Supporting Diverse Learners at Tier 1: Building the Bridge from
Teacher to Learner
Supporting Diverse Learners at Tier 1: Building the Bridge from
Teacher to LearnerFairfax County Public Schools
Our Story
2AgendaMTSS in FCPSCollaboration and Collective
ResponsibilityProfessional Development to Support Tier 1Meaningful
job-embedded PD
3New Collective Majority of MinorityThe new collective majority
of minority schoolchildrenprojected to be 50.3 percentby the
National Center for Education Statisticsis driven largely by
dramatic growth in the Latino population and a decline in the white
population, and, to a lesser degree, by a steady rise in the number
of Asian-Americans. African-American growth has been mostly
flat.
In the 2011-12 school year,82 percent of 3.4 million public
school teacherswere non-Hispanic white, while 7 percent were
non-Hispanic black and 8 percent were Hispanic, according to data
from the National Center for Education Statistics. That
distribution has budged little in the last decade. In 2003-04, 83
percent of all public school teachers were non-Hispanic white.
That trend is expected to continue. By 2050, 34 percent of U.S.
children younger than 17 will either be immigrants themselves or
the children of at least one parent who is an immigrant, according
to projections from the Pew Research Center.
From Education Week U.S. School Enrollment Hits
Majority-Minority Milestone8/20/14 ByLesli A.
Maxwellhttp://www.edweek.org/ew/articles/2014/08/20/01demographics.h34.html
4Stand Up, Hand Up, Pair UpWhat connections resonate with you in
terms of your current student population?
How does this impact the work of public schools today?
5FCPS: Who are we?LevelNumberGradesElementary139Pre
K-6Middle236-8 (3)7-8 (20)High 229-12Secondary37-12Alternative High
2Special Education Centers72013-2014 : 184,625ESOL 29,723Sped
25,425DiversityAfrican American 10.3 %Asian 19.4%Hispanic
22.8%White 42.3%FRM 49.295%*Largest in VA*11th largest in
US6(Dis)Proportionality
VDOE, Enrollment & Demographics,
http://www.doe.virginia.gov/statistics_reports/enrollmentBased on
2012-13 enrollment7
On-Time Graduation TrendsVDOE, Enrollment & Demographics,
http://www.doe.virginia.gov/statistics_reports/enrollment/8
9Instructional Improvement Focus
Focus on Teaching and Learning Whole Child Approach
student-centered learning environment 11Our Story
12Interconnectedness
13Collaboration and Collective Responsibility
14ALL SOME
FEW
TargetedIntensiveCOREACADEMICS/BEHAVIORRI IN FCPSKey Components
in FCPSHigh quality core instructionCollective responsibility for
ALL studentsUse of universal screeningProgress monitoring of core
instruction and interventionsMulti-tiered supportEarly
implementation of evidence-based interventions with fidelity
16
Closing the Achievement Gap17Closing the Achievement Gap
Strategy
RTI Working With PLCsInterview with Mike Mattos and Austin
Buffum
19
Multi-tiered System of Support
20
How have you framed this work in your school division? Think and
Share21Professional Development Options22Developing Effective
Teacher PracticeResearchers have found that while 90% of teachers
reported participating in professional development, most of those
reported that it was useless. (Darling-Hammond et al. 2009)23Value
of Job Embedded PD Job-embedded professional development
refers to teacher learning that is grounded in day-to-day
teaching practice and is designed to enhance teacher practice to
improve student learning (Darling-Hammond & McLaughlin, 1995;
Hirsh, 2009)
consists of teachers assessing and finding solutions for
authentic and immediate problems of practice as part of a cycle for
continuous improvement (Hawley & Valli, 1999; National Staff
Development Council, 2010)Face-to-FaceOverview of RI
FrameworkSchool-based presentationsResponsive Instruction: The work
of PLCsMasters Level Course workCompass Learning Seminars for
School Leaders
Face to Face 25Believing All Student Can Learn at High
Levels
26Tier 1 BIG Questions
27
The 80% Rule Shoring Up the Core
(Buffum, Mattos, & Weber, 2012, p. 61) You dont have an
intervention problem, you have a what you do all day long in the
classroom problem.
28Tier 1 CORE InstructionDIFFERENTIATION
INSTRUCTIONAL SCAFFOLDING
RETEACHING
29Meaningful Job-embedded LearningResponsive Instruction: The
Work of PLCs
30The Work of CLTs Around Rigor
3132
Source: edutopia.org
UDL32
Responsive Instruction: The Work of PLCsBuilding Teacher
Efficacy
student-centered learning environment 33Tier 1 CORE
InstructionDIFFERENTIATION
INSTRUCTIONAL SCAFFOLDING
RETEACHING
34Differentiationis a teachers proactive response to learner
needsshaped by mindset
and guided by principles of differentiationTomlinson 201335Types
of Supports
36Virtual/CollaboratesProactive Planning for Differentiation and
Scaffolding within Tier 1
ELs within the RI Framework
37Proactive Planning for Differentiation and Scaffolding within
Tier 1 Instruction
38Differentiationis a teachers proactive response to learner
needsshaped by mindset
Components of Differentiation Tomlinson 201339
The Work of the PLC:Instructional Cycle
What do we want students to know, understand, and be able to do?
How will we know students have learned?How will we respond when
they dont learn?How will we respond when they already know
it?CLT40Four Key Questions of PLCsWhat do we want students to know
and be able to do? (KNOW, UNDERSTAND, and DO) -How do we
proactively examine the barriers in the curriculum to maximize and
support learning for all students? How will we know students have
learned?How will we respond when they dont learn? How will we
respond when they already know it?
41English Learners within the Responsive Instruction
Framework
42Core Instruction for ELs43Using WIDA DataAnalyze and assess
progress using WIDA Overall Composite Scale Score over time
Identify areas for instructional focus by domain (reading,
writing, listening and speaking)
Identify areas of strength by domain
EL Data Portfolio can serve as a tool to examine second language
acquisition progress
Group students for instruction
44Initial WIDA Level
Minimum Overall Composite Scale Score increase required to
demonstrate progressLevel 129Level 220Level 314Level 410Level 53VA
State Criteria for Growth WIDA ACCESS for ELLs45EL Data Portfolio
VDOE WIDA Student Progress Benchmarks
46
MariaYearComposite Proficiency LevelComposite Scale Score
2010-111.92442011-122.52932012-134.33362013-145.2363Initial WIDA
Level
Minimum Overall Composite Scale Score change required to
demonstrate progressLevel 129Level 220Level 314Level 410Level
5347Progress over Time48Progress Analysis by Domain
49JudyYearComposite Proficiency LevelComposite Scale Score
2010-114.13252011-124.63522012-134.33432013-143.5341Initial WIDA
Level
Minimum Overall Composite Scale Score change required to
demonstrate progressLevel 129Level 220Level 314Level 410Level
53
50Judy-Progress over time
51Judy Progress by Domain
52Judy - Area of Need
53Judy Can Do Descriptors
54Solution-Seeking ApproachDiagnostic Assessment ToolsDRA2 with
WIDA ELP level 3 and aboveBenchmark Assessment System- WIDA ELP
level 1 or 2
55Professional Development Options56Turn and Talk What kind of
professional development has your division put in place for
sustainability?
Is your PD effective in bringing about change in practices?
Our Story
58Scalability & SustainabilityVertical Articulation &
Connectedness
59Questions?
60FCPS ContactsDr. Karen Durocher, Program Manager, Responsive
Instruction; [email protected]
Karen Kleiber, Program Manager, ESOL Services,
[email protected]
Dr. Nicki Conners, Program Manager, OSEI, Teacher Supports,
[email protected]
