SRBI One-Day Basic

Day, Date

Location, City

Co-Trainers: Name, Agency

Name, Agency

1

Opening Activity

Think of a time in your life when you had difficulty learning something.

• Why was this experience difficult for you?• How did this experience make you feel?• What support did you need to be successful?• What support did you receive?• What was the end result?

2

Learning Objectives

• Develop a common understanding of SRBI• Identify quality instructional practices• Define what Tier II and III supplemental instruction

looks like• Practice data driven decision-making• Design possible interventions to address students’

needs in the classroom

3

What We Know About SRBI?

• What are you hearing?

• What are you seeing

• What are you saying?

4

Reflection

• Think of two students in your classroom:• One who is struggling, and• One who is not challenged enough.

• How do you know?

• What are their strengths and interests?

• How do they learn best?

• What are the similarities in their learning needs?

5

If we mean ALL…• What is it we expect students

to know, understand and be able to do?

• How will we know when they have learned it?

• How will we respond when they don’t learn it?

• How will we respond when they already know it?

6

Using grade level expectations (GLEs), curriculum standards, and 21st century skills

Using and analyzing multiple forms of assessment, including the analysis of student work

Providing ALL students with a continuum of support

Adapted from CASCD presentation by R. & R. DuFour, 3/20/05

How are we designing instruction that uses who students are, what they know and can do, and that is reflective of their learning needs?

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Tier 1 80-90%

Tier II 5-15%

All Students in School

Continuum of Support

Tier III1-5%

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Scientific Research-Based Interventions (SRBI)

• Framework for teaching and learning

• Multiple levels of support • Not a pre-referral process• Focus on academic and

social-emotional growth I

Tiers of Instruction9

Supporting Documents

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SRBI Framework Tier 1 Instruction

• Curriculum that is standards-based and culturally relevant

• Focus on effectiveness of universal practices and quality of school climate

• Assessment of and for learning to inform instruction and to improve student achievement

Tier I 11

Relationships

RigorRele

vanc

e

Culturally Responsive Teaching

Cultural C

ompetenceP

assi

on fo

r Equ

ityK

now

ing

Mys

elf

Know

ing My S

tudents & Fam

ilies

Knowing My Practice

Achievement Triangle

Adapted from Gary R. Howard12

Tier I = Core

• How can we make it happen?

• Sample lesson after break.

13

Practice PredictionExamine the bag on your table

Predict what is inside the bag with colleagues at your table

Check if your prediction was correct

14

Scaffolding Learning

• Describe

• Model

• Collaborate

• Guided Practice

• Independent Practice

(Duke and Pearson, 2002)

15

Your Turn

Classroom teachers: use the scaffolding model to design a lesson in your content area.

Administrators: use the scaffolding model to design a professional development experience for your staff.

16

Why Differentiate?

17

High School Science Example

• Demo/Initial Instruction• Pre-assessment• Group work based on

pre-assessment• Whole group activity

18

Curriculum Components• Content• Assessment• Grouping• Introduction• Teaching Strategies• Learning Strategies• Products• Resources• Extension• Time 19

Listen and look for…

Click here to view video

20

Capitol: Phnom Penh

Dominate Religion: Theravada Buddhist

Government: Multiparty Democracy Under a Constitutional Monarchy

Language: Khmer:

21

ANGOR WAT22

Share with your partner

Discuss the information that you just heard

regarding the history and location

• Make connections

• Review notes

23

24

Share with your partner

Discuss the information that you just heard

regarding the teachers and administrators

• Make connections

• Review notes

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26

27

28

29

30

Share with your partner

Discuss the information that you just heard

regarding the students

• Make connections

• Review notes

31

What Did You Notice?

Scaffolding Learning

HS Science Lesson

Mini Lecture

32

Case Studies

Leanne-4th Grade and Heather-9th Grade

Read one case and note:• Information needed• Strengths and challenges• Desired outcome• Possible interventions• Implications for your practice

33

Triangulation of Data

• Universal Screening

• Progress Monitoring

• Common assessments

What are the implications for students with IEPs and ELLs?

34

Debrief and Make Connections

• How does this help me prepare for tomorrow?

• Refer back to your original list of students and reflections, what might you change?

35

• Targeted intervention plan

• Small group (1:6) and short term (8-20 wks)

• Weekly progress monitoring

• Supplemental to Tier I

Tier II

SRBI Framework Tier II Instruction

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Tier III

• Intensive intervention plan

• Small group (1:3) and short term (8-20 wks)

• Progress monitoring 2x/week

• Supplemental to Tier 1

SRBI Framework Tier III Instruction

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Charting Student Progress

38

Case Studies

Cory-4th Grade and Jenny-9th Grade

Read one case and note:• Information needed• Strengths and challenges• Desired outcome• Possible interventions• Implications for your practice

39

Resources

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Case Studies

Marina-4th Grade and Solomon-9th Grade

Read one case and note:• Information needed• Strengths and challenges• Desired outcome• Possible interventions• Implications for your practice

41

Jigsaw Activity

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SRBI Framework for Student AchievementIn

stru

ctio

n

Assessm

ent

Str

ateg

ic D

ecis

ion-

Mak

ing

43

Debrief and Make Connections

• How does this help me prepare for tomorrow?

• Refer back to your original list of students and reflections, what might you change?

44

Wrap-Up

• Training Design Team (CSDE, EASTCONN, SERC)

• SRBI Implementation Training www.sdecali.net

• Evaluations/Feedback

• Contact information: Name, Email

Name, Email

45