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THREE KEYS TO SUCCESSFUL INTERVENTIONS Lee Anne Housley Executive Director of School Partnerships Senior Consultant, Literacy First.

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Presentation on theme: "THREE KEYS TO SUCCESSFUL INTERVENTIONS Lee Anne Housley Executive Director of School Partnerships Senior Consultant, Literacy First."— Presentation transcript:

1 THREE KEYS TO SUCCESSFUL INTERVENTIONS Lee Anne Housley Executive Director of School Partnerships Senior Consultant, Literacy First

2 How do you define? Intervention is defined as…  Something that comes between two things OR something that changes the course of something  To come in or between by way of modification

3 Characteristics of Ineffective Interventions 1.Teacher aides or volunteers working with students 2.Teachers assigned who have been sub- standard in the classroom 3.Primary source of instruction 4.“LIFER” mentality 5.Lack of sense of urgency, laid back 6.Inadequate, outdated supplies/materials

4 What needs to change?

5 Objective  Identify three keys to successful interventions  Compare/Contrast with current practice

6 Three Keys  Different Resources  Different Instruction  Different Mindset

7 Key #1 Different Resources

8 Resources  Different than original teaching  Makes use of multiple modalities – See, Hear, Do

9 Resources - Time

10 Materials

11 The Need for A Balanced Approach Discrete Skill Instruction Real-World Practice Grade-Level Standards Prior Knowledge Support Challenge

12 ReadUp: an RTI Solution for the Common Core

13 Discrete Skill Lessons  Clear instructional model  Explicit instruction on core comprehension skills  Cartoon characters used to personify core skills to help students remember  Reading material demonstrates each skill and provides practice  Differentiation activities 13 © 2013 CATAPULT LEARNING, LLC – CONFIDENTIAL – INTERNAL USE ONLY

14 The Characters

15 Close Reading & Writing Lessons  5 multi-day lesson plans per grade  Rich literary and informational texts at each grade level, in line with text complexity expectations of CCSS  Detailed lessons on analytical reading and text-based argumentative writing  Graphic organizers for student note-taking and outlining  Assessment rubrics 15 © 2013 CATAPULT LEARNING, LLC – CONFIDENTIAL – INTERNAL USE ONLY

16 Different People?

17 People  Passionate about kids  Passionate about data  Passionate about teaching

18 Key #2 Different Instruction

19 Instruction  Explicit  Scaffolded  Differentiated

20 Use but confuse Scaffolding Correct level of difficulty Established ACQUAINTED Unknown Enough knowledge to be dangerous Can do on my own Can’t do Frustration Level Independent Level Instructional Level

21 How do we get to explicit?  Passion for kids - enjoy  Passion for data – ask questions, listen, watch  Passion for teaching – narrow the focus, differentiate based on skill gap, collaborate

22 AS TEACHER EFFECTIVENESS INCREASES, LOWER ACHIEVING STUDENTS ARE THE FIRST TO BENEFIT. Instruction Sanders & Rivers Cumulative and Residual Effects of Teachers on Future Student Academic Achievement, 1996

23 ARK What do you already know? Lesson Objective What will we learn? Think Aloud #1 Watch the Teacher. Think Aloud #2 Let’s do it together! Student Active Participation Now, you try it! Identify Student Success What did you learn? Anatomy of a Lesson (AOL) Framework 23

24 Questioning Nonfiction #1

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27 Differentiated Instruction Defined “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Carol Ann Tomlinson

28 Differentiated Instruction:  Guides us in “how to” teach  May occur through content (what we teach)  Process (how a student makes sense of the information)  Product (Evidence of Learning)  Reflects growth

29 Differentiated

30

31

32 Key #3 Different Mindset

33 School Culture (MIND SET ) and Interventions 1. Students’ inability to comprehend complex text and discipline referrals? 2. Struggling readers and absenteeism? 3. Students not completing class work/homework and their ability to comprehend complex text? Is there a high correlation between: What are adjectives you have heard your teachers use to describe students who are considered struggling readers?

34 Mindset  Teacher/School mindset (students will succeed)

35  Student mindset (intelligence isn’t fixed—this is just work)

36 Practice Performance Tasks  Focus on Preparing for Upcoming Assessments  Can be taken along with benchmark assessments and hand- scored  Can be used simply as practice items  Focus on Synthesizing Skills Learned in Isolation  More “real-world-ish” scenarios  Unpredictable, messy, not obvious which facts or skills are needed  Focus on critical thinking and problem-solving  Focus on Persistence and Precision  Assessment rubrics and teacher notes help teacher work with students to analyze their work and understand their errors 36 © 2013 CATAPULT LEARNING, LLC – CONFIDENTIAL – INTERNAL USE ONLY

37 Practice Performance Tasks Grades 2-3 Exemplars from CCSS When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from that of the narrator. [RL.3.6] Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8] Grades 4-5 Exemplars from CCSS Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr. [RL.5.6] Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5]

38 Mind Set Performance Loop Mind Set Attitude Behavior ActionsResults Performance

39 Our Goal


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