Collaborative InquiryCollaborative InquiryOutline/objectives for Tonight:

1. Welcome-Schedule2. Keynote Speaker - Dalton Sherman3. Assignment #14. Assignment #2

Review of Using Alpine to Dig Deeper Bill Esterbrook-Collaborative Inquiry Process Deb LaQua- Interventions Table Work Table Reports- Outta here!

Assignment #1Assignment #1 Based on the data provided by Alpine Based on the data provided by Alpine

Achievement and the Body of Evidence Reports, Achievement and the Body of Evidence Reports, in one page or less, please describe the strengths in one page or less, please describe the strengths and weaknesses of your student group. Be very and weaknesses of your student group. Be very specific. Dig deeper than the standard level. specific. Dig deeper than the standard level. Please do not use student names or Please do not use student names or demographics that will allow any student to be demographics that will allow any student to be identified. Using differentiation and interventions identified. Using differentiation and interventions in the classroom, discuss how the needs and in the classroom, discuss how the needs and strengths of your student group will be met. strengths of your student group will be met. Email the assignment to your reviewer by Email the assignment to your reviewer by the end of the day on Friday, 9/18.the end of the day on Friday, 9/18.

Assignment #2Assignment #2Due Date – 10/16Due Date – 10/16

In your building, participate in a collaborative inquiry In your building, participate in a collaborative inquiry process in a PLC meeting. process in a PLC meeting. Without using student Without using student or staff names, take minutes and send a one or staff names, take minutes and send a one page word document (or less), to your page word document (or less), to your reviewer. reviewer. Based on the components of collaborative Based on the components of collaborative inquiry checklist, was the process successful? Why? inquiry checklist, was the process successful? Why? Why not?Why not?

Building on assignment #1, using your student Building on assignment #1, using your student group, design Tier I strategies/interventions to group, design Tier I strategies/interventions to address the needs and strengths of your group. address the needs and strengths of your group. Please select strategies/interventions from at least Please select strategies/interventions from at least two of the intervention categories discussed at the two of the intervention categories discussed at the 9/23/09 induction meeting and explain why you 9/23/09 induction meeting and explain why you chose the interventions and how you will implement chose the interventions and how you will implement the interventions in your group. the interventions in your group.

Assignment #2 Rubric – Selecting and Implementing Interventions

Assignment Rubric Target Area Expectations Yes

/No Identifies a Strength in the Group Identifies a Need in the Group Based on the student group’s strength/weakness, selects an intervention from at least two of the intervention categories that were presented on 9/23/09 (minimum of two interventions).

Justify the selection of the two interventions selected. Give details on how you will implement each.

RtI/PLC Relationship

1.1. What should all students know, What should all students know, understand, and be able to do?understand, and be able to do?

2.2. How will we know if students are How will we know if students are learning?learning?

3.3. How will we react when we discover How will we react when we discover students are not learning or when students are not learning or when students are excelling?students are excelling?

Collaborative InquiryCollaborative InquiryCollaborative inquiry is when teams Collaborative inquiry is when teams workwork togethertogether, not in isolation, when data becomes , not in isolation, when data becomes a a catalyst for constructivecatalyst for constructive dialoguedialogue, and , and when school communities develop when school communities develop shared shared understanding and ownership of the understanding and ownership of the problems and solutions being pursued.problems and solutions being pursued. Data Teams:Data Teams:

commit to student learning visions and standards.commit to student learning visions and standards. collect and analyze student learning and other data.collect and analyze student learning and other data. formulate a learner-centered problem.formulate a learner-centered problem. set measurable student-learning goals.set measurable student-learning goals. develop a learner-centered systemic action plan.develop a learner-centered systemic action plan. take action.take action. monitor results.monitor results.

Demonstration of SuccessfulCollaborative Inquiry

Team NormsTeam Norms– A A team facilitatorteam facilitator is designated. is designated.– All discussion is centered on: (1) All discussion is centered on: (1) What do students need What do students need

to know and be able to do? (2) How do we know to know and be able to do? (2) How do we know if students are learning? How do we react when if students are learning? How do we react when we discover students are not learning? How do we discover students are not learning? How do we react when we discover students are we react when we discover students are excelling?excelling?

– Data speaksData speaks - Without data, we are just another group with - Without data, we are just another group with an opinion. Torture the data until it gives up the truth.an opinion. Torture the data until it gives up the truth.

– Transparency is essential for RtITransparency is essential for RtI. Teachers readily . Teachers readily share all data.share all data.

– Unless you can offer a better idea, Unless you can offer a better idea, only use positive only use positive comments about an issue.comments about an issue.

– Attend to the discussion at hand by Attend to the discussion at hand by limiting sidebar limiting sidebar conversations.conversations.

– No one dominates; no one interruptsNo one dominates; no one interrupts; everyone ; everyone participates and listens and/or asks questions to understand.participates and listens and/or asks questions to understand.

– All decisions are made by All decisions are made by consensus.consensus.

Interventions in Tier 1

AKA Best Practices

ALL InterventionsALL Interventions

Intervention = InstructionIntervention = 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

Modeling ExamplesOpportunities

to respondCorrection procedures

Thinking aloud

Instructional delivery

Flexible grouping

Student progress

monitoringEffective

math instruction

Scaffolded instruction

Strategy & automaticity interventions

Effective Math InstructionEffective Math Instruction

Mark Shinn, http://markshinn.org

Tier 1 InterventionsTier 1 Interventions

Best PracticeBest Practice Can be used for many content areas, Can be used for many content areas,

not just mathnot just math Evidence-basedEvidence-based Always measure progress frequently Always measure progress frequently

to inform your instructionto inform your instruction

Math InterventionsMath 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 CycleExplicit Teaching Cycle

Curriculum-BasedMeasurement

Planning

AdvancedOrganizer

Demonstration

Guided Practice

IndependentPractice

Maintenance

ExplicitTeaching

Cycle

Explicit Systematic InstructionExplicit Systematic Instruction All skills are taught directlyAll skills are taught directly Sequential presentation of skillsSequential presentation of skills

– Easy to difficultEasy to difficult– Breaks task into components or stepsBreaks task into components or steps– Fades prompts or cuesFades prompts or cues

Direct explanationsDirect explanations Modeling of correct responsesModeling of correct responses Frequent opportunities for student Frequent opportunities for student

responsesresponses Drill & practice Drill & practice Corrective feedbackCorrective feedback ““Direct Instruction”Direct Instruction”

ModelingModeling

Teacher demonstrates correct process Teacher demonstrates correct process or stepsor steps

Explains how to do the taskExplains how to do the task Makes use of ‘think aloud’ strategiesMakes use of ‘think aloud’ strategies Attention is given to variations that Attention is given to variations that

may be needed or seenmay be needed or seen Physical model (exemplar) may be Physical model (exemplar) may be

providedprovided Extensive practice allowed for complex Extensive practice allowed for complex

skillsskills

Flexible GroupingFlexible Grouping

Students move in and out of groups Students move in and out of groups based upon specific needs, strengths based upon specific needs, strengths activities, and goalsactivities, and goals

Group size decreases with increased Group size decreases with increased intensityintensity

Great for short-term targeted skill Great for short-term targeted skill instruction as well as for longer term instruction as well as for longer term instructioninstruction

Increased TimeIncreased Time

Increase the active time the student Increase the active time the student is engaged in the learning taskis engaged in the learning task

Increase student response Increase student response opportunitiesopportunities

Increase opportunity for feedbackIncrease opportunity for feedback

Targeted InstructionTargeted Instruction

Combined use of benchmark and Combined use of benchmark and summative data with formative data summative data with formative data (progress monitoring, district (progress monitoring, district assessments, common assessments) assessments, common assessments) to aim instruction directly at the skill to aim instruction directly at the skill to be developedto be developed

Very focused instructionVery focused instruction

Use of ExemplarsUse of Exemplars

Teachers provide examples of work Teachers provide examples of work done correctly for students to use as done correctly for students to use as a modela model

Often the model is worked through Often the model is worked through as a group to demonstrate the skillas a group to demonstrate the skill

ScaffoldingScaffolding

Provision of sequenced instruction and Provision of sequenced instruction and temporary support of varying degrees until temporary support of varying degrees until student no longer needs the supportstudent no longer needs the support– Prompts & cuesPrompts & cues– ModelsModels– Teacher monitoringTeacher monitoring– Task difficultyTask difficulty– Provide first part of the work, allowing student Provide first part of the work, allowing student

to complete it; fade amount of work completed to complete it; fade amount of work completed by teacher to allow student to do more of the by teacher to allow student to do more of the work independentlywork independently

Support is generally removed graduallySupport is generally removed gradually

Guided PracticeGuided Practice

Form of scaffoldingForm of scaffolding Assistance is provided at first to Assistance is provided at first to

support accuracy; then gradually support accuracy; then gradually reduced to allow more independencereduced to allow more independence

Student success is monitored by Student success is monitored by teacher and immediate corrective teacher and immediate corrective feedback is given as neededfeedback is given as needed

Cognitive Strategy InstructionCognitive 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 MathSingapore Math

Strategy (intervention) that can be used to Strategy (intervention) that can be used to solve 80% of math problems found in solve 80% of math problems found in typical math curriculatypical math curricula

Multi-sensoryMulti-sensory Structured process to apply to problemStructured process to apply to problem Can be adapted for ALL kidsCan be adapted for ALL kids "8-Step Model Drawing - Singapore's Best "8-Step Model Drawing - Singapore's Best

Problem-Solving Math Strategies" by Bob Problem-Solving Math Strategies" by Bob Hogan and Char Forsten. 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*SG*U*T*S

Go Use This Stuff!Go Use This Stuff!

CSAP DataCSAP Data

Grade-Level Item MapGrade-Level Item Map Class Item MapClass Item Map Group Item Map for Lowest StudentsGroup Item Map for Lowest Students CSAP Frameworks and Blueprints – 5CSAP Frameworks and Blueprints – 5thth Grade Mathematics Grade Mathematics

CSAP Frameworks and Blueprints – 6CSAP Frameworks and Blueprints – 6thth Grade Mathematics Grade Mathematics

Data-Based InstructionalData-Based InstructionalDecision MakingDecision Making

The following slides are from: The following slides are from: Pamela M. Stecker, PhDPamela M. Stecker, PhD

John M. Hintze, PhDJohn M. Hintze, PhDJuly 14, 2006July 14, 2006

PALS – explicit teaching cyclesPALS – explicit teaching cycles

Ideas that WorkIdeas that WorkStudent Progress MonitoringStudent Progress Monitoring

Explicit Teaching CycleExplicit Teaching Cycle

Curriculum-BasedMeasurement

Planning

AdvancedOrganizer

Demonstration

Guided Practice

IndependentPractice

Maintenance

ExplicitTeaching

Cycle

Administer a M-CBMAdminister a M-CBM Types of Progress Monitoring for Types of Progress Monitoring for

MathematicsMathematics– Robust indicator (e.g., using basic Robust indicator (e.g., using basic

facts to monitor overall math facts to monitor overall math proficiency across elementary proficiency across elementary grades)grades)

– Curriculum sampling (e.g., important Curriculum sampling (e.g., important skills in year-long curriculum are skills in year-long curriculum are represented on each measure)represented on each measure)

Plan for InstructionPlan for Instruction Information gathered from progress Information gathered from progress

monitoring assessments is used for monitoring assessments is used for instructional planninginstructional planning

Key principles:Key principles:– Data-based decision makingData-based decision making

Overall lesson plan decisions are based on data Overall lesson plan decisions are based on data collected from CBM. (However, additional collected from CBM. (However, additional informal assessments may be necessary for informal assessments may be necessary for conducting error analysis or for guiding conducting error analysis or for guiding individual lesson planning.) individual lesson planning.)

– Instructional alignmentInstructional alignment Appropriate match exists between student and Appropriate match exists between student and

task variables.task variables.

Provide an Advanced OrganizerProvide an Advanced Organizer An advanced organizer is material introduced An advanced organizer is material introduced

prior to a new lesson that links specific, new prior to a new lesson that links specific, new information to what is already knowninformation to what is already known

They are designed to bridge that gap between They are designed to bridge that gap between the student’s prior knowledge and what is to be the student’s prior knowledge and what is to be learned and prepares the student for the learned and prepares the student for the lesson by focusing attention, providing lesson by focusing attention, providing motivation, and ensuring that prerequisite motivation, and ensuring that prerequisite skills are firmskills are firm

Advanced Organizers in MathAdvanced Organizers in Math Review of the prerequisite knowledgeReview of the prerequisite knowledge Statement of the lesson objective with linkStatement of the lesson objective with link Development of relevanceDevelopment of relevance

The teacher begins the advanced organizer with The teacher begins the advanced organizer with a review of prerequisite knowledge or skills. a review of prerequisite knowledge or skills. When success rate is high, the teacher prepares When success rate is high, the teacher prepares the students for the new lesson by stating the the students for the new lesson by stating the objective and showing the link between the new objective and showing the link between the new material and students’ prior knowledge (usually material and students’ prior knowledge (usually the review material). Finally, the teacher the review material). Finally, the teacher develops relevance by helping students to see develops relevance by helping students to see or experience the reason for learning the new or experience the reason for learning the new material.material.

The review component of the advanced The review component of the advanced organizer is extremely important and allows the organizer is extremely important and allows the teacher to check students’ knowledge and teacher to check students’ knowledge and prepares students for success in the new lessonprepares students for success in the new lesson– If students have not mastered prerequisites, If students have not mastered prerequisites,

the teacher reteaches the knowledge, the teacher reteaches the knowledge, concept, or skill and does not move on to the concept, or skill and does not move on to the new lesson until students are fluent with the new lesson until students are fluent with the prerequisitesprerequisites

– Review is NOT a time for student practice Review is NOT a time for student practice after knowledge, concepts, or skills have after knowledge, concepts, or skills have been taughtbeen taught

Advanced Organizer:Advanced Organizer:Review ComponentReview Component

The question guiding the identification of the The question guiding the identification of the prerequisites is: “What concepts, knowledge, or prerequisites is: “What concepts, knowledge, or skills do students need to be successful in this skills do students need to be successful in this lesson?”lesson?”

Once prerequisites are identified, example Once prerequisites are identified, example problems are selectedproblems are selected

The type of review activity is dictated by the The type of review activity is dictated by the instructional domain (concept, declarative instructional domain (concept, declarative knowledge, procedural strategy, problem knowledge, procedural strategy, problem solving, etc.)solving, etc.)

PlanningPlanning thethe ReviewReview

The teacher sets the tone for student success The teacher sets the tone for student success by providing clear directions that are brief, by providing clear directions that are brief, sequenced, and include visual and verbal sequenced, and include visual and verbal cuescues

The review follows a three-step sequence to The review follows a three-step sequence to monitor student performance:monitor student performance:– Check student performanceCheck student performance– Provide feedbackProvide feedback– Make a data-based decision to move on to Make a data-based decision to move on to

the new lesson, the new lesson, or or reteach and provide reteach and provide more practice with the review problems (a more practice with the review problems (a general guideline for moving on is that general guideline for moving on is that 80% of the students get 80% of the review 80% of the students get 80% of the review material correct)material correct)

ConductingConducting thethe ReviewReview

Techniques for MaximizingTechniques for MaximizingStudent ParticipationStudent Participation

Students tell answer or repeat procedure to a neighborStudents tell answer or repeat procedure to a neighbor Student use “yes” and “no” response cards to agree or Student use “yes” and “no” response cards to agree or

disagree with an answer given, or raise finger if they disagree with an answer given, or raise finger if they agreeagree

Students write answer on whiteboard and hold it up for Students write answer on whiteboard and hold it up for teacher to checkteacher to check

Students come up to board or overhead transparency Students come up to board or overhead transparency to show how to do all or part of a procedureto show how to do all or part of a procedure

Student give thumbs-up or wink if they know the Student give thumbs-up or wink if they know the answeranswer

After students complete several problems at their After students complete several problems at their desks, each student puts one problem on the board and desks, each student puts one problem on the board and explains how the problem was solvedexplains how the problem was solved

Students raise different answer cards when practicing Students raise different answer cards when practicing concept discrimination of fact identification (e.g., coins, concept discrimination of fact identification (e.g., coins, shapes, numbers, etc.)shapes, numbers, etc.)

Effective teachers begin the lesson by Effective teachers begin the lesson by stating what students will learn in the stating what students will learn in the lesson and how this links to what is already lesson and how this links to what is already known (prior knowledge)known (prior knowledge)

Develop relevance by helping students see Develop relevance by helping students see whywhy they are learning a new mathematical they are learning a new mathematical concept or skillconcept or skill

StateState LessonLesson ObjectiveObjective withwith LinkLink

Providing a DemonstrationProviding a Demonstration3 Ms of Demonstration3 Ms of Demonstration

– MModel thinking and actionodel thinking and action– MMaximize student engagementaximize student engagement– MMonitor student understandingonitor student understanding

In the demonstration phase, the teacher In the demonstration phase, the teacher models what students must do to complete the models what students must do to complete the problem while problem while thinking aloudthinking aloud to show thought to show thought processesprocesses

The model includes The model includes showingshowing how to solve the how to solve the problem problem while describingwhile describing the overt actions the overt actions (e.g., “Now, I carry the tens”) and the cognitive (e.g., “Now, I carry the tens”) and the cognitive decisions that occur in solving the problemdecisions that occur in solving the problem

Modeling is facilitated by using concise, well-Modeling is facilitated by using concise, well-organized explanations using language and organized explanations using language and visual support that the students will visual support that the students will understandunderstand

ModelModel ThinkingThinking andand ActionAction

Attention can be maintained by providing Attention can be maintained by providing opportunities for students to be actively opportunities for students to be actively involved in the demonstrationinvolved in the demonstration

Techniques to include the students verbally Techniques to include the students verbally include:include:– Having students read the problems or parts Having students read the problems or parts

of the problem with the teacherof the problem with the teacher– Directing students to repeat the new Directing students to repeat the new

information that the teacher has just statedinformation that the teacher has just stated– Asking students to provide information for Asking students to provide information for

the problem that they already knowthe problem that they already know

MaximizeMaximize StudentStudent EngagementEngagement

Again, follow the three-step Again, follow the three-step monitoring sequence:monitoring sequence:– Check for student understandingCheck for student understanding– Provide feedbackProvide feedback– Make a data-based decision to Make a data-based decision to

determine whether students determine whether students understand the problems being understand the problems being modeledmodeled

MonitorMonitor StudentStudent UnderstandingUnderstanding

Provide Guided PracticeProvide Guided Practice The focus of guided practice is to provide The focus of guided practice is to provide

students with the opportunity to practice the students with the opportunity to practice the new mathematics task until they are able to new mathematics task until they are able to complete the task correctly or without teacher complete the task correctly or without teacher assistanceassistance

The teacher provides assistance with strategic The teacher provides assistance with strategic use of verbal questions and prompts (designed use of verbal questions and prompts (designed to prompt student recall)to prompt student recall)

Guided practice should be briskly paced with a Guided practice should be briskly paced with a high frequency of questions and promptshigh frequency of questions and prompts

Teacher varies level of support and gradually Teacher varies level of support and gradually withdraws assistance, shifting more and more withdraws assistance, shifting more and more responsibility to the students until they are able responsibility to the students until they are able to complete the problems independently to complete the problems independently (sometimes called (sometimes called scaffoldingscaffolding). ).

Provide Independent PracticeProvide Independent Practice Independent practice begins Independent practice begins

when students have when students have demonstrated accuracy and demonstrated accuracy and the ability to complete several the ability to complete several problems independently problems independently without teacher supportwithout teacher support

It gives students opportunities to It gives students opportunities to practice new concepts, knowledge, and practice new concepts, knowledge, and skills acquired during demonstration skills acquired during demonstration and guided practiceand guided practice

It gives students opportunities to It gives students opportunities to become fluent with the newly learned become fluent with the newly learned materialmaterial

It provides the teacher with a means to It provides the teacher with a means to evaluate the effectiveness of instructionevaluate the effectiveness of instruction

It helps student retain what they have It helps student retain what they have learnedlearned

ImportantImportant FunctionsFunctions ofof IndependentIndependent PracticePractice

Plan a Practice FormatPlan a Practice Format– Type of response required from student Type of response required from student

(written, verbal, physical action)(written, verbal, physical action)– The nature of the task (e.g., counting objects, The nature of the task (e.g., counting objects,

reading word problems, calculate using a reading word problems, calculate using a procedural strategy)procedural strategy)

– The amount of time required to provide a The amount of time required to provide a responseresponse

Provide Distributed PracticeProvide Distributed Practice– Practice opportunities are spread out over Practice opportunities are spread out over

periods of time until mastery is reachedperiods of time until mastery is reached Monitor Student PerformanceMonitor Student Performance

ConsiderationsConsiderations WhenWhen ProvidingProvidingIndependentIndependent PracticePractice

Provide MaintenanceProvide Maintenance Refers to the student’s ability to Refers to the student’s ability to

respond accurately to mathematical respond accurately to mathematical problems without teacher assistanceproblems without teacher assistance

Maintenance needs to be built in so that Maintenance needs to be built in so that skills are retainedskills are retained

Should consist of those skills that Should consist of those skills that students have mastered previously and students have mastered previously and are not being practiced in current are not being practiced in current lessonslessons

Monitor Student Progress Over TimeMonitor Student Progress Over Time The assessment and instructional cycle continuesThe assessment and instructional cycle continues

– Daily lesson assessment helps to guide Daily lesson assessment helps to guide planning for the next day’s lessonplanning for the next day’s lesson

– Progress monitoring measures (such as CBM) Progress monitoring measures (such as CBM) guide decision making for overall instructional guide decision making for overall instructional planningplanning

When particular students are not When particular students are not progressing satisfactorilyprogressing satisfactorily

When instruction needs to be alteredWhen instruction needs to be alteredWhen goals should be raisedWhen goals should be raised

Group Project – 6Group Project – 6thth Grade Math Team Grade Math Team Select a facilitatorSelect a facilitator. . Please follow the Please follow the

sample norms.sample norms. Grade LevelGrade Level – Identify areas of low – Identify areas of low

proficiency. Use the 5proficiency. Use the 5thth grade frameworks to grade frameworks to understand the skills and knowledge lacking understand the skills and knowledge lacking in the low group.in the low group.

Individual Teacher Item MapsIndividual Teacher Item Maps – Compare – Compare areas of low proficiency with the grade level.areas of low proficiency with the grade level.

Low Group Item MapsLow Group Item Maps - Identify areas of - Identify areas of low proficiency with the lowest students.low proficiency with the lowest students.

Collaborative InquiryCollaborative Inquiry – Create a plan that – Create a plan that all 6th grade teachers will follow when all 6th grade teachers will follow when addressing the math needs of the lowest addressing the math needs of the lowest students. From this group, identify the students. From this group, identify the students in your classroom.students in your classroom.

Group ReportsGroup Reports7:30 P.M.7:30 P.M.

Commit to a student learning visionCommit to a student learning vision – – Students develop number sense and use Students develop number sense and use numbers and number relationships in problem-solving situations and numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.)communicate the reasoning used in solving these problems.)

Which data was used to determine the level of the student group’s proficiency? The Which data was used to determine the level of the student group’s proficiency? The group only has CSAP, what other data should exist in a school to help determine the group only has CSAP, what other data should exist in a school to help determine the proficiency level of the group? proficiency level of the group?

1.1. ..2.2. ..3.3. ..4.4. ..

What are the contributing factors to the student group’s low proficiency level? What are the contributing factors to the student group’s low proficiency level? 1.1. ..2.2. ..

What are the measurable benchmark targets? When and how will student growth be What are the measurable benchmark targets? When and how will student growth be measured and what are the targets for each measurement? measured and what are the targets for each measurement?

1.1. ..2.2. ..3.3. ..4.4. ..

Develop an action plan for the group. What interventions will be used? Develop an action plan for the group. What interventions will be used? 1.1. ..2.2. ..3.3. ..

How will the team measure the fidelity of implementing the interventions? How will the team measure the fidelity of implementing the interventions? 1.1. ..2.2. ..

We must reject the ideology of the “Achievement Gap” that We must reject the ideology of the “Achievement Gap” that absolves adults of their responsibility and implies student absolves adults of their responsibility and implies student culpability in continued under-performance. The student culpability in continued under-performance. The student achievement gap is merely the effect of a much larger and achievement gap is merely the effect of a much larger and more debilitating chasm: the “Educator Achievement more debilitating chasm: the “Educator Achievement Gap.” We must erase the distance between the type of Gap.” We must erase the distance between the type of educators we are and the type of educators they need us educators we are and the type of educators they need us to be.to be.

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