A Continuum of Interventions Experienced with NTI Teachers/Coaches Session 1

Welcome! We’ve built a “strand” of this NTI specifically for experienced NTI members. Designed to push you and the schools you work with even deeper into responsive Common Core implementation. Please take a moment to greet each other in your table groups:  Who you are, what your role is.  How many NTIs you’ve attended and what keeps you coming back. (5 mins) 2

Our Beliefs about Adult Learning 3

Effective Collaboration Norms and Guidelines Seven Norms of Collaboration 1. Promoting a Spirit of Inquiry and Balancing Advocacy 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying Attention to Self and Others 7. Presuming Positive Intentions 4

The Norms for Collaboration We ask you to process thinking with each other often and hope that you will be thoughtful about your own development of relational trust with your NTI colleagues. Use the Norms Inventory (p. 3) to think about the strengths you will bring to collaborative discussions and places where you might need to be more conscious of being your best self. 5

The Focus of this NTI Our focus is on the theme of a Continuum of Interventions. Our working definition of interventions for this NTI is: the moves teachers make every day, both “in the moment” and pre-planned, that help all of their students be successful (vs. a “class” that kids go to). Interventions include all kinds of decisions– responses, questions, scaffolds, adaptations, etc. 6

Learning Targets for this Session I can determine the types of decisions teachers should be making to match the modules to students in their classrooms. I can analyze typical scaffolds and accommodations for their alignment to a “continuum of interventions.” 7

“…a thinking teacher’s curriculum.” We agree! Discuss at your tables in triads.  If you are coaches: when you see this curriculum being used most effectively, what are the decisions teachers are making in relation to its implementation?  If you are teachers: what decisions have you become confident in making about the implementation of this curriculum? How did you develop that confidence? Select someone from each table to report out. 8

Lessons from the Field Modules can (and should) be taught with fidelity to the Common Core and the shifts, and be flexed to meet students’ needs. “Planned not canned.” Decisions must be made in the context of a clear understanding of what comes next (teachers have to understand the whole scope of a module before they can effectively teach lesson 1). Teachers often need guidance (at least for a while) to make decisions that maintain the curriculum’s rigor and alignment to the Targets/Standards and Shifts. 9

Your Wisdom Intervention and Curricular Adjustment Suggestions “From the Field” is a document you created during carousel brainstorming sessions at the February 2014 NTI (page 6). Also remember our document Differentiation Options for Module Instruction. (page 11). New thinking for us this time is this goal–intervene as little as is needed and as effectively and efficiently as possible. 10

Effective and Efficient Interventions Effective = keeps the learners in the “productive struggle” zone. Efficient = as little teacher prep time as needed to maintain effectiveness. 11

Interventions Along a Continuum 12 Teacher provides these “just in time” as the need arises. No prep needed. Teacher thinks about these ahead of the lesson, but they don’t require a lot of planning/prep and are often reusable across many lessons. Teacher thinks about these ahead of the lesson. They are intensive to plan and lesson specific.

Creating a Continuum, p Select high impact interventions and fill in chart

What Do You Notice? 14

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Checking in On Learning I can determine the types of decisions teachers should be making to match the modules to students in their classrooms. I can analyze typical scaffolds and accommodations for their alignment to a “continuum of interventions.” What is a significant new idea for you in relation to one or both of these targets? Go around the table and share. 16