Transcript Interventions in

Collaborative Inquiry
Outline/objectives for Tonight:
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Welcome-Schedule
Keynote Speaker - Dalton Sherman
Assignment #1
Assignment #2
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Review of Using Alpine to Dig Deeper
Bill Esterbrook-Collaborative Inquiry Process
Deb LaQua- Interventions
Table Work
Table ReportsOutta here!
Assignment #1
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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.
Email the assignment to your reviewer by
the end of the day on Friday, 9/18.
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.
Assignment #2 Rubric – Selecting
and Implementing Interventions
Assignment Rubric
Target Area
Expectations
Identifies a Strength in the Group
Identifies a Need in the Group
Based on the student group’s
strength/weakness, selects an
intervention from at least two of
the intervention categories that
were presented on 9/23/09
(minimum of two interventions).
Justify the selection of
the two interventions
selected.
Give details on how
you will implement
each.
Yes
/No
RtI/PLC Relationship
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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?
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:
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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.
Demonstration of Successful
Collaborative Inquiry
Team Norms
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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
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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
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Attend to the discussion at hand by limiting sidebar
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comments about an issue.
conversations.
No one dominates; no one interrupts; everyone
participates and listens and/or asks questions to understand.
All decisions are made by consensus.
Interventions in Tier 1
AKA Best Practices
ALL Interventions
Intervention = Instruction
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
Accommodations & Modifications
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Accommodations
– 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
Effective Math Instruction
Modeling
Examples
Opportunities
to respond
Correction
procedures
Thinking
aloud
Instructional
delivery
Flexible
grouping
Effective
math
instruction
Scaffolded
instruction
Student
progress
monitoring
Strategy &
automaticity
interventions
Mark Shinn, http://markshinn.org
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
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
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Mark Shinn, http://markshinn.org
Explicit Teaching Cycle
Planning
Curriculum-Based
Measurement
Maintenance
Independent
Practice
Advanced
Organizer
Explicit
Teaching
Cycle
Demonstration
Guided
Practice
Explicit Systematic Instruction
All skills are taught directly
 Sequential presentation of skills
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– 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”
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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
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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
Increased Time
 Increase
the active time the student
is engaged in the learning task
 Increase student response
opportunities
 Increase opportunity for feedback
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
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
Scaffolding
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Provision of sequenced instruction and
temporary support of varying degrees
until student no longer needs the support
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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
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
Cognitive Strategy Instruction
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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, www.ncld.org)
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.
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Additional Factors to Consider
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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?
G*U*T*S
Go Use This Stuff!
CSAP Data
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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
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
Explicit Teaching Cycle
Planning
Curriculum-Based
Measurement
Maintenance
Independent
Practice
Advanced
Organizer
Explicit
Teaching
Cycle
Demonstration
Guided
Practice
Administer a M-CBM
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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)
Plan for Instruction
Information gathered from progress
monitoring assessments is used for
instructional planning
 Key principles:
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– 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.
Provide an Advanced Organizer
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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
Advanced Organizers in Math
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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.
Advanced Organizer:
Review Component
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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
Planning the Review
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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.)
Conducting the Review
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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)
Techniques for Maximizing
Student Participation
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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.)
State Lesson Objective with Link
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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
Providing a Demonstration
3
Ms of Demonstration
– Model thinking and action
– Maximize student engagement
– Monitor student understanding
Model Thinking and Action
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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, wellorganized explanations using language and
visual support that the students will
understand
Maximize Student Engagement
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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
Monitor Student Understanding
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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
Provide Guided Practice
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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).
Provide Independent Practice
 Independent
practice begins
when students have
demonstrated accuracy and
the ability to complete several
problems independently
without teacher support
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
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Considerations When Providing
Independent Practice
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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
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Provide Distributed Practice
– Practice opportunities are spread out over
periods of time until mastery is reached
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Monitor Student Performance
Provide Maintenance
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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
Monitor Student Progress Over Time
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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
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.
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Group Reports
7:30 P.M.
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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?
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What are the contributing factors to the student group’s low proficiency level?
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Develop an action plan for the group. What interventions will be used?
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What are the measurable benchmark targets? When and how will student growth be
measured and what are the targets for each measurement?
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How will the team measure the fidelity of implementing the interventions?
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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.
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