1. Collaborative Inquiry
Outline/objectives for Tonight:
Welcome-Schedule
Keynote Speaker - Dalton Sherman
Assignment #1
Assignment #2
Review of Using Alpine to Dig Deeper
Bill Esterbrook-Collaborative Inquiry Process
Deb LaQua- Interventions
Table Work
Table Reports-
Outta here!

2. Assignment #1
Based on the data provided by Alpine Achievement and the Body of Evidence Reports, in one page or less, please describe the strengths and weaknesses of your student group. Be very specific. Dig deeper than the standard level. Please do not use student names or demographics that will allow any student to be identified. Using differentiation and interventions in the classroom, discuss how the needs and strengths of your student group will be met. the assignment to your reviewer by the end of the day on Friday, 9/18.

3. Assignment #2 Due Date – 10/16
In your building, participate in a collaborative inquiry process in a PLC meeting. Without using student or staff names, take minutes and send a one page word document (or less), to your reviewer. Based on the components of collaborative inquiry checklist, was the process successful? Why? Why not?
Building on assignment #1, using your student group, design Tier I strategies/interventions to address the needs and strengths of your group. Please select strategies/interventions from at least two of the intervention categories discussed at the 9/23/09 induction meeting and explain why you chose the interventions and how you will implement the interventions in your group.

4. Assignment #2 Rubric – Selecting and Implementing Interventions

5. RtI/PLC Relationship
What should all students know, understand, and be able to do?
How will we know if students are learning?
How will we react when we discover students are not learning or when students are excelling?
We looked at our own standards – Not aligned with state standards or the previous or next grade level.
We only measured what we taught
We did not have the content connected to RtI and we did not have a method of measuring student growth or our own growth toward PLC
PLC is not moving the pop machine

6. Collaborative Inquiry
Collaborative inquiry is when teams work together, not in isolation, when data becomes a catalyst for constructive dialogue, and when school communities develop shared understanding and ownership of the problems and solutions being pursued. Data Teams:
commit to student learning visions and standards.
collect and analyze student learning and other data.
formulate a learner-centered problem.
set measurable student-learning goals.
develop a learner-centered systemic action plan.
take action.
monitor results.
Bill

7. Demonstration of Successful Collaborative Inquiry

8. Team Norms
A team facilitator is designated.
All discussion is centered on: (1) What do students need to know and be able to do? (2) How do we know if students are learning? How do we react when we discover students are not learning? How do we react when we discover students are excelling?
Data speaks - Without data, we are just another group with an opinion. Torture the data until it gives up the truth.
Transparency is essential for RtI. Teachers readily share all data.
Unless you can offer a better idea, only use positive comments about an issue.
Attend to the discussion at hand by limiting sidebar conversations.
No one dominates; no one interrupts; everyone participates and listens and/or asks questions to understand.
All decisions are made by consensus.

9. Interventions in Tier 1
AKA Best Practices

10. Intervention = Instruction
ALL Interventions
Intervention = Instruction

11. Interventions Focus on Skill Development
Student learns skills which eliminate the problem
Student learns skills which, while they may not remove underlying problem, reduce or eliminate the negative effects
Removes or reduces the need for additional supports
Allows for student independence in school and in society

12. Accommodations & Modifications
typically address changes in the process of providing education to a child
type of adaptation which includes changes made to help student reach the expected outcome for all students
Modifications
typically address substantive changes in the end result of the educational process
type of adaptation which includes changes made to help student reach a different outcome

13. Effective Math Instruction
Modeling
Examples
Opportunities to respond
Correction procedures
Thinking aloud
Instructional delivery
Flexible grouping
Student progress monitoring
Effective math instruction
Scaffolded instruction
Strategy & automaticity interventions
Mark Shinn,

14. Tier 1 Interventions Best Practice
Can be used for many content areas, not just math
Evidence-based
Always measure progress frequently to inform your instruction

15. Math Interventions Quality Curriculum and Instruction
Flexible Skill Grouping to Increase Motivation and Ensure Success
Designed by Strands Instead of Spirals to Teach to Mastery; Fewer Important Things Taught to Mastery
Big Ideas Focus
Scaffolded Instruction
Frequent Opportunities to Respond, Adequate Practice, and Corrective Feedback
Judicious Review
Mark Shinn,

16. Explicit Teaching Cycle
Planning
Curriculum-Based
Measurement
Advanced
Organizer
Explicit
Teaching
Cycle
Demonstration
Maintenance
Independent
Practice
Guided
Practice

17. Explicit Systematic Instruction
All skills are taught directly
Sequential presentation of skills
Easy to difficult
Breaks task into components or steps
Fades prompts or cues
Direct explanations
Modeling of correct responses
Frequent opportunities for student responses
Drill & practice
Corrective feedback
“Direct Instruction”

18. Modeling Teacher demonstrates correct process or steps
Explains how to do the task
Makes use of ‘think aloud’ strategies
Attention is given to variations that may be needed or seen
Physical model (exemplar) may be provided
Extensive practice allowed for complex skills

19. Flexible Grouping
Students move in and out of groups based upon specific needs, strengths activities, and goals
Group size decreases with increased intensity
Great for short-term targeted skill instruction as well as for longer term instruction

20. Increased Time
Increase the active time the student is engaged in the learning task
Increase student response opportunities
Increase opportunity for feedback

21. Targeted Instruction
Combined use of benchmark and summative data with formative data (progress monitoring, district assessments, common assessments) to aim instruction directly at the skill to be developed
Very focused instruction

22. Use of Exemplars
Teachers provide examples of work done correctly for students to use as a model
Often the model is worked through as a group to demonstrate the skill

23. Scaffolding
Provision of sequenced instruction and temporary support of varying degrees until student no longer needs the support
Prompts & cues
Models
Teacher monitoring
Task difficulty
Provide first part of the work, allowing student to complete it; fade amount of work completed by teacher to allow student to do more of the work independently
Support is generally removed gradually

24. Guided Practice Form of scaffolding
Assistance is provided at first to support accuracy; then gradually reduced to allow more independence
Student success is monitored by teacher and immediate corrective feedback is given as needed

25. Cognitive Strategy Instruction
DI and SI report -- How to Turn Instruction into Intervention
Main features of this model
Control of task difficulty
Small group instruction
Directed questioning and response – asking process or content questions of students
Sequencing – breaking down the task and step-by step prompts
Drill-repetition-practice – daily testing, repeated practice, sequenced review
Segmentation – breaking down skills into parts and then synthesizing the parts into a whole
Use of technology – computers, presentation media
Teacher-modeled problem solving
Strategy cues – reminders to use strategies, think-aloud models (Swanson, 1999,

26. Singapore Math
Strategy (intervention) that can be used to solve 80% of math problems found in typical math curricula
Multi-sensory
Structured process to apply to problem
Can be adapted for ALL kids
"8-Step Model Drawing - Singapore's Best Problem-Solving Math Strategies" by Bob Hogan and Char Forsten.

27. Additional Factors to Consider
Student has deficits in math AND reading
How would this impact your selection of interventions for this student?
Are there any interventions that would NOT be your first choice for this student?
How might you accommodate for this student’s reading difficulty within your math intervention?

28. G*U*T*S
Go Use This Stuff!

30. CSAP Data Class Item Map Group Item Map for Lowest Students
Grade-Level Item Map
Class Item Map
Group Item Map for Lowest Students
CSAP Frameworks and Blueprints – 5th Grade Mathematics
CSAP Frameworks and Blueprints – 6th Grade Mathematics

31. Data-Based Instructional Decision Making
The following slides are from:
Pamela M. Stecker, PhD
John M. Hintze, PhD
July 14, 2006
PALS – explicit teaching cycles
Ideas that Work
Student Progress Monitoring

32. Explicit Teaching Cycle
Planning
Curriculum-Based
Measurement
Advanced
Organizer
Explicit
Teaching
Cycle
Demonstration
Maintenance
Independent
Practice
Guided
Practice

33. Administer a M-CBM Types of Progress Monitoring for Mathematics
Robust indicator (e.g., using basic facts to monitor overall math proficiency across elementary grades)
Curriculum sampling (e.g., important skills in year-long curriculum are represented on each measure)

34. Plan for Instruction
Information gathered from progress monitoring assessments is used for instructional planning
Key principles:
Data-based decision making
Overall lesson plan decisions are based on data collected from CBM. (However, additional informal assessments may be necessary for conducting error analysis or for guiding individual lesson planning.)
Instructional alignment
Appropriate match exists between student and task variables.

35. Provide an Advanced Organizer
An advanced organizer is material introduced prior to a new lesson that links specific, new information to what is already known
They are designed to bridge that gap between the student’s prior knowledge and what is to be learned and prepares the student for the lesson by focusing attention, providing motivation, and ensuring that prerequisite skills are firm

36. Advanced Organizers in Math
Review of the prerequisite knowledge
Statement of the lesson objective with link
Development of relevance
The teacher begins the advanced organizer with a review of prerequisite knowledge or skills. When success rate is high, the teacher prepares the students for the new lesson by stating the objective and showing the link between the new material and students’ prior knowledge (usually the review material). Finally, the teacher develops relevance by helping students to see or experience the reason for learning the new material.

37. Advanced Organizer: Review Component
The review component of the advanced organizer is extremely important and allows the teacher to check students’ knowledge and prepares students for success in the new lesson
If students have not mastered prerequisites, the teacher reteaches the knowledge, concept, or skill and does not move on to the new lesson until students are fluent with the prerequisites
Review is NOT a time for student practice after knowledge, concepts, or skills have been taught

38. Planning the Review
The question guiding the identification of the prerequisites is: “What concepts, knowledge, or skills do students need to be successful in this lesson?”
Once prerequisites are identified, example problems are selected
The type of review activity is dictated by the instructional domain (concept, declarative knowledge, procedural strategy, problem solving, etc.)

39. Conducting the Review
The teacher sets the tone for student success by providing clear directions that are brief, sequenced, and include visual and verbal cues
The review follows a three-step sequence to monitor student performance:
Check student performance
Provide feedback
Make a data-based decision to move on to the new lesson, or reteach and provide more practice with the review problems (a general guideline for moving on is that 80% of the students get 80% of the review material correct)

40. Techniques for Maximizing Student Participation
Students tell answer or repeat procedure to a neighbor
Student use “yes” and “no” response cards to agree or disagree with an answer given, or raise finger if they agree
Students write answer on whiteboard and hold it up for teacher to check
Students come up to board or overhead transparency to show how to do all or part of a procedure
Student give thumbs-up or wink if they know the answer
After students complete several problems at their desks, each student puts one problem on the board and explains how the problem was solved
Students raise different answer cards when practicing concept discrimination of fact identification (e.g., coins, shapes, numbers, etc.)

41. State Lesson Objective with Link
Effective teachers begin the lesson by stating what students will learn in the lesson and how this links to what is already known (prior knowledge)
Develop relevance by helping students see why they are learning a new mathematical concept or skill

42. Providing a Demonstration
3 Ms of Demonstration
Model thinking and action
Maximize student engagement
Monitor student understanding

43. Model Thinking and Action
In the demonstration phase, the teacher models what students must do to complete the problem while thinking aloud to show thought processes
The model includes showing how to solve the problem while describing the overt actions (e.g., “Now, I carry the tens”) and the cognitive decisions that occur in solving the problem
Modeling is facilitated by using concise, well-organized explanations using language and visual support that the students will understand

44. Maximize Student Engagement
Attention can be maintained by providing opportunities for students to be actively involved in the demonstration
Techniques to include the students verbally include:
Having students read the problems or parts of the problem with the teacher
Directing students to repeat the new information that the teacher has just stated
Asking students to provide information for the problem that they already know

45. Monitor Student Understanding
Again, follow the three-step monitoring sequence:
Check for student understanding
Provide feedback
Make a data-based decision to determine whether students understand the problems being modeled

46. Provide Guided Practice
The focus of guided practice is to provide students with the opportunity to practice the new mathematics task until they are able to complete the task correctly or without teacher assistance
The teacher provides assistance with strategic use of verbal questions and prompts (designed to prompt student recall)
Guided practice should be briskly paced with a high frequency of questions and prompts
Teacher varies level of support and gradually withdraws assistance, shifting more and more responsibility to the students until they are able to complete the problems independently (sometimes called scaffolding).

47. Provide Independent Practice
Independent practice begins when students have demonstrated accuracy and the ability to complete several problems independently without teacher support

48. Important Functions of
Independent Practice
It gives students opportunities to practice new concepts, knowledge, and skills acquired during demonstration and guided practice
It gives students opportunities to become fluent with the newly learned material
It provides the teacher with a means to evaluate the effectiveness of instruction
It helps student retain what they have learned

49. Considerations When Providing
Independent Practice
Plan a Practice Format
Type of response required from student (written, verbal, physical action)
The nature of the task (e.g., counting objects, reading word problems, calculate using a procedural strategy)
The amount of time required to provide a response
Provide Distributed Practice
Practice opportunities are spread out over periods of time until mastery is reached
Monitor Student Performance

50. Provide Maintenance
Refers to the student’s ability to respond accurately to mathematical problems without teacher assistance
Maintenance needs to be built in so that skills are retained
Should consist of those skills that students have mastered previously and are not being practiced in current lessons

51. Monitor Student Progress Over Time
The assessment and instructional cycle continues
Daily lesson assessment helps to guide planning for the next day’s lesson
Progress monitoring measures (such as CBM) guide decision making for overall instructional planning
When particular students are not progressing satisfactorily
When instruction needs to be altered
When goals should be raised

52. Group Project – 6th Grade Math Team
Select a facilitator. Please follow the sample norms.
Grade Level – Identify areas of low proficiency. Use the 5th grade frameworks to understand the skills and knowledge lacking in the low group.
Individual Teacher Item Maps – Compare areas of low proficiency with the grade level.
Low Group Item Maps - Identify areas of low proficiency with the lowest students.
Collaborative Inquiry – Create a plan that all 6th grade teachers will follow when addressing the math needs of the lowest students. From this group, identify the students in your classroom.

53. Group Reports 7:30 P.M.
Commit to a student learning vision – Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.)
Which data was used to determine the level of the student group’s proficiency? The group only has CSAP, what other data should exist in a school to help determine the proficiency level of the group? .
What are the contributing factors to the student group’s low proficiency level?
What are the measurable benchmark targets? When and how will student growth be measured and what are the targets for each measurement?
Develop an action plan for the group. What interventions will be used?
How will the team measure the fidelity of implementing the interventions?

54. We must reject the ideology of the “Achievement Gap” that absolves adults of their responsibility and implies student culpability in continued under-performance. The student achievement gap is merely the effect of a much larger and more debilitating chasm: the “Educator Achievement Gap.” We must erase the distance between the type of educators we are and the type of educators they need us to be Unknown