Meeting the Needs of ALL Students

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Meeting the Needs of ALL Students

• Brookings, SD
• August 3 4, 2009

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Contact Information

• tim.mitchell_at_k12.sd.us
• http//csd7-1superintendent.wikispaces.com/
• http//tm026.k12.sd.us

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Introduction

• Name
• School
• Assignment
• Years in profession
• What experiences have you had in
  teaching students who are struggling in
  the regular classroom?
• Share one thing you do to ensure the
  success of all students in your classroom.

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Expectation

• In-Workshop
• Attend and participate in all aspects of the
  workshop
• Complete all required activities and reading
• Develop a follow-up action plan for
  implementation
• Out-of-Workshop
• Complete readings
• Develop follow-up action plan
• This plan is due to the facilitator by August
  14, 2009. It can be sent as an e-mail attachment
  to tim.mitchell_at_k12.sd.us.

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Follow-up Action Plan

• What was one key learning that will allow you to
  improve your present level of teaching and
  increase the level of achievement and engagement
  of the students in your classroom?
• What is you action plan to implement the key
  learning in your classroom?
• Please list
• Activity (What will I do)
• Process (How will I do it)
• Timeline (When will I do it)
• Assessment (How will I measure success)
• How do you propose that the implementation of
  the above action plan will help your school in
  achieving the identified school improvement
  goals?

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Day 1-Schedule

• Introduction
• All Kids Can Learn Activity
• Learning is Our Work
• Objectives-Activity-Goal Setting
• Break
• Adjusting for Learner Needs-Video
• Lunch
• Using Learning Strategies-Video
• Motivation Theory-Handout
• Break
• Classroom Strategies for Helping At-Risk
  Students
• What Works in Schools-Teacher Factors-Video

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The First Building Block

• All Kids Can Learn Activity
• Why do we exist?
• This question challenges us to reflect on the
  fundamental purpose and the very reason for our
  existence
• This question requires us to clarify priorities
  and gives us direction for our classrooms

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The First Building Block

• On the activity sheet you will find descriptions
  of four schools that operate under very different
  assumptions. Even though the educators within
  these schools would contend that they believe
  all kids can learn, they would respond to
  students who are not learning in very different
  ways
• Please complete Activity

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The First Building Block

• The first school views failure to learn as an
  indication that the student lacks the ability or
  motivation to master content. Based on this
  assessment, the school offers a less rigorous
  program as a solution
• The second school considers failure an important
  part of the learning process-students who do not
  put forth the necessary effort must be taught
  individual responsibility and they are allowed to
  fail

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The First Building Block

• The third school is prepared to accept
  responsibility for helping each student
  demonstrate some growth but is unwilling to
  establish high standards for all students. Here,
  too, the faculty members contend that they have
  little influence over the extent of an
  individuals learning

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The First Building Block

• Clearly then, it is only the fourth school in
  the above activity that offers a viable,
  modern-day approach to students who are not
  learning

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The First Building Block

• To embrace learning rather than teaching as a
  schools mission, to work collaboratively to help
  all students learn, to focus on results to foster
  continuous improvement and to assume individual
  responsibility to take steps to create such a
  school.

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New Research

• South Dakota public school districts that are the
  most innovative and those that have the ability
  to sustain school reform and organizational
  change have greater professional development
  capacity.

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Recommendations for Practice

• This study indicates that funding is critical in
  innovative public school districts and resources
  are needed to sustain the teaching staff, to
  provide professional development activities to
  build leadership capacity, and to provide
  professional development activities to build
  organizational capacity.

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Theme

• Building Capacity Focused on Results
• Michael Fullan-2008 AASA NCE

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Learning is Our Work

• Collapse How Societies Choose to Fail or
  Succeed (Diamond, 2005)
• Study of societies that failed after surviving
  for long periods
• Not by being conquered or succumbed to disease
• They perpetuated practices that led to their own
  demise

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Learning is Our Work

• The fate of these societies were sealed by
  leaders who were unwilling to examine both
  beliefs and practices and consider more adaptive
  and effective alternatives
• The Key-which core values do you hold onto and
  which ones to discard and replace with new
  values, when times change

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Learning is Our Work

• Fullan (2006) defined capacity building as an
  action based and powerful policy or strategy that
  increases the collective efficacy of a group to
  improve student learning through new knowledge,
  enhanced resources, and greater motivation on the
  part of people working individually and together.

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Learning is Our Work

• Educational change depends on what teachers do
  and thinkit is as simple and complex as that
• Fullan

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Learning is Our Work

• Schools improve when purpose and effort unite.
  One key is leadership that recognizes its most
  vital function to keep everyones eyes on the
  prize of improved student learning
• Mike Schmoker

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Learning is Our Work

• The best way to improve a school or district is
  by developing the people within it!!

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Building Capacity

• The lives of outliersthose people whose
  achievement fall outside normal experiencefollow
  a peculiar and unexpected logic, and in making
  that logic plain a fascinating and provocative
  blueprint for making the most of human potential
  can be established.
• Outliers-Malcolm Gladwell

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Building Capacity

• The emerging picture from studies is that 10,000
  hours of practice is required to achieve the
  level of mastery associated with being a
  world-class expert. No one has yet found a case
  in which true world-class expertise was
  accomplished in less time.
• Outliers-Malcolm Gladwell

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Learning is Our Work

• Accenture Tiger Woods ad
• relentless consistency 50 willingness to
  change, 50

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Objectives-Day 1

• Describe the learning characteristics associated
  with students who struggle in the regular
  classroom and may need to be addressed
  instructionally.
• Discuss the teachers roles and responsibilities
  related to teaching students who struggle in the
  regular classroom.
• Identify researched based instructional
  strategies that support increased achievement for
  students who struggle in the regular classroom.

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Activity-Goal Setting

• The Art and Science of Teaching-Marzano
• Question 1-What will I do to establish and
  communicate learning goals, track student
  progress, and celebrate success?
• Action Step 3-Have students identify their own
  learning goals

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Activity-Goal Setting

• One way to enhance student involvement in an
  instructional unit is to ask students to identify
  something that interests them beyond the
  teacher-identified goals
• Write your own learning goal or goals for the
  workshop today

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• Break

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Adjusting for Learner Needs

• Educational leaders know that what matters is
  whether schools can offer their neediest students
  good teachers trained in effective strategies to
  teach strong academic knowledge and skills.
• Harry K. Wong

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IDEA/NCLB/Section 504/ADA

• Major Theme
• (Federal Education Acts/Civil Rights Statues)
• Fairness means giving each student what they
  educationally need. Fairness is not treating
  each student equally
• John Copenhaver, Director-Mountain Plains
  Regional Resource Center

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Characteristics of Students with Learning
Disabilities-Handout 1

• Memory difficulties
• Attention difficulties
• Difficulties with reading, writing ,or math
• Difficulties with expressive language
• Difficulties understanding task demands
• Difficulties generalizing information
• Trouble following directions

• Expectations of failure
• Low tolerance for frustration
• Low motivation to engage in and complete a task
• Negative task orientation
• Organizational skill difficulties
• Hyperactive behaviors
• Impulsive behaviors
• Distractibility
• Withdrawn behaviors

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Categorizing Characteristics of Students with
Learning Disabilities

• Students with learning disabilities may be
  characterized by difficulties in three areas
• Learning and Cognition
• Examples include
• Memory difficulties
• Attention difficulties
• Difficulties with reading, writing, or math
• Difficulties with expressive language
• Difficulties understanding task demands
• Difficulties generalizing information
• Trouble following directions

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Categorizing Characteristics of Students with
Learning Disabilities

• Attitudes/Beliefs/Emotions
• Examples Include
• Expectations of failure
• Low tolerance for frustration
• Low motivation to engage in and complete a task
• Negative task orientation
• Behaviors
• Examples Include
• Organizational skill difficulties
• Hyperactive Impulsive behaviors
• Distractibility Withdrawn behaviors

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Characteristics Affecting Learning

• Learning may be affected by difficulties in
  learning and cognition, attitude and motivation,
  and behaviors. For example, students may have
  difficulty
• Acquiring knowledge, skills, and strategies.
  This affects all academic subject and basic skill
  areas including reading, writing, spelling,
  spoken language, and mathematics.
• Interacting in social situations

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IDEA Provisions that Support Student
Participation in the General Curriculum

• The Individualized Education Program (IEP) must
  include accommodations, modifications, and any
  special services that the child need to
  participate in the general curriculum, as well as
  identify support teachers needed to carry out the
  childs program.

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IDEA Provisions that Support Student
Participation in the General Curriculum

• At least one classroom teacher must, to the
  extent appropriate, participate in the
  development, review, and revision of the childs
  IEP, including the determination of
• Appropriate positive behavioral interventions
  and strategies for the child.
• Supplementary aids and services, program
  modifications, and supports for school personnel
  that will be provided for the child

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IDEA Provisions that Support Student
Participation in the General Curriculum

• The childs IEP must be accessible to each
  classroom teacher, who is responsible for its
  implementation. The teacher must be informed of
  the specific accommodations, modifications, and
  supports that must be provided for the child in
  accordance with the IEP.

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Terms to Know

• Accommodation-alters the delivery of instruction
  or method of student performance in a way that
  does not change the content or conceptual
  difficulty of the curriculum.

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Terms to Know

• Accommodations-Changes in course/test
  preparation, location, timing, student response,
  or other attribute which are necessary to provide
  access for a student with a disability to
  participate and demonstrate academic achievement
  and functional performance an do not
  fundamentally alter or lower standard or
  expectations

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Terms to Know

• Modification-alters the delivery of instruction
  or method of student performance in such a way as
  to change the content or conceptual difficulty of
  the curriculum.

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Terms to Know

• Modification-Changes in course/test preparation,
  location, timing, student response, or other
  attribute which are necessary to provide access
  for a student with a disability to participate
  and demonstrate academic achievement and
  functional performance an do fundamentally alter
  and/or lower standard or expectations

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Assumptions About Accommodations

• Accommodations respond to a students need
• Accommodations do not give the student an unfair
  advantage
• Accommodations enable students to participate in
  instruction and show what they know without being
  impeded by their disability

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Tape 1Adjusting for Learner Needs

• Please use the Handout provided as a Video
  Viewing Guide to record observations
•  

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Practices and Accommodations-Handout 4

• We are familiar with
• We need more information about

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Accommodations We Plan to Use Immediately

• Accommodation Need Addressed

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• Lunch

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Module 2-Introduction

• I would like all the participants to introduce
  themselves, but I am concerned that some
  individuals may not know how.
• I think we need a strategy to help us know what
  to do so that we all will be successful when
  making an introduction to the group.

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Strategy-BLAST

• Be ready with what I am going to say
• Listen and wait for my turn
• Announce my name and other information
• Stop within the time frame
• Turn to the next speaker and listen

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Descriptions

• A strategy is an individuals approach to a
  learning task. It includes how a person thinks
  and acts when planning, executing, and evaluating
  performance. Strategies are used with purpose
  and effort. They are essential to the task and
  make a meaningful difference in performance.

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Descriptions

• Strategies instruction refers to helping
  students develop strategies for learning that
  help them develop critical skills and abilities.
  Students also learn when and where it is
  appropriate to use a strategy and how to monitor
  their own performance.

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Aspects of Strategies Instruction

• The strategy itself must be designed. These are
  the specific steps that are directly related to
  completing the task.
• The strategy must be taught to students using an
  effective instructional approach.

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Tape 2Using Learning Strategies

• Use Handout from your packet, Video Viewing Guide
  to record thoughts and ideas while watching the
  video

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Reflection

• Within Your Group
• What one thing did you learn from the video?
• What was shown in the video that you already
  know? Were there different variations or
  extensions shown in the video to what you are
  presently doing?
• Do you think strategies instruction would work
  in your classroom? If so, how might you use it?
  If not, what would need to change before you
  might use it?

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Reflection

• Handout -Elements of Strategies Instruction
• Provides an overview of the components of
  strategies instruction

55

• Break

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Helping At-Risk Students

• McRel has conducted research on strategies to
  assist students during the school day who are low
  achieving or at-risk of failure.
• www.mcrel.org
• Question What are effective strategies that can
  be used in classrooms to assist low achieving
  students?

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McRel-Noteworthy Perspectives

• Classroom Strategies for Helping At-Risk Students
• Whole Class Instruction
• Cognitively Oriented Instruction
• Small Groups
• Tutoring
• Peer Tutoring
• Computer-Assisted Instruction

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Helping At-Risk Students

• Whole Class Instruction
• McRel defines whole class instruction as an
  intervention that involves the teacher working
  with the entire class simultaneously.
• Research suggests When choosing specific
  teaching strategies in any context, the desired
  outcome should guide the instructional decision-a
  balance is needed.

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Helping At-Risk Students

• Cognitively Oriented Instruction
• Cognitively oriented strategies have been
  defined as any approach that guides teachers in
  teaching students how best to learn. Such an
  approach is designed to help students improve the
  quality of their thinking and problem solving

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Helping At-Risk Students

• Small Groups
• There is significant research on small group
  instruction including both like-ability and
  mixed-ability approaches. This areas also
  synthesizes cooperative learning research

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Helping At-Risk Students

• Tutoring
• The research on tutoring reveals a wide variety
  of different types of individuals who tutor
  at-risk students effectively. The analysis in
  this work includes professional, volunteer, and
  student tutors.

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Helping At-Risk Students

• Peer Tutoring
• Peer tutoring is an intervention that pairs
  students with one another in the classroom. This
  hybrid of small grouping and tutoring is unique
  in its approaches, and supported by three
  significant strands of research

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Helping At-Risk Students

• Computer-Assisted Instruction
• More and more students are spending time working
  on computers while they are in school. This work
  reveals the effects this time can have on student
  learning

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What Works in Schools

• Translating Research Into Action
• Robert J. Marzano

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What Works-Marzano

• A Tale of Two Cities-Charles Dickens
• It was the best of times, it was the worst of
  times

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What Works-Marzano

• What Works in Schools is about possibility,
  specifically the possibility that K-12 education
  is on the brink of the best of times if we
  choose.
• Marzano

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What Works-Marzano

• My basic position is quite simple Schools can
  have a tremendous impact on student achievement
  if they follow the direction provided by research

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What Works-Marzano

• Assertion 1
• Even those studies that have been interpreted as
  evidence that schools do not significantly affect
  student achievement do, in fact, support the
  potential impact of schools when interpreted
  properly.

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What Works-Marzano

• Assertion 2
• The research on the effectiveness of schools
  considered as a whole paints a very positive
  image of their impact on student achievement

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What Works-Marzano

• Assertion 3
• The schools that are highly effective produce
  results that almost entirely overcome the effects
  of student background.

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What Works-Marzano

• Factors Affecting Student Achievement-School
• Guaranteed and viable curriculum
• Challenging goals and effective feedback
• Parent and community involvement
• Safe and orderly environment
• Collegiality and professionalism

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What Works-Marzano

• Factors Affecting Student Achievement-Teacher
• Instructional strategies
• Classroom management
• Classroom curriculum design

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What Works-Marzano

• Factors Affecting Student Achievement-Student
• Home atmosphere
• Learned intelligence and background knowledge
• Motivation

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What Works-Marzano

• Thirty-five years of research provides
  remarkably clear guidance as to the steps schools
  can take to be highly effective in enhancing
  student achievement. Although the guidance from
  the research is clear researchers and the public
  continue to debate whether public education is up
  to the task of following it Marzano

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What Works-Marzano

• What Works in Schools-Marzano
• Classroom Instruction That Works
• Nine Strategies that have positive effects on
  student achievement
• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypothesis
• Questions, cues, and advance organizers

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What Works-Marzano

• Use Handout from your packet, Video Viewing Guide
  to record thoughts and ideas while watching the
  video

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Reflection

• Within Your Group
• What one thing did you learn from the video?
• What was shown in the video that you already
  know? Were there different variations or
  extensions shown in the video to what you are
  presently doing?
• Do you think the strategies discussed would work
  in your classroom? If so, how might you use
  them? If not, what would need to change before
  you might use them?

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Wrap-up Day 1

• All Kids Can Learn Activity
• Learning is Our Work
• Objectives-Activity-Goal Setting
• Adjusting for Learner Needs
• Using Learning Strategies
• Classroom Strategies for Helping At-Risk
  Students
• What Works in Schools-Teacher Factors

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Day 2-Schedule

• Reflection-Day 1
• Objectives-Activity-Goal Setting
• Introduction-Background-Research-Feedback-Motivat
  ion Theory
• Motivating the Unmotivated Students
• Session 1-Motivating Students-DVD-The Five
  Dials of Student Motivation
• Break
• Session 2-Instructional Techniques for
  Unmotivated Students-DVD-Instruction That Works
• Lunch
• Session 3-Positive Discipline for Unmotivated
  Students-DVD-Positive Disciple and Relationships
• Break
• Session 4-The Ten Characteristics of
  Life-Changing Schools-DVD-The Ten Characteristics
  of Life-Changing Schools
• Wrap-up

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Objectives-Day 2

• Identify researched based instructional
  strategies that help school personnel to motivate
  unmotivated students.
• Identify researched-based instructional
  strategies that engage students who do not try in
  the regular classroom.
• Reflect on your own growth in addressing the
  instructional and learning needs of students who
  struggle in the regular classroom.

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Activity-Goal Setting

• One way to enhance student involvement in an
  instructional unit is to ask students to identify
  something that interests them beyond the
  teacher-identified goals
• Write your own learning goal or goals for the
  workshop today

82
Research

• Many years ago, the field of education and
  psychology over looked an important study.
• 1925-Dr. Elizabeth Hurlock-designed a study to
  explore what would happen when 4th and 6th
  graders in math class received different types of
  feedback

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Research

• 1st Group-identified by name-praised
• 2nd Group-identified by name-criticized
• 3rd Group-ignored-present to hear responses to
  other students
• 4th Group-removed-received no comments on work
• Students in Groups 1 2 did better after the
  1st day-then performance dramatically changed

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Research

• The overall performance of each Group
• Group 1-Praised-71
• Group 2-Criticized-19
• Group 3-Ignored-5
• Recent studies
• Negative emotions can be harmful and might even
  shorten life span
• Positive emotions are an essential daily
  requirement for survival

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Feedback

• The brains patterns and instructions are slowly
  perfected throughout life, mostly through trial
  and error. Therefore, feedback is essential to
  learning. Meaningful and appropriate feedback
  helps students understand how they are doing in
  the course of the real world

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Feedback

• The most valuable feedback
• Immediate-given as soon as possible after the
  performance
• Specific-instead of general
• Precise-includes evidence that helps the person
  see cause and effect
• Growth-Oriented-gives direction for further
  improvement
• Preserves Dignity-judges performance, not the
  person

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Feedback

• Today Show-Katie Couric Interview of Brian
  Bennett-had grown up in a troubled and abusive
  environment. He struggled in school and had been
  picked on regularly. Now-a well adjusted and
  successful adult.
• Defining Moment-when a grade school teacher
  simply told me that she cared about me and
  believed in me and that small interaction turned
  my life around

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Feedback

• Complete the Self-Test Feedback Sheet both Part 1
  and Part 2

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Brain Research

• Seven Myths of Learning
• Myth 1-Some portion of our anatomy must be in
  contact with a chair in order to learn
• Fact-Our ability to learn by experience
  diminishes in direct proportion to the amount of
  time we spend sitting

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Brain Research

• Seven Myths of Learning
• Myth 2-The person who does the most listening
  does the most learning
• Fact-The person doing the most talking or moving
  or writing is doing the most learning

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Brain Research

• Seven Myths of Learning
• Myth 3-The best way to teach is to give
  information in a well planned lecture
• Fact-We remember 10-20 of what we hear. If we
  want someone to hear something, we lecture. If
  we want students to learn it we need to
  orchestrate experiences that engage or involve
  them

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Brain Research

• Seven Myths of Learning
• Myth 4-If wed only listen, wed remember more
• Fact-We learn and remember about 80 of what we
  do and say. In order to learn anything well, we
  need to talk about it with each other and do it a
  number of times ourselves. The brain that does
  the work is the brain that learns

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Brain Research

• Seven Myths of Learning
• Myth 5-The more serious the learning is, the
  more we will remember
• Fact-We learn and remember best when we are
  engaged and enjoying what were doing

94
Brain Research

• Seven Myths of Learning
• Myth 6-Fun is marginal to learning
• Fact-Not only do we learn best and remember more
  when we enjoy success as an appropriately
  challenging experience, we also will be more
  willing to seek out other challenging learning
  experiences

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Brain Research

• Seven Myths of Learning
• Myth 7-The only person who should be teaching
  is the expert in the field
• Fact-We learn and remember about 90-95 of what
  we teach others. Peer teaching is a powerful
  learning experience for all involved. The more
  knowledge we share with others, the more we
  learn.

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Research-Marzano

• The Art and Science of Teaching-Marzano
• Question 5-What will I do to engage students?
• Five areas provide useful insight
• High Energy
• Missing Information
• The Self-system
• Mild Pressure
• Mild Controversy

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Research-Marzano

• High Energy as a Stimulus for Engagement
• Paying attention requires students to have a
  certain energy level
• Physical Activity-increases blood
  flow- (oxygen)
• Pacing of Instruction-keep activity
  moving- (transitions)
• Teacher enthusiasm and intensity

98
Research-Marzano

• Missing Information as a Stimulus for Engagement
• Human beings interested in puzzles and
  games-taps into our curiosity and anticipation
• Cybernetic Theory-always trying to lessen the
  discrepancy between what we predict will occur
  and what is actually occurring

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Research-Marzano

• The Self as a Stimulus for Engagement
• In terms of human motivation and engagement, one
  of the more powerful distinctions to come out of
  psychology is that of the self-system. It is the
  system that controls what we decide to attend to.

100
Research-Marzano

• Mild Pressure as a Stimulus for Engagement
• It is true that under the right circumstances
  mild pressure can have a positive influence on
  learning
• Ex Questioning-Wait Time

101
Research-Marzano

• Mild Controversy and Competition as a Stimuli
  for Engagement
• When well orchestrated--mild controversy can
  enhance student engagement
• Controversy strategies include eliciting
  divergent opinions on an issue and then inviting
  students to resolve their discrepancies through
  sustain discussion

102
Research-Marzano

• Action Steps
• Use of Games That Focus on Academic Content
• Use Inconsequential Consequences
• Manage Questions and Response Rates
• Use of Physical Movement
• Use Appropriate Pacing

103
Research-Marzano

• Action Steps
• Demonstrate Intensity and Enthusiasm for Content
• Engage Students in Friendly Controversy
• Provide Opportunities for Students to Talk About
  Themselves
• Provide Unusual Information

104
Motivation Theory

• Kids arent passive receivers of
  information-they choose what they want to pay
  attention to in class. Skilled teachers use
  their bag of tools to build stepping stones
  for kids.
• See Motivation Theory Handout in Packet

105
Motivation Theory

• Motivation-Six Variables-can be orchestrated by
  the teacher to increase the probability that a
  student will want to learn or will be motivated
  to learn
• Level of Concern
• Feeling Tone
• Interest
• Success
• Rewards

106

• Break

107
Motivating Unmotivated Students

• Motivating Students
• There are a number of factors that determine
  whether or not students are motivated in your
  classroom.  This presentation will focus on five
  factors, that a teacher can adjust to maximize
  the performance of ALL students!  The
  presentation is filled with concrete techniques
  and strategies teachers can use in their
  classrooms the very next day! 

108

• Lunch

109
Motivating Unmotivated Students

• Instruction that Works for Unmotivated Students
• Even the best schools have some students who are
  not reaching their full potential.  This
  presentation is filled with concrete steps you
  can take at your school to close the achievement
  gap and meet the needs of struggling and at-risk
  students.  You are guaranteed to walk away from
  this session with strategies and techniques you
  can use in your classroom with struggling and
  unmotivated students.

110
Motivating Unmotivated Students

• Positive Discipline for Unmotivated
  StudentsEveryone wants to know the most
  effective ways to improve student behavior.  This
  groundbreaking presentation demonstrates four
  successful discipline strategies you can use in
  your classroom or school to start changing
  behaviors tomorrow!

111

• Break

112
Motivating Unmotivated Students

• The Ten Characteristics of Life-Changing
  SchoolsLearn from one of the nation's leading
  experts on educational program design what the
  most successful schools in the country have in
  common, and learn how you can make small changes
  to your school to help students become
  successful.  This presentation is research-based
  and filled with steps any teacher can take the
  very next day. 

113
Reflection

• Within Your Group
• What one thing did you learn from the videos?
• What was shown in the videos that you already
  know? Were there different variations or
  extensions shown in the videos to what you are
  presently doing?
• Do you think the strategies discussed would work
  in your classroom? If so, how might you use
  them? If not, what would need to change before
  you might use them?

114
Wrap-Up Day 2

• Objectives-Activity-Goal Setting
• Introduction-Background-Research-Feedback
• Motivating the Unmotivated Students
• Session 1-Motivating Students-The Five Dials of
  Student Motivation
• Session 2-Instructional Techniques for
  Unmotivated Students
• Session 3-Positive Discipline for Unmotivated
  Students
• Session 4-The Ten Characteristics of
  Life-Changing Schools

115
Expectation

• What was one key learning that will allow you to
  improve your present level of teaching and
  increase the level of achievement and engagement
  of the students in your classroom?
• What is you action plan to implement the key
  learning in your classroom?
• Please list
• Activity (What will I do)
• Process (How will I do it)
• Timeline (When will I do it)
• Assessment (How will I measure success)
• How do you propose that the implementation of
  the above action plan will help your school in
  achieving the identified school improvement
  goals?

116
Expectation

• Out-of-Workshop
• Develop follow-up action plan
• This plan is due to the facilitator by August
  14, 2009. It can be sent as an e-mail attachment
  to tim.mitchell_at_k12.sd.us.