Brain Power!

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd what I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? Yaeh and I awlyas tghuhot slpeling was ipmorantt!

Brain Power!

FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS…

Factors That Influence Student Learning

Converging MTSS & Instructional Consultation Best Practices

3 Areas That Effect Students’ Learning

Student

Match = Success

Instruction Task

Prior Knowledge

What the child knows and is able to do

Better indicator of success than ability!

Making Connections

“The brain seeks to make connections between what is new and what is known. These connections create learning and memory (by building dendrites). When information is not connected it becomes forgotten and inaccessible memory.” (Gravois, ICT)

Influences on Learning ofTypical Student

Student ~ 50-60% Prior Knowledge

Match = Success

Instruction ~ 25-35% Task ~ 5-15%

Combined Total = 30-50%

Influences on Learning ofGifted Student

Student ~ 80% Prior Knowledge

Match = Success

Instruction ~ 15% Task ~ 5%

Combined Total = 20%

Influences on Learning ofLow Achieving Student

Student ~ 10-20% Prior Knowledge

Match = Success

Instruction ~ 40-45% Task ~ 40-45%

Combined Total = 80-90%

TURN & TALK

Implications?

Schoolhouse Model

ROOF5% of students require intensive instruction.

HALLWAY15% of students require quality interventions.

CLASSROOM80% of students will be successful with

quality instruction.

Evaluate & monitor student performance

Provide feedback for instruction

Create and manage the instructional match

FROM:

TO:

Create and manage the instructional match

Provide feedback for instruction

Evaluate & monitor student performance

MTSS (RtI) Model

* http://sd54.org/rti/

5 Components of Reading

Phonemic Awareness Phonics Fluency Vocabulary Comprehension(See Note Below)

Phoneme Matching Students practice matching initial, medial and final sounds in words.

Letter-sound Correspondence Students practice matching phonemes and digraphs to letters, blending word parts and segmenting sounds in words.

Letter-sound Correspondence Students use timed practice to recognize letters and sounds.

Word KnowledgeStudents practice identifying contractions, synonyms, antonyms, abbreviations, homophones and homographs.

Narrative Text Structure Students practice identifying story elements (character, setting, event sequence, problems, solutions, plot and theme.

Phoneme IsolationStudents practice isolating initial, medial and final sounds in words.

High Frequency Words- students practice high frequency words to meet state benchmarks.

Word Parts Students use timed practice to identify word parts.

Morpheme Elements Students practice identifying the meaning of affixes.

Expository Text Structure Students practice identifying details, main idea, and important information.

Phoneme BlendingStudents practice blending sounds in words.

Syllable PatternsStudents practice blending, segmenting and identifying syllables in words.

WordsStudents use timed practice to recognize real words.

Word MeaningStudents practice identifying and producing the meaning of words.

Text Analysis Students practice organizing text. Monitoring for Understanding. Student practice comprehension strategies to understand text.

Phoneme Segmenting Students practice segmenting sounds in words.

Variant CorrespondencesStudents practice variant correspondences in words: form or spelling that differs from the standard.

Phrases Students use timed practice to practice phrases with prosody.

Word Analysis Students practice identifying similarities and differences between meanings.

Phoneme Segmenting and BlendingStudents practice both skills.

Syllable PatternsStudents practice blending, segmenting and identifying syllables in words.

Chunked TextStudents practice reading chunked text with prosody.

Words in Context Students practice identifying the meaning of words in context.

Phoneme Manipulation Students practice manipulating sounds in words. Ex. c-at, b-at,c-an

Morpheme Structures Students practice forming compound words and identifying base words with inflections and blending base words with affixes.

Connected TextStudents use timed practice to read connected text with prosody.

  Note: Results from ongoing assessments and teacher monitoring are factors that determine the order of implementation of these activities

* Adapted from FCRR Teacher Resource Guide: Five Components of Reading Instruction, 2006

Core Instruction (Tier 1)

Café (Reading Strategies)Making Meaning (Comprehension Lessons)Daily Five (Student Practice)Student ConferencingRead Aloud (Purpose, Audience, Topic, Form)Vocabulary Strategies (Marzano / Archer)Guided Reading / Literature Circles

TURN & TALK

Name one practice in your “CORE”(grade level / subject) that you would recommend to a colleague. Why?

Screening (DIBELS, AIMSweb, STAR)

Data Meetings (PLC, Problem Solving, Collaboration)

Intervention (Tier 2 & 3, 90- 30-30)

Progress Monitoring MTSS Team (School Improvement)

Beyond the Core

Intervention

Intervention

*Small Groups of Students*Researched Based Interventions*Implemented w/ Fidelity & Integrity*Training & Professional Development

“Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is vulnerable to the same misuse and subsequent abandonment that has plagued generations of educational innovations” (VanDerHeyden & Tilly, 2010)

Achievement Formula for School Children

Grade # of Years of Achievement Range

• K …..…………………………………………………….... 3 1/3• 1 …..…………………………………………………….... 4• 2 …..…………………………………………………….... 4 2/3• 3 …..…………………………………………………….... 5 1/3• 4 …..…………………………………………………….... 6• 5 …..…………………………………………………….... 6 2/3• 6 …..………………………………………………………. 7 1/3• 7 …..………………………………………………………. 8• 8 …..………………………………………………………. 8 2/3• 9 …..………………………………………………………. 9 1/3• 10 …..……………………………………………………... 10• 11 …..……………………………………………………... 11 1/3• 12 …..……………………………………………………... 12

Thus, it is unrealistic to expect every child to be at “grade level”

The Professional Language of an Educator

The Arch

Activity:

The Blimblat

Closing the Gap

Blimblat – Circus tomly – father plam – family tures – they pards – clothes potents – parents zibits – hands

ELPPA GNOS

EhT selppa era denosaesdnA epir dna dnuos.

yltneG yeht llaf nO eht wolley dnuorg.

ehT selppa era derotsnI eht ytsud nib

erehW yldrah a remmilgfO thgil speerc ni.

nI eht tilerif retniwsthgiN, ll’yeht eb

ehT raelc teews etsatfO a remmus eert.

A mind that is stretched by a new experience can never go back to its old dimensions.

Oliver Wendell Holmes

“The child – like the Pilgrim, the cowboy, and the detective on television – is invariably seen as a free-standing isolable being who moves through development as a self-contained and complete individual. Other similarly self-contained people – parents and teachers – may influence the development of children, to be sure, but the proper unit of …analysis and the proper unit of…study is the child alone…We have never taken fully seriously the notion that development is, in large measure, a social construction, the child a modulated and modulating component in a shifting network of influences.” (Kessen, 1979, p.819)

Resources

MiBLSihttp://miblsi.cenmi.org/ Florida Center for Reading Researchhttp://www.fcrr.org/ National Reading Panelhttp://www.nationalreadingpanel.org/

Instructional Consultation TeamsRosenfield & Gravois