Review and Collaboration 2/1/17

Teacher Interventions tried: Interventions to Attempt/Try:

Krysta Differentiated Exit Pass Peer teaching. Strong students will teach a
& couple of students how to solve two-step
Differentiated Homework inequalities.
Shally Small Group Instruction Allow students to be more involved in
selecting articles to read.
Candace 1 to 1 tutoring Small Group
Matthew Articles relating to Student Interest (Student Small Group
Voice)

Review and Collaboration 2/22/17

Teacher Interventions tried/ Reflection
on Practice:
Krysta Peer teaching. Strong students will
teach a couple of students how to
solve two-step inequalities.
- I will do it again. It
did not go well. Wasnt set
up well enough because
students did not understand
expectations.
Shally Allow students to be more
involved in selecting articles to
read.
- Still attempting and
next time we meet we can
discuss.
Candace/ Maika Small Group (Pull out)
- Identified having
multiple teachers or co-
Interventions to Attempt/Try:
Student choice small groups -
students will choose which group
to go to based off of their needs.
First problem is on target with
some info from prior knowledge,
second problem is on target for
7th, 3rd one is on target but more
challenging. I will be at the first
problem.
Student choice on which article to
read. Students will choose one of
three articles based on personal
interest.
How does this inform your
instruction?
In working with the lower on
target problem, I could see where
students needed the most help.
Also, when they moved on, the
students who came back for more
help are the ones who need some
additional supports and I can now
design a review that is most
appropriate to their current needs.
Some students have shown
mastery after today and will
receive an exit ticket to confirm
this (next class).
By allowing students to choose
which article to read based on their
personal interest, there were more
students engaged in the lesson.
 teacher. Helps identify
small mistakes students
make. Goes well.

Matthew Small Group

- Revisions and
incorporating peer edits.
Assist other ELA teachers.
Not the most accurate or
thorough editing.
- Suggestion: Doing
it together as a class. Or
more than one peer editor.

Review and Collaboration 3/15/17

Teacher Interventions tried/ Reflection Interventions to Attempt/Try: How does this inform your
on Practice: instruction?
Krysta Small group with student choice,
teacher at the lower group.
Reflection: this
worked really well in the
classroom. 3 out of the 5
students who started at the
lower group were able to
complete the other two
problems on their own. By
the end of the period,
students were more
confident in solving the
problems - all students
were smiling. :) An entry
ticket next class will show
what they retained and
who may need extra
support.
Out of the 9
 students:
5
scored a 4: 2 level
1s, 2 level 2s and
1 level 3
4
scored a 2: 3 level
1s and 1 level 2
I
gave students a
chance to use
feedback to correct
- 8 of the 9 were
able to correct
using feedback.
Shally Student voice. By allowing the AVID writing strategies: sentence This will help me to focus on the
students to choose the article building for lower level students basic writing skills that many of
based on their personal interest, and paragraph/essay writing using these students are struggling with.
they were more engaged and a graphic organizers for the higher Using the AVID graphic organizers
higher percentage of students level students. for writing will help them practice
completed the written assignment Shally used Lexile growth groups. the structure of writing.
that went along with it. It also Printed out names and it motivated
allowed students with similar students to make progress.
interests to sit together to
complete the assignment and
allowed for peer assistance in
understanding the article. It also
allows me to see where the
students are in their writing skills
and how best to move them
forward.
Candace _ Requested stipen day .
Collaboration to build in common
practices in workshop classes.
Matthew iReady iReady diagnostic took 1 full
- Trial version week. Program is powerful but it
- Targeting specific requires a lot of learning on our
skills part on how to access the material.
 - After data
collection, move to pulling
small groups
**Moving away from reteaching
core content, and moving toward
skill intervention.
Not getting buy in from students.
Candace suggested earn points
(money) with growth. Money can
be used to earn items/activities
(i.e. field trips, HW pass, snacks,
supplies) Discussed parent
involvement with reports.

Grace -Speaking to indivudal students to

on Reading scores.
Review and Collaboration 4/12/17

Discussion Candace/Maika Krysta Matthew Shally

What are we doing that is -Teaching Workshop To get students to buy in to
working? next year. iReady:
1. Asked
-Collaboration time
BSHAs to translate
together. iReady introductory
-Positive letters for parents.
reinforcements built Sent emails home
in to class. to all parents and
-Possible change in included their
students diagnostic
make-up of the class.
test information and
placement. So far,
no complaints,
comments, or
questions from
parents.
2. We co-
created in small
groups an incentive
plan for daily,
weekly, and long-
term rewards with
the stipulation that
these incentives can
be revoked at any
time.
3. Student
progress is tracked
on the board with
special markings to
indicate those who
score 100%.
4. After the
first week of
incentives, students
seem to be buying
into the program
more especially
because they can
see their progress
and compete with
each other.
5. There are,
however, students
who are still
reluctant to try
lessons despite their
peers successes.
6. With 2 more
weeks in the
iReady trial and 2
more weeks until
SBA, things are
looking promising.
7. Next steps:
Instead of pulling
small groups to
teach content, due
to the short time
span of this iReady
trial, I will be
 pulling small
groups for mini-
interventions (5
min) to help
students with test
taking. Students
seem to not have a
plan of attack when
they get to a
question, so I will
be teaching them
how to begin
systematically
eliminating
incorrect answers.
Incentive Plan:
Daily: Those who
complete 1 or more
lessons each at 70% or
higher will earn 2 fun-
sized candies at the end
of the class period.
- You will not
receive your daily
incentive if you
receive 2 or more
warnings to stay
on task.
Weekly: Those who
complete 3 or more
lessons at 70% each will
earn 25 minutes of free
time on Friday.

Long-term: If 75% of the

class completes 3 or
more lessons at 70%+
per week, the entire class
will earn a field trip to
one of the following at
the end of the iReady
term:
 Chuck E.
Cheese
Movie +
Pizza party
Ice Palace
or
equivalent

Is Core/Tier 1 instruction _ Yes it is working, - Students are

working? How do we progressing on
because we have lessons well.
know? students making
adequate gains. - I havent had
a chance to really
intervene and pull
legitimate small
groups, but I have
been teaching short 5-
minute test taking
skills that will help
students formulate a
plan of attack when
faced with a multiple
choice question.
 - At this point
in time, it seems like
students have very
little knowledge of
test prep or test
taking skills, so they
are just choosing
which answer sounds
right at first glance.

Are too many students in - Constantl - Not too

need of interventions? many, but it is
y talking to essential that
other Math Workshop classes are
teachers to get a kept around 15
feel of students. students. I think if
there are too many
students, well run
into problems.

What do we need to add or - How to get

change? parents involved?
- Grace and I
discussed that in
order to have buy in
from students, the
parent buy in needs
to be there, too.
How can we tell/
show parents what
were doing without
just sending home
an email or
newsletter?
- Can we
invite parents and
students to a get-
together of some
sort?
 - Skills/strate
gies that students
can explain to
parents. Parents
have to sign off on
paper.