Building Collaborative Building Collaborative TeamsTeams

SusanSusan RasicotRasicot

Examine: The StatisticsExamine: The Statistics

Number of students on grade levelNumber of students on grade level Number of students by grade below grade Number of students by grade below grade

levellevel Student learning challengesStudent learning challenges

The Acquisition ProcessThe Acquisition Process

Recordings for the Blind & DyslixicRecordings for the Blind & Dyslixic Bookshare.orgBookshare.org New Special Education Liaison for grades New Special Education Liaison for grades

2&32&3 Make-It-Take-Workshops for Parents and Make-It-Take-Workshops for Parents and

TeachersTeachers Parent supporting reading is the Parent supporting reading is the

homeworkhomework

The Acquisition Part II:The Acquisition Part II:

Parent volunteers to provide reading Parent volunteers to provide reading material to students in grades K-5material to students in grades K-5

Technical Support for teacher trainingsTechnical Support for teacher trainings Technical Support for teacher driven Technical Support for teacher driven

professional learning communitiesprofessional learning communities Teacher evaluations applaud new Teacher evaluations applaud new

ventures with data to support growthventures with data to support growth Money for Merit PayMoney for Merit Pay

Extend: Summer School Extend: Summer School OpportunitiesOpportunities

Professional Summer Reading Professional Summer Reading AssignmentsAssignments

Professional Stipends to extend programs Professional Stipends to extend programs started in Januarystarted in January

Data collection of student achievementData collection of student achievement Breakfast Club tutoring sessions before Breakfast Club tutoring sessions before

schoolschool After school tutoring, large group, small After school tutoring, large group, small

group, and one-to-onegroup, and one-to-one

Moving ForwardMoving Forward

Off site meetings with the Instructional Off site meetings with the Instructional Leaders to focus on the success and Leaders to focus on the success and weaknesses of the programweaknesses of the program

Communicating the findings to staff during Communicating the findings to staff during vertical team meetingsvertical team meetings

Professional Development plans that Professional Development plans that support continued focus on data analysis support continued focus on data analysis and use of the data to guide instructionand use of the data to guide instruction

Universal DesignUniversal Design

Altering the way we look at instructionAltering the way we look at instruction The way we instruct is in need of support, The way we instruct is in need of support,

not the student with a preferred learning not the student with a preferred learning style.style.

Response to Care and Concern Response to Care and Concern

Students not reading on Students not reading on grade levelgrade level

Time spent on learning Time spent on learning reading skills not enoughreading skills not enough

Opportunity to build Opportunity to build strong discussion around strong discussion around data that supports data that supports understandingunderstanding

DIBELS, Lexia, Literacy DIBELS, Lexia, Literacy Surveys, and MCASSurveys, and MCAS

RelationshipsRelationships

Special EducationSpecial Education General EducationGeneral Education ParentsParents StudentsStudents Related Services StaffRelated Services Staff Instructional LeadersInstructional Leaders Senior AdministratorsSenior Administrators One Reading Coach for a One Reading Coach for a

K-12 districtK-12 district

Special EducationSupport

Title I Support

ClassroomTeacher

Student Learning

Desired RelationshipsDesired Relationships

Dalton Sherman You Tube VideoDalton Sherman You Tube Video ““Do You Believe in Me?”Do You Believe in Me?”

http://www.youtube.com/watch?v=mnzkfb3-eMw&feature=related

Examine: Baseline DataExamine: Baseline Data

““We really need to teach vocabulary We really need to teach vocabulary more!”more!”

““Asking students to write sentences for Asking students to write sentences for homework isn’t enough.”homework isn’t enough.”

““We need Special Education teachers in We need Special Education teachers in more classrooms for longer periods of more classrooms for longer periods of time!time!

““I will need at least four one-to-one aides.”I will need at least four one-to-one aides.”

Examine: The Real FocusExamine: The Real Focus

How much time will How much time will students need to students need to learn fifteen learn fifteen vocabulary words?vocabulary words?

How frequently do we How frequently do we study vocabulary study vocabulary words to support all words to support all students learning the students learning the words?words?

To what extent can To what extent can technology be used to technology be used to support this type of support this type of learning?learning?

To what extent could To what extent could students support this students support this learning outcome?learning outcome?

In what ways could In what ways could parents be involved?parents be involved?