Fred Jones in Tools for Teaching (2000) often refers to “Natural Teachers” as those who have superb instincts. He asserts that teachers who are not “Natural Teachers” can learn from those who are. When everything seems overwhelming it is important to reference Mike Schmoker’s formula for successful teachers spelled out in Focus (2011). Schmoker’s three essentials are a coherent curriculum, sound lessons, and authentic literacy. This is reflective of Clark Pleasant’s attention to Essential Learnings, High Reliability Schools, and Professional Learning Communities. The anthem of Focus is to “embrace the concept of simplicity.” Buffum, Mattos, and Weber (2012) add light to this from their book Simplifying Response to Intervention where they call for high levels of learning for all students. Mattos states that schools in the United States do not have intervention problems. Instead most student struggles are due to weaknesses in initial core instruction. He says there are no quick fixes and we need to make sure kids get it right the first time. This is a shift from previous dogma on RtI and the three tiers. When RtI first appeared there was a belief that teachers needed to move kids through the tiers rapidly so they could receive the help available at the next tier. Mattos’ opinion is that if we are committed to all students learning at high levels then we have to move away from the mentality of opportunity to learn to the expectation of learning. Here again is the
concept of Essential Learnings as guarantees for students which are described by Schmoker as a “less is more” framework. Students are not allowed to “opt-out” of learning anymore. Under this assumption we have to recognize that all students can learn if given enough time. According to Bloom (1968) and Gusky and Pigott (1988), this becomes a simple formula of Targeted Instruction + Time=Learning. The driving question thus becomes what are we willing to do when students don’t learn? Learning must become the constant and time the variable. When everything feels daunting the answer is to return to the basics of literacy, curriculum, and classroom instruction. Moving students on to special education, according to Buffum, Mattos, and Weber, does not guarantee improved student learning.
They cite:
*Only 4% of special education students ever get redesignation back to regular education.
*The graduation rate for special education students is 57% (USDOE, 2001).
*An estimated 50% of the U.S. prison population was identified as having special needs in school (NCSET, 2006).
This makes a pretty compelling case for meeting the needs of kids early and often. Sometimes we may forget our impact but teachers really do make a difference.
To put things into more perspective I invite you to read Focus: Elevating the Essentials To Radically
Improve Student Learning (2012) by Mike Schmoker and Simplifying Response to Intervention: Four
Essential Guiding Principles(2012) by Buffum, Mattos, and Weber.
Posted by John Schilawski 1/28/14
concept of Essential Learnings as guarantees for students which are described by Schmoker as a “less is more” framework. Students are not allowed to “opt-out” of learning anymore. Under this assumption we have to recognize that all students can learn if given enough time. According to Bloom (1968) and Gusky and Pigott (1988), this becomes a simple formula of Targeted Instruction + Time=Learning. The driving question thus becomes what are we willing to do when students don’t learn? Learning must become the constant and time the variable. When everything feels daunting the answer is to return to the basics of literacy, curriculum, and classroom instruction. Moving students on to special education, according to Buffum, Mattos, and Weber, does not guarantee improved student learning.
They cite:
*Only 4% of special education students ever get redesignation back to regular education.
*The graduation rate for special education students is 57% (USDOE, 2001).
*An estimated 50% of the U.S. prison population was identified as having special needs in school (NCSET, 2006).
This makes a pretty compelling case for meeting the needs of kids early and often. Sometimes we may forget our impact but teachers really do make a difference.
To put things into more perspective I invite you to read Focus: Elevating the Essentials To Radically
Improve Student Learning (2012) by Mike Schmoker and Simplifying Response to Intervention: Four
Essential Guiding Principles(2012) by Buffum, Mattos, and Weber.
Posted by John Schilawski 1/28/14