So excited to be here tonight! I am one of the co-founders of #EduAR, along with my EduSistas @nortnik and @Lindsey_Bohler! We are so excited to get this chat started!
Hey, #eduar crew! I'm a literacy coach, MYP Language & Literature teacher, and international literacy consultant based in Tokyo. I'm happy to be joining you all today!
Hey, #eduar crew! I'm a literacy coach, MYP Language & Literature teacher, and international literacy consultant based in Tokyo. I'm happy to be joining you all today!
Hey, #eduar crew! I'm a literacy coach, MYP Language & Literature teacher, and international literacy consultant based in Tokyo. I'm happy to be joining you all today!
Hey, #eduar crew! I'm a literacy coach, MYP Language & Literature teacher, and international literacy consultant based in Tokyo. I'm happy to be joining you all today!
A1 A systematic approach to intervention gets rid of “guess and check!” It’s a matter of looking at the “whole” child and addressing “holes” that we need to fill in for them to be successful! #EduAr
A1: Systematic interventions use data from common assessments, and other sources to reframe instruction for some, and to plan instruction for kids who have gaps. #eduAR
A1. A systematic approach allows for consistency across the building, data informs next steps and is implemented in timely basis that is personalized for kids. #eduAR
A2) A systemic approach will have a plan, progress monitoring, and a high level of transparency s collaboration to ensure the research based intervention is implemented with fidelity. #EduAr
A1 A systematic approach to intervention gets rid of “guess and check!” It’s a matter of looking at the “whole” child and addressing “holes” that we need to fill in for them to be successful! #EduAr
A1: my APs and I were talking about this tonight! It’s measurable, consistent, and repeatable. It makes sure your focusing on what’s important instead of majoring on the minors. It prevents kids falling through the cracks. #eduar
A1 Systematic interventions allow for more than just a glaze over. They can be research based & can help a student where they are at and move forward at their level. Some are foundational and others do fill in gaps. #eduar
A1 A systematic approach to intervention gets rid of “guess and check!” It’s a matter of looking at the “whole” child and addressing “holes” that we need to fill in for them to be successful! #EduAr
A1:having a plan for approaching a goal is always a good idea. Even outside of school interventions we see this. Weight watchers...there’s a systematic intervention that takes individual needs into account. Education interventions can do the same #eduar
A1 I’m wondering if scaffolding before instruction, during instruction and during intervention... helps with strategically planned intervention ... pondering #eduar
A1 When we jump right in to support their immediate needs, we allow them to stay in the game with the confidence they need to keep moving forward! If we delay our response, and are unintentional, our kids fall further behind and feel hopeless. #eduAR
A1: A systematic approach can ensure that Ss are consistently supported & not overlooked. It can also ensure that all Ts know what to do/where to go for resources, support, & next steps.
What's ESSENTIAL is creating a systematic approach that is also student-centered.
#eduAR
A1: A systematic approach to intervention helps ensure fidelity & consistency & helps support the teachers with the guidance to implement the intervention. It can also help us to be specific and intentional about how we’re supporting students in specific areas! #EduAR
A1: Systematic approaches/interventions to support struggling students afford them consistency and predictability which are critical characteristics in fostering the assurance, certainty and confidence necessary for student growth/achievement. #EduAR
A1 I’m wondering if scaffolding before instruction, during instruction and during intervention... helps with strategically planned intervention ... pondering #eduar
A1: Systematic approaches/interventions to support struggling students afford them consistency and predictability which are critical characteristics in fostering the assurance, certainty and confidence necessary for student growth/achievement. #EduAR
A2: for Elementary there are many programs, but for secondary, Ts often have to scrape together anything they can find. My go to resources for secondary are Teaching Reading Sourcebook by CORE and @KyleneBeers Notice and Note. #eduar
A3. We use our social worker, Pysch, counselors, admin team, teachers and input from parents. It takes a village to wrap around a child to best support them. #eduAR
A2: when we provide support/instruction specific to students’ needs with consistency, we will see growth. Many times that growth is also a motivating factor for our students. #EduAR
A2 There are lots of interventions out there for specific deficits. One of my favorite ways to support learners is through skill and strategy groups. Working where they are. I also like Fl. research strategies for reading https://t.co/CAEsjzBFE9#EduAR
Q4. How can teams within your building (leadership, grade level, content specific, intervention support team) provide students/teachers with resources and/or support to help move student learning forward?
#EduAR@bethhill2829@nortnik
A2: In order for an intervention to be successful, you must first identify the area of weakness for your students, and work on the skill over a period of time while progress monitoring and adjusting. Students will not learn a new skill in one 30 minute session. #eduar
A3 A2 There are lots of interventions out there for specific deficits. One of my favorite ways to support learners is through skill and strategy groups. Working where they are. I also like Fl. research strategies for reading https://t.co/CAEsjzBFE9#EduAR
A3: As an intervention teacher I mainly work with Tier 3 students and use a program called Phonics First. Our school/district uses Dreambox for math and Lexia for reading, as well as face to face small groups. #eduar
That's great! This should be common practice, not an obligation. As long as you're all documenting progress, why wouldn't we want to keep track just as often? #EduAR
A2/A3: Each Ss is a unique & incredible human being. We can use systematic approaches to determine areas where support is needed, but we still have to take the time to SEE each Ss as an individual & respond to his/her unique needs over time for true learning to flourish. #eduAR
A4 We are in the business of problem solving. It’s important to have teams in our buildings that can provide instructional and behavioral supports to our Ts. It boils down to simply doing what’s best for every individual student! #eduAR
A2 When we are intentional about the learning needs of each individual child and embrace the idea that they learn in their own time, and not on our intervention schedule, we truly create a culture where they can thrive and grow. #EduAR
A2: When we meet our kids where they are and invest time into capitalizing on what they already know (from both a confidence building and academic lens) they will undoubtedly progress/learn - every single time. #EduAR
A4 My campus utilizes google drive as well as planning meetings and time to share students as well as to give ideas and groups. It’s a TEAM effort for student success. #eduAR
A4: Monthly RTI/data meetings, good communication about students’ progress, providing trainings on what RTI should look like and providing sample resources. #eduar
A4) Be intentional when looking at the data and even more intentional when coming up with a plan. Make sure you address the adult learning that must occur to ensure student learning in the intervention. #EduAr
A4: invest in professional resources (admin teams) ...especially at secondary level. And books. Ts need hi/lo books for kids reading significantly below level. Very hard to find resources...especially for HS. And training..most secondary Ts have not had PD in intervention #eduar
Q4. How can teams within your building (leadership, grade level, content specific, intervention support team) provide students/teachers with resources and/or support to help move student learning forward?
#EduAR@bethhill2829@nortnik
A4: Embrace the fact that they are OUR kids and we all play a role in supporting their learning. We MUST make it a priority to know the kids... who they are as a person, not just a student. #EduAR
A4: Ensure teachers have TIME—time to examine formative assessments and determine next steps, TIME to collaborate with one another, TIME to access resources that have been provided, and TIME to work with an effective literacy coach. #eduAR
A4 One of my goals and passions is to consult on behavior/deficits and provide strategies. We’ve seen successes already this year. Sharing the wealth and collaborating on students is vital. #eduAR
A4: Ensure teachers have TIME—time to examine formative assessments and determine next steps, TIME to collaborate with one another, TIME to access resources that have been provided, and TIME to work with an effective literacy coach. #eduAR
A5 Takeaway: we must be intentional in interventions, collaborate to meet students needs, and look at the data and progress/struggles to drive our compass. #eduAR
A4 We need them to come alongside us and think outside of the box on scheduling and meeting the needs of every child. I do not believe Tier II intervention should ever take the place or stand in the way of solid Tier 1 instruction, and sometimes that can happen. #EduAR
Q4. How can teams within your building (leadership, grade level, content specific, intervention support team) provide students/teachers with resources and/or support to help move student learning forward?
#EduAR@bethhill2829@nortnik
A4 I think schools need to really really see all kids on a campus as their kids... an intentional school wide systematic approach to helping students grow .. all kids #EduAR
A5 I’m always looking for strategies to help struggling Ss. I will reread the chat tomorrow and share ideas with my colleagues. We are all in this together! #eduAR
A5 my take-away. I have a lot to learn about intervention and how BEST to meet my students where they are, focus on their individual needs, and help them move forward with growth & progress - it’s a growth process #EduAR
I agree Julie and this is a shift in mindset. It has taken us three years, but I feel we are getting there at my school and it makes me incredibly proud! #eduAR
A4 I think schools need to really really see all kids on a campus as their kids... an intentional school wide systematic approach to helping students grow .. all kids #EduAR
A4: I am high school librarian. My partner librarian & I sent a Google form to teachers asking how we can help support our students. We order high low books, large print books, & Spanish language books.
I appreciate the heart of those who join #eduAR! I always leave the chat feeling hopeful and reflective. Thank you for fighting the good fight! See you next week! #eduar
What kind of crazy magic makes this hour zoom by so quickly?! Love and appreciate you all, and every piece of wisdom you shared tonight! See you next time! #eduAR
