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MaryDean Barringer

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'The struggle of a youth to amount to something worthwhile is the greatest ... Value Added & Schools Attuned. LEARNING: THE THREAD THAT RUNS SO TRUE ... – PowerPoint PPT presentation

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Title: MaryDean Barringer

1

Mary-Dean Barringer
National Director of Programs
All Kinds of Minds, Chapel Hill, NC
Presentation for the Center for Improving Teacher
Quality
National Invitational Forum
November 2-4, 2006

2
Short Stories

The struggle of a youth to amount to something
worthwhile is the greatest objective he can have
in life. Jesse Stuart, 1949
Look at this GirlP.S. 246, Bronx, NY
The Possibility of MeChicago, IL
When Teacher Meets ChildDetroit, MI
The narrative begins.

3
Opportunities for Fresh Scripts

RTIResponse to Instruction? (IDEA)
Multi-tier model
Problem-solving method
Integrated assessment systems
Differentiated Instruction/Understanding by
Design (ASCD)
Value-Added Initiatives
Educating School Teachers (Arthur Levine)
The focus of schooling has shifted from
teaching and learningto the skills and knowledge
students must master, rather than the skills and
knowledge teaches must teach. This is not a
rhetorical difference. pg. 12

4
Essential Component 1Multi-tier Model

ACADEMIC SYSTEMS
TIER 3 Intensive, Individual Interventions
Individual students
Assessment-based
High intensity
Of longer duration
TIER 2 Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
TIER 1 Core Instructional Interventions
All students
Preventive, proactive

BEHAVIORAL SYSTEMS
TIER 3 Intensive, Individual Interventions
Individual students
Assessment-based
Intense, durable procedures
TIER 2 Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
TIER 1 Core Instructional Interventions
All students
Preventive, proactive

Circa 5
Circa 5
Circa 15
Circa 15
Circa 80
Circa 80
Students
5
Essential Component 2Problem-Solving Method
What is the problem?
Did it work?
Why is it happening?
What should be done about it?
6
Essential Component 3Integrated Assessment
Systems

Directly assess specific skills in standards
Assess marker variables demonstrated to lead
to the ultimate instructional target, (e.g.
reading comprehension)
Sensitive to small amounts of growth
Brief
Repeatable
Easy to use
Direct relationship to instructional
decision-making

7
(No Transcript)
8
Value Added Schools Attuned
9
Composing the stories about learning What
special and general education bring to the
conversation

Thinking about teaching a as client centered
practice
Expertise required
NBPTS architecture is the right mixyou need
depth of subject and depth of learner knowledge
Asset management of students
Identifying and building on student strengths
(overlooked component in special education)
Understanding and managing complex learners in a
client centered practice
First, do no harm
What it takes to state I know that student

10
Problem solving models have richer conversations
when applying principles of a client-centered
practice, content about learning variations, and
a process of inclusive voices.
The Attuning a Student Process from All Kinds
of Minds

11
Learner/Client-Centered practice poses these
state policy questionsas a start

High and Rigorous StandardsYes.
But do we expect all students to participate in
the academic decathlon? Well roundedness can be
a form of mental obesity.
Outcomes for Success in Life-
We are not assessing or documenting ALL key
predictors of adult success for students (e.g.
resiliency)
The tests we use as gatekeepers for further
learning opportunities are simply not robust
enough for these decisions, nor do they provide
instructional guidance.
Teacher Development (pre-service, continuing
education)
Few, if any, incentives or policies support
teachers acquiring knowledge, skills and
expertise about learningcurrently imbalanced
toward subject matter acquisition.
Case teaching supporting the problem-solving
model is a critical element, having common shared
language to discuss learning and learning
variation is essential