Collaborative Inquiry

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!

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. Email the assignment to your reviewer by the end of the day on Friday, 9/18.

Assignment #2Due 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

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?

Collaborative Inquiry Collaborative inquiry is when teams worktogether, not in isolation, when data becomes a catalyst for constructivedialogue, 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.

Demonstration of SuccessfulCollaborative Inquiry

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.

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 • 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

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

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

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”

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

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 • 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

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 • 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.

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?

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

CSAP Data • 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 InstructionalDecision 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 Advanced Organizer Explicit Teaching Cycle Demonstration Maintenance Independent Practice Guided Practice

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)

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.

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

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.

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

PlanningtheReview • 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.)

ConductingtheReview • 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 MaximizingStudent 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.)

StateLessonObjectivewithLink • 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

ModelThinkingandAction • 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

MaximizeStudentEngagement • 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

MonitorStudentUnderstanding • 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

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).

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

ImportantFunctionsof IndependentPractice • 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

ConsiderationsWhenProviding IndependentPractice • 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

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

Collaborative Inquiry