Asset-Based Approaches for Supporting ALL Learners
August 9, 2022
Are your RtI processes focused on students’ assets or deficits? Is the data you use to make important instructional decisions multi-faceted? Are you nimble in your approaches and responses to meeting students’ needs? Curriculum directors, principals, instructional coaches, specialists, and teachers -- please join me as we ask and answer these important questions, and more, when designing instructional responses to support all learners.
Julie Wright is a teacher, instructional coach, and educational consultant with more than 25 years of experience in rural, suburban, and urban education settings. She co-authored What Are You Grouping For? How to Guide Small Groups Based on Readers—Not the Book (Corwin, 2018). Julie is best known for helping schools build capacity by matching their pedagogical beliefs to best practices. She holds National Board Certification as well as a B.S. in education, a Master’s in language arts and reading, K-12 Reading Endorsement, and a pre-K through grade 9 principal license from The Ohio State University. In her free time, Julie loves walking, hanging out with family and friends, spending time in her garden, and she is a wanna-be beekeeper.
Kidwatching in Action (so that we can sniff out the good to inform decision-making)
Proximity matters. That’s because being up close to students’ work, conversations and interactions creates connectedness and gives us a front row seat for understanding what students know, can do, and what they need next. What we see and hear can lead us to making inferences about our students. It can also spearhead wonderings...creating inquiries around students’ insights, ideas, and questions. Kidwatching gives us the teacher know-how of what to do next for each of our students. This session will focus on collecting data through a variety of Kidwatching templates and protocols that you can adopt or adapt to meet your needs.
Good Instruction in Action (so that we can capitalize on the BEST interventions)
The least restrictive environment for students is most often right in their classrooms--working and learning right next to their teacher(s) and peers. When we create good instruction, those often serve as some of the best interventions. This session will focus on using formative assessment as entry points for designing instructional plans and responses to meet the needs of all learners.
Child Study Teams in Action (so that we can create just-in-time responses to meet students’ needs)
Too often, literacy, data, RtI, or grade-level team meetings focus on what students can’t do versus what they can do. It’s time to shift our RtI culture, knowing that students bring a whole lot of goodness, knowledge and experience with them to school each day. It’s our job to capitalize on those assets by creating child study teams focused on students’ assets. This session will focus on tools to create just-in-time responses to keep kids moving.