00:00:00:00	00:00:01:18	cc
00:00:01:18	00:00:02:23	>> Narrator: Empowered by
00:00:02:23	00:00:04:29	a multi-level system of support,
00:00:04:29	00:00:06:02	and guided by culturally
00:00:06:02	00:00:08:23	responsible practices,
00:00:08:23	00:00:10:13	Wisconsin's vision for RtI
00:00:10:13	00:00:11:17	integrates three essential
00:00:11:17	00:00:14:02	elements:
00:00:14:02	00:00:16:21	High quality instruction,
00:00:16:21	00:00:18:21	Balanced Assessment,
00:00:18:21	00:00:21:15	and Collaboration.
00:00:21:15	00:00:22:27	This RtI story focuses
00:00:22:27	00:00:24:12	on collaboration
00:00:24:12	00:00:25:21	as it's implemented
00:00:25:21	00:00:26:23	in the School District
00:00:26:23	00:00:28:26	of Beloit.
00:00:31:15	00:00:32:22	Beloit uses collaborative
00:00:32:22	00:00:34:11	protocols to identify and
00:00:34:11	00:00:36:04	provide supports to students,
00:00:36:04	00:00:37:29	to increase their academic
00:00:37:29	00:00:39:13	and behavioral success
00:00:39:13	00:00:40:21	through data-based
00:00:40:21	00:00:42:07	decision making.
00:00:42:07	00:00:43:27	>> Using RtI as a framework
00:00:43:27	00:00:45:12	for moving our mission, vision
00:00:45:12	00:00:47:08	and goals forward, it really
00:00:47:08	00:00:48:10	has been most successful
00:00:48:10	00:00:50:02	because of collaboration,
00:00:50:02	00:00:51:16	and working together in
00:00:51:16	00:00:53:01	different types of professional
00:00:53:01	00:00:54:14	learning communities.
00:00:54:14	00:00:55:17	>> It'll be really interesting
00:00:55:17	00:00:56:27	to see...
00:00:56:27	00:00:58:19	>> Principals create time
00:00:58:19	00:01:00:17	for entire grade levels
00:01:00:17	00:01:03:09	during their common prep time,
00:01:03:09	00:01:04:09	or before school,
00:01:04:09	00:01:05:13	or after school, to
00:01:05:13	00:01:06:19	come together at the grade level
00:01:06:19	00:01:08:08	and discuss student data
00:01:08:08	00:01:09:22	and student needs
00:01:09:22	00:01:12:00	on a weekly to a monthly basis.
00:01:12:00	00:01:13:01	>> Narrator: One of these
00:01:13:01	00:01:14:03	Professional Learning
00:01:14:03	00:01:15:15	Communities, or PLCs,
00:01:15:15	00:01:16:27	is the grade group, where
00:01:16:27	00:01:18:11	teachers of the same grade can
00:01:18:11	00:01:20:25	collaborate on student learning.
00:01:20:25	00:01:21:29	In this meeting,
00:01:21:29	00:01:23:08	two fourth grade teachers,
00:01:23:08	00:01:24:07	one veteran
00:01:24:07	00:01:25:21	and one new to the classroom,
00:01:25:21	00:01:28:01	are working on math strategies.
00:01:28:01	00:01:29:13	>> The reason that we're
00:01:29:13	00:01:30:23	focusing on math in our grade
00:01:30:23	00:01:32:21	group meetings would be
00:01:32:21	00:01:35:09	because we have seen
00:01:35:09	00:01:38:08	a slight depression in scores
00:01:38:08	00:01:40:09	of our state testing scores.
00:01:40:09	00:01:41:17	It's definitely an area that
00:01:41:17	00:01:44:03	we need higher achievement in.
00:01:44:03	00:01:45:09	I had worked in an isolated
00:01:45:09	00:01:46:26	situation where it was just me
00:01:46:26	00:01:49:07	as a fourth grade teacher,
00:01:49:07	00:01:51:19	and I tried my best, but I know
00:01:51:19	00:01:53:01	if I would've had someone
00:01:53:01	00:01:54:12	to work with and
00:01:54:12	00:01:55:19	someone to share duties with
00:01:55:19	00:01:56:20	and to get ideas from,
00:01:56:20	00:01:58:04	that I would've done much better
00:01:58:04	00:02:00:02	as a professional.
00:02:00:02	00:02:01:05	This collaboration time
00:02:01:05	00:02:03:07	has given us the opportunity
00:02:03:07	00:02:04:26	to come up with activities
00:02:04:26	00:02:06:10	to extend the students
00:02:06:10	00:02:08:21	that are already understanding,
00:02:08:21	00:02:10:21	and to really come up with what
00:02:10:21	00:02:12:05	can we do for these kids that
00:02:12:05	00:02:14:10	just are not understanding it.
00:02:14:10	00:02:15:21	...even she got this part right,
00:02:15:21	00:02:17:15	which is really difficult
00:02:17:15	00:02:19:03	for the kids...
00:02:19:03	00:02:20:04	>> As a first-year teacher,
00:02:20:04	00:02:21:13	grade groups have been very
00:02:21:13	00:02:22:20	important to me, because
00:02:22:20	00:02:24:07	it helps me to be able
00:02:24:07	00:02:25:15	to collaborate with someone,
00:02:25:15	00:02:26:26	to see what's worked
00:02:26:26	00:02:28:03	in the past, and then be able
00:02:28:03	00:02:29:05	to bring some of the ideas
00:02:29:05	00:02:30:11	that I just learned,
00:02:30:11	00:02:31:11	and kind of put them together.
00:02:31:11	00:02:32:22	...and then we go from there
00:02:32:22	00:02:33:23	and see who is at the top,
00:02:33:23	00:02:34:23	and who is at the bottom,
00:02:34:23	00:02:35:25	and who needs the work
00:02:35:25	00:02:36:29	in between...
00:02:36:29	00:02:38:28	>> We talk about an ebb and flow
00:02:38:28	00:02:40:20	of information and people
00:02:40:20	00:02:42:15	working together.
00:02:42:15	00:02:44:03	So, everything from small group
00:02:44:03	00:02:46:18	work at a building site,
00:02:46:18	00:02:48:24	to then maybe a school team, and
00:02:48:24	00:02:50:18	then to the district level team.
00:02:50:18	00:02:51:26	>> What is it that we want
00:02:51:26	00:02:52:26	our students to be learning
00:02:52:26	00:02:54:03	right now?
00:02:54:03	00:02:55:06	>> Narrator: This district-wide
00:02:55:06	00:02:56:24	PLC brings all of Beloit's
00:02:56:24	00:02:59:07	fourth grade teachers together
00:02:59:07	00:03:01:02	to analyze data to improve
00:03:01:02	00:03:02:29	their classroom practices and
00:03:02:29	00:03:04:09	to drive the school improvement
00:03:04:09	00:03:05:22	process.
00:03:05:22	00:03:06:26	>> How else will you know that
00:03:06:26	00:03:08:27	the students know the material?
00:03:08:27	00:03:11:00	And, how you're going to respond
00:03:11:00	00:03:12:24	if they don't know it, what are
00:03:12:24	00:03:14:13	you going to do about it?
00:03:14:13	00:03:16:04	You can come up with ideas
00:03:16:04	00:03:17:17	to help each other.
00:03:17:17	00:03:19:03	>> I have them make flash cards
00:03:19:03	00:03:20:26	with the fraction,
00:03:20:26	00:03:21:28	the picture on one side,
00:03:21:28	00:03:23:05	the fraction other.
00:03:23:05	00:03:24:10	Then, they can use this to play
00:03:24:10	00:03:26:01	like the war game.
00:03:26:01	00:03:28:00	Who has the biggest fraction?
00:03:28:00	00:03:29:14	>> Dad always divides.
00:03:29:14	00:03:31:00	Mom always multiplies...
00:03:31:00	00:03:32:13	>> Collaboration is something
00:03:32:13	00:03:34:05	that really has to be
00:03:34:05	00:03:35:29	systematized to make it work.
00:03:35:29	00:03:37:24	It has to be a priority.
00:03:37:24	00:03:40:25	It has to have that sacred time.
00:03:40:25	00:03:42:04	And you have to give people
00:03:42:04	00:03:43:17	the opportunity and a process to
00:03:43:17	00:03:45:16	make that collaboration happen.
00:03:45:16	00:03:46:26	>> Narrator: At McGlenegan
00:03:46:26	00:03:48:05	Elementary, the school principal
00:03:48:05	00:03:49:27	and an outside consultant
00:03:49:27	00:03:51:13	joined with several teachers
00:03:51:13	00:03:53:05	in a Lesson Study Group,
00:03:53:05	00:03:54:29	to both analyze and refine
00:03:54:29	00:03:56:24	a second grade math lesson.
00:03:56:24	00:03:58:07	>> Okay, we are in the middle
00:03:58:07	00:04:00:11	of our lesson study process.
00:04:00:11	00:04:02:00	>> Lesson Study is a form
00:04:02:00	00:04:04:21	of professional development.
00:04:04:21	00:04:06:02	In Lesson Study, a group
00:04:06:02	00:04:08:20	of teachers work together.
00:04:08:20	00:04:09:27	They collaborate
00:04:09:27	00:04:11:16	to plan a lesson...
00:04:11:16	00:04:12:27	>> How many bundles of ten
00:04:12:27	00:04:14:00	would I need?
00:04:14:00	00:04:15:09	>> ...teached a lesson
00:04:15:09	00:04:16:23	and observed a lesson,
00:04:16:23	00:04:18:28	and then they meet afterwards
00:04:18:28	00:04:21:12	to analyze and revise
00:04:21:12	00:04:23:21	the lesson.
00:04:23:21	00:04:25:00	Most of the time, they go back
00:04:25:00	00:04:26:25	and reteach the lesson.
00:04:26:25	00:04:29:00	Lesson Study originated
00:04:29:00	00:04:31:05	in Japan, and it has been
00:04:31:05	00:04:33:02	brought to the United States.
00:04:33:02	00:04:34:09	The main goal of the Lesson
00:04:34:09	00:04:37:02	Study team is to collaborate,
00:04:37:02	00:04:38:15	for teachers to collaborate
00:04:38:15	00:04:40:04	to plan a lesson.
00:04:40:04	00:04:42:17	So, the emphasis of a lesson
00:04:42:17	00:04:43:26	that's planned by a Lesson Study
00:04:43:26	00:04:45:13	team is not on evaluating
00:04:45:13	00:04:47:01	the teacher.
00:04:47:01	00:04:49:04	>> How many dimes...?
00:04:49:04	00:04:51:01	>> But planning a lesson
00:04:51:01	00:04:52:29	so that they can understand
00:04:52:29	00:04:54:19	what the students are thinking
00:04:54:19	00:04:55:28	and how the students
00:04:55:28	00:04:57:15	are responding to the lesson.
00:04:57:15	00:04:58:24	>> Can you count it...?
00:04:58:24	00:05:00:04	I've been able to take
00:05:00:04	00:05:01:07	a step back and look at what
00:05:01:07	00:05:03:02	I'm doing in a different way.
00:05:03:02	00:05:04:26	I am noticing things that
00:05:04:26	00:05:06:23	I didn't realize I was doing.
00:05:06:23	00:05:08:18	Okay, so count this one...
00:05:08:18	00:05:09:27	>> We worked together
00:05:09:27	00:05:11:28	to develop a lesson
00:05:11:28	00:05:13:11	that would fit into a unit
00:05:13:11	00:05:15:02	to meet the needs of students,
00:05:15:02	00:05:17:13	to be able to say, "I can find
00:05:17:13	00:05:19:10	and discover a pattern."
00:05:19:10	00:05:20:24	>> This is what's called
00:05:20:24	00:05:22:25	a math "I can" statement.
00:05:22:25	00:05:24:13	Why don't you read that with me?
00:05:24:13	00:05:26:12	>> I can find a pattern
00:05:26:12	00:05:29:22	to discover a rule.
00:05:29:22	00:05:30:27	>> So, I want you to keep that
00:05:30:27	00:05:32:01	in the back of your mind,
00:05:32:01	00:05:33:07	because that's what we're going
00:05:33:07	00:05:34:08	to be learning today.
00:05:34:08	00:05:35:16	>> I think the biggest challenge
00:05:35:16	00:05:36:23	is time.
00:05:36:23	00:05:38:28	It's taken us a lot of time
00:05:38:28	00:05:40:17	outside of our classroom
00:05:40:17	00:05:42:26	to do the collaboration
00:05:42:26	00:05:44:21	that we need to do.
00:05:44:21	00:05:45:29	This is a team
00:05:45:29	00:05:47:21	that we created here.
00:05:47:21	00:05:48:29	It's actually across
00:05:48:29	00:05:50:03	grade levels, first grade,
00:05:50:03	00:05:51:20	second grade, and third grade.
00:05:51:20	00:05:53:20	We videotaped both lessons
00:05:53:20	00:05:55:17	so we could compare them.
00:05:55:17	00:05:57:01	We focused on the kids,
00:05:57:01	00:05:58:27	because the whole purpose
00:05:58:27	00:06:00:10	of the Lesson Study
00:06:00:10	00:06:01:19	is what the children
00:06:01:19	00:06:02:26	are able to know and do
00:06:02:26	00:06:04:02	by the end of the lesson.
00:06:04:02	00:06:05:08	The biggest thing that I've
00:06:05:08	00:06:06:12	walked away from Lesson Study
00:06:06:12	00:06:07:14	is the smallest change
00:06:07:14	00:06:08:16	can make the biggest difference.
00:06:08:16	00:06:09:17	This afternoon, we'll think
00:06:09:17	00:06:10:28	about some more of those.
00:06:10:28	00:06:12:07	>> The teachers have an
00:06:12:07	00:06:13:09	opportunity to collaborate
00:06:13:09	00:06:15:00	about a lesson.
00:06:15:00	00:06:17:05	It's all about the learning
00:06:17:05	00:06:18:19	of the students.
00:06:18:19	00:06:20:02	(whispering): You're going
00:06:20:02	00:06:21:28	to find a rule somewhere...
00:06:21:28	00:06:23:15	So, it fits right in with our
00:06:23:15	00:06:25:23	RtI, in that we're looking for
00:06:25:23	00:06:27:03	the students, obviously,
00:06:27:03	00:06:28:18	who are learning
00:06:28:18	00:06:29:23	what we want them to learn.
00:06:29:23	00:06:31:11	Put the eight down...
00:06:31:11	00:06:32:26	And the students who are not.
00:06:32:26	00:06:34:02	What are we going to do
00:06:34:02	00:06:35:19	for the students who have not,
00:06:35:19	00:06:37:01	what do we need to do to expand
00:06:37:01	00:06:38:11	the learning for them?
00:06:38:11	00:06:40:16	We're really systemizing
00:06:40:16	00:06:43:14	our process of the RtI,
00:06:43:14	00:06:46:14	and through that, the PLCs,
00:06:46:14	00:06:48:08	using DuFour's model
00:06:48:08	00:06:50:09	of the four questions.
00:06:50:09	00:06:52:10	So through this Lesson Study,
00:06:52:10	00:06:53:25	it gets right at the core
00:06:53:25	00:06:55:21	of those four questions,
00:06:55:21	00:06:57:03	yet it gives the teachers
00:06:57:03	00:06:59:19	the opportunity to collaborate.
00:06:59:19	00:07:01:13	They get to observe each other.
00:07:01:13	00:07:02:26	They get to observe the results
00:07:02:26	00:07:04:21	of the lesson, and then they get
00:07:04:21	00:07:06:03	to review and revise it, too,
00:07:06:03	00:07:07:11	which is not often what we get
00:07:07:11	00:07:09:20	to do in education.
00:07:09:20	00:07:10:27	>> One of the most exciting
00:07:10:27	00:07:12:04	things that we have had come
00:07:12:04	00:07:13:27	from utilizing RtI
00:07:13:27	00:07:16:08	as a framework, is it provides
00:07:16:08	00:07:17:24	evidence to you.
00:07:17:24	00:07:19:14	There's data to substantiate
00:07:19:14	00:07:21:10	the work you're doing,
00:07:21:10	00:07:23:16	whether it's working or not.
00:07:23:16	00:07:25:02	At the building level, we talk
00:07:25:02	00:07:27:06	about RtI non-negotiables
00:07:27:06	00:07:28:13	in our district,
00:07:28:13	00:07:29:26	or definite requirements.
00:07:29:26	00:07:31:05	There's a time at every
00:07:31:05	00:07:32:20	building, at least a half a day
00:07:32:20	00:07:33:28	every week,
00:07:33:28	00:07:35:09	for student intervention teams
00:07:35:09	00:07:37:15	to meet and discuss data.
00:07:37:15	00:07:39:10	>> The principal has decided
00:07:39:10	00:07:41:20	to set a day aside
00:07:41:20	00:07:42:21	where all of the teachers
00:07:42:21	00:07:44:14	are coming in for a SIT meeting.
00:07:44:14	00:07:48:03	He has received a 99 percentile
00:07:48:03	00:07:50:11	in the reading on the MAPS test
00:07:50:11	00:07:51:28	in both winter and spring
00:07:51:28	00:07:53:10	of 2010.
00:07:53:10	00:07:54:14	I do notice
00:07:54:14	00:07:55:23	he's very, very quiet.
00:07:55:23	00:07:57:06	Do you see that, too?
00:07:57:06	00:07:58:06	>> Yes.
00:07:58:06	00:07:59:16	>> I talked to Evelyn, too,
00:07:59:16	00:08:00:18	and he's very, you know, he has
00:08:00:18	00:08:02:04	to be drawn out a little bit.
00:08:02:04	00:08:03:07	So that's one of the things
00:08:03:07	00:08:04:14	I'd like to work on with him.
00:08:04:14	00:08:08:16	Open your books to page 184...
00:08:08:16	00:08:10:07	I'm very excited about RtI
00:08:10:07	00:08:11:15	and the SIT process, because
00:08:11:15	00:08:13:05	not only are they looking at
00:08:13:05	00:08:14:11	the needs of our lower ability
00:08:14:11	00:08:15:25	kids...
00:08:15:25	00:08:17:14	>> After a while crocodile...
00:08:17:14	00:08:18:24	>> ...but it's built into
00:08:18:24	00:08:20:02	the model that they also need
00:08:20:02	00:08:21:06	to address the needs
00:08:21:06	00:08:22:18	of our higher ability kids.
00:08:22:18	00:08:24:09	>> You've got to do hard stuff.
00:08:24:09	00:08:25:16	And if you get it right,
00:08:25:16	00:08:26:20	you feel like
00:08:26:20	00:08:28:12	you're a really smart student.
00:08:28:12	00:08:29:18	>> Some of the questions
00:08:29:18	00:08:30:21	they ask are,
00:08:30:21	00:08:31:26	what needs to be taught;
00:08:31:26	00:08:32:25	how are you going to teach it;
00:08:32:25	00:08:33:25	how are you going to make sure
00:08:33:25	00:08:34:26	they know it;
00:08:34:26	00:08:35:23	and what are you going to do
00:08:35:23	00:08:36:27	if they already know it?
00:08:36:27	00:08:38:01	I come in and say, well,
00:08:38:01	00:08:39:02	I can help you with that.
00:08:39:02	00:08:40:04	We're going to do some
00:08:40:04	00:08:41:03	brainstorming.
00:08:41:03	00:08:42:08	So, we want to make sure we're
00:08:42:08	00:08:43:17	deepening his understanding.
00:08:43:17	00:08:45:05	>> I can find some information
00:08:45:05	00:08:47:06	and give that to you,
00:08:47:06	00:08:48:18	depending on if it's a fiction
00:08:48:18	00:08:49:28	or non-fiction test,
00:08:49:28	00:08:51:01	and things like that.
00:08:51:01	00:08:52:12	This year, Beloit has a reading
00:08:52:12	00:08:54:26	specialist in every elementary
00:08:54:26	00:08:56:23	and middle and high school.
00:08:56:23	00:08:58:16	Our role is to provide Tier 3
00:08:58:16	00:09:00:26	interventions for students,
00:09:00:26	00:09:02:23	whether it be level literacy
00:09:02:23	00:09:04:07	intervention
00:09:04:07	00:09:06:13	or some other program.
00:09:06:13	00:09:07:14	The SIT process
00:09:07:14	00:09:08:18	has really streamlined
00:09:08:18	00:09:11:08	how we talk about students.
00:09:11:08	00:09:12:12	We come with information
00:09:12:12	00:09:13:13	prepared.
00:09:13:13	00:09:14:29	We can meet the individual
00:09:14:29	00:09:16:01	needs, kind of have
00:09:16:01	00:09:17:07	a brainstorming session,
00:09:17:07	00:09:18:12	if you will, where the teacher
00:09:18:12	00:09:19:14	shares what they've been doing
00:09:19:14	00:09:20:18	in the classroom,
00:09:20:18	00:09:21:21	what has been working,
00:09:21:21	00:09:23:00	what's maybe not working.
00:09:23:00	00:09:24:08	So in that sense, we're really
00:09:24:08	00:09:26:00	able to narrow in
00:09:26:00	00:09:27:04	on the specific needs
00:09:27:04	00:09:29:12	of individual students.
00:09:29:12	00:09:30:28	>> Narrator: Just as they can
00:09:30:28	00:09:32:13	help meet the needs of children
00:09:32:13	00:09:34:02	with gifts and talents,
00:09:34:02	00:09:35:20	SIT meetings can also address
00:09:35:20	00:09:36:26	issues that negatively affect
00:09:36:26	00:09:38:27	learning.
00:09:38:27	00:09:40:10	Devin's kindergarten teacher
00:09:40:10	00:09:41:20	is concerned that his behavior
00:09:41:20	00:09:42:27	is interfering
00:09:42:27	00:09:44:16	with his academic success.
00:09:44:16	00:09:45:23	>> I'm going to have you
00:09:45:23	00:09:47:02	sit down...
00:09:47:02	00:09:48:09	He really struggles
00:09:48:09	00:09:49:11	academically.
00:09:49:11	00:09:50:12	He got really,
00:09:50:12	00:09:51:27	really frustrated.
00:09:51:27	00:09:54:00	You can't give her a clue...!
00:09:54:00	00:09:55:06	In the middle of the morning,
00:09:55:06	00:09:56:15	things did not start
00:09:56:15	00:09:57:21	to go very well.
00:09:57:21	00:09:59:08	They started to slip
00:09:59:08	00:10:00:11	a little bit.
00:10:00:11	00:10:01:18	We tried to give him
00:10:01:18	00:10:02:28	lots of extra encouragement.
00:10:02:28	00:10:04:04	Then in the afternoon,
00:10:04:04	00:10:05:10	he had a really, really,
00:10:05:10	00:10:07:01	really hard time.
00:10:07:01	00:10:08:16	>> It used to be in the past,
00:10:08:16	00:10:09:21	that we would have to wait
00:10:09:21	00:10:10:28	for the student to be identified
00:10:10:28	00:10:12:08	first, before we could do
00:10:12:08	00:10:13:22	the interventions.
00:10:13:22	00:10:15:00	Now, we can test the
00:10:15:00	00:10:16:23	interventions in the classroom,
00:10:16:23	00:10:18:02	and see how successful
00:10:18:02	00:10:19:03	the student is
00:10:19:03	00:10:20:07	with those interventions
00:10:20:07	00:10:22:00	before we identify them.
00:10:22:00	00:10:23:18	>> If I could always say
00:10:23:18	00:10:25:22	that's going to happen,
00:10:25:22	00:10:28:09	it would be easier to do
00:10:28:09	00:10:30:13	some more programming for him.
00:10:30:13	00:10:31:22	>> I like the fact that I'm
00:10:31:22	00:10:34:04	able to speak as a professional
00:10:34:04	00:10:36:04	in my field of Special Ed to
00:10:36:04	00:10:38:23	teachers outside of Special Ed,
00:10:38:23	00:10:40:03	when I'm talking about
00:10:40:03	00:10:41:21	accommodations and
00:10:41:21	00:10:43:21	interventions, my expertise.
00:10:43:21	00:10:44:22	So, I feel more a part
00:10:44:22	00:10:45:23	of the school district
00:10:45:23	00:10:46:29	and the school.
00:10:46:29	00:10:48:07	>> I think SITs have
00:10:48:07	00:10:49:08	a tremendous impact
00:10:49:08	00:10:51:04	on the instruction.
00:10:51:04	00:10:53:16	Our staff is very small and
00:10:53:16	00:10:56:00	we're a single section school.
00:10:56:00	00:10:57:03	I think it's just
00:10:57:03	00:10:59:00	an invaluable tool for
00:10:59:00	00:11:02:18	our students to benefit from.
00:11:02:18	00:11:05:05	So, I attend every SIT meeting.
00:11:05:05	00:11:07:05	Nothing in my calendar
00:11:07:05	00:11:08:13	pulls me away
00:11:08:13	00:11:09:23	from Wednesday morning.
00:11:09:23	00:11:12:13	We've done building inservices
00:11:12:13	00:11:14:11	and meetings with the staff
00:11:14:11	00:11:15:18	to make sure that they are
00:11:15:18	00:11:17:08	on board, and really understand
00:11:17:08	00:11:18:21	exactly what it is
00:11:18:21	00:11:20:18	that we're doing with SIT.
00:11:20:18	00:11:22:04	>> He's making some progress
00:11:22:04	00:11:23:07	from the beginning of the year,
00:11:23:07	00:11:24:08	but he really struggles
00:11:24:08	00:11:25:17	academically.
00:11:25:17	00:11:27:17	>> And the classroom teachers
00:11:27:17	00:11:29:19	are provided a sub.
00:11:29:19	00:11:31:22	We bring in a floating sub.
00:11:31:22	00:11:33:15	Then that sub goes around
00:11:33:15	00:11:35:03	and covers the classrooms
00:11:35:03	00:11:36:07	of the teachers
00:11:36:07	00:11:37:10	that we need to meet with.
00:11:37:10	00:11:38:27	So, it really has driven home
00:11:38:27	00:11:40:29	that point of how data
00:11:40:29	00:11:42:14	drives instruction.
00:11:42:14	00:11:45:13	I think that the little boy that
00:11:45:13	00:11:47:06	we talked about earlier today,
00:11:47:06	00:11:49:08	a kindergartner, who came in
00:11:49:08	00:11:51:14	at the beginning of the year
00:11:51:14	00:11:53:26	incredibly needy,
00:11:53:26	00:11:55:27	and there were just a host
00:11:55:27	00:11:59:06	of home problems, and so forth.
00:11:59:06	00:12:01:20	>> We should also revisit the
00:12:01:20	00:12:03:18	data gathering in four weeks.
00:12:03:18	00:12:05:02	We're talking more of a second
00:12:05:02	00:12:07:11	tier of intervention, a Tier 2.
00:12:07:11	00:12:08:20	>> Because he does have
00:12:08:20	00:12:09:23	academic concerns, too.
00:12:09:23	00:12:11:07	We're talking emotional
00:12:11:07	00:12:13:00	and the academic concerns.
00:12:13:00	00:12:15:18	They're both there for him.
00:12:15:18	00:12:17:15	>> We're going to kind of
00:12:17:15	00:12:18:28	review what we found out since
00:12:18:28	00:12:20:16	our last meeting, it looks like
00:12:20:16	00:12:22:20	on the 8th of December.
00:12:22:20	00:12:23:26	>> Today, we looked at
00:12:23:26	00:12:25:01	his behavior data.
00:12:25:01	00:12:26:14	He is meeting his behavior
00:12:26:14	00:12:28:18	goal, almost at 100%.
00:12:28:18	00:12:30:29	So, he is, I think, probably one
00:12:30:29	00:12:32:26	of our greatest success stories
00:12:32:26	00:12:34:02	that everybody
00:12:34:02	00:12:36:00	is really excited about.
00:12:36:00	00:12:37:27	>> How did you do?
00:12:37:27	00:12:39:15	>> Good.
00:12:39:15	00:12:41:04	>> You did great.
00:12:41:04	00:12:42:23	You worked really hard all day.
00:12:42:23	00:12:44:04	He's really been doing
00:12:44:04	00:12:45:10	very well.
00:12:45:10	00:12:46:14	December was a good month
00:12:46:14	00:12:47:14	for him.
00:12:47:14	00:12:48:16	>> What a change!
00:12:48:16	00:12:49:23	What a nice change!
00:12:49:23	00:12:51:24	>> You should just be proud.
00:12:51:24	00:12:53:08	>> I am proud of him,
00:12:53:08	00:12:54:24	very proud of him.
00:12:54:24	00:12:55:29	>> This is not the same child
00:12:55:29	00:12:57:00	that we were talking about
00:12:57:00	00:12:58:19	two months ago.
00:12:58:19	00:12:59:29	He just isn't.
00:12:59:29	00:13:01:12	>> Our district administration
00:13:01:12	00:13:02:19	and principals as well,
00:13:02:19	00:13:03:29	have worked very hard
00:13:03:29	00:13:05:08	to go out and listen, and hear
00:13:05:08	00:13:08:00	what the needs of the staff are,
00:13:08:00	00:13:09:03	and what the needs
00:13:09:03	00:13:10:10	of the children are.
00:13:10:10	00:13:12:03	>> When I think
00:13:12:03	00:13:13:29	of all the stations,
00:13:13:29	00:13:17:07	that it's fun, creative.
00:13:17:07	00:13:18:22	You actually can learn
00:13:18:22	00:13:20:06	a lot of things.
00:13:20:06	00:13:21:12	>> Narrator: One unique example
00:13:21:12	00:13:22:19	of collaboration in the
00:13:22:19	00:13:23:26	School District of Beloit,
00:13:23:26	00:13:24:29	brought a high school
00:13:24:29	00:13:26:07	math teacher as an observer
00:13:26:07	00:13:28:17	into a third grade classroom.
00:13:28:17	00:13:30:18	With help from the district's
00:13:30:18	00:13:32:11	math coach, the concept
00:13:32:11	00:13:33:21	of stations was studied
00:13:33:21	00:13:34:28	as a valuable technique
00:13:34:28	00:13:36:29	for differentiation that
00:13:36:29	00:13:38:19	could also be used effectively
00:13:38:19	00:13:41:06	at much higher grade levels.
00:13:41:06	00:13:43:01	>> So, what's your impression
00:13:43:01	00:13:44:24	about what you saw?
00:13:44:24	00:13:46:05	>> It was really interesting.
00:13:46:05	00:13:48:26	I hadn't seen stations
00:13:48:26	00:13:50:22	like that, probably, since
00:13:50:22	00:13:53:01	I was in elementary school.
00:13:53:01	00:13:55:08	Coming from a high school class
00:13:55:08	00:13:56:18	where I have a lot of students
00:13:56:18	00:13:57:26	who are really struggling,
00:13:57:26	00:13:59:05	I got a lot more ideas
00:13:59:05	00:14:01:14	from this than I had expected.
00:14:01:14	00:14:02:17	>> It is important
00:14:02:17	00:14:03:20	that you follow rule number one.
00:14:03:20	00:14:05:21	>> When the teacher spent
00:14:05:21	00:14:07:16	a good amount of time before
00:14:07:16	00:14:09:14	the class started on rules,
00:14:09:14	00:14:11:23	and on the stations,
00:14:11:23	00:14:13:03	and on what to do,
00:14:13:03	00:14:14:17	that was really helpful
00:14:14:17	00:14:16:14	for the students.
00:14:16:14	00:14:17:24	I think it helped the class
00:14:17:24	00:14:19:02	to run much more smoothly.
00:14:19:02	00:14:20:14	Even if they're just
00:14:20:14	00:14:22:08	the slightest bit confused,
00:14:22:08	00:14:23:24	they won't get as far,
00:14:23:24	00:14:24:28	and they'll spend more time
00:14:24:28	00:14:26:15	figuring out what to do,
00:14:26:15	00:14:28:19	as opposed to how to do it.
00:14:28:19	00:14:29:27	I'm going to go through this
00:14:29:27	00:14:31:05	quickly and remind you
00:14:31:05	00:14:32:10	of the rules to follow,
00:14:32:10	00:14:34:06	and then have you get started.
00:14:34:06	00:14:35:06	First of all, I need everyone
00:14:35:06	00:14:36:23	working the entire time
00:14:36:23	00:14:37:26	until you're done
00:14:37:26	00:14:39:12	and have turned in your work.
00:14:39:12	00:14:40:19	>> Narrator: Back at Beloit High
00:14:40:19	00:14:42:02	School, Ariel arranged her
00:14:42:02	00:14:43:09	classroom so the students
00:14:43:09	00:14:44:23	could work in small groups,
00:14:44:23	00:14:46:07	patterned after the stations
00:14:46:07	00:14:47:16	in the third grade class
00:14:47:16	00:14:49:05	she had observed.
00:14:49:05	00:14:50:08	>> In this class,
00:14:50:08	00:14:51:16	we get to work together.
00:14:51:16	00:14:52:23	>> I like to work with people,
00:14:52:23	00:14:54:05	not just by myself.
00:14:54:05	00:14:55:10	>> I may get stuck
00:14:55:10	00:14:56:13	on some problems,
00:14:56:13	00:14:57:25	and they may help you.
00:14:57:25	00:14:58:26	>> See if they can
00:14:58:26	00:15:00:02	help you out with this, okay?
00:15:00:02	00:15:01:08	>> It makes it a lot easier.
00:15:01:08	00:15:02:11	She works things out
00:15:02:11	00:15:03:10	differently.
00:15:03:10	00:15:04:09	>> That's correct.
00:15:04:09	00:15:05:14	So try to finish.
00:15:05:14	00:15:06:20	Emily, graph how you got
00:15:06:20	00:15:08:06	the answer.
00:15:08:06	00:15:09:29	>> How comfortable are you
00:15:09:29	00:15:11:00	with continuing to do
00:15:11:00	00:15:12:15	something like this?
00:15:12:15	00:15:13:20	>> Well, after going to see
00:15:13:20	00:15:14:24	the elementary schools,
00:15:14:24	00:15:16:00	I'm a lot more comfortable.
00:15:16:00	00:15:17:04	I think seeing it put
00:15:17:04	00:15:18:26	into action makes a difference.
00:15:18:26	00:15:20:20	I'm gaining a lot of comfort.
00:15:20:20	00:15:22:06	I think as I continue
00:15:22:06	00:15:23:21	to implement it,
00:15:23:21	00:15:25:21	my comfort level will increase.
00:15:25:21	00:15:27:00	>> It is our job to go out and
00:15:27:00	00:15:28:19	follow up on how that's working,
00:15:28:19	00:15:30:21	and not necessarily to make sure
00:15:30:21	00:15:32:09	everybody's doing it the same.
00:15:32:09	00:15:33:29	That's absolutely not the case.
00:15:33:29	00:15:36:00	But just that the main goals
00:15:36:00	00:15:37:23	and the main idea
00:15:37:23	00:15:38:28	of children learning
00:15:38:28	00:15:40:28	is always first and foremost.
00:15:40:28	00:15:42:07	We have seen evidence
00:15:42:07	00:15:44:05	in more than one data source.
00:15:44:05	00:15:46:05	Our WKCE scores, our state
00:15:46:05	00:15:48:01	assessment, is improving
00:15:48:01	00:15:50:01	at not only grade levels,
00:15:50:01	00:15:51:24	but we are tracking cohorts
00:15:51:24	00:15:53:13	of children from year to year to
00:15:53:13	00:15:54:29	see that they're presented as--
00:15:54:29	00:15:56:11	proficient and advanced students
00:15:56:11	00:15:57:25	are increasing as we go through
00:15:57:25	00:15:59:09	the years.
00:15:59:09	00:16:01:05	Then we also utilize
00:16:01:05	00:16:03:22	the NWEA MAP data.
00:16:03:22	00:16:06:00	It was very exciting this year
00:16:06:00	00:16:07:25	to take some time to look at
00:16:07:25	00:16:10:20	the norms that NWEA has set
00:16:10:20	00:16:12:14	for different children,
00:16:12:14	00:16:13:18	different grade levels
00:16:13:18	00:16:14:28	at different points in the year,
00:16:14:28	00:16:16:04	and to see where our children
00:16:16:04	00:16:17:18	were at, and see how rapidly
00:16:17:18	00:16:19:29	that their learning is growing.
00:16:19:29	00:16:21:16	The Response to Intervention,
00:16:21:16	00:16:23:11	plus professional learning
00:16:23:11	00:16:25:21	communities equals success.