1. Response to Intervention iFlight

2. Using Professional Learning Communities to Improve Student Learning Intervention For Student Learning

3.  What do we want student’s to learn?  How will we and they know if they have learned it?  What do teachers and student’s do if student’s do not learn it?  What do we do if student’s already know it? PLC Questions

4. Demographics 200620082010 Caucasian 70% 70%71.21%72.24% Hispanic 23.61% 23.61%23.06%21.44% ELL 0.5% 0.5% 0.68% 0.68% 0.8% 0.8% Low Income 28.7% 28.7% 31.06% 31.06% 32.32% 32.32% SWD 9.48% 9.48% 9.26% 9.26% 9.68% 9.68%

5. Language Arts % Proficient 20062010 Overall79%83% Ethnicity71% 73% ELL54% 37% Low Income 76% SWD28%34%

6. Math 20062010** Overall70%75% Hispanic63%58% ELL50% 41% Low Income 69% 64% SWD26%34%

7. Focus Understand how educators can shift their focus from activities to OUTCOMES and from intentions to RESULTS. This only happens when leaders establish effective processes to shift collective attention in the right direction.

8. NO INTERVENTION SYSTEM CAN REPLACE GOOD TEACHING. What we know

9. Reciprocal Relationship StudentsSystemTeachers

10. Consider a class that you struggled with in your life.  What could have happened different to help you do better in that class. Your Learning Experience

11. Consider a student you feel is on a losing cycle. Why is that student a loser in the school system? How do you think that student feels about his/her ability to succeed in school? What could be done to help that student change from losing to winning? Winners & Losers

12.  Time on task.  Lack of Motivation  Failed learners vs. Intentional non-learners Why Don’t Student’s Learn

13. TIME IS A TOOL NOT A LIMITATION. IF TIME AND SUPPORT REMAIN CONSTANT LEARNING WILL ALWAYS BE THE VARIABLE.

14.  Confidence  Optimism: An expectation of positive results.  Strong Desire to Succeed.  Self-Analysis in Failure.  High Levels of Effort  Risk Taking--Stretching Continuous Winning

15.  Pessimism: Expectation of a Negative Result.  A Sense of Futility, Hopelessness, Fatalism.  Waning Effort.  Self-Criticism in Failure.  Denial; Cover Up  Fear of Risk Taking-- Defensiveness Continuous Losing

16. The Student’s Emotional Reaction Will Determine What That Student Does in Response. Two Possible Reactions: Productive: Keep Trying Unproductive: Stop Trying

17.  Remediation is after the fact.  Intervention attempts to address the problem as you go. Remediation vs. Intervention

18.  Timely  Direct students not invite & assigned  System-Wide  Within the School day  Most Qualified  Fluid Key Components of Good Intervention

19.  The process should ensure students receive the intervention in a timely fashion —at first indication they are experiencing difficulty. Critical Component 1

20.  Where was the timing? Summer School & After School

21.  The process should direct rather than invite students to devote the extra time and take advantage of additional support until they are experiencing success. If a student is experiencing difficulty, additional time and support is not optional. Critical Component 2

22.  Invitation Summer School & After School

23.  Students should be guaranteed they will receive this time and support regardless of who their teacher might be. It needs to be system wide. Critical Component 3

24. This was totally dependent upon the efforts of the teacher. Before and After School

25.  It must be within the school day. This may cause an alteration to the schedules, but will allow for the additional time and support students need in the school day. Critical Component 4

26.  You must have the most qualified teacher doing the intervention. If you are using aides to intervene rather than the classroom instructor, your intervention is not as efficient as it could be. Critical Component 5

27.  Provide assistance to the teacher and student  Missing work  Test prep  Affects small group of students  They are aides. Intervention Aids

28.  It must be a fluid model. If a student is failing a course, he should not have to spend a set amount of time in remediation. This is not based on seat time, but learning. As soon as a student raises his grades, he/she should be allowed to get out of intervention time. Critical Component 6

29.  Life sentence or a semester it is the same in a middle level students mind. Perspective

30.  Exploratory  Social  Emotional Needs  Academic Middle Level Phylosophy

31. What was the problem or need – Why implement RTI? @ SRMS  Students not turning in work  High number of D’s and F’s  Mastery  Student Accountability  19 buses – after school was not a viable option  Remediation vs. Intervention  Time

32.  What is iFlight?  How PLC’s led to a iFlight model.  Still in process iFlight

33.  Time and motivation.  Components of good Intervention  Middle Level Philosophy. Why iFlight?

34.  How often do we run iFlight?  What do the teachers do?  TIME IS A TOOL NOT A LIMITATION.  IF TIME AND SUPPORT REMAIN CONSTANT LEARNING WILL ALWAYS BE THE VARIABLE. iFlight Schedule

35.  Daily routine?  How do student know they have a failing grade every day.  Data rich iFlight Personnel

36.  Failure rate  Defined by grades  CRT Scores  Enjoyment of the students.  Climate of classroom and school  Defined by tardies and citizenship How do we determine success?

37. Data (# of Students Failing) Quarter1Quarter2Quarter3Quarter4 2009-10 212312375299 2010-11 206301 8% of all students have a D or F (as of end of Feb. 2011) 2011-12

38. Data (# of F’s Received) Quarter1Quarter2Quarter3Quarter4 2009-10 507794906779 2010-11 368 651 2011-12

39. Our job is to help students believe they are capable learners. A Proper Belief:

40. We must help students find the gifts they didn’t know they had. A Belief to Embrace:

41. We can make success an irresistible force in their minds. We Must Believe…

42. Students Must Believe:  It’s OK not to be good at it when you’re just getting started  You may hit the target today or you may not…  If you don’t, it is crucial that you remain willing to return and try again tomorrow

43. [Students] want the confidence that their investment of time, effort, and loyalty will lead to positive results… Teaching is about delivering that confidence. ~Adapted from Kanter

44. Above all, do no harm Physician’s Creed

45. Above all, do nothing to diminish hope; Promote winning streaks Educator’s Creed

46. Linda Richmond linda.richmond@jordan.k12.ut.us Paula Williams paula.william@jordan.k12.ut.us linda.richmond@jordan.k12.ut.us paula.william@jordan.k12.ut.us Travis Hamblin travis.hamblin@jordan.k12.ut.us