Responsive Instruction

Ousd PD 2/18/2022

http://bit.ly/responsive-instruction

Get to Know Someone New

• Think about your FAVORITE part of your classroom….(If you have a picture or artifact, get it out)
• Find someone from a different school and share about your favorite part of your classroom. (5 minutes)
• Be ready to introduce your partner and what they shared.

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Agenda:

• Why?
• Tiers of Support
• Responsive Instruction
• Shared Expectations
• Supporting Students in Math
• Break
• Work Time- Content Area: Math

Outcomes:

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Understand responsive classroom environment and the Tiers of support in OUSD

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Learn specific Tier 1 responsive instruction strategies and resources to use in classrooms right away

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Have time to collaborate & share with district grade level teams about how we deepen our responsive classrooms

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Why do we Develop Responsive instruction?

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Imagine your classroom of students sitting in front of you

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• What kind of classrooms do we want for our students?

• How do we meet students where they are in our classrooms?
• What do we want students to know/learn?
• How do we know they have learned it?
• What do we do when they have not / have already mastered it?

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TK/K-1

• Building community
• Feeling comfortable and safe
• Love yourself
• Learn to use your voice in a way that builds positive community
• Individually seen and heard, teacher is taking care of you
• Know your class to get to know what they need
• Spend time in needed areas
• Feel confident and independent, mistakes are okay

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2-3

• A safe place for all students to feel comfortable taking risks as a learner, but also emotionally (To feel comfortable being true to who they are)
• A classroom where students see the output of their work displayed and they are proud of their work
• A classroom that is inclusive and non judgemental
• A classroom where students have ownership of the classroom and they feel like the classroom is theirs and welcoming to all
• A classroom where teachers use their knowledge of what they know about a kids to meet their needs- Alternate ways to assess or gather assessment data
• A classroom where the teacher switches modalities to meet the needs of all learners. When a student is not getting it one way, try another.
• A classroom with a strong sense of community where we ALL learn from our mistakes.

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4-5

• Safe space where kids feel comfortable to take risks
• Excited by the possibility of “messing up”
• All have ability to feel safe and to shine
• A stimulating room to engage kids when they aren’t paying attention
• Make learning relate to the world
• Academically - high level thinking
• Balance of pushing hard and keeping things manageable for kids
• Self reflective, empathetic, vulnerability, courage, resilience,
• Getting help with where they are. ie) small groups-help those struggling but also those who need a challenge
• Have books where students see themselves in the characters-inclusivity
• Differentiation not just in our strategies but also in our materials
• Need to have more support-smaller class sizes, more IA time, building a list of requests for the TOSAs, leadership ie) list of math resources parents can use at home, one stop shop. Similar to independent study

What are OUSD’s Tiers

of support?

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Tier 1 Instruction

• What do we want students to know?
• Grade level curriculum aligned to standards

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• How do we support all learners?

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• Evidence based, rigorous, responsive classroom instruction for ALL students
• Focus on prevention, early intervention
• Enrichment opportunities for advanced students
• Student progress is monitored in the general education classroom.

How do we know they know it?

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Assessments

Formative

• Exit Tickets
• Notebook Checks
• Acadience Progress Monitoring (K-1)
• Running Records
• Conferring Notes
• Math Quizzes
• Student Observation Notes

Summative

• F&P
• Acadience (K-1)
• Writing On-Demand
• STAR Math
• Math Unit Tests
• CAASPP

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Strategies to Habits and Strategy Group Templates

Kinder, Kristan Torres

Post-It Note Parking Lot

3rd Grade, Alex Wise

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Conferring Templates

3rd Grade, Erica Damianakes & 4th Grade, Lauren Dunlap

Examples of in OUSD Classrooms

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Turn and talk with a neighbor.

Be prepared to share out one assessment you use or would like to try!

How Do we target instruction to meet students where they are?

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Structures and Resources

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Examples in OUSD Classrooms

(Conferring)

1st Grade, Elizabeth Sarica

4th Grade, Lauren Dunlap

Kinder, Kristen Torres

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Examples in OUSD Classrooms

(groupings)

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Examples in OUSD Classrooms

1st Grade, Elisa Carpenter

Jamboard

3rd Grade, Olivia Brown

Supporting students in Math

using Freckle Data

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Math Differentiation

Plan for targeted intervention for groups needing additional time and support

• 2021-22 Assessment Calendar
• Reminder: STAR Math/Benchmark Assessments : Feb 24th
• Freckle Benchmark Assessments aligned to standards
• Use Targeted Focus Skill Practice in Freckle to provide instruction and practice for those skills

Use flexible grouping for engaging intervention or instruction

• Use Freckle FOCUS SKILLS (Intervention) or Freckle adaptive program or other program whole class and pull small groups based on need.
• When finished, use Math Menus to provide choice and multiple entry points for students when finished with work

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STAR Math Assessment and Freckle Math Practice

Diagnose classes’ mathematical skill gaps using Freckle’s Benchmark (STAR) Assessments. Once class has completed the initial assessment, use Freckle’s reports to find data on individual and class performance for each standard.

Once you identify students who need the most instruction, fill gaps with Targeted Assignments in Freckle. As students continue to practice, easily monitor progress (and celebrate success!) by using reports and assigning further Benchmark Assessments

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STEP 1: STar math

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STEP 2: CLICK VIEW RECOMMEND SKILLS

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STEP 3: SKILL GROUPS

What is a Focus Skill?

• A Focus Skill tile is automatically assigned for students whose performance indicate the need. All teachers can also assign Focus Skills to students by creating Targeted Practice assignments. Now, Freckle automatically provides just-right Focus Skills sessions for Premium students who have Star Math scores. This new independent practice mode identifies students' learning gaps and helps supercharge their growth!
• While Adaptive Practice is domain-based (dividing practice into skill areas like Geometry or Fractions), Focus Skills span all domains and help students reach grade level proficiency more quickly.

Visit https://www.renaissance.com/focus-skills to learn more about focus skills and how you can use them to prioritize class time.

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STEP 4:On FRECKLE: ASSIGN TARGETED PRACTICE

Step 5: Assign by Standard

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Pick standard here

Target standard to practice or assign pretest

Math Focus Skills assigned automatically by STAR Math

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Student Home Page

Focus Skills Tile

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Shared Expectations

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Initial Steps to respond

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Strategies to Consider for 6-8 week period*

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• Chunking instruction (brief to the point, sequential)
• Checking in on comprehension during reading activity
• Paired with a student for modeling
• Use of visual aids for modeling
• Small group direct instruction
• Think or wait time

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*From SST Form

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• Shortened Assignments
• Seating
• Daily assignment check book
• One-on-one instruction
• Multiple options for showing mastery

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• Other:

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Next Steps for students not responding to Responsive Instruction?

• - If one intervention isn’t working, try another structure or resource!
• - Frequent monitoring of progress
• (F&P 4x a year for reading intervention students in grades 1-5)
• August
• End of T-1 (November)
• End of T-2 (February)
• End of T-3 (May)
• - If interventions are not working for ELA, contact Literacy Intervention TOSAs:
• Provide data to support concerns
• Continue to progress monitor frequently and provide Tier 1 supports in the classroom

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Work Time

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What Do You Need?

Assessments

I would like to learn more about how I can measure where my students are in their learning.

Strategy & Practice

I would like to learn more about intervention strategies that work.

Grouping

I would like to learn more about how to effectively develop small or targeted groups for intervention work.

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Feedback Survey on how we can help

Planning Time - Planning template

Thinking about your upcoming math unit, what do you want/need to know about your students’ understanding?

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Linked Resources

Math Menus

• Grade 2
• Grade 3
• Grade 4
• Grade 5

Freckle Resources

• Fact Practice Gr 3-5
• Number Facts Gr K-2
• Number Basics K-2

Inquiry Based Learning

Conferring Notes Templates

• Compliment/Teaching Point Conferring Sheet
• Compliment Only Conference
• Strategy Group Sheet

Strategies to Habits Sheet

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Thanks!

Any questions?�

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Math Choice and Teacher Led Small Group

Time: 45

Purpose: (1) Differentiate instruction for all learners and (2) provide ongoing practice and review of previously taught skills

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There are 2 different things going on during this portion of your math block.

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Math Centers – Students practice and review math skills in small groups or pairs, without teacher support (You’ll be working with your small group).

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Kids transition through a series of activities that are at their independent level. Remember this is review. The key is to NOT include content that your kids don’t know. Your kids will become frustrated which will ultimately frustrate you. And that’s what we don’t want.

Examples of math centers can include:

• Math Games
• Fluency Activities
• Problem Solving Tasks
• Math Menu

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Teacher Lead Small Group – This is my favorite part of the block! While the rest of your class is working in centers, you’re targeting instruction with a small group of your students in order to meet their needs..

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SAMPLE LESSON PLAN FOR MATH GROUPS

Accommodations

Level the “playing field”

Change how a student learns the same material as their peers

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ie) preferential seating, extended time, audio books, voice to text

Modifications

Create the “playing field”

Change what a student is taught or expected to learn

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ie) shortened assignments, different homework, alternate assessments

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academic Interventions

Ensure the “playing field”

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Are additional, targeted instruction to help students make progress towards benchmarks Progress is monitored

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ie) skill/strategy group, 1:1 support, adaptive programs

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Initial Steps to respond

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