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Revisiting Collaboration and RtIOctober 11, 2011

Math AllianceTeaching All

Learners

Judy WinnBeth SchefelkerMary Ann Fitzgerald

+Learning Intentions

We are learning to… Deepen our understanding the

components of effective collaboration.

Deepen our understanding of the research-based instructional practices suggested for RtI interventions.

+Success Criteria

We will be successful when…

We can identify how effective collaboration can be used to assist in carrying out intervention strategies for students.

+Listening in on a conversation…

Turn and talk…What do you think Marleen means when she refers to “the curriculum”?

What do you think Mary Ann meant when she says, “…the collaboration fails the kid.”

+Components of Collaboration

+Components of Collaboration

What are the connections among these three components?

Do all three have to be in place and strong for collaboration to succeed?

Could the Alliance Project be successful without the presence of all three components?

+Conclusions?

In what way have these surfaced in your work this year?

Which area has dominated?

Which area would need to be strengthened?

+Will two teachers make a difference?

If teachers share the teaching responsibilities, a fundamental commitment ought to be sharing the work of changing teaching practice for the better; a built-in expectation for professional interaction and for discourse around the quality and aims of teaching should drive collaborative work.

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WI RtI Roadmap for Academic and Behavioral Success

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+What is meant by Intervention?NCTM position paperIntervention should focus on …

Supporting students’ understanding through explicit instruction based on diagnostic assessments.

Strengthen conceptual knowledge to enable students to make connections.

Tap into student prior content knowledge.Allow for multiple modelsBased on formative and summative

assessment as well as progress monitored

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Tier 1 (80%) Tier 2 interventions

(15%)

Tier 3 interventions

(5%)

•Core Curriculum•Research-based•PBIS•Differentiated•Summative, formative, benchmark assessments

•Academic and social/emotional•In addition to Tier 1•Short term•Progress monitored and graphed•Specialized

•Academic and social/emotional•Interventions orReplacement curriculum orAdditional curriculum•Progress monitored frequently and graphed

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RtI is for ALL children and ALL educators.

RtI is something you do and not necessarily something you buy.

RtI emerges from and supports research and evidence based practice.

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+Your experiences with RtI so far….

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• Recommendations so that the number of children who struggle in mathematics can be reduced by using RtI

• Developed by professionals from math and special education

• Reviewed evidence from studies of low-performing students and those with specific learning disabilities

• Identify whether evidence is high, moderate or low

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Each recommendation has:Level of evidenceSummary of evidenceHow to carry out the recommendation

Potential roadblocks and solutions

+Poster Reviews

Refresh your memory on the eight recommendations on the Practice Guide

Share one insight or connection your group discussed as you looked at the posters

+Understanding RtI in Mathematics: Proven Methods and ApplicationsChapter 7: Effective Instructional Practices in Mathematics for Tier 2 and Tier 3 Instruction

(Jayanthi & Gersten)

Read pp. 109-110

What do you think their research question was?

How did they collect their data?

What did they to do to validate their findings?

+Effective Instructional PracticesRoutinely teach mathematics procedures,

ideas and concepts explicitly and systematically

Carefully select a range of instructional examples to include in the lesson

Have students verbalize decisions and solutions to the math problem

Teach students to visually represent the information in the math problem

+At your tables

Read your section to make a poster in which you: Describe the instructional practice and

why it is importantCreate an example based on

information you have learned through the Math Alliance program

Identify cautions about carrying out the recommendation

+Part 2: Sharing your expertiseNumber off in 4’s

Move to your number poster

Each chart “expert” will share the information on the poster

Use your note-guide to record important ideas

You will complete in the note-guide for homework

+Debriefing

In your conversationsWhat connections did you make to the work we have done in this class?

What was your response to the cautions?

Thinking about research results…What insights did you gain?What questions surfaced?

+Homework- due October 18Read Chapter 7

Complete the note-page started in classAs you teach mathematics throughout the

week, reflect on the four recommendations focused on in class. Consider the extent to which you see them in use either in your own practice or in classrooms you work in.

Hand in your reflection (one page word processed) and note-guide. Include specific examples.

+Your intervention project Working in pairs (with your teaching partner

or another peer) Brainstorm your plans for this project Develop a tentative outline identifying

Content Students CABs you might use as one form of

progress monitoring

Next week, you will have time to plan our your project in detail. Bring data reflecting a baseline for your project and material you may draw from

+Collaborative Conversations Guidelines:

Discuss the concern, not the person

Spend adequate time on clarifying the concern

Involve all present in sharing ideas and solutions

Always check for understanding

End the conversation with a summary or a plan

+Collaborative Role Play DirectionsCreate 5 groups of three adults

Create 2 groups of 4 adults

Read the scenario and the task presented to your group

Assign roles of educators and one facilitator/observer for each group

Complete role play!

Be prepared to share the statements, questions, ideas, and resolution you have developed with another group