension- <10 % of instruction

+Extensions vs. Enrichment

High ability students who demonstrate

mastery of grade-level work deserve

more challenging learning opportunities.

These extensions now become the

students regular work.

Every child deserves an

enriching curriculum.

+Gifted, High Ability or Creative?

All of these students need a differentiated education.

+The Key Is Pre-Testing

It tells teachers what concepts their students need to work on and what they have mastered.

It serves as a baseline so that you can show students how much they learned during the class.

It exposes students to the type of material they will learn over the duration of the course/unit.

It serves as documentation on the teacher's part for STAT meetings.

+Down and Dirty Pre-tests

Whole class

Graffiti wall

Thumb it

Yes/No cards

Snow ball fight

Individual student

Hardest five first

Use individual response boards

You can always give the Post-test

+Triggers

Mastery on pre-test.

Consistently completes all extension

activities.

Always interested in learning more

about the topic.

+Differentiated Instruction

Is prescriptive, not

invitational

Based on readiness, interest

level, or learning profile

Involves either content,

process, or product

+Keys to Differentiation

You need a management plan.

You need to consider all students in the room.

You need to determine which method of differentiation will work best for your students.

You need to vary the types of differentiation offered.

+ Ways to Differentiate Flexible Grouping

Curriculum compacting with extension

opportunity

Extension Menus

Tiered Assignments

Autonomous Learning Contracts

Electronic

Learningwww.kn.pacbell.com/wired/fil/

Web Hotlist Web Sampler Web Quest

+Extensions Mandated for Gifted

Education Specialists in Elementary

Firecracker Program for Kindergarteners

Focus on verbal and spatial skills

Firecracker Extension Program for Kindergarteners

Focus on verbal and spatial skills

Fourth quarter content unit of choice

Rockets- First Grade Extension Program

Focus on communication, research, technology and problem

solving

Mirrors the first grade Spectra curriculum

+Additional Extensions at

Castlio Elementary

Discovery - second grade extensions

Focus on communication, research and problem solving

Mirrors second grade Spectra

Challengers 3- third grade extensions

Challengers 4- fourth grade extensions

Challengers 5- fifth grade extensions

Current focus- problem solving

Future focus- math, science and social studies companion

curriculum