Welcome #HackLearning friends. I’m honored to be here to discuss Responsive Interventions and our responsibility to our children w/in this lofty but oh so achievable goal. I’m so grateful to all who are joining this important discussion. #G2Great
Good Morning #HackLearning! I'm Stephanie, a literacy teacher educator and coach from NY. I always love jumping into the chat when I can and I am thrilled that @DrMaryHoward is here for a morning chat!
Good morning! Sylvia, Writing Coach / Reading Tchr @BrandonHSEagles ... also moderator of the #HackLearning slow chat ... the channel that extends the conversation throughout the week - learning, discussing, and growing our craft together!
I'm Connie Hamilton, co-author of Hacking Homework, education consultant, and curriculum director in Saranac, MI. Anticipating a great #hacklearning chat today on interventions.
Good morning #hacklearning! I was so excited for the chat this morning that I spilled milk all over my computer (at least that's my excuse)! Aubrey, interim director of fine & performing arts, in CO.
Good morning! Gwen Flaskamp - literacy coach and reading specialist. Advocate of tier 1 instruction & believer in Allington’svuews in labeling students. #hacklearning
Good morning! I’m Susan Vincent in Cincinnati. I teach preservice teachers at Miami University’s Regional campus. My first HackLearninf chat! I couldn’t miss a @DrMaryHoward chat!! #hacklearning
Good morning #hacklearning tribe! Carla, secondary principal from Santo Domingo, Dom Rep. Couldn't miss the chance to learn from @DrMaryHoward#G2Great this morning!!
Morning, #hacklearning. I'm Brian. I teach middle-school students English in Colorado where I'm also a literacy interventionist. Sometimes, this school year, I feel like MTSS (multi-tiered systems of support) is my middle name. If it were, though, that would be *weird.*
Good morning, #HackLearning, Mark here, elementary principal in Hopkins, MN. Yesterday it was sunny and 50°. Today is supposed to be sunny and 40°. Technically, it's still Fall in Minnesota.
A1 The biggest barrier to Responsive Interventions I have in my classroom is finding the time for effective interventions targeting the diverse needs of my students #hacklearning
A little vid of something I've been making at home. It's a SNES classic hacked apart and built into this wooden case. Runs 12 different systems and over 6000 games. Battery powered with two wireless controllers and HD display built in. It's nearly finished, couple bits left.
A1 The biggest barrier is our misconceptions about what an intervention design should look like. If we’d really SEE our kids BEFORE creating a framework, then our interventions would BE more responsive by design. #HackLearning#G2Great
A1 Barriers seem to be the quantity vs the time to meet ... in HS, there seems to be too many and too little time with all the other responsibilities we have. Also, follow-up & communication to tchrs as to what is decided & needed. #HackLearning
#A1. For me the biggest roadblock has been reductionist assessments like DIBELS. Once we started teaching to tests like these, our interventions became too narrow as well. #hacklearning
A1: A barrier I see is valuing a program over teachers’ expertise to make instructional decisions for the students in front of them. #HackLearning#g2great
We create classrooms that are more differentiated and less one-size-fits-all. There is simply no other way to make that happen Richard #HackLearning#G2Great
We can’t possibly be responsive to kids we don't KNOW. And we can’t KNOW them if numerical data trumps professional knowledge. We must MINE numbers to dig beneath the surface and pull from ALL we know about kids - I mean what we REALLY know! #hacklearning#G2great
A1: A roadblock to responsive interventions is grade level grouping. Just becasue Ss are a certain age or in a certain grade level doesn't mean they couldn't benefit from being with younger or older Ss. We need to do what is right for the S at the moment. #hacklearning
One of the biggest issues with providing successful interventions for students is not having an effective structure. If you simply pull kids out of reading during reading time - they miss reading to get reading? How does that help? #HackLearning
A1: It is hard to be responsive if we don't actually know our students. We can't individuaizel if we don't know our students' strengths, areas of growth, needs, interests, etc. This takes time and intentional relationship building. #hacklearning
#A1. For me the biggest roadblock has been reductionist assessments like DIBELS. Once we started teaching to tests like these, our interventions became too narrow as well. #hacklearning
A2: Focusing on the child first...and then designing the intervention...not a one size fits all...but very specific based on individuals & small groups #hacklearning#G2Great
A1: Not focusing enough in tier 1, placing least qualified individuals with highest need sts, lack of focus on reading for enjoyment, too little time, skill and drill, the philosophy that reading concerns can be “fixed” in just a few short sessions. #hacklearning
A1- The focus on standardized achievement test. When we assess all students with the same tool, we are pushed to teach them all with the same approach. #hacklearning
Hi everyone....I'm Dee Dee ~ a Reading Recovery Teacher Leader from Ontario, Canada. Looking forward to my first #HackLearning chat. (I'll go anywhere to listen to @DrMaryHoward).
A1 The understanding that even within RtI groups kids still have very individual needs. It's hard work, but we still need to help kids set individual goals. #hacklearning
A1: Time seems to be a big barrier.... is it really time though.... could it be the willingness to do things differently to find integrated time... #HackLearning
A1 For too long, we’ve ignored the first & best line of defense – general education. Without a powerhouse tier 1, all else we do will be irrelevant. Even if we refer, by LAW it must be “in addition to” rather than “instead of” support. #HackLearning#G2Great
A1. Sometimes a frustratingly slow process/policy for getting to the actual interventions needed. Meeting upon meeting to detail all the data isn't responsive. #hacklearning
A1 Where I teach, constraints of time, space, & staffing squeeze our ability to intervene as responsively as we'd like. When students (& their data!) evince need for something more/less,different, our ability to meet that need flexibly feels routinely thwarted. #hacklearning
The problem is that we’re spending so much time collecting data (most of which isn’t even helpful) that we don’t have time for the responsive instruction that could be the tipping point #HackLearning#G2Great
A1- Roadblocks to responsive interventions-Rigid systems that "prescribe" one size fits all programs. Systems that only see students deficits instead of their strengths. #HackLearning
A1: Not focusing enough in tier 1, placing least qualified individuals with highest need sts, lack of focus on reading for enjoyment, too little time, skill and drill, the philosophy that reading concerns can be “fixed” in just a few short sessions. #hacklearning
A1- Roadblocks to responsive interventions-Rigid systems that "prescribe" one size fits all programs. Systems that only see students deficits instead of their strengths. #HackLearning
A1: Not focusing enough in tier 1, placing least qualified individuals with highest need sts, lack of focus on reading for enjoyment, too little time, skill and drill, the philosophy that reading concerns can be “fixed” in just a few short sessions. #hacklearning
A1 Blindly referring kids to the “fix it room” hinders more than it helps. Without a collective intervention mentality it will never be responsive & we will forever be reduced to locking intervention prison doors with no hope of escape. #HackLearning#G2Great
A1 responsive intervention begins w continuous informal and formal kidwatching and skillfulness in making sense of observations and interactions w kids abt their learning strengths and assets as building blocks - deficit models look for standardized weaknesses #HackLearning
A1: Spending too much time on what we teach (talking too much at Ss during the mini lesson) and not enough time meeting with Ss in small groups and 1:1 during work time. Reading workshop belongs to Ss. It’s their time to do the work of R & W. #HackLearning#G2Great
A1 Another barrier is an inefficient screener that places far too many kids in Tier lll. Yet another barrier--less than stellar Tier I instruction that would absolutely minimize the number of kids who require intervention. Please, you guys, let's change that! #hacklearning
A1 1st let’s abandon the very flawed “Walk to Intervention Model” where kids are traded in let’s make a deal intervention nonsense. How is it responsive to ship OUR kids off to others? Maintain ownership! Be responsible #HackLearning#G2Great
I so agree with this. It's absolutely essential that we see Ss strengths (and allow them to see them too). We can only build on the positive. #hacklearning
Oh my yes!! Our assessment tools have such power over our teaching. We need to take that power back. Especially when some of the tools were just meant to be quick checks and we treat them as diagnostic tools #hacklearning
A2: My non-negotiable would have to be intervention needs to be student centred. I think we are getting dangerously close to going backwards on student centred work. Look at the Dyslexia groups out there pushing one size fits all... #hacklearning#G2Great#mightbesleeping
A1: Let’s spend more time stepping back, listening in, leaning in so that we really know what Ss know and are able to do so that we can figure out what they need next. #HackLearning#G2Great
Yes, as a SPED T I should be the 2nd or 3rd piece of support a child is getting. CORE and appropriate small group are a must from the gen ed teacher. Let me work on filling the holes so the CORE instruction really sinks in. #hacklearning
Without that, we are doomed. We can’t just shove kids out the door and call it a day. Responsive begins in the first line of defense. #HackLearning#G2Great
A1: Another barrier is for an educator to know their audience. I'm in a middle school. How does our instruction align to the research on the mind of a middle school scholar? #hacklearning
With more schools working towards equity for Ss to access all levels of courses. Ts need to be retrained to reach all Ss, not just the Ss they’re used to teaching #hacklearning
Yes. I like the rule that the mini lesson should only be one minute per age of students you teach. Stop talking. Let kids talk and read and write and enjoy. #HackLearning
A1: Spending too much time on what we teach (talking too much at Ss during the mini lesson) and not enough time meeting with Ss in small groups and 1:1 during work time. Reading workshop belongs to Ss. It’s their time to do the work of R & W. #HackLearning#G2Great
A2 KIDS 1st. That’s the very heart and soul of responsive interventions. Until it’s FOR & ABOUT kids (not programs or agendas) interventions will be devoid of any semblance of responsiveness. Start there or we’re doomed. #HackLearning#G2Great
A2 IMPO student's needs need to be based on the WE (all parties involved focusing on student) and not the ME (he/she is not doing my work my way) ... as tchrs, I believe we need to be more responsive to mastery of skills/standards & less focused on completing work #HackLearning
A1 It really can't be stressed enough- strong classroom teaching which is responsive to all learners is the key. We need to ensure that ALL educators have the skills to observe Ss, see their strengths, and differentiate instruction. #HackLearning
With more schools working towards equity for Ss to access all levels of courses. Ts need to be retrained to reach all Ss, not just the Ss they’re used to teaching #hacklearning
A1: Perhaps the biggest deterrent is that people don’t know how to implement responsive interventions, training is needed on implementing effective interventions! 😊 #HackLearning
I see too many students who give up and see themselves as failures by the time they are 8 years old! This is so wrong. We NEED to start from strengths! #hacklearning
I so agree with this. It's absolutely essential that we see Ss strengths (and allow them to see them too). We can only build on the positive. #hacklearning
'In addition to' is worthy, yet causes complications. Seemingly high hurdle to gather all stakeholders to coordinate meaningful intervention approach. E.G., Might involve gen ed teachers across disciplines, tier 3 specialists, +SpEd staff, not to mention S+family #hacklearning
A1 For too long, we’ve ignored the first & best line of defense – general education. Without a powerhouse tier 1, all else we do will be irrelevant. Even if we refer, by LAW it must be “in addition to” rather than “instead of” support. #HackLearning#G2Great
A non-negotiable when designing intervention systems is that we don't just look at the result of the problem, but we identify root causes. If a student is behind b/c of attendance, planning a time for math help might not be the most effective intervention. #HackLearning
Yes, I would agree. Those "scripted" interventions can be helpful when taught by a highly qualified T who is responsive to the Ss in the group. Making changes on the fly takes understanding of the Ss and the skill set to know what to change. #hacklearning
A2: Hosting invitational minilessons where Ss opt in to some instruction that they think they might need. Not all of the time (sometimes everyone needs the same thing) but knowing that Ss can and need to advocate for what they need. #HackLearning#G2Great
A2 Professional knowledge is critical. We must stop sending kids who need to the most to the people who know the least. When we do, we not only waste precious minutes but insult the very spirit of responsive interventions. #HackLearning#G2Great
So many things to consider this morning as we consider RtI ... it would be interesting to learn more about how different areas/schools apply the concept ... will you join the conversation? :) Everyone is welcomed. :) #HackLearning
So critical Evan and yet we continue to hand scripts to teachers instead of giving them the gift of professional learning over time. There are no shortcuts #HackLearning#G2Great
I think the problem with RTI is the formalized nature of it ... we are so worried about documenting the intervention using proper protocol that we are almost forgetting about the individual needs of the kid. #hacklearning
A2 #HackLearning when we meet to discuss students it’s not a complain about the student and parents don’t do, but instead what we CAN do. Let’s keep it positive and do our best!
And by training not just a one time half day seminar and now you're off on your own. Good coaches who follow up and guide are needed along the way. #hacklearning
A2: As people said in question 1, we need to be clear on what tier 1 instruction includes. Tier 1 is #UDL, #differentiation, knowing our students, tracking their needs, using strategic grouping, etc. #hacklearning
A2: Reminding everyone who will listen that “least restrictive” means exactly what it says. Most of the time, least restrictive for Ss is being able to build in the social, emotional, and cognitive capital that lives in his/her classroom. #HackLearning#G2Great
If your Tier 1 interventions are not meeting student needs, then nobody meets the bar. It's all about the base. We can't band-aid weak systems with a Tier 2 intervention. #HackLearning
I think the real key for responsive interventions is exactly what I am seeing on my #HackLearning twitter screen right now. More wonderings. More commitment. More conversations. And less just grab and go or narrow data mining. It’s the only way forward #G2Great
A2 We have decades of research to support the role of volume & yet. Richard Allington asks, “If they don’t read much, how they ever gonna get good? Interventions shouldn’t minimize volume but increase it. PERIOD! #HackLearning#G2Great
A2. My non-negotiable is volume. Our students need MORE in text practice and they often get less than their peers. Any intervention that reduces reading is a poor one, in my book #HackLearning
https://t.co/zl7OOmyR5v non-negotiable has always been the need for all adults in the school to take shared ownership in the success of every student. No child is “yours.” They are all “ours.” #g2great#HackLearning
A2 What is a non-negotiable that could ensure responsive interventions for striving learners?
Present, thorough, approachable, and visionary leadership
And hiring & supporting great educators.
#hacklearning
A2: We have to have our most qualified teachers teaching our most striving students.This means being vulnerable and allowing yourself as a teacher to admit you might not have been as successful at teaching as someone else... yet! We can’t just say things louder. #hacklearning
I couldn’t love this any more if I tried. Tier 1 is the first and primary line of defense. It’s not about putting kids in tiers but doing all we can’t so that those tiers aren’t necessary. #HackLearning#G2Great
If your Tier 1 interventions are not meeting student needs, then nobody meets the bar. It's all about the base. We can't band-aid weak systems with a Tier 2 intervention. #HackLearning
A2: focus on belonging. Make sure every student feels that they are worthy as-is...that they belong so they don’t base and entangle their self-worth on the academic standards imposed on them #hacklearning
A2: My non-negotiables? Professional learning communities for teachers, time to reflect on what we know about the learners in front us and opportunities to develop our own expertise to better serve students. #HackLearning#g2great
A1: Lack Of communication can be a roadblock. All individuals working with the student need to be on the same team. Clear, consistent language and strategies. #HackLearning
A2 Instructionally-speaking, I feel a soft spot for Universal Design for Learning (UDL) Theory. Minimize -- or work around -- barriers by offering multiple means of representation, engagement, expression en route to shared learning outcomes. #hacklearning
A2: My non-negotiable would be FLEXIBLE grouping. Just because a S is placed into a group doesn't mean that is where the S should stay all year long. Be responsive to what the S and data is saying. #hacklearning
We cannot say a child isn't succeeding if we do not have solid tier 1 strategies/systems in place, and that is on us! We need to reflect, look in the mirror, and be honest about what is going on in our classroom/school. #hacklearning
A2-On going responsive job embedded professional learning for Ts that allow them to engage in what responsive interventions look like, sound like and feel like. We do better when we know better. #HackLearning
A2: Also need to encourage & allow for creativity & risk-taking for adults. When they are so worried about doing the "right thing", they can't think outside the box to meet different needs. #hacklearning
A2 Be professionally responsible! As long as we hand kids time-wasting dribble, we are complicit in the demise of our most striving learning. If we insist on wasting precious learning time, then WE are the struggling learners. #HackLearning#G2Great
A2 A commitment to using authentic, engaging texts as a part of intervention for kids who need it. Let's focus on increasing access and time in texts as our primary intervention. I blogged about that. We Know the Models, Where's the Magic https://t.co/hTQYx5OR78#hacklearning
A2: Personalized learning for both Ss & Ts related around content, strategies, & pedagogy ...offering support for an inclusive classroom #hacklearning#G2Great
A2. Interventions must be designed
FOR the students based on NEEDS
determined by more than just
screener data.
Intervention has to build real knowledge and resemble real reading and writing.
#HackLearning#G2Great
I like this option of the opt in by the students. If I know that what I am teaching, students already know, then I may pre-record a video for them to watch to differentiate learning and not waste their learning time. I often put the video in @Seesaw#hacklearning
A2 ➡️ (Meaningful) Professional development. I’m in my 10th year of teaching and sometimes I honestly don’t know what to do to intervene effectively. Help teachers to help themselves to help their kiddos. #HackLearning
In broke my ❤️ when I had to progress monitor newcomers using English-only assessments. I believe this method is unfair & did not take into account language barriers #HackLearning
Absolutely - based on needs and not agendas or simply grab and go interventions. There just isn’t any other way than all of the goodness you list below Fran! #hacklearning#G2Great
A2. Interventions must be designed
FOR the students based on NEEDS
determined by more than just
screener data.
Intervention has to build real knowledge and resemble real reading and writing.
#HackLearning#G2Great
A3 Stop knee jerk data driven referrals. It’s not about identifying kids for tiers but being responsible for their success. We’d cut referrals in half if we’d do a better job when they’re with us. That’s a statement but painfully true! #HackLearning#G2Great
A2: Our educators must read themselves. We can’t preach what isn’t practiced. Passion for reading creates passionate readers. If we don’t make the time, students won’t either. #HackLearning
I see many teachers spending more time on documenting RTI ... tracking test scores than actually doing the intervention. Let's be honest ... RTI is more about accountability than intervention. #hacklearning
A2 If there is ONE educator & 20+ learners, it's impossible to effectively teach all thru pedagogy. If the approach is adjusted to andragogy, all learners become empowered to share content.
Forget the sage on stage approach & be the guide on the side!
#hacklearning
A2 - teachers who see children as unique in their needs - and a sense of efficacy that keeps the teacher engaged in finding and hacking solutions to learning challenges presented to them by children #hacklearning
A2 Said it before, but going to say it again. While we're making RtI great, let's improve Tier I instruction. Improve by intentional, strategic planning that differentiates for kid's in that "first teach". We could remedy so much by committing to that. #hacklearning
Good morning #hacklearning crew! I am a school admin from NY State, but never far from my literacy specialist roots. Looking forward to learning alongside all of you today!
A3 Reminds me of @simonsinek and his "Start with Why" ... when everyone has the same Why, we can easily move to How and possibly overcome many obstacles. :) #HackLearning
A3: Like all things, the "Why" guides us. If our why is to ensure student success our how needs to be guided by students. It is like @drgravityg mentions regarding core beliefs, Does our practice support what we say we hold important? #hacklearning#G2Great#mightbesleeping
A1: Having a guaranteed and viable tier one is a road block. We need to clearly define what we want Ss to know and be able to do as a result of our instruction. We also have to have common formative assessment. We can’t Tier3 our way out of inneffective Tier 1. #hacklearning
A2 My non-negotiable is time. Time for educators to deeply understand effective instruction and time for students to learn, grow and flourish. When instruction is responsive and meets students where they are - it makes a huge difference in Ss progress. #HackLearning
This says it all!
“The purpose of RTI is to provide struggling students with instruction that will mitigate failure, not to identify students as failures.
A. McGill-Franzen, R. L. Payne, & D. V. Dennis (2010).
#hacklearning#G2great
A2 - teachers who see children as unique in their needs - and a sense of efficacy that keeps the teacher engaged in finding and hacking solutions to learning challenges presented to them by children #hacklearning
A3: If a student is really struggling, hopefully we will be honest with ourselves and ask why. Often, the answer will lie w/ in us - not the child. How can we set up the classroom differently? Do we have a relationship with the student? Have we tried something new? #hacklearning
A1. Barrier - Trying to find intervention
"In a box, list or computer"
rather than matching student with plan to grow some very specific work in literacy.
#hacklearning#G2Great
#HackLearning short videos are a great way to get information across....students can watch over, refresh their memory. we jsut need to remember it is still similar to lecture, so dont go long and dont pack too much in one and dont expect Ss to get everything from "lecture"
In reply to
@Lv2teachNtravel, @juliewright4444, @Seesaw
It saddened me to progress monitor newcomers using English-only assessments. I believe this method is unfair & did not take into account language barriers. I think there should be scaffolds in place. #HackLearning
A3 I’ve spent almost 47 years in the University of Kids. Where those who baffle me most have taught me most. If we saw kids in that light, then their struggles could make us better teachers AND lift kids higher. GIANT Win-Win! #HackLearning#G2Great
A3: this work is hard. Equitable quality education is hard and requires courage& grit. My why is that each kid matters. Each kid wants to succeed & learn. Give them access, get to know them for who they are, as humans& learners, we find a way! #communitymatters#HackLearning
... and on another note ... most RTI is only worried about getting a kid to a point where intervention is no longer necessary ... score gets to a certain point ... behavior "improves"... RTI "success" #hacklearning
I challenged our students to complete at least ten lessons in Dreambox in a week. If they completed 20, they were able to spray us both. I may or may not have told my partner until after I told the students
#hacklearning#SundayFunday#SundayMorning#SundayMotivation
Unfortunately, I can't jump in and chat, but I'm really interested in learning more about RTI approaches and I'll be lurking later. Have a great Sunday everyone!! #hacklearning
Yes THIS!!! We delude ourselves onto believe there is ever a quick fix out there. Knowledgeable educators and commitment to kids are the ONLY key! #hacklearning#G2great
A1. Barrier - Trying to find intervention
"In a box, list or computer"
rather than matching student with plan to grow some very specific work in literacy.
#hacklearning#G2Great
Make the most of the minutes we have with students. Build relationships, recommend great books, use first chapters of novels for mini lessons, book talks, time for authentic discussions. Watch the number of kids pegged for needing mire decline. #hacklearning
A2 Said it before, but going to say it again. While we're making RtI great, let's improve Tier I instruction. Improve by intentional, strategic planning that differentiates for kid's in that "first teach". We could remedy so much by committing to that. #hacklearning
A3- I think sometimes we don't even ask teachers what their why is. So therefore how can we even aline the how or the what? I think this is why a lot of teacher get burned out.
#hacklearning
A1 It really can't be stressed enough- strong classroom teaching which is responsive to all learners is the key. We need to ensure that ALL educators have the skills to observe Ss, see their strengths, and differentiate instruction. #HackLearning
A3: We will take risks a& try new things, because we are committed to doing everything we can to help children grow. We will ask for help & advice, we will research new ideas, we will ask for observations & coaching. Often, we need to create our own PD/coaching. #hacklearning
A3: My why has always been Ss. My how changes based on what I KNOW about my Ss and what I have learned to better support their needs. Being responsive to their needs has always been my first priority. I get stuck at times, but I always go back to my Ss. #hacklearning
A1: I think the biggest obstacle I see is a clear connection between student need and the intervention. If Tier 1 is solid, then our best chance to move a student forward is with a very tailored intervention focused on the needs of that student. #hacklearning
We also need to spend more time on teaching what it means to be resilient and why it's important. Students need to know that mistakes are part of the learning process and not see them as a failure. #hacklearning
The thing about #hacklearning that everyone is missing is that we are on the verge of runaway climate change and we need a complete re-think of the global economy to ensure a just society & avoid planetary catastrophe.
A3-Responsive Interventions change lives. When Ss feel valued, loved, and a sense of belonging real learning can begin. Starting from their strengths changes everything! #HackLearning
Sometimes our strength as knowledgeable educators is our weakness, says the guy who's painted himself for a while into more than one paralysis-by-analysis corner. #hacklearning
Yes THIS!!! We delude ourselves onto believe there is ever a quick fix out there. Knowledgeable educators and commitment to kids are the ONLY key! #hacklearning#G2great
A1. Barrier - Trying to find intervention
"In a box, list or computer"
rather than matching student with plan to grow some very specific work in literacy.
#hacklearning#G2Great
A3 Snarky answer to this is: EVERY S learns. When I become an absolute bulldog about this and plan learning that includes strategies so EVERY S has access to the learning, that's responsive teaching. I said teaching because then we won't need "extra" interventions. #hacklearning
A3 We can’t dole out worksheets & complain kids aren’t learning. It’s not ok to be reduced to the luck of the draw. They don’t need AWESOME this year in this classroom. They need AWESOME EVERY year in EVERY classroom! #HackLearning#G2Great
One if the worst things an educator can say is: "I'm just a teacher." That tone and rhetoric is damaging to our profession. Stop. Saying. That. #hacklearning
Q3: Common formative assessment and honest conversations get us to our Why in intervention. Data broken down by student by standard by teacher allows us to say who needs help, on what do they need help, who should provide help. Blanket intervention doesn’t work. #hacklearning
One of the worst things an educator can say is: "I'm just a teacher." That tone and rhetoric are damaging to our profession. Stop. Saying. That. #hacklearninghttps://t.co/7wtzd0EyMG
I find much of the issues start with a lack of relationship ... if the kid does not want to be in your class no amount content based intervention strategies and documentation will fix that ... #hacklearning
A3 We can’t dole out worksheets & complain kids aren’t learning. It’s not ok to be reduced to the luck of the draw. They don’t need AWESOME this year in this classroom. They need AWESOME EVERY year in EVERY classroom! #HackLearning#G2Great
A3. When the WHY is focused on Ss,
Interventions will NOT be abt "Fixing Children"; instead abt finding better match between children, instruction, & assess.
STOP measuring that which is NOT taught & should NOT be taught-150 infinite, teeny, tiny skills!
#hacklearning#G2Great
I 100% agree & that's my A2: my professional non-negotiable is RELATIONSHIP BUILDING. If we know our Ss - and seek to understand their strengths/interests as well as their weaknesses - then it will help us guide our learners in a way that honors their self-efficacy. #hacklearning
I fear this is all too common as there is an underlying ignorance that confuses language fluency and cognitive ability. I have experienced this to some extent in every school where I've worked! #HackLearning
It saddened me to progress monitor newcomers using English-only assessments. I believe this method is unfair & did not take into account language barriers. I think there should be scaffolds in place. #HackLearning
Strong teaching skills for sure and also the ability to set up a positive learning environment that allows students to make mistakes and learn from them. To reflect on their mistakes. To not laugh at others when mistakes are made. #hacklearning
.@JenniferYurko@cvhsprincipal2
Hi Jen & Jen! 😊 Today's #hacklearning chat was about RTI ~ thought you might be interested! You can check out the hashtag to see everything...and if I can find a summary/archive of the chat, I'll fwd it to you.
A3 Our #1 WHY is student success & our #1 HOW is YOU (not programs, packages, or STUFF). Until we keep EVERY CHILD at the center of our efforts, then we decide who wins & loses. I’ll never be ok with that mindset. #HackLearning#G2Great
I’d be remiss if I didn’t remind you of these 21 #HackLearning books, each chock-full of right-now solutions to your biggest teaching and learning problems.
Look inside all of them on this handy Amazon Series page:
https://t.co/6nfh6KOsKz#weareteachers#edtech#sunchat
A3. I think this speaks to professional knowledge. If we can’t answer why a child might be struggling, we won’t know how to teach them. So we need to read and study professionally. Reading is COMPLEX, don’t fall for the simple view of reading. #HackLearning
What you think you knew or did yesterday may be different the next week or next year for the same kid. Recognizing & Appreciating that this is a most difficult task of reaching all Ss & getting them across their finish line & no small feat. #HackLearning
A3 We can’t dole out worksheets & complain kids aren’t learning. It’s not ok to be reduced to the luck of the draw. They don’t need AWESOME this year in this classroom. They need AWESOME EVERY year in EVERY classroom! #HackLearning#G2Great
A3 I believe that we should look at the whole child to determine the how. “Data” is more than an assessment scores/running records etc. Effective #Rti begins by knowing the child. #HackLearning
Yes! Sometimes that is the intervention. I had Ss in an "I can do it" intervention. We worked on resilience, positive self talk and built off of each small success. It was amazing. #HackLearning
I tell my student teachers to use the formula "Notice + Act = Impact" I want them to frame decisions based on what they observe #hacklearning#ChalkandChances#G2great
#hacklearning remembering the P's will always be helpful to learning : Play, Passion, Purpose, Peers. (if someone comes up with some Q's we can get back to "mind your P's & Q's", not that I ever really knew what that meant)
I had to sit back for a moment to soak in the brilliance on my screen. Why aren’t we having these conversations in our schools instead of writing checks for a boxed program. Very ill conceived non-solutions when this kind of dialogue is the stepping stone #HackLearning#G2Great
Mark your calendars for a special holiday edition of #HackLearning on December 23. 8:30-9:00am EST. Our @times10books authors will have 90 tweets in 30 minutes of their best tips of the year!
Thank you so much for joining me friends. The key to responsive interventions is knowledgeable educators who know kids and know literacy research. There are simply NO shortcuts to responsive interventions our kids deserve. #HackLearning#G2Great
So many ideas to consider ... while some may be in exam week, I hope you will join our slow chat and continue the conversation. Jump over to #HackLearning ... questions posted at 7:30 AM EST ... but you can answer anytime :)
A3: If we work off Ss assets, our WHY focuses on what Ss can do. If we uncover areas where Ss need a lift, our WHY focuses on growing Ss muscles. Asking Ss what THEY need often makes the HOW super clear. #HackLearning#G2Great
This is true for me as well. The most puzzling kids often force us to ask the most challenging questions. We don’t always figure it all out but we can try and if we don’t know the answer, finding someone who does can be the first step. #HackLearning#g2great
A3: My why has always been to build a group of passionate readers. To help students recognize the value & beauty of the written word & the power that an educated mind can have in the world. The how then becomes obvious.Books, books, and more books.Volume & choice. #hacklearning
A3 Stop knee jerk data driven referrals. It’s not about identifying kids for tiers but being responsible for their success. We’d cut referrals in half if we’d do a better job when they’re with us. That’s a statement but painfully true! #HackLearning#G2Great
A3b: Also, intervention shouldn’t take our students away from higher-level problem solving. As that creates an opportunity gap. It needs to be in addition to. #hacklearning
A3: My why is taking a fresh look at a student in the hopes that I can see something or ask a question that helps others see a solution, a talent or the potential that has not yet been conceived. #hacklearning
I wish each of you a joyful holiday season #HackLearning friends. I hope that each of you will join our weekly #G2Great twitter chat in the new year. Take a look at all of the wisdom you’re missing here: https://t.co/w52zTR30w2
