1. Collaborative Strategic Decision- Making Developing Effective Learning Communities

2. The Layout of Professional Development for EIP  Day 1 -Collaborative Strategic Decision-Making  Developing a process and framework  Day 2 -Assessment and Reflective Practice  Examining the use of assessment  Identifying how reflective practice works  Day 3 -Instructional Repertoire  Building new ways to develop strategies focused on improved student outcomes

3. Training vs. Technical Assistance  Training  Provide direct instruction on EIP components  Build a foundation of skills  Dialogue about the implementation of EIP from both a school and district perspective   Technical Assistance  Provide guided practice with EIP components  Apply skills within the context of your school and district  Provide direct assistance in building the capacity to expand EIP school-wide and district-wide

4. Central Themes  Building a Collaborative Learning Community  Using Strategic Decision-Making  Building Capacity to Develop, Implement and Sustain an Effective Process

5. Objectives for Today   To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and  To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.

6. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Family & Student Centered Student Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Family Partnerships

8. Newmann, King, & Young (2000) School Capacity  School capacity is the collective power of the full staff to improve student achievement.  Student achievement is affected by the quality of instruction. Instruction is affected by school policy or programs.  Aspects of school capacity include educators’ knowledge, skills, and dispositions; learning community; program coherence; resources; and leadership.

9. “When principals work with staff to build processes to monitor each student’s learning and to develop systems of intervention that give students additional time and support when they experience difficulty, they create the structures that support the concept of learning for all. When they give staff clear parameters to guide their work by considerable autonomy in implementation, they increase the likelihood that staff members will embrace that concept.” Rick DuFour, JSD, Vol. 25 No. 4 Fall 2004, “ Leading Edge”

10. Student Outcomes (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001) School-Wide Individual Support Address Intensity of Need for a Few Students Address Specific Performance Gaps for Some Students Ensure Effective Instructional Practices and Promote Positive Educational Outcomes for All Students All Students in School

11. (Adapted from Ortiz, 1987; Horner, 1998; Sugai, 2001) Intensive 1-7% (Specialized/Individual Support System) Intervention 5-15% (At-Risk System, Supplemental, Small Groups) Universal 80-90% (District, School-Wide, & Classroom Systems) School-Wide Individual Support All Students in School Continuum of Support

12. Components of EIP  Leadership  Collegial & Family Partnerships  Strategic Decision-Making  Assessment & Reflective Practice  Instructional Repertoire  Accountability & Documentation

13. Collegial Support & Family Partnerships Our Learning Community Culture Collaboration Consultation

14. Objectives for Today   To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and  To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.

15. Continuum Collaboration Consultation Coaching MentoringCrisis Support Co-teaching Peer Coaching Specific Expertise Grade Level Teams Parent-Teacher Communication Parent Expertise of Child S. Gerber

16. Building a Staff Support Structure Skill Building Sequence Stuart Gerber Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support

17. What Does it Look Like?  Elements of Collaboration:  Examine student(s) needs;  Facilitate decision-making in the school setting;  Promote classroom alternatives as first interventions for all students;  Provide support for classroom teachers;  Assist in designing and implementing instructional change; and  Share skills, resources, ideas, and materials with colleagues. (Adapted from Dettmer, Dyck, & Thurston, 1996)

18. Portraits of Early Intervention  School-wide can look like…  Core Team  Grade Level Teams  Primary & Intermediate Core Teams  Cross Grade Level Core Teams  Case Partner and Classroom Teacher  Ad Hoc Teams (based on student needs)

19. Strategic Decision- Making Our Framework for Operation Universal Practices Specialized Strategies

20. Objectives for Today   To define an overall climate of collaboration among staff, families, and students that will lead to improved student success; and  To develop a strategic decision-making process that will drive high quality instructional practices focused on outcomes for ALL students.

21. Strategic Decision-Making…  Utilizing a systematic, purposeful process to make evidence-based decisions that focus on student achievement and take into account the full context of the school setting:  Curriculum  Environment  Instruction  Student(s)

22. Decision Making vs. Problem Solving Problem Solving Past Decision Making Future Present C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook ProactiveReactivePreventative

23. A Paradigm Shift

24. Data to Verify From To Perception of an Issue Action What Makes it Strategic? Data Driven Action Action Based on SWIS Perception of an Issue

25. (Horner, 1998) Strategic Decision-Making Data-Driven Decisions on Practice Monitoring & Ensuring Student Progress for All Students In-Depth Analysis Interventions & Monitoring Intensive Interventions & Monitoring School-Improvement Process Universal Practices Specialized Strategies All Students in School Ensuring Implementation Integrity

26. Let’s Dialogue…  As you reflect on what you have heard thus far, how does your current decision- making practice take into account the full context of the school setting?  Curriculum  Environment  Instruction  Student

27. Decision-Making Process  What is happening?  What do we want to happen?  What can we do?  What will work best?  What will we do?  How are we doing?  What changes occurred?

28. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

29. Example 1. Clarify values 2. Envision desired state 3. Anticipate challenges 4. Identify and test various approaches 5. Decide outcome criteria, timeline and monitoring process 6. Implement and monitor the plan 7. Evaluate the plan Adapted from Garmston and Wellman

30. Example  Problem identification  Defining the concern  Baseline data-Current level of performance  Problem validation-Is this a real problem or a perception of a problem?  Problem analysis-Why is the problem occurring?  Plan implementation  Goal setting  Selection of strategy and writing the plan  Determine benchmarks of accomplishment  Program evaluation  Monitoring the implementation integrity of the plan  Monitoring and evaluating student progress  Decision-making of next steps Adapted from Heartland Area Education Agency

31. Example  Problem identification and analysis  Goal setting  Intervention planning  Intervention implementation  Resolution/termination Rosenfield & Gravois

32. Example 1. Identify the issues of concern (These are symptoms) 2. Prioritize the symptoms (What you would like to change?) 3. Gather information about the problem situation 4. Identify the real problem 5. Record baseline data 6. Set objectives for problem solving 7. Develop an intervention plan to meet the objectives 8. Monitor the implementation of the plan with observations and data recording. Modify the plan as necessary. 9. Evaluate the effectiveness of the intervention by comparing baseline and outcome data. S. Gerber, SCSU

33. Example  Develop an awareness of change and/or a need for change  Establish new and/or redefine exiting goals  Identify and define problems and change contexts  Select and analyze a priority problem and its change context  Derive performance requirements for problem resolution  Select and/or generate alternative solution methods and strategies  Test and verify feasibility and practically of solution methods and strategies  Select and implement priority solution method and strategy  Evaluate performance effectiveness of solution method and strategy T. Sergiovanni & F. Carver

34. Making a Selection  Which decision-making process do you currently use or would like to use?  Select one in order to do the following work.

35. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

36. Identify the Focus Area or Concern What is happening?  Frame a question regarding focus area or concern in terms of the impact on student learning  Examine the context of the focus or concern by collecting and analyzing data  Develop a hypothesis to define a central focus  Identify the necessary key conditions for accelerated learning

37. Frame a Question  Frame a question regarding focus area or concern in terms of the impact on student learning  Provides a means of inquiry  Aligns our thinking to student learning

38. Framing a Question  What do we want to change? Why do we see a need to change?  What are the student outcomes that are/will be impacted by this?  What do we know about the focus area or concern?  What is the question about the student learning that needs to be answered?

39. Examine the Context  Examine the context of the focus or concern by collecting and analyzing data  Determine when, where, how long, with whom, and under what conditions  Develop a rationale for the occurrence using data  Use evidence to explain what we see

40. The Context Context of learning What we teach Outcomes of Learning How we teach S tudent I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

41. What Evidence Do We Use? Decision Test Diagnostic tests Classroom Tests Norms Review Student records School Handbook Observation Setting analysis Anecdotal Systematic Interview Student Parent Teacher Analyzing & Examining Student Work Work samples

42. Develop a Hypothesis  Develop a hypothesis to define a central focus  Examines the relationship among the context variables  Determines why this is or develops a perceived function for a problem

43. Symptoms vs. Causes Symptoms  Observable  Details  A list of separate concerns Causes   Inferred from behaviors   Underlying reason/function   Determined by grouping and analyzing objective, observable evidence

44. Is it Really a Problem?  Perceptions are made from inferences based on our prior experiences, not evidence. Perceptions can be misleading.  Problems need to be defined with objective, specific, and concrete evidence.  Problems need to be defined in context.  e.g., compared to peers, age-appropriate  e.g., how we influence, escalate, or create the problem

45. CAUTION!  Problem “admiration” tends to be the focus rather than strategic decision-making.  If it is only about the “kid”, then we miss a larger understanding of the learning process.  Curriculum  Environment  Instruction  Student

46. Making a Statement About the Focus Area or Concern When {condition or trigger} occurs {the student} does {focus area or concern} in order to {perceived function}. When provided a reading passage at frustration level, David yells out and throws his books, in order to avoid reading. Paul Lowery, Initial Line of Inquiry

47. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on identifying a focus area or concern?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

48. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

49. Determine the Desired Outcome What do we want to happen?  Define the desired level of performance in terms of student learning  Establish baseline of current level of performance  Determine the specific gap between current and desired performance  Set a target for expected outcome and timeframe for accomplishment  Write the desired outcome in measurable terms

50. Define the Desired Performance  Define the desired level of performance in terms of student learning  Dialogue about the ideal performance  Discuss what we want for all students  Determine the relationship between the desired outcome and the conditions we need to put into place

51. Content Standards vs. Performance Standards Content standards  What gets taught, the subject matter, the skills and knowledge, and the applications  Set the broad curriculum goals Performance standards   Set the levels of mastery that must be met in various subject matter   Translate content into specific knowledge and skills that are expected to be demonstrated   Defined at specific grade levels or benchmark years

52. One Slice of Curriculum Pie KU-CRL What is the essential content that all people need to know? What content should most people know? What content could some people know?

53. Establish Baseline  Establish baseline of current level of performance  Determine a starting point before anything is implemented  Determine what the student is currently able to do and know

54. Baseline Data  Baseline data needs to align with the focus area or concern.  Clearly define the focus  Observable (can be seen)  Measurable (can be counted)  Specific (clear terms, no room for a judgment call)  A general rule of thumb is 3.

55. Determine the Gap  Determine the specific gap between current and desired performance  Determine what needs to specifically change  Establish what the student needs to learn  Establish what conditions are needed to accelerate the learning

56.  Accommodations & Modifications Demands/ Skills Years in School  Skills & Strategies The Achievement Gaps

57. Set a Target  Set a target for expected outcome and timeframe for accomplishment  Determine the grade level performance standard  Determine the rate of learning for most students in this area  Use the gap analysis to determine a reasonable target and a specific timeframe for this target to be achieved

58. Writing a Desired Outcome  Clearly define the outcome  Observable (can be seen)  Measurable (can be counted)  Specific (clear terms, no room for a judgment call)  May require smaller objectives to meet the outcome  When {condition} occurs, {the student} will {desired outcome}.

59. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on determining the desired outcome?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

60. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

61. Generate Alternative Strategies What can we do?  Generate all possible strategies  Determine which strategies are different from strategies used in the past or currently being used

62. Generate All Possibilities  Generate all possible strategies  Use analysis of focus area or concern  Align with the desired outcome  Create open perspective to examine all possibilities

63. Generating Alternative Strategies  Brainstorming  Works well to develop creative and innovative ideas  Tends to focus on ideas that already exist  Becomes a “brain dump”   Generating alternative strategies  Focuses on strategies that are different from what is currently being used  Requires new expertise  Structures the process on strategically developed ideas

64. Determine Different Strategies  Determine which strategies are different from strategies used in the past or currently being used  Focus on what needs to change

65. What is Change?  Incremental Change  Limited in scope  Often reversible  Aim to improve the efficiency and effectiveness of an existing structure  Basic structure is sound, but in need of improvement   Deep Change  Requires new ways of thinking and behaving  Irreversible  Aim to transform and permanently alter the structure  Basic structure is “flawed” in need of a complete “overhaul” Quinn, R. E. (1996) & Cuban, L. (1996).

66. What Can We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

67. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on generating alternative strategies?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

68. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

69. Examine Strategies for Feasibility What will work best?  Analyze possible outcomes for each strategy and select specific strategies  Test and verify the impact, feasibility, and practically of selected strategies  Select the strategy or strategies with the highest impact and feasibility

70. Analyze Possible Outcomes  Analyze possible outcomes for each strategy and select specific strategies  Dialogue about possible outcomes for each generated strategy  Determine which strategies have the greatest potential for impact on student learning

71. Examining Impact High Impact on Learning High Access to General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence

72. Test and Verify  Test and verify the impact, feasibility, and practically of selected strategies  Determine which strategies have research to support their success  Determine which strategies can easily be implemented with quality  Determine which strategies can be incorporated into the classroom routine and instruction

73. Identifying Key Conditions  What has the greatest impact on the concern?  What has the greatest chance of successful change?  High impact on student outcomes  Rate  Progress  Circle of Influence

74. Covey, S.R. (1989). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Fireside Issues  Proactive people focus their efforts and energy in the Circle of Influence.  They work on things they can control.  The nature of their energy is positive, causing the Circle of Influence to grow.

75. What is the Feasibility of Each Strategy?  High-Low Impact =Level of change from baseline to outcome  Good-Poor Attitude =Implementer's perception of success  High-Low Skill =Implementer’s ability to perform the strategy  High-Low Cost =Time, Resources, Money

76. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources Examining the Implementor(s) What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

77. Most Like Peers Enriches Other’s Learning Easy to Put in the Routine Least Like Peers Deters Other’s Learning Difficult to Put in the Routine Examining the Integration with Universal Practice What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

78. Select Strategies  Select the strategy or strategies with the highest impact and feasibility  Determine which strategy or strategies to use  Based on analysis of impact and feasibility  Based on a comprehensive approach

79. Three Components to Consider… Prevent  Environment  Instruction & Curriculum  Social/ Interpersonal Teach  Strategies  Skills Respond  Reinforcement  Cueing & Feedback  Management Adapted from Ayers

80. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on examining strategies for feasibility?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

81. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

82. Develop a Plan of Action What will we do?  Determine what the student(s) need(s) to learn  Determine what conditions will create accelerated learning  Develop a monitoring system that aligns with the baseline data and a criteria for measuring the success  Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

83. Determine What Needs to be Learned  Determine what the student(s) will learn  Determine what strategies does the student(s) need to learn  Determine what skills does the student(s) need to learn

84. Teach What does the student need to learn?  Strategies  Problem-solving  Study skills  Coping  Compensation  Self-Monitoring

85. Teach What does the student need to learn?  Skills  Pre-requisite/foundational  Concepts  Facts  Application  Principles  Categorization/Connections  Relationships/Social Skills

86. Determine Conditions for Learning  Determine what conditions will create accelerated learning  Determine what can be done AS IS  Determine what changes need to be made

87. Prevent How can the concern be prevented?  Changes in environment  Space  Transitions  Clear expectations

88. Prevent How can the concern be prevented?  Changes in instruction & curriculum  Essential Content  Instructional level  Student interest/choice  Grouping  Accommodations

89. Prevent How can the concern be prevented?  Changes in social/interpersonal connections  Use of peers  Adult-student relationship  Providing attention

90. Respond How will we respond to student actions?  Changes in reinforcement  To increase the likelihood of it occurring again  To move from short term to long term memory (practice)  To create automaticity

91. Respond How will we respond to student actions?  Changes in cueing & feedback  To provide prompts for recall  To provide guided practice  To provide specific information on what is done well and what needs to change

92. Respond How will we respond to student actions?  Changes in management  To decrease the likelihood of it occurring again  To redirect an incorrect or inappropriate action  To address safety and disruptions to learning

93. Develop a Monitoring System  Develop a monitoring system that aligns with the baseline data and a criteria for measuring the success

94. How Will We Monitor?  Determine who will monitor the progress  Determine the assessment process to use and connect it to the baseline  Predetermine intervals for monitoring  Determine a timeline for evaluation

95. Monitoring vs. Evaluating Monitoring  On-going and frequent  Part of the implementation process  Provide information for adjustments in plan Evaluating   A specific point in time   A review of the implementation process   Provide information for decisions on next steps

96. Develop a Plan of Action  Align each selected strategy with a primary implementer, location, frequency and duration of implementation, and a description of how it will be done

97. Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Projected Line of Growth

98. Writing an Action Plan  Effective action plans are clear and concise.  What will be done?  When will it be done?  (Frequency and Duration)  Where will it be done?  Who will do it?  How will it be done?

99. Action Plan Progress Timeline How Will it be done WhenWho will do it What will be done Student:Grade: Desired Outcome: Baseline Assessment:

100. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on developing a plan of action?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

101. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

102. Implement and Monitor Student Progress and the Plan How are we doing?  Monitor the implementation of the plan and provide the supports needed  Monitor the level and rate of progress of student learning

103. Monitor the Plan  Monitor the implementation of the plan and provide the supports needed  Determine what was actually implemented  Determine contributing factors as to the quality of implementation

104. Words & Numbers, 2000

105. Impacts on Examining the Problem-Solving Process  “These data suggested that the teams did not use a problem-solving model... This limited their effectiveness because they neither collected the relevant data nor defined problems before working on interventions. The {teams} also frequently discussed the same children repeatedly without planning interventions and seldom evaluated the outcomes of their efforts.” S. Truscott, et. al. (2000) The acceptability of organizational consultation with prereferral intervention teams. School Psychology Quarterly.

106. Monitor the Progress  Monitor the level and rate of progress of student learning  Monitor on a frequent basis (daily or weekly)  Student progress  Implementation Integrity  Check for rate of progress as it relates to the target goal line

107. Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Projected Line of Growth

108. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on implementing and monitoring the plan?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

109. Indicators of a Quality Decision-Making Process  Identify the focus area or concern  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action  Implement & monitor student progress & the plan  Evaluate student progress & the plan

110. Evaluate the Student Progress and Plan What changes occurred?  Evaluate and analyze the overall progress by comparing the baseline data to the outcome data  Examine the degree of implementation integrity of the plan  Determine what changes occurred  Use a decision guide to make adjustments and/or revisions to the plan

111. Evaluate the Overall Progress  Evaluate and analyze the overall progress by comparing the baseline data to the outcome data  Determine the amount of growth  Determine the rate of growth

112. Evaluate the Implementation Integrity  Did we do what we said we would do?  Examine what was done through reflective practice  Quality  Frequency  Addressing focus area  Examine reasons for non-completion or non-compliance

113. Reasons for Non-completion or Non-compliance  Focus area was either not clearly defined or directly addressed  Plan was too narrow or too broad  Plan did not address changes in action  Plan was not analyzed for impact or feasibility  Implementers did not have the right skills or resources

114. Determine Changes  Determine what changes occurred  Determine which factors actually changed  Determine if they are incremental or deep change  Determine the relationship between the outcome and these changes

115. What Did We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

116. Decide Next Steps  Use a decision guide to make adjustments and/or revisions to the plan  Determine the next set of actions  Determine how the plan can be further enhanced  Determine what was learned from the experience

117. Decision-Making Process

119. Let’s Refine Your Process  Given the various aspects of our discussion, which step or steps focus on evaluating the student progress and plan?  What revisions if any would you make? Why?  Create your step or steps on your worksheet.

120. So Let’s Take a Look  Examine your work today  What new learning do you have?  How does this compare to what you currently do?  What will you change?

121. Next Technical Assistance Visit  Examine the continuum of collegial support and family partnerships within your school and district  What currently exists  What needs to change Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support

122. (Horner, 1998) Collegial Support Collegial Support Reflective Practice Collective Responsibility Shared Leadership Parity Co-teaching Mentoring/Modeling Specialized Support “Expert” Advice Specialized Assistance Peer-Coaching Collaboration Collaborative Consultant All Students in School Effective Communication Skills Collegial Climate

123. (Horner, 1998) Family Partnerships Volunteer Programs Collective Responsibility Shared Decision-Making Parent to Parent Partnerships Parent to Parent Support Specialized Support Specialized Assistance Community Partnerships Partnerships Specific Assistance All Students in School Communication & Information Sharing

124. Your Homework 1. Revise the wording and flow of the process you developed today  Bring in key stakeholders to help you make the revisions  Share and seek input from the entire school and/or selected district level representation

125. Your Homework 2. Select a “case” to use for the next session  Single student e.g., a gifted student  A specific group of students e.g., ELL  A classroom or grade level e.g., improving math instruction  A whole school e.g., lunchroom behavior  A whole district e.g., increasing time with non- disabled peers or a new science curriculum

126. Bring with You Next Time  Curriculum guides and example lesson plans related to the focus area  General observations and anecdotal records  Student work samples and curriculum- based assessments  General background information  Any strategies or plans already been tried