MaryDean Barringer

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• 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

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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.

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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

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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
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Essential Component 2Problem-Solving Method
What is the problem?
Did it work?
Why is it happening?
What should be done about it?
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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

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Value Added Schools Attuned
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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

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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

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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

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For more information onPrograms offered by All
Kinds of Minds

• Website www.allkindsofminds.org
• Toll Free 888.829.5995
• Email saonline_at_allkindsofminds.org
• Mary-Dean Barringer
• National Program Director
• All Kinds of Minds
• 1450 Raleigh Road
• Chapel Hill, NC 27517
• mbarringer_at_allkindsofminds.org