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MUSIC: THE MOTIVATING RTI FOR GETTING AT-RISK MIDDLE SCHOOLERS FROM: SPED To: SUCCESSFUL RESPONSE Presented at 36 PowerPoint Presentation
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MUSIC: THE MOTIVATING RTI FOR GETTING AT-RISK MIDDLE SCHOOLERS FROM: SPED To: SUCCESSFUL RESPONSE Presented at 36 th Annual Convention of National Middle School Association Indianapolis, IN CEU code: FYO Co-Presenters: Joan Mallory, & Stuart Knapp

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slide1

MUSIC: THE MOTIVATING RTI FOR GETTING AT-RISK MIDDLE SCHOOLERS FROM: SPED To: SUCCESSFUL RESPONSE

Presented at

36th Annual Convention

of

National Middle School Association

Indianapolis, IN

CEU code: FYO

Co-Presenters:

Joan Mallory, & Stuart Knapp

Nyack College, Nyack, NY 10960

Phone: 845.675.4689 (Joan) or .4547 (Stuart)

Fax: 845.358.0874

joan.mallory@nyack.edu

stuart.knapp@nyack.edu

November 5, 200975 min (2:15-3:30) Wabash Ballroom 3

CEU code = FYO

Presenters: Mallory & Knapp

presentation outline
Presentation Outline

SECTIONPRESENTERTIME(min.)

  • Introduction Stuart 5
  • Fiddler Joan 10
  • Learning Climate/Culture Stuart 10
  • RTI with Music Joan/Stuart 20

Schubert’s Erlking

Harriet Tubman Poem

Guided Listening- A. Copland

  • Music & Math Joan 10
  • Music & Science Joan 10
  • Summary Stuart 5
  • Q & AJoan/Stuart5

Total time 75

Presenters: Mallory & Knapp

presentation goals rti music
Presentation Goals: RTI-Music
  • To share particulars strategies for enriching the K-12 curriculum with stimulating Music which links to “data-based instructional decisions” (Renaissance, 2009)
  • To provide depth and complexity to substance of lessons by linking Music with historical context of tier 1 subject matter
  • To help participants develop and share ideas for infusing Music into a range of tier 2 and 3 (progressively more intensive) interventions
  • To share insights and ideas with/from each other re: strategies for enriching the curriculum w/Music

Presenters: Mallory & Knapp

rti with music as enhancer
RTI with Music as enhancer

Two Concepts That Generally Describe RTI

  • Tiered delivery model (intrinsic to RTI)
  • Curriculum-Based Measurements

(not so intrinsic)

Music can be integrated into both of these

Presenters: Mallory & Knapp

music the universal language
Music The Universal Language
  • Music the universal language flows from the heart,
  • Connecting us together rather than apart.
  • Once you learn to speak it all the world will hear,
  • That music the universal language is fluently spoken here!

Presenters: Mallory & Knapp

music does the following fiddler adapted from aleichen 1900 stein 2001 interactive
Music Does the Following…FiddlerAdapted fromAleichen, (1900); Stein, (2001)INTERACTIVE

Using the musical-Fiddler On The Roof, we will demonstrate how music:

  • Entertains
  • Records history
  • Makes social statements
  • Reflects contemporary scene
  • Evokes emotion

And how these factors can be integrated through other disciplines e.g. social studies, literature, etc.

Presenters: Mallory & Knapp

schubert s erlking interactive
Schubert’s Erlking INTERACTIVE

Five Approaches to Lieder

(simple to more complex)

  • Listening
  • Language
  • Drama
  • Poetry
  • Integration of #s 1-5

Presenters: Mallory & Knapp

harriet tubman poem by eloise greenfield 2003 i interactive
Harriet Tubman, poem by Eloise Greenfield (2003)I INTERACTIVE

Incorporates

  • poetry reading
  • dramatization
  • memorization
  • historic understanding
  • supplemented music

Presenters: Mallory & Knapp

fanfare for the common man interactive
Fanfare for the Common Man INTERACTIVE
  • Learn contemporary composition by American composer
  • Students research the composition and/or the composer-Aaron Copland
  • Students incorporate original compositions in conjunction with that composition
  • Students share their creations within classroom

Presenters: Mallory & Knapp

music math interactive
Music & Math INTERACTIVE
  • Fractions with rhythmic accompaniment
  • The Four Dollar Store (purchasing rhythmic beats for various music measures)
  • Viewing conductor’s score as a musical graph

Presenters: Mallory & Knapp

music science interactive
Music & Science INTERACTIVE

The Science of Sound

  • Sound waves
  • Family of instruments

The Brain & Music

  • relaxation
  • autism
  • Tourett’s Syndrome
  • Alzheimer’s

Presenters: Mallory & Knapp

factors influencing decision making
Factors Influencing Decision-Making
  • There is an intuitive component to excellent teaching
  • Interactive lessons have the highest retention & discipline benefits.
  • Teacher intuition governs the balance between the active interaction & quiet & reflective learning activities.
  • The academic level of the students is a major factor in achieving the aforementioned balance.

Presenters: Mallory & Knapp

slide13

Tiered Learning Model

5-10 % of Students

Tier 3

Tier 2

10-15 % of Students

Intensity of intervention

80 % of Students

Students move between tiers based on response

Tier 1

Adapted from Renaissance Learning, 2009

Presenters: Mallory & Knapp

slide14

Curriculum-Based Measurement-

Defined – short tests from existing curriculum materials

  • Characteristics:
  • concise measures of specific skills
  • repeatable at short intervals
  • produce data to track growth over time

Presenters: Mallory & Knapp

slide15

INTERACTIVE

The Goal of RTI: to move the curve

Adapted from Renaissance, 2009

Go from Here

To here

Minimum

proficiency

Minimum

proficiency

Low

High

Low

Achievement

of struggling students

High

Achievement

Identify struggling

students

Minimize # of students not meeting benchmarks

Presenters: Mallory & Knapp

slide16

Tier 1 activities must work for approx.

70-80% of students, i.e. that proportion should be meeting achievement targets. If that is not he case,, then

Cum. % of needs not met

Tier 2 activities will be targeted intensive… a. slower paced

30

Tier 3 activities will be… a. more intensive (1 on 1) and b. slower paced

5

Presenters: Mallory & Knapp

slide17

Possible RTI approach to LD Classification (Adapted from Proceedings of 5th Annual Summer Symposium of LI TFQIS, 2008)

Regular classroom instruction

Accelerated growth

Accelerated growth

Accelerated growth

Provide small gp. classr’m. instr. for lowest 30% Tier 1

Provide very small gp. Specialized instr.

Tier 2

Provide 1-1 Specialized instr. Tier 3

LD: continued instr.

Slow/no growth

Slow/no growth

Slow/no growth

Presenters: Mallory & Knapp

summary conclusions
Summary & Conclusions
  • This presentation has attempted to share several key factors which recent research has shown to directly influence student performance for middle school Students.
  • It would seem that these factors also might benefit students at other age/grade/performance/ achievement levels.
  • On behalf of your presenters-

Joan Mallory & Stuart Knapp

  • Thank you for entering the discussion today!

Presenters: Mallory & Knapp

slide19

REFERENCES

Aleichen, Sholem (Sholom). (1900), Butwin, Francis,

translator, 1965. Teyve’s daughters: collected stories of Solom Aleichen, New York: Schoken Books Random House Inc.

Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39(1/2), 9-34.

Barker, B. (2007). The leadership paradox: Can school leaders transform student outcomes? School Effectiveness and School Improvement. 18 (1), 21-43.

Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. Washington, DC.

Presenters: Mallory & Knapp

slide20
Creemers, B. P. M. (2002). From school effectiveness and school improvement to effective school improvement: background theoretical analysis and outline of the empirical study. Educational Research and Evaluation, 8 (4), 343-362.

Fruen, L. (2001), Enriching the curriculum. Science Teacher.68(1), 8.

Greenfield, E. (2003). Honey, I love and other love poems: 25th anniversary edition. New York: Harper Collins Children’s Books.

Leithwood, K., Jantzi, D., & Fernandez, A. (1994). Transformational leadership and teachers’ commitment to change. In Murphy, J. & Louis, K. (Eds.), Reshaping the principalship: Insights from transformational reform efforts. Thousand Oaks, CA: Corwin Press, Inc.

Hoy, W. & Miskel, C. (1991). Educational administration: Theory, research and practice, 4e. Educational Administration Quarterly, 22.

Presenters: Mallory & Knapp

slide21

Nat. Middle School Assn. (1995). This we believe: Developmentally responsive middle level schools. Columbus, OH

Papanastasiou, C. (2008). A residual analysis of effective schools and effective teaching in mathematics. S tudies in Educational Evaluation, 34(1), 24-30.

Purkey, S. & Smith, M. (1985). School reform: The district policy implications of the effective schools literature. The Elementary School Journal, 85(3), 353-389.

Presenters: Mallory & Knapp

slide22

Renaissance Learning, Inc. (2009). Making RTI work: A practical guide to using data for a successful “response to intervention” program. Wisconsin Rapids, WI: Renaissance Learning, Inc.Scheffel, D., Shaw, J. & Shaw, R. (2008). The efficacy of a supplemental multisensory reading program for first- grade students. Reading Improvement. 45(3), 139-152.Sun, H., Creemers, B., deJong, R. (2007). Contextual factors and effective school improvement. School Effectiveness and School Improvement, 18(1), 93-122.

Presenters: Mallory & Knapp

slide23

Wikely, F., Stoll, L., Murillo, J., & deJong, R. (2005).

Evaluating effective school improvement: Case

studies of programmes in eight European countries

and their contribution to the effective school

improvement model. School Effectiveness and School

Improvement, 16, 387-405.

The CEU code for this session is: FYO

Presenters: Mallory & Knapp