LEARNING BY DOING

Chapter 4ELA

How Will We Respond When Students Don’t Learn?

PART ONEHere’s How

Intervention Vs. Systematic

Question:As an educator, where do you stand in regards to your

teaching method?

Is it systematic where you believe how you teach reaches ALL students?

ORIs it with interventions where if one way of teaching is not

effective then you modify to help students reach their highest potential.

Well research say its mostly “systematic.”

Most educators stick to one teaching style that is comfortable and beneficial for the teacher and not for the students. Like many many situations mentioned in chapter 4, we as teachers do feel that students either learn our method of teaching, catch on quick, and pass or get left behind and fail.

My fellow educators, that’s not the correct attitude to have!According to chapter 4, teachers, we must have an

“Intervention process that is timely and students are ensured to receive additional time and support for their learning when they experience difficult within our “systematic” teaching.

This intervention process should be timely and students are directed rather than invited to utilize the system of time and support.

IN OTHER WORDS

Teachers we must be understanding, motivators, as well as learners of our students needs.

PART TWOHere’s How

Question? How will we respond when our students don’t learn?

Answer! There must be a Systematic Response to Intervention…

Systematic Response to Intervention Timeliness: Intervention should occur immediately. Direct: Students should be direct to take advantage

of interventions until success occurs. Guaranteed: Students should have access to

interventions, no matter who their teacher is. (KEY: p74) In order to help students learn at high levels,

schools must provide students with additional TIME and SUPPORT for learning in a TIMELY, DIRECTIVE, and SYSTEMATIC way.

PART THREEHere’s Why

Effective schools create a climate of high expectations for student learning

examine what happens when some students don’t learn- this is the most authentic method to assess the degree to which a school is characterized by high expectations

professional learning communities must create a process to ensure that students who need additional time and support for learning will receive it

schools must provide additional opportunities to learn during the instructional day that students perceive as helpful

it is pointless to give assesments if schools aren’t prepared to intervence if students haven’t learned

if additional support is not forthcoming it is summative if it is forthcoming then it is formative “ The success of our students is our joint responsibility and when

they succeed, it is to our joint credit and cumulative accomplishment”

PART FOUR

Assessing Your Place on the PLC Journey

(Refer to Handout)

PART FIVETips for Moving Forward

Creating Systematic Interventions to Ensure Students Receive Additional Time and Support for Learning

Beware of appeals to mindless precedent• We have never done it that way• The Schedule won’t let us• We have always done it this way

The system of intervention should be fixed System of Intervention should be designed as a permanent

support for individual students. When students are experiencing difficulty, they should be directed to the appropriate level of intervention, but only until they have acquired the intended knowledge and skill

Systems of intervention work most effectively when they are supporting teams rather than individual leaders

Ensure common understanding of the term “system of interventions”

Providing students with additional time and support for learning SPEED Intervention Criteria• Systematic- Plan is school wide, independent of the individual

teacher , and communicated in writing (who, why, how, where, when) to everyone : staff, parents and students

TIPS cont.• Practical- Plan is affordable with the schools available

resources (time, space, staff, materials)• Effective- Plan must be effective and available and

operational early enough in the school year to make a difference for the student. It should respond to the ever changing needs of the students

• Directive- Pan should be mandatory, not invitational, and apart of the student’s regular school day. Students should not be able to opt out.

• Essential- Plan should focus on agreed upon standards and the essential learning outcomes of the districts’ curriculum. It should be targeted to a students specific learning needs

FINAL THOUGHT

Realize that no support system will compensate for bad teaching. A school characterized by weak and ineffective teaching will not solve its problems by creating a system of timely interventions for students. Eventually system will be crushed. Schools need both skillful teachers and effective school wide interventions.