Idaho Tier 2 Mathematics Coach and Leadership Training Katie Bubak , SESTA Coordinator Katiebubak@boisestate.edu Gina Hopper , SESTA Director Ginahopper@boisestate.edu
Moscow Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 22-23, 2012 October 23, 2012 March 11, 2012 March 11, 2012
Coeur d’Alene Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 23-24, 2012 October 24, 2012 March 12, 2012 March 12, 2012
Nampa Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 26&29, 2012 October 29, 2012 March 15, 2012 March 15, 2012
Idaho Falls Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) October 31 – November 1, 2012 November 1, 2012 March 19, 2012 March 19, 2012
Twin Falls Coaches’ Training Team Training September 13-14, 2012: Boise, ID (All Statewide Coaches) November 1-2, 2012 November 2, 2012 March 20, 2012 March 20, 2012
Coaches’ Schedule
Objectives Participants will explore: o Features of being an effective coach. o Communication strategies and providing feedback for improvement. o Features of Tier 2 Mathematics framework. o Practices and systems of strong mathematics. o Components of Common Core State Standards (CCSS) Domain Progression. o Fundamental learning progression for single digit addition. o Ways to collect and analyze data for decision making. o Effective diagnostic tools. o Methods of professional development and in-service training. o Strategies for providing technical assistance and on-going training/support.
Objectives of Day 1 Participants will explore: • Features of Tier 2 Mathematics framework. • Practices and systems of strong mathematics. • Elements of effective staff development and coaching. • Characteristics of effective coaches. • Roles and responsibilities of coaches and administrators. • The similarities and differences of consulting, coaching, and collaborating.
Processes that Develop a Learning Community • Maintain a focus on the • Use strategies that ensure purpose. every voice is heard. • Collaborate. • Create and maintain a Common commitment o safe-to-risk climate. Valuing diversity and all o contributions Learning = taking risks o Interdependence Taking risks requires cognitive o o safety • Share leadership and • Set and follow norms that followership roles. support a learning • Support whole-brain community. processing (thinking and feeling). • Take time for reflection.
Partner Interview • Provide 3 pieces of professional information about yourself. • 2 pieces of personal information. • Share 1 thing that you enjoy doing at which you are particularly successful.
Idaho’s Tiered Academic Instructional and Positive Behavioral Interventions and Support (PBIS) Framework Academic Systems Behavioral Systems Intensive, Individual Interventions Intensive, Individual Interventions Individual Students 1-5% 1-5% Individual Students Assessment-based Assessment-based High Intensity Intense, durable procedures Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions Some students (at-risk) Some students (at-risk) High efficiency High efficiency Rapid response Rapid response Universal Interventions Universal Interventions 80-90% 80-90% All students All settings, all students Preventive, proactive Preventive, proactive
What does Tier 2 Math look like?
What makes a Tier 2 Mathematics System? • Strong Assessment Tools • Targeted Instruction • Time and Intensity • Progress Monitoring Lee Pesky Learning Center 2012
Tier 2 “MUST HAVES” #1 Strong Assessment Tools • Screeners • Diagnostic Tools • Progress Monitoring (formative) Lee Pesky Learning Center 2012
Diagnostic tools allow us to... K 1 2 3 4 5 6 7 8 HS Counting & Cardinality Ratios and Proportional Number and Operations in Base Ten Relationships Number & Quantity Number and Operations – The Number System Fractions Expressions and Equations Algebra Operations and Algebraic Thinking Functions Functions Geometry Geometry Statistics & Measurement and Data Statistics and Probability Probability Lee Pesky Learning Center 2012
Digging Deeper • NCTM Assessment Assessing Math Handbooks , K-2, 3- Concepts, PreK- 3 rd 5, 6-8, 9-12 ( Kathy Richardson) Lee Pesky Learning Center 2012
Data Management Systems
Lee Pesky Learning Center 2012
Word prob. X and Div. Understanding Elementary: + and - Facts Fractions Lee Pesky Learning Center 2012
Tier 2 “MUST HAVES” #2 Targeted Instruction • General Components of Tier 2 Math Instruction • Recommendations from What Works Clearinghouse Lee Pesky Learning Center 2012
Explicit and Systematic Instruction: • Modeling, Explanations, “Think alouds”, Scaffolded, guided practice • Cumulative Review • Immediate Corrective Feedback • Opportunities for student to verbalize reasoning • Visual Representations and Models • Motivation What Works Clearinghouse and Doing What Works Recommendation Lee Pesky Learning Center 2012
Recommendations from What Works Clearinghouse Interventions should focus intensely on in-depth understanding of whole numbers (K-5) and rational numbers (grades 4-8). Interventions should include instruction on solving word problems that is based on common underlying structures. Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic facts. Lee Pesky Learning Center 2012
Example of WWC
C-R-A Progression Ab stra c t Re pre se nta tio na l Co nc re te Lee Pesky Learning Center 2012
Additional Strategies • Reading the problem more than once • “Think alouds” • Pre-teaching key vocabulary • Encouraging visualizing or drawing • Paraphrasing or restating the problem orally • Crossing out extraneous information or underlining critical information Lee Pesky Learning Center 2012
Resources and Programs Use your rubric to evaluate programs! • Does the program use consistent models and visual representations? • Is the program explicit and systematic? • Are their opportunities to verbalize thought processes? • Does the program follow the C-R-A progression? • Does the program have a frequent cumulative review? Lee Pesky Learning Center 2012
Tier 2 “MUST HAVES” • Strong Assessment Tools • Targeted Instruction • Time and Intensity • Progress Monitoring Lee Pesky Learning Center 2012
Scheduling Intervention Time Middle and high schools reported that they: Used elective periods or study hall Added an additional class period Provided extended learning time Lee Pesky Learning Center 2012
Tier 2 “MUST HAVES” • Strong Assessment Tools • Targeted Instruction • Time and Intensity • Progress Monitoring Lee Pesky Learning Center 2012
Progress Monitoring: • Mastery Measures (program measures) o Measures that tell us if students are learning the specific skills being taught in the intervention • General Outcome Measures o Tend to be more broad and consistent with what is being measured schoolwide Lee Pesky Learning Center 2012
Lee Pesky Learning Center 2012
Time for Reflection
Supporting systematic change in a school community is a long-term journey that begins with dreams and big ideas which can be embraced by faculty, administration, students, families, and community members initially with words which develops into actions or behaviors and then become habits through practice to ultimately form climate or culture . (SERESC: The Southeastern Regional Service Center)
BREAK
What factors lead to teachers changing their classroom practices?
6 key elements contribute to effective staff development that helps teachers change their classroom practices. 1. A deep understanding of teachers’ strengths and weaknesses. 2. Concrete evidence that influences beliefs and shows that change will be worth the effort. 3. Communication and assistance (coaching) in ways that meet each teacher’s learning style and needs. 4. A focus on problems that concern the teachers. 5. Deep, Level III collaboration. 6. A common framework for unbiased discussion of education. (Kise, 2006)
Adult Learning Assumptions: o Adults have a drive toward competence, which is linked to self-image and efficacy. o Learning is enhanced when adults are active, involved, and self-directed. o What is to be learned must hold meaning; it must connect with current understandings, knowledge, experience, and purpose. o We don’t learn from experience as much as we learn from processing our experience – both successes and failures. Self-refection, self-assessment, and self-direction are critical to learning and development. o Learning is both an opportunity and a risk; it requires dissonance and change. o Learning is the continual process of identity formation, or growing into more of who we are becoming. (New Teacher Center, 2011)
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