Revisiting Collaboration and RtI October 11, 2011

1. Revisiting Collaboration and RtIOctober 11, 2011 Math Alliance Teaching All Learners Judy Winn Beth Schefelker Mary Ann Fitzgerald

2. Learning Intentions • We are learning to… • Deepen our understanding the components of effective collaboration. • Deepen our understanding of the research-based instructional practices suggested for RtI interventions.

3. Success Criteria • We will be successful when… • We can identify how effective collaboration can be used to assist in carrying out intervention strategies for students.

4. Listening in on a conversation… Turn and talk… • What do you think Marleen means when she refers to “the curriculum”? • What do you think Mary Ann meant when she says, “…the collaboration fails the kid.”

5. Components of Collaboration

6. Components of Collaboration • What are the connections among these three components? • Do all three have to be in place and strong for collaboration to succeed? • Could the Alliance Project be successful without the presence of all three components?

7. Conclusions? • In what way have these surfaced in your work this year? • Which area has dominated? • Which area would need to be strengthened?

8. Will two teachers make a difference? • If teachers share the teaching responsibilities, a fundamental commitment ought to be sharing the work of changing teaching practice for the better; a built-in expectation for professional interaction and for discourse around the quality and aims of teaching should drive collaborative work.

9. Wisconsin Model of RtIWisconsin Response to Intervention: A Guiding Document

10. WI RtI Roadmap for Academic and Behavioral Success

11. What is meant by Intervention?NCTM position paper • Intervention should focus on … • Supporting students’ understanding through explicit instruction based on diagnostic assessments. • Strengthen conceptual knowledge to enable students to make connections. • Tap into student prior content knowledge. • Allow for multiple models • Based on formative and summative assessment as well as progress monitored

12. Milwaukee Public Schools

13. Principles for the successfulimplementation of RtI in Wisconsin • RtI is for ALL children and ALL educators. • RtI is something you do and not necessarily something you buy. • RtI emerges from and supports research and evidence based practice.

14. Your experiences with RtI so far….

15. Institute of Educational Sciences (IES) Practice GuideU.S. Department of Education • Recommendations so that the number of children who struggle in mathematics can be reduced by using RtI • Developed by professionals from math and special education • Reviewed evidence from studies of low-performing students and those with specific learning disabilities • Identify whether evidence is high, moderate or low

16. Eight Recommendations for RtI Intervention for Elementary and Middle Schools • Each recommendation has: • Level of evidence • Summary of evidence • How to carry out the recommendation • Potential roadblocks and solutions

17. Poster Reviews • Refresh your memory on the eight recommendations on the Practice Guide • Share one insight or connection your group discussed as you looked at the posters

18. Understanding RtI in Mathematics: Proven Methods and Applications Chapter 7: Effective Instructional Practices in Mathematics for Tier 2 and Tier 3 Instruction (Jayanthi & Gersten) Read pp. 109-110 What do you think their research question was? How did they collect their data? What did they to do to validate their findings?

19. Effective Instructional Practices • Routinely teach mathematics procedures, ideas and concepts explicitly and systematically • Carefully select a range of instructional examples to include in the lesson • Have students verbalize decisions and solutions to the math problem • Teach students to visually represent the information in the math problem

20. At your tables • Read your section to make a poster in which you: • Describe the instructional practice and why it is important • Create an example based on information you have learned through the Math Alliance program • Identify cautions about carrying out the recommendation

21. Part 2: Sharing your expertise • Number off in 4’s • Move to your number poster • Each chart “expert” will share the information on the poster • Use your note-guide to record important ideas • You will complete in the note-guide for homework

22. Debriefing • In your conversations • What connections did you make to the work we have done in this class? • What was your response to the cautions? • Thinking about research results… • What insights did you gain? • What questions surfaced?

23. Homework- due October 18 • Read Chapter 7 • Complete the note-page started in class • As you teach mathematics throughout the week, reflect on the four recommendations focused on in class. Consider the extent to which you see them in use either in your own practice or in classrooms you work in. • Hand in your reflection (one page word processed) and note-guide. Include specific examples.

24. Your intervention project • Working in pairs (with your teaching partner or another peer) • Brainstorm your plans for this project • Develop a tentative outline identifying • Content • Students • CABs you might use as one form of progress monitoring • Next week, you will have time to plan our your project in detail. Bring data reflecting a baseline for your project and material you may draw from

25. Collaborative Conversations Guidelines: • Discuss the concern, not the person • Spend adequate time on clarifying the concern • Involve all present in sharing ideas and solutions • Always check for understanding • End the conversation with a summary or a plan

26. Collaborative Role Play Directions • Create 5 groups of three adults • Create 2 groups of 4 adults • Read the scenario and the task presented to your group • Assign roles of educators and one facilitator/observer for each group • Complete role play! • Be prepared to share the statements, questions, ideas, and resolution you have developed with another group