Thursday, November 30, 2017

Unveiling Your SuperHero Skills: Concious Competence

About a month ago in a protocol training an "aha" moment occurred for me. I had been thinking a lot about observations and conversations I had with several people. In every conversation and observation it is clear that the teacher knows where the students are, what they need to know to get there and what the plan is to get them there. Where the progress was happening most was when the student was made as equally aware of their own understanding, what strategies they need to use effectively to grow as learners, and had a goal or plan to move their own learning forward.

In the protocol training, the facilitator, Thomas VanSoelen, used a very simple protocol "Say, Say, Do" to help us build community. What was noted that after every round (each round becoming more difficult) we had to reflect and then identify the strategy(ies) we used to keep up with the facilitator's commands. The stop, reflect, identify, and share was similar to what I had observed where students were making the most progress. I couldn't really wrap my head around what it was, so I brought my wonderings to Thomas. It was there he explained the concept of Concious Competence.

Outside of the world of education it is desired that your learning or competence moves to the point of unconsious competence. What I was seeing and Thomas helped me to put into words was that in the world of education we are most powerful when we are purposefully taking what we do unconsciously with our competence and outwardly share... making where students are, what they need to know to get there and the plan/goal concisouly competent. Make what you know inwardly and make it known outwardly. It makes every move we make to push our student growth verbal/written at a point for student consumption and application.

In the next few weeks before the holiday and when we return and begin MOY assessments there are approximately eight weeks. That is about the same amount of time students have for summer break. One of the ways we can continue to be powerful in those weeks is when we are working with students both in small group and whole group instruction using techniques to share our knowledge in a way that students take that and apply to their own learning. These consciously competent conversations with a student or students can also be considered closely aligned wtih the cycle of intentional feedback (cycle indicating ongoing and provides for two-way communication).

During concsciously competent conversations are opportunities for specific and intentional goals to be set with our students. We know that when moving students from one reading level to the next, how that is done is as unique as the learner themselves. Those goals are also not just Reading specific, but can be cross curricular. When a student is aware of how a reading goal can be focused on in Science or Math or Writing, they support their own goal. When a team can see how a reading goal can be impacted in another content area, we are helping that student fortify their skills through out a day's instruction and capitalize on opportunity for exponential growth.

Recently at another campus there were charts shared focused on goals specific to certain DRA levels. It was a great tool to create more specificity with our readers and their goals that moved beyond them progressing to the next level. (Pictured below)







 As we close in on these next few weeks, and look toward our MOY goals for these kiddos how could the above goal starters help us to better identify individual goals, shared with our students, that can move our kiddos forward? How can we lean in and be concisously competent with our students in a powerful way that moves us forward in the next 8 weeks instead of mirroring the summer slide with a winter windfall?


Thursday, November 9, 2017

RTI: The Superpower of Laser Focus

When meeting with district facilitator, Jennifer Bailey, there were points of confusion and "light bulb" moments through out the day.

We reivewed the starting point of how RtI begins on a kiddo. Through the use of our district Universal Screeners- DRA, District Math Assessment, STAAR data (end of 3rd, 4th and 5th). We reviewed the different TIERS and breifly became aquainted with the Pyramid of Interventions both with content and with behavior.

Clarification was provided in the Tiers where we were able to understand that Guided Reading/Small Group where the instruction is on that grade level TEK it is TIER 1. When instruction in Guided Reading/Small Group is hitting a skill deficit and instruction is scaffolded to a lower grade level TEK it is TIER 2. It was also clarified that students that receive TIER 3 intervention via our interventionist, a carry over into the classroom of supports is essentail and support is a shared responsibility.

Through the use of assessments, identifying the most essential skillls, identifying campus and district hotspots we can hone in on the most essential skill gaps with our kiddos who are falling behind. This is where we bring in the superpower of laser focus.

Through the resources provided in the "orange folder" (also in our RTI Resources folder on the PLC Team Drive) and tools such as the Lead4Ward Scaffolding Supports we can hyper focus on a specifc skill within a strand.

To help focus our RtI efforts it was shared with everyone the depth and complexity of the eSTAR program that is utilized by Mrs. Trice to enter our data. Tied to that is the format for efficiently and collaboratively identifying the area of concern, elaboration on the strategies, targeted intervention through strands, identification of the goal (skill/pre-requisite); frequency of intervention; data collection; and strategies for intervtion. This is captured through our Intervention Documentation (available in the RtI Resources folder... making a duplicate via "Doc Hub" to create a document form or add to an existing RtI Documentation form {video coming soon}). In initial RtI meetings teachers will fill out the top of the Intervention Documentation form (for behavior, math, and/or reading) and partner it with the Tier 1 spreadsheet (located in the RtI folder). As we meet for follow up meetings the bottom part of the Documentation form will be filled in and shared with the RtI Team. A few things to remember... no more than three areas in a content/behavior area should be focused on and data must be collected in the same way and be quantifiable.

A great example of that documenation is snip from a third grade Documentation Form Example:

Note that this form is a guide. It is not meant to constrain your documentation but simplify and support- provide that vehicle for laser focus. As a campus and as a teacher we can change and modify to honor your autonomy in this process.

Where the biggest lightbulb moments came were in the resources, particularly in regards to the Florida Center for Reading Research. Our hope is to get these resources organized and at your fingertips when coming to RtI/SST meetings by the middle of January. Additionally, we have heard the plea for support/training regarding Math Interventions and we are reaching out to our district Math Coaches on ways to support in that area.

We are in the process of re-designing the BLUE Check-in Sheets. This is a process and we are not asking for perfection. We are learning with you and through you. The biggest message I heard in all of this is how can we work together, with the successful strategies you share in this RtI process that can help others. With a big helping of grace and a committment to figure this out TOGETHER, we are going to be doing amazing things to help ALL students succeeed.

Please share your ideas, wonderings, questions and concerns.