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Focusing Teacher Collaboration

Math Recovery Conference

Jennifer Scholla

on 2 May 2013

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Transcript of Focusing Teacher Collaboration

Math Recovery Conference 2013

Patti Muck, MN
Jenni Scholla, SD Focusing Teaching Collaboration:
An Analysis of Data Demographics •Full Title 1 Building - Early Childhood-5th Grade
•Nearly 425 students K-5; growing
•~91% Free and Reduced
•67% of population non-white
•22% ELL - 18 different languages
•Mobility Rate - 40%
•Stability Rate - 5% of our students are at Lowell K-5
•AVMR Trained - All K-5 teachers and SPED Demographics first and foremost...
MUST be used to INFORM instruction Formative Assessments Collaboration is a means to an end, not the end itself. Collaboration Data Driven Instruction Using Data Walls •Stable student population
•Diversity - 29% of classroom is minority
•Stable student population
•15 % free/reduced lunch in our school
•ELL population - 17%
•Supportive parent group
•Not a Title School or Magnet School
•No Basic Skills money
•K,1,2 teachers all AVMR trained in building and district Patti
1st Grade
Eagan, MN Jenni
3rd Grade, Math Teacher Leader
Sioux Falls, SD Mathematics knows no races or geographic boundaries; for mathematics, the cultural world is one country.

~David Hilbert There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.

~Jiddu Krishnamurti AVMR Data is formative Data Rich...Information Poor? Like most important elements in sound instruction, formative assessment is first a mindset. It is a purposeful act that requires planning. Teachers who are assessing formatively have no problem with principals who ask without warning, “What evidence from assessments do you have for making this decision regarding instruction?” Teachers don’t worry about such questions because they are always thinking about what they know about their students. A basic tenet of formative assessment is that teaching and learning are interactive. Students learn how to learn for themselves using teacher and classmate connections, and teachers adjust instruction in light of evidence gathered in assessments.

~Rick Wormeli, "Staying Focused on Formative Assessment" Unity is strength... when there is teamwork and collaboration, wonderful things can be achieved.

~Mattie Stepanek A leader in a school has to create a conducive environment for purposeful collaboration.

◦Teachers in the school have to realize the value and power in collaborations focused on data. Making the shift from collaborations to Professional Learning Communities
A PLC is "An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators." - definition from Learning by Doing, Second Edition (DuFour) Chart data analyze S.M.A.R.T. Goal Teaching Strategies Intervention Assessment Assessment Powerful and effective collaboration occurs when teachers are using a common language and focuses on data. AVMR does this for us. Powerful and effective collaboration occurs when teachers are using a common language and focused on data. What do we plan to do about it? What students already know? What evidence do we have? Where does student learning break down? S.M.A.R.T. Specific Measurable Attainable Realistic Timely Intervention
Woodland Intervention
Lowell Use local high school National Honor Society students (2:30-3:30)

DARTS math volunteers

10 for 10 program

Guided Math in classroom Varies depending on grade level

This year - Typically 2-3 extra teachers (SPED and interventionists)

Guided Math in classroom Determining Results Re-assess students to determine the effectiveness of the selected teaching strategies. How are we going to extend learning for those showing mastery? What strategies work? What strategies did not? Professional Resources Common Formative Assessments : How to Connect Standards - Based Instruction and Assessment by Larry Ainsworth and Donald Viegut

Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement by Richard Dufour and Robert Eaker

Mike Schoker

Math Recovery and AVMR Teacher Handbooks

Teaching Number - Advancing children's skills & strategies by Robert J. Wright, James Martland, Ann K. Stafford, Garry Stanger

Understanding RTI in Mathematics by Russell Gersten and Rebecca Newman-Gonchar

Guided Math by Laney Sammons ~Set a time frame
~Determine instructional approaches
~Discuss interventions
~Determine next meeting date Analyzing Student Data How are we going to help those that didn't make it? Why did our results differ?
What did you do? Reflect: How does collaboration look at your school? Reflect: What are your experiences using data walls? Group Size Does Matter According to Richard Allington’s research on small group instruction... 3 Students Most Effective
4 Students Reduces Effectiveness by 25%
5 Students Reduces Effectiveness by 50%
6 Students Reduces Effectiveness by 75%
7 Students Reduces Effectiveness to 0!
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