Elementary Intervention Task Force
May 19, 2011
4:30--6:00 p.m.
Member Attendance
Jennifer Patterson Bridgett Niedringhaus Kim Turner Karla Luedke
Kim Ostertag Vicki Readenour Susan Farr Betsy Nunn Cindi Crigler
Agenda Items
1. Book Study Chapter 9 Behavior Interventions
This was a chapter full of concepts that provided a lot of food for thought
PBS was discussed as a beneficial way to approach behaviors school-wide
Importance of a team to address challenging behaviors
Behavior and academics are so tied to achievement in the classroom
Consistency is so important but difficult to carry out every day
New STAT process at Becky-David allows to teachers to bring kids to the table that teachers just need to discuss, but the purpose is not to have them labeled as disabled
Chapter 11 Putting It All Together
Kim put the questions from the Chapter in a Readiness Checklist
Our buildings are in different places, but most of the PLCs at Independence Elementary have more understanding today than in the past about RtI
The pitfalls are important to remember and helpful to learn from the work (success & failures) of other PLCs
The concept of second chances in grading is profound and an important concept for teachers to remember
2. Preliminary Survey Results
Shared results of PLC survey
There was growth in the strongly agree/agree percentage on the question that asked Intervention Time is Beneficial. There was also a decrease in the Strongly Disagree/Disagree percentage. The weighted average moved from 3.01 to 3.28.
On PLC Question #8 We have the Supports Needed to Ensure Intervention Time is Beneficial: there was an increase in the Strongly Agree/Agree percentage and a decrease in the Strongly Disagree/Disagree. The weighted average moved from 2.72 to 3.21.
3. Final Gots List
Reviewed what we were looking for as a group of learners and how we are continuing to grow
4. Task Force Big Ideas or Take Aways What plans to you have to take some of the ideas from the task force back to
your building? o Vicki Readenour met with Sherri Brown to discuss concepts learned in
the Task Force. Becky-David is going to change the way interventions will be structured for the upcoming year. Moving interventions to 20 minutes daily
o John Weldon is moving interventions from 3 days per week to 4 days a week. Going to put some data triggers in place. There is a great deal of buy-in because they have an Intervention Committee working on the change process. The group wants to do the book study.
o The Intervention Committee at Independence is looking for additional members and 25 people volunteered to participate on the committee and it is a vertical group of stakeholders. The group will work on the Pyramid Response to Intervention and will go back to the PLC and move the discussion forward.
How will you work to implement change in your building to move things
forward? o Kim and Karla are very excited to try a before school Discovery Club
after hearing Connie and Mary present on extension.
5. Extensions
Connie Hodits and Dr. Mary Hennefent, gifted facilitators, presented on Enrichment Extensions at Castlio Elementary. They discussed how they are focusing on PLC Question #4 for high achieving students. They also discussed the club that they started for 3rd -5th grade students before school at Castlio Elementary.
6. Task Force Evaluation—will receive an email survey this week
7. The group wants to continue to meet next year
+Extension and
Enrichment
For
Academically
Talented
Students
Intervention- 51 % of instruction Extension- <10 % of instruction
+Extensions vs. Enrichment
High ability students who demonstrate
mastery of grade-level work deserve
more challenging learning opportunities.
These extensions now become the
students regular work.
Every child deserves an
enriching curriculum.
+Gifted, High Ability or Creative?
All of these students need a differentiated education.
+The Key Is Pre-Testing
It tells teachers what concepts their students need to work on and what they have mastered.
It serves as a baseline so that you can show students how much they learned during the class.
It exposes students to the type of material they will learn over the duration of the course/unit.
It serves as documentation on the teacher's part for STAT meetings.
+Down and Dirty Pre-tests
Whole class
Graffiti wall
Thumb it
Yes/No cards
Snow ball fight
Individual student
Hardest five first
Use individual response boards
You can always give the Post-test
+Triggers
Mastery on pre-test.
Consistently completes all extension
activities.
Always interested in learning more
about the topic.
+Differentiated Instruction
Is prescriptive, not
invitational
Based on readiness, interest
level, or learning profile
Involves either content,
process, or product
+Keys to Differentiation
You need a management plan.
You need to consider all students in the room.
You need to determine which method of differentiation will work best for your students.
You need to vary the types of differentiation offered.
+ Ways to Differentiate Flexible Grouping
Curriculum compacting with extension
opportunity
Extension Menus
Tiered Assignments
Autonomous Learning Contracts
Electronic
Learningwww.kn.pacbell.com/wired/fil/
Web Hotlist Web Sampler Web Quest
+Extensions Mandated for Gifted
Education Specialists in Elementary
Firecracker Program for Kindergarteners
Focus on verbal and spatial skills
Firecracker Extension Program for Kindergarteners
Focus on verbal and spatial skills
Fourth quarter content unit of choice
Rockets- First Grade Extension Program
Focus on communication, research, technology and problem
solving
Mirrors the first grade Spectra curriculum
+Additional Extensions at
Castlio Elementary
Discovery - second grade extensions
Focus on communication, research and problem solving
Mirrors second grade Spectra
Challengers 3- third grade extensions
Challengers 4- fourth grade extensions
Challengers 5- fifth grade extensions
Current focus- problem solving
Future focus- math, science and social studies companion
curriculum