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Day 3 Presentation FLDOE

Jun 15, 2015

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Problem solving for intensive intervention/instruction needs.
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Page 1: Day 3 Presentation FLDOE

Intensive Intervention

Day 3

flmtss-day3.wikispaces.comPlease go ahead and get online

and go to today’s wiki

Page 2: Day 3 Presentation FLDOE

Norms

• Value everyone’s input/expertise/strengths

• Remain Positive• Be Learning Focused• Adhere to time-ordered

agenda• Use Parking Lot

Page 3: Day 3 Presentation FLDOE

Getting Ready

• Getting online• Puffin Browser• Accessing the Wiki

flmtss-day3.wikispaces.com • Testing web-based tools – Vacations• Review Wiki and handouts

Page 4: Day 3 Presentation FLDOE

Goals & Objectives

• gain awareness of a continuum of supports that address high probability and high intensity barriers to student engagement and learning

• problem-solve barriers to intensive intervention design and implementation

• increase recognition of the critical infrastructure necessary to support Tier 3 intervention design and implementation

Page 5: Day 3 Presentation FLDOE

Goals & Objectives

• determine how to provide intervention support matched to students’ needs

• identify technology to reduce barriers to intensive intervention and provide access to instruction

• apply skills to design and deliver effective Tier 3 intervention, integrated and aligned with core instruction

• engage in action planning to support intervention across a continuum

Page 6: Day 3 Presentation FLDOE

Look Ahead

Engagement

Learning

Achievement

Page 7: Day 3 Presentation FLDOE

Look Ahead

Instructional Strategies

Cognitive Processes

Areas of Engagement

Universal Design for Learning

Independent Learning

Page 8: Day 3 Presentation FLDOE

Look AheadIn

tens

ive

Inte

rven

tion Instructional Alignment

Student Profile

Transfer to Core

Page 9: Day 3 Presentation FLDOE

Look Ahead

• Instructional Alignment– Standards (skills &

knowledge)– Instructional Indicators

• Student Profile– Student Characteristics– Cognitive Processes– Engagement

• Transfer to Core– Universal Design for

Learning– Infrastructure

Page 10: Day 3 Presentation FLDOE

Where are you now?

• Table Discussion– What types of data do you

currently review when problem solving intensive intervention needs?

• List examples of the data you review on the Problem Solving Data padlet

• Group Sharing

Page 11: Day 3 Presentation FLDOE

Data Sources

• FAIR – FCAT - EOC• Classroom tests/performance• SAT10• Attendance• Behavior• AIMSweb• Progress monitoring• Discipline referrals• Fluency checks

Page 12: Day 3 Presentation FLDOE

Data Sources

• Gradebook/grades• Benchmark assessments• Classroom observations• iReady (Math) – Star Math – Math Facts• Star Reading – Reading Eggs – Reading Express• Previous FCAT scores• Curriculum assessments• More seems to be available for elementary than

high school

Page 13: Day 3 Presentation FLDOE

What Do You Believe?

Page 14: Day 3 Presentation FLDOE

What Do You Believe?

Page 15: Day 3 Presentation FLDOE

What Do You Believe?

Page 16: Day 3 Presentation FLDOE

Problem Solving Intensive NeedsIn

tens

ive

Inte

rven

tion Instructional Alignment

Student Profile

Transfer to Core

Page 17: Day 3 Presentation FLDOE

Standards

• Unpacking the Standard(s) – this information should come from Tier 1– Select a standard or set of standards– Circle the verbs and action phrases (skills – Do)– Underline the nouns and noun phrases (knowledge

and understanding – K and U)– Identify pre-requisite skills implied within the

standard– Determine instructional implications of the standard

Page 18: Day 3 Presentation FLDOE

Standards

• Example pre-requisite or implied skillsReading | Planning and Problem Solving | Critical Thinking Skills | Maintain Focus | Task Persistence | Organization and Synthesis of Information | Self-Regulation | Active Listening | Language

• Instructional Implication– Review/reteach the implied skills– Provide scaffolding for implied skills

Page 19: Day 3 Presentation FLDOE

Implied Skills

• Remediate or Compensate?

Reteach

Scaffold

Page 20: Day 3 Presentation FLDOE

Instructional Indicators

• Direct Instruction– Clear learning goals/intentions– Clear success criteria– Actively building engagement– Appropriate lesson presentation– Guided practice– Closure and independent practice

Page 21: Day 3 Presentation FLDOE

Instructional Indicators

• Gaining Meaning– Summarizing– Questioning– Clarifying– Predicting

Page 22: Day 3 Presentation FLDOE

Instructional Indicators

• Knowledge integration• Background knowledge• Connectedness to the student’s world• Problem-based instruction

Page 23: Day 3 Presentation FLDOE

Making Connections

• Table Discussion– Do current data sources

provide information to make decision for instructional indicators?

Page 24: Day 3 Presentation FLDOE

Problem Solving Intensive NeedsIn

tens

ive

Inte

rven

tion Instructional Alignment

Student Profile

Transfer to Core

Page 25: Day 3 Presentation FLDOE

Student Characteristics

• Self-efficacy | the confidence that we can learn

• Self-handicapping | choosing obstacles to avoid failure

• Self-motivation | ratio of intrinsic and extrinsic motivation

• Self-goals | master, performance, and social goals

Page 26: Day 3 Presentation FLDOE

Student Characteristics

• Self-dependence | being dependent on adults for directions, goals, help, etc.

• Self-discounting | believing positive feedback is invalid

• Hopelessness | feeling like there is no point in trying

• Social Comparison | self-image is based on a comparison with others

Page 27: Day 3 Presentation FLDOE

Student Characteristics

• Table Discussion– Brainstorm ideas to

address student characteristics such as hopelessness or self-handicapping behaviors

• List ideas on the Student Characteristics padlet

• Group sharing

Page 28: Day 3 Presentation FLDOE

Student Characteristics

• Mentorship• Counseling• Be consistent with support• Develop an agreement with the student and

hold the student accountable for success• Peer buddies• Student ownership of behavior• Student interest surveys

Page 29: Day 3 Presentation FLDOE

Student Characteristics

• PBS• Goal mapping• Building on strengths and interests• Build a relationship of trust• Allowing students to work at their level of

instructional success and allow them to set the next goal

• Social skills and character lessons• Build a toolbox of the implied skills they need

Page 30: Day 3 Presentation FLDOE

Student Characteristics

• Self monitoring of progress• Scaffolding competence through successive

approximations• Build self-confidence through small group

interactions• Modeling self reflection and problem solving• Lesson organizer with scaffolding• Discuss fears• Teach coping strategies

Page 31: Day 3 Presentation FLDOE

Student Characteristics

• Action Research - Algebra Study– Flexible Testing– 20 questions covering a range of difficulty– Students select five to answer

Page 32: Day 3 Presentation FLDOE

Cognition & Neurology

Neurological, or cognitive, processes (such as memory) can impact engagement, learning, and achievement. Students differ widely in their cognitive processing skills.

Page 33: Day 3 Presentation FLDOE

Can This Make a Difference?

Page 34: Day 3 Presentation FLDOE

Cognition – Input (visual/auditory)

• Recognizing size, shape, and placement of text• Recognizing line and paragraph typography• Distinguishing subtle differences in sounds• Distinguishing figure and background sounds

Page 35: Day 3 Presentation FLDOE

Cognition – Input (visual/auditory)

• Demo – Readability (Chrome)

Page 36: Day 3 Presentation FLDOE

Instructional Scaffolds

• Input– Reading/focus guides– Fonts and font sizes– Spacing between words, lines and

paragraphs– Visually organizing text with

highlighters, comments, and stamps– Graph paper– Text-to-speech– Personal FM systems

Page 37: Day 3 Presentation FLDOE

Technology Tools – Input

Page 38: Day 3 Presentation FLDOE

Cognition – Integration

• Sequencing– Ordering and sequencing information– Organizing and relating information

• Abstraction– Inferring meaning– Generalizing a text

Page 39: Day 3 Presentation FLDOE

Cognition – Integration

• Externalized thinking

• •

• •

• •

Page 40: Day 3 Presentation FLDOE

Cognition – Integration

• Demo - Rationale

Page 41: Day 3 Presentation FLDOE

Instructional Scaffolds

• Integration– Graphic organizers– Concept maps– Mind maps– Timelines– Outlines

Page 42: Day 3 Presentation FLDOE

Technology Tools – Integration

Page 43: Day 3 Presentation FLDOE

Cognition – Memory

– Short-term memory– Long-term memory– Engrams– Long-term potentiation– Long-term depression

Page 44: Day 3 Presentation FLDOE

Cognition – Engram

Page 45: Day 3 Presentation FLDOE

Long Term Potentiation

Page 46: Day 3 Presentation FLDOE

Long Term Potentiation

Page 47: Day 3 Presentation FLDOE

Long Term Potentiation

Page 48: Day 3 Presentation FLDOE

Long Term Depression

Page 49: Day 3 Presentation FLDOE

Long Term Depression

Page 50: Day 3 Presentation FLDOE

Long Term Depression

Page 51: Day 3 Presentation FLDOE

Cognition – Memory

15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs

Page 52: Day 3 Presentation FLDOE

Instructional Scaffolds

• Memory– Multiple text processing– Comparing/contrasting– Spread information across

multiple media– Self-selecting icons or graphics

(and sharing)– Notebooks / Journals– Review schedules

Page 53: Day 3 Presentation FLDOE

Technology Tools – Memory

Page 54: Day 3 Presentation FLDOE

Cognition – Output

• Spontaneous language– Self-selecting subject and related information– Organizing information and thoughts

• Demand language– Selecting related information– Organizing information and thoughts

Page 55: Day 3 Presentation FLDOE

Cognition – Output

• Demo – Demand speech

Page 56: Day 3 Presentation FLDOE

Instructional Scaffolds

• Output– Guided discussion questions– Cue cards– Graphic organizers– Written notes with main points

highlighted– Extra time to prepare responses

(with specific strategies)

Page 57: Day 3 Presentation FLDOE

Technology Tools – Output

Page 58: Day 3 Presentation FLDOE

Scaffold Integration

All of these types of scaffolds are most effective when used in conjunction with each other. For example, a

student may be taught a strategy or system for highlighting and visually marking complex text. The text

that was highlighted and marked may then be used to fill out a graphic organizer, concept map, timeline, etc.

Further processing could include illustrating some of the information on the graphic organizer. That graphic

organizer could then become a discussion support tool.

Page 59: Day 3 Presentation FLDOE

Adjusting Cognitive Loads

• Standards• Identifying critical skills• Finding the range of success• Increasing complexity

Page 60: Day 3 Presentation FLDOE

Making Connections

• Table Discussion– Do current data sources

provide information to make decision for cognitive needs, e.g. input, integration, memory, and output?

Page 61: Day 3 Presentation FLDOE

Engagement

As students invest in learning they can increase achievement within a lesson, across curricula, and across tiers of instruction.

Page 62: Day 3 Presentation FLDOE

Disengagement - Engagement

Page 63: Day 3 Presentation FLDOE

Areas of Engagement

• Engagement has been shown to decline as students move from elementary to middle to high school.

• Some studies report that 40 to 60 percent of students are disengaged by high school.

Page 64: Day 3 Presentation FLDOE

Disengagement - Engagement

Where are your middle and high school students?

Page 65: Day 3 Presentation FLDOE

Areas of Engagement

Page 66: Day 3 Presentation FLDOE

Academic Engagement

• Curricular– Reading– Writing– Mathematics– Scientific/Analytical Thinking & Reasoning

• Digital Literacy– Research/Information Literacy– Effective Use of Digital Tools

• Productivity– Prioritizing, Planning, Management– Quality Product Development

Page 67: Day 3 Presentation FLDOE

Psychological Engagement

• Self Awareness– Self confidence– Self efficacy

• Self Management– Impulse control– Stress management– Self discipline– Organization

• Decision Making– Planning and problem solving– Goal setting– Progress monitoring

Page 68: Day 3 Presentation FLDOE

Social Engagement

• Social Awareness– Perspective taking– Appreciating diversity

• Relationship Skills– Interactive communication– Cooperation– Conflict resolution– Seeking and providing help

Page 69: Day 3 Presentation FLDOE

Normative/Transparent/Transportable

• Web based tools• Mobile technologies• Laptop technologies• Game based instruction• STEM/Career technologies– Microscopes– Robotics– 3D Printers– Virtual Worlds

Page 70: Day 3 Presentation FLDOE

Wiki resources

• Review of Measurement Tools

• Examples– Moffsoft FreeCalc– InspireData– Microsoft Mathematics– OE-Cake– Spore

Page 71: Day 3 Presentation FLDOE

Technology Tools

Page 72: Day 3 Presentation FLDOE

Problem Solving Intensive NeedsIn

tens

ive

Inte

rven

tion Instructional Alignment

Student Profile

Transfer to Core

Page 73: Day 3 Presentation FLDOE

Universal Design for Learning

Page 74: Day 3 Presentation FLDOE

Universal Design for Learning

• The Myth of Average

Page 75: Day 3 Presentation FLDOE

Universal Design for Learning

• Options for Engagement• Options for Representation• Options for Expression

– Review links in wiki

Page 76: Day 3 Presentation FLDOE

Independent Learning Skills

The more a student can independently customize a variety of technology tools and strategies to solve problems, the more that student can problem solve barriers to achievement.

Page 77: Day 3 Presentation FLDOE

Upside Down

Page 78: Day 3 Presentation FLDOE

Upside Down

Page 79: Day 3 Presentation FLDOE

Upside Down

Page 80: Day 3 Presentation FLDOE

Independent Learning Behaviors

• Self progress monitoring• Goal setting• Time management• Task persistence• Organization of instructional materials and work• Self selection of problem solving and learning

tools and resources• Self assessment of tools and resources

Page 81: Day 3 Presentation FLDOE

Generalizing Tier 3 to Tier 1

Page 82: Day 3 Presentation FLDOE

Infrastructure – Table Talk

• Review questions • Complete survey• View examples

Page 83: Day 3 Presentation FLDOE

Problem Solving Intensive NeedsIn

tens

ive

Inte

rven

tion Instructional Alignment

Student Profile

Transfer to Core

Page 84: Day 3 Presentation FLDOE

Closing

• Wrap-up– Recap with handout– Review of Parking Lot

• Day 4/5 News• Evaluation