Describe: Today (Jan. 6, 2016) I met with the ESOL teacher (Rene) who has been tasked with the math intervention for first grade. We discussed successes and challenges with the schedule and the content we’ve been using, and spent a little time discussing the difficulties a specific student has. We concluded with the understanding that I would reassess the students so we could move forward in terms of instruction, and modify my schedule so I could be present to offer coaching support one out of the four days a week.
Reflect: This exercise is way more involved than it seems on paper. A large part of the problem I’m running into is a lack of materials that are appropriate for the intervention. The Assessing Math Concepts (AMC) assessments are a great starting place, but unfortunately we do not have the appropriate follow up materials. (The materials I proposed using in my SIP are more for small group instruction. They’re not inappropriate, per se, they’re just not as targeted as I would like them to be.)
Connect: I find I’m following Dr. Balzano’s advice about the structure, and how I’m supporting the interventionist. Going forward it will be more of a coaching relationship. There is no scripted program that will serve these students. They need intervention that targets their specific needs and misconceptions. As such Rene and I will need to work together closely to make sure they are receiving targeted support that aligns with the math curriculum. Rene is Reading Recovery trained, and she put it best when she said what we need is Reading Recovery for math!
Today I felt there were connections with 2.1: Collaborate with other to accomplish school goals and 2.3: Work collaboratively with school staff to improve teaching and learning. I really have to remember that this teacher is wonderful, resourceful, and really on board with the intervention, but she does NOT see herself as a math teacher. Keeping the focus on issues of equity for these students should help to maintain her motivation, and I need to keep in mind that not everyone is as motivated by math instruction as a math coach.
revised schedule for intervention
The artifact is a framework for working with students which will be adapted after the most recent assessments and be used to monitor student progress.