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MUSIC: THE MOTIVATING RTI FOR GETTING AT-RISK MIDDLE SCHOOLERS FROM: SPED To: SUCCESSFUL RESPONSE Presented at 36

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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MUSIC: THE MOTIVATING RTI FOR GETTING AT-RISK MIDDLE SCHOOLERS FROM: SPED To: SUCCESSFUL RESPONSE Presented at 36

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  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. Schubert’s Erlking INTERACTIVE Five Approaches to Lieder (simple to more complex) • Listening • Language • Drama • Poetry • Integration of #s 1-5 Presenters: Mallory & Knapp

  8. Harriet Tubman, poem by Eloise Greenfield (2003)I INTERACTIVE Incorporates • poetry reading • dramatization • memorization • historic understanding • supplemented music Presenters: Mallory & Knapp

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

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