District 6 Superintendent, Martin Galindo District Charge.

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District 6 Superintendent, Martin Galindo

District Charge

Independent Work Time

Independent Work Time

PurposeA Time EVERY DAY when...

Students learn to work independentlyTeachers meet individual student needs

ProcedureEvolves from very

structured to student-choice over the course

of the yearMust DoMay Do

Explicitly taught proceduresMust DoMay Do

Procedure

Post rulesMust DoMay Do

Procedure

Organize classroom to accommodate

different IWT activities

Procedure

Must DoMay Do

What We KnowTeachers who consistently,

methodically, and relentlessly introduce rules and procedures

have the most success.

What We KnowTeachers who are willing to allow students to become responsible and accountable at IWT have the

most opportunity to practice reteaching, preteaching, and

extension activities.

“Phasing In”

Phase I: Whole ClassOne Task - Teacher Monitors

“Phasing In”

Phase II: “Menu” IntroductionTwo “Must Do” Tasks - Teacher Monitors

{Focus on transitioning from task to task}

“Phasing In”

Phase III: “Menu” in Place - Multiple TasksTeacher Pulls One Targeted Needs Group

{Focus on choices}

“Phasing In”Phase IV: Students using the

“Menu” and Working Independently

Teacher Pulls Multiple Targeted Needs Groups. Time for IWT

Extends to 30 Minutes

How Long Should Each Phase Take?

Phase IAbout a Week

Phase IIOne WeekPhase IV

The Rest of the YearPhase III

A Couple of Weeks

Characteristics of Phase I

Teacher introduces the

rules and procedures for

IWT.

Characteristics of Phase IMaterials at the

student’s independent work level are used

and explained...you want 100%

success.

Characteristics of Phase I

Teacher sets specific time frame for IWT with students.

Characteristics of Phase I

Teacher monitors within the room, though does not engage with

students...at all!

Characteristics of Phase ITeacher ends IWT at predetermined time

and pulls group together for “debriefing.”

What is Debriefing?An opportunity for the students

and teacher to reflect on successes and problems during

IWT.Debriefing should happen daily at first, then

as needed.

Characteristics of Phase II

Rules and procedures

are revisited

Characteristics of Phase IITeacher

introduces the “Menu”

management format.

Students are to complete two “Must

Do” activities.

Characteristics of Phase II

Characteristics of Phase IIStudents are

expected to transition

themselves with no help from the

teacher.

The teacher monitors during this time, taking careful notes to

share during debriefing.

Characteristics of Phase II

Introducing IWT to Your Students

SRA Open Court SRA Open Court Workshop Video Workshop Video Placement CardPlacement Card

What Do We Do Now?Create School-Wide

Rules and Procedure

s

Find Tasks for IWT in

your Teacher’s

Edition Lesson Planner

Practice Rules and Procedure

s with Students using One

Task

What Do We Do Now?Create School-Wide

Rules and Procedure

s

1. Complete “Must Do’s.”2. Choose One “May Do.”3. Do Not Interrupt the Teacher.4. You Can Not Switch the “May Do.”

What Do We Do Now?

What Do We Do Now?ESL

Supplement BLM

Reteach, Challenge, &

Home Connection

ELS Activity Book

Intervention BLM

Find Tasks for IWT in

your Teacher’s

Edition Lesson Planner

What Do We Do Now?

Phonics & Fluency

Reading Comprehensi

on

Vocabulary

Writing & Grammar

Create Tasks for IWT with

your Grade Level

What Do We Do Now?Everyday

for a Week

Model Everything

Don’t Help Students During Task

Debrief with

Students Daily

Practice Rules and

Procedures with

Students using One

Task

Set Time

Good

Luck