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

1. 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

2. The goal: Using explicit, systematic, and focused collaborative attention on data analysis to improve instructional practices.

6. 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.

7. 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

8. 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)

9. 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

10. 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

11. 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.

12. 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.

13. “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).

14. 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 _____”

15. 4. Implementing collaborative instructional practices • Attendance • Fidelity in implementation • Differentiation all day • Effective teaching practices • Focus on fluency

16. Effective instructional strategies in differentiating across content areas: • setting objectives and providing feedback • nonlinguistic representations • cues and questions • QAR • Question Answer Relationships • cooperative learning

17. 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…”

18. 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.

19. 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.

20. 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.

21. 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

22. 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

23. Next steps: Life without aides: workshop under construction Closing the gap: examining the Matthew Effect Finding more time: weaving content areas with reading

24. 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

25. 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