RTI Not Working in Middle School? Try an Enrichment Class - PowerPoint PPT Presentation

RTI Not Working in Middle School? Try an “Enrichment” Class Presenter: Emily Kelley - Science: ekelley@pemibaker.org Holderness Central School, Holderness, NH Enrichment teacher resources: Mitch Richardson - Social Studies: mrichardson@pemibaker.org Chandra Hazelton - Music: chazelton@pemibaker.org Jadi Mercer - Art: jmercer@pemibaker.org Susan Long - Math: susan.long@interlakes.org Silas St. James - Media: silas.m.st.james@gmail.com Access this presentation : Presented at NELMS: “Hocus Pocus, Students are the Focus” Thursday, March 30, 2017 Providence, Rhode Island

Session Agenda ➢ Introductions: speaker and participants ➢ Assessing the needs of our middle school ➢ Philosophical considerations for designing a reading program ➢ Process of designing a reading program ➢ CCSS addressed by the program ➢ Specific curricula (whole group or break-out groups) ○ art/music, science, social studies, math, and media ➢ Whole group wrap - up / Q and A

Needs Assessment 1. Collect student data: # of students with IEPs or 504s ~ avg. 38% for our middle school 2. No time in the day to address IEP goals 3. Reading scores showed a need to increase instruction 4. Limited time in L.A. to address writing and reading 5. Focus of reading shifted from literature to non-fiction 6. No reading specialists or coaches in our school; no team member HQT in reading

Academic Considerations “Soaring to New Heights in the Middle” New Hampshire Association for Middle Level Education. 2015 www.nhamle.org Curriculum : standards-based, challenging, relevant, engaging, aligned Instruction : differentiated, engaging, active, research-based pedagogy Assessment : formative, summative, appropriate, authentic Professional Development : current, ongoing, research-based, relevant

Philosophical Considerations ★ Allow for student choice in curriculum, assessment tools, and enrichment ★ Provide multi-age experiences ★ Develop goal-setting ★ Encourage meaningful self-reflection

Student Perspective on Philosophy “Since Enrichment is personally chosen, it is more enjoyable and kids like to go, because when you’re doing what you love,you care more.” ~Taylor, 8th Grade

Process of the Solution: Design an Enrichment program focusing on reading 1. Look at the #s: IEPs and electives (French I, Algebra, Math 8) 2. Identify CCSS that can be taught outside of LA class 3. Design individual classes within each HQT area 4. Present an overview of each class to students 5. Create a student choice sheet requiring parent approval 6. Unexpected outcome: some parents declined IEP help so their students could participate in enrichment class

CCSS addressed in Reading RI.7.1 (8.1) - Cite several pieces of textual evidence (that most strongly supports) analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.6 (8.6) - Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others (acknowledges and responds to conflicting evidence or viewpoints). RI.7.8 (8.8) - Trace (Delineate) and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims (recognize when irrelevant evidence is introduced). RI.7.10 (8.10) - By the end of the year, read and comprehend literary nonfiction (at the high end of) the grades 6-8 text complexity band (independently and proficiently), with scaffolding as needed at the high end of the range.

CCSS addressed in History/Social Studies, Science, and Technical Subjects RH.6-8.1 / RST.6-8.1 - Cite specific textual evidence to support analysis of primary and secondary sources / science and technical texts. RH.6-8.2 / RST.6-8.2 - Determine the central ideas or information / conclusions of a primary or secondary source / text; provide an accurate summary of the text distinct from prior knowledge or opinions. RH.6-8.5 - Describe how a text presents information (e.g., sequentially, comparatively, casually). RST.6-8.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. WHST.6-8.1 - Write arguments focused on discipline-specific content.

CCSS addressed in Writing W.7.2 & W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.7.2a (8.2a) - Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information (into broader categories), using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics, and multimedia when useful to aiding comprehension. W.7.2b (8.2b) - Develop the topic with relevant (well-chosen) facts, definitions, concrete details, quotations, or other information and examples. W.7.2d & 8.2d - Use precise language and domain-specific vocabulary to inform about or explain the topic.

Before reading, students… During reading, students… After reading, students… · Set a purpose · Self-monitor using: · Reread for confirmation · Activate prior knowledge (schema) Meaning · Summarize and paraphrase key ideas · Preview text · Evaluate: Language structure · Identify text structure clues (e.g., Accuracy of information Print cues chronological, cause/effect, Literary merit and use of author’s craft · Reread compare/contrast, etc.) · Clarify · Self-correct · Locate text features · Analyze information within and across · Clarify (e.g., transitional words, texts · Determine Importance subheadings, bold print, etc.) · Support conclusions with references · Generate literal, clarifying, and inferential · Use Cues: graphics and pictures from text questions · Skim/Scan · Synthesize · Visualize · Predict and make text-based · Connect ideas/themes in text to… · Construct sensory images references Text: Compare one text to another · Summarize and paraphrase · Sample a page of text for text · Check predictions readability and interest Self: Relate and explain ideas or · Interpret: events in text to personal experience Literal meaning World: Recognize commonalities of Inferential meaning text to world · Make Connections, using: Graphics Pictures · Monitor fluency (oral/silent; or text complexity): Adjust rate Use punctuation and dialogue cues Use phrasing, intonation, expression · Read for accuracy · Use note-taking strategies Source: NECAP Frameworks Appendix D

Math The Springboard for Reading, Writing and Researching Math Topics and Mathematicians The Seven Bridges of Konigsberg ❏ ❏ Problem solving and math vocabulary review and application Introduction to Euler ❏ ❏ Network Theory (including applications to student work) Euler Biography from Historical Connections in Mathematics [AIMS] and questions ❏ ❏ Connections to real world applications (mail routes, terrorism cells,...) ❏ Sophie Germain Pre-reading vocabulary ❏ ❏ Biography from Historical Connections in Mathematics (AIMS) number puzzles (Germain style) ❏ ❏ additional biography article “Countdown Project” planning and completion ❏

Math: ❏ Gauss ❏ Number “tricks” - adding strings of numbers - finding patterns Modular Arithmetic (clock arithmetic - connections to codes/ciphers) ❏ Biography from Historical Connections in Mathematics (AIMS) ❏ ❏ Writing: Reflect on a quote from Gauss - What is your “deeply and continuously?” “If others would but reflect on mathematical truths as deeply and as continuously as I have, they too would make my discoveries.” ~Gauss Blaise Pascal ❏ Pre-reading vocabulary ❏ ❏ Biography from Historical Connections in Mathematics (AIMS) ❏ Patterns in Pascal's Triangle The cycloid ❏ Oral reading - additional biography article ❏ ❏ Quick write (4 topics - teacher model at same time) Mathematician Project ❏ Read and take notes on 3 mathematicians (structured note-taking) ❏ ❏ Pick one “chunk” of research to present for feedback ❏ One student read through research, the rest of the class wrote comments. Comments were given to presenter who used them to continue research, delete unnecessary information, ❏ answer peer questions,... ❏ Final paper

Novels for Math: ● Chasing Vermeer ○ reading (short quizzes used to evaluate) ○ writing (students pick a response for every 4 chapters) ○ teacher modeled as draft and final ○ rubric ○ pentominoes, codes/ciphers, Roman Numerals, factorials, permutations, combinations ● Secrets, Lies and Algebra ○ Middle school math concepts and issues ○ Main character, 8th grader, Tess, tells the story ○ Each chapter has math title with content intermingled with plot of the book ● The Writing on the Wall ○ Another mystery told by 8th grader, Tess ○ Focuses on the Four 4s problem ● Flatland ○ Geometry concepts ○ A two dimensional character struggles with the visualization (and existence) of 3 dimensions