HO1 Note-taking Video1 7.3 · Handout 1 Note%taking+ SmallGroupsinTierI:% SecondaryAdministrators’Perspective%! What+the+ AdministratorSays WhatConceptsareBehind+ + theQuote ...

Handout 1

Note-­‐taking  Small  Groups  in  Tier  I:  

Secondary  Administrators’  Perspective    

What  the  Administrator  Says  

What  Concepts  are  Behind    the  Quote   How  This  Relates  to  my  Instruction  

“…pretend  that  there  is  no  Tier  II  or  Tier  III  

opportunity…”  

“You  know  exactly  what  they  know,  and  they  will  do  anything  

for  you.”  

“…that  success  is  so  motivating…”  

“It  didn’t  happen  by  being  a  sage  on  the  

stage.”  

“…if  you’ve  given  the  teachers  the  great  professional  

development  on  differentiation,  then  they  can  run  a  class  with  small  groups…”  

“…then  you  can  open  up  those  sections  to  have  interventions  for  Tier  II  in  your  master  

schedule.”  

Secondary RTI: Providing Instruction in Teacher-led Small Groups

©2015 University of Texas System/Texas Education Agency

Handout 2

Note-­‐taking  Classroom  Management  Systems  

Management  Guideline   Applying  Guidelines  to    Small-­‐group  Instruction   Example(s)  from  Video  

Begin  planning  classroom  

management  systems  before  the  start  of  the  

year  

• Plan  a  system  for  collecting  students’  center  work  

•  

Arrange  classroom  space  for  effective  instruction  and  

practice  

• Put  teacher  table  where  I  can  see  entire  classroom  

•  

Spend  time  “up  front”  communicating  expectations  and  

establishing  systems  

• Teach  students  how  to  work  in  cooperative  groups  and  with  partners  

•  

Implement  systems  consistently  through  monitoring  and  

feedback  

• Post  expectations  for  small  groups  and  centers  to  refer  to  

•  

Develop  a  mindfulness  for  what  

occurs  in  the  classroom  

• Occasionally  facilitate  center  work  by  walking  around  classroom  

•  

Make  transitions  smoothly  and  with  

momentum  

• Use  a  consistent  routine  for  transitioning  from  whole  group  to  small  groups/centers  

•  

Build  positive  relationships  with  

students  

• Use  small  groups  to  make  personal  connections  to  students’  lives  

•  

Secondary RTI: Providing Instruction in Teacher-led Small Groups

©2015 University of Texas System/Texas Education Agency

Handout  3  

References  Secondary  Small  Group  Instruction,  Module  1  

 Archer,  A.  L.,  &  Hughes,  C.  A.  (2011).  Explicit  instruction:  Effective  and  efficient  

teaching.  New  York,  NY:  The  Guilford  Press.    Emmer,  E.  T.  (1984).  Current  research  on  effective  classroom  management.  In  

Making  our  schools  more  effective:  Proceedings  of  three  state  conferences.  San  Francisco,  CA:  Far  West  Laboratory  for  Educational  Research  and  Development.  [ERIC  Document  Reproduction  Service  No.  ED249586].  

 Emmer,  E.  T.,  Sanford,  J.  P.,  Clements,  B.  S.,  &  Martin  J.  (1982).  Improving  classroom  

management  and  organization  in  junior  high  schools:  An  experimental  investigation.  [R  &  D  Report  No.  6153).  Austin,  TX:  Research  and  Development  Center  for  Teacher  Education,  University  of  Texas.  [ERIC  Document  Reproduction  Service  No.  ED261053].  

 Evertson,  C.  M.,  &  Harris,  A.  H.  (1992).  What  we  know  about  managing  classrooms.  

Educational  Leadership  49(7),  74-­‐78.    Foorman,  B.,  &  Torgesen,  J.  (2001).  Critical  elements  of  classroom  and  small-­‐group  

instruction  promote  reading  success  in  all  children.  Learning  Disabilities  Research  &  Practice,  16(4),  203-­‐212.  

 Hall,  T.  (2002).  Differentiated  instruction:  Effective  classroom  practices  report.    Helf,  S.,  Cooke,  N.  L.,  &  Flowers,  C.  P.  (2009).  Effects  of  two  grouping  conditions  on  

students  who  are  at  risk  for  reading  failure.  Preventing  School  Failure,  53(2),  113-­‐126.  

 Kounin,  J.  S.  (1970).  Discipline  and  group  management  in  classrooms.  New  York,  NY:  

Holt,  Rinehart  &  Winston.    Kulik,  J.  A.  (1992).  An  analysis  of  the  research  on  ability  grouping:  Historical  and  

contemporary  perspectives.  Storrs,  CT:  University  of  Connecticut,  National  Research  Center  on  the  Gifted  and  Talented.  

 Lou,  Y.,  Abrami,  P.  D.,  Spence,  J.  C.,  Poulsen,  C.,  Chambers,  B.,  &  d’Apollonia,  S.  (1996).  

Within-­‐class  grouping:  A  meta-­‐analysis.  Review  of  Educational  Research,  66(4),  423-­‐458.  

 Marzano,  R.  J.,  Marzano,  J.  S.,  &  Pickering,  D.  J.  (2003).  Classroom  management  that  

works:  Research-­‐based  strategies  for  every  teacher.  Alexandria,  VA:  Association  for  Supervision  and  Curriculum  Development.  

Secondary RTI: Providing Instruction in Teacher-led Small Groups

©2015 University of Texas System/Texas Education Agency

Handout  3  

 Vaughn,  S.,  Linan-­‐Thompson,  S.,  Kouzekanani,  K.,  Bryant,  D.  P.,  Dickson,  S.,  &  Blozis,  

S.  (2003).  Grouping  for  reading  instruction  for  students  with  reading  difficulties.  Remedial  and  Special  Education,  24,  301-­‐315.    

 Vaughn,  S.,  Wanzek,  J.,  Murray,  C.  S.,  &  Roberts,  G.  (2012).  Intensive  interventions  for  

students  struggling  in  reading  and  mathematics:  A  practice  guide.  Portsmouth,  NH:  RMC  Research  Corporation,  Center  on  Instruction.  

 Woori,  K.,  Linan-­‐Thompson,  S.,  &  Misquitta,  R.  (2012).  Critical  factors  in  reading  

comprehension  instruction  for  students  with  learning  disabilities:  A  research  synthesis.  Learning  Disabilities  Research  &  Practice,  27(2),  66-­‐78.  

Secondary RTI: Providing Instruction in Teacher-led Small Groups

©2015 University of Texas System/Texas Education Agency