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Response to Intervention: How Collaboration Works with Data to Improve Instructional Practices. Wilsona Elementary School Lake Los Angeles, CA Pam Robinson, Third Grade Team Leader Julie Briggs, Third Grade Team Rep. Glenda Steele, Literacy Coach Janice Stowers, Principal. The goal :

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response to intervention how collaboration works with data to improve instructional practices

Response to Intervention:How Collaboration Works with Data to Improve Instructional Practices

Wilsona Elementary School

Lake Los Angeles, CA

Pam Robinson, Third Grade Team Leader

Julie Briggs, Third Grade Team Rep.

Glenda Steele, Literacy Coach

Janice Stowers, Principal

slide2
The goal:

Using explicit, systematic, and focused collaborative attention on data analysis

to improve

instructional practices.

the plan focusing on data

The plan: Focusing on data

Systematic analysis of student assessment data,

creating data driven instructional practices,

developing program specific intervention strategies based on data, and

implementing collaborative instructional

practices.

the vehicle collaborative learning communities
The vehicle:Collaborative learning communities

Leadership team/Staff Meetings

School Level Committees

Study Groups

Grade Level Teams

Release time

Agenda: Open Court weekly focus (1 hour-weekly P.E.)

Intensive data analysis release days (every 6 wks)

Outside experts

1 systematic analysis of student assessment data
1. Systematic analysis of student assessment data:
  • Weekly formative data
  • Unit assessments (apx. 6-8 weeks)
  • Math assessments
    • Online assessment recording system (OARS)
  • Standards based supplemental assessment data

(SCOE-forms A, B, C and release questions)

2 creating data driven instructional practices
2. Creating data driven instructional practices:
  • Data is analyzed by the group
  • Standards based instruction planned
  • Daily lesson objectives posted
  • Equal access to the core curriculum through differentiation
  • Instructional Aides key to focused intervention implementation
developing program specific intervention strategies based on data
Developing program specific intervention strategies based on data:
  • School-wide alignment
  • Grade level daily schedules
  • District and School-wide pacing plan
  • Explicit vocabulary development
    • Academic language
  • Parental Involvement
explicit vocabulary development
Explicit Vocabulary Development
  • “Throughout the grades, vocabulary instruction must provide multiple exposures to carefully and well-selected academic words.”
  • “ELLs---and their classmates---need between 12-14 exposures to a word and its meaning across multiple contexts in order to gain deep understanding of a word.”

Practical Guidelines for the Education

of English Language Learners

D. Francis et al.

academic language the language of textbooks
Academic Language:the language of textbooks

“Mastery of academic language is arguably the single most important determinant of academic success for individual students.”

Practical Guidelines for the Education

of English Language Learners

D. Francis et al.

slide13
“Instruction in oral and written academic language for English learners is a critical element that must be specifically designed, planned, scheduled, and taught. It includes direct instruction and experience for students in English phonology, morphology, syntax, and semantics and supports students as they move toward English proficiency.”

Reading/Language Arts Framework.

For California Public Schools (2007).

slide14
Some examples:

Teachers can activate and build on students’ prior knowledge in the content area.

game: “Google the Group”

“Topic ABCs”

Language structure and form should be learned in authentic contexts rather than through contrived drills…

sentence stems and linguistic patterns for discussion:“If_____ then______.”

“I have____ who has____?”

“____caused _____”

4 implementing collaborative instructional practices
4. Implementing collaborative instructional practices
  • Attendance
  • Fidelity in implementation
  • Differentiation all day
  • Effective teaching practices
  • Focus on fluency
effective instructional strategies in differentiating across content areas
Effective instructional strategies in differentiating across content areas:
  • setting objectives and providing feedback
  • nonlinguistic representations
  • cues and questions
  • QAR
    • Question Answer Relationships
  • cooperative learning
setting objectives and providing feedback
Setting Objectives and Providing Feedback
  • “…teachers give students a direction for learning and offer information on how well they are performing relative to a particular learning goal.”
  • setting instructional goals narrows the focus for students: “What is important?”
  • students should adapt teacher goals to their own needs “I want to know…”
nonlinguistic representations
Nonlinguistic Representations:
  • bring realia into the lessons
  • conduct demonstrations
  • use audio-visual materials
  • have students do hands-on activities

Classroom Instruction that Works

for English Language Learners

Jane Hill, et. Al.

cues and questions
Cues and questions:
  • Generalizations:
    • cues and questions should focus on what is important rather than what is unusual
    • higher-level questions produce deeper learning
    • wait time—at least 3 seconds
    • use questions before a lesson begins

Classroom Instruction that Works

for English Language Learners

Jane Hill, et. Al.

slide20
QAR:

“Question Answer Relationships has been described as a comprehension strategy, but first and foremost it is a language for use in the classroom. It provides a common way of thinking about and talking about sources of information for answering questions.”

QAR Now: Question Answer Relationships

Taffy Raphael, et. al.

cooperative learning opportunities
Cooperative Learning Opportunities
  • they allow for the repetition of key words and phrases
  • they require functional, context-relevant speech
  • they are “feedback-rich”
  • they can greatly reduce student anxiety
  • J. Hill, K. Flynn pg. 56
the plan in review

The Plan:In Review

Systematic analysis of student assessment data,

Creating data driven instructional practices,

Developing program specific intervention strategies based on data, and

Implementing collaborative instructional

practices

next steps

Next steps:

Life without aides:

workshop under construction

Closing the gap:

examining the Matthew Effect

Finding more time:

weaving content areas with reading

slide24

We will relentlessly chase after perfection. Somewhere along the

line we will catch excellence. We are not remotely interested in

just being good

Attributed to Vince Lombardi

resources

Resources:

Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction & Academic Interventions

D. Francis et al

Classroom Instruction that Works with English Language Learners

Jane Hill, Kathleen Flynn

Making it Work for English Learners

Reading Lions Center

Kagan Strategies Handbook

Stephen Kagan