INSTRUCTIONAL SUPPORT TEAM

1. INSTRUCTIONAL SUPPORT TEAM A collaborative, problem solving model being introduced at Mt. Vernon Community School Virginia Doherty, IST facilitator March 8, 2004 Staff Presentation

2. Influences on learning Student Match=Success Instruction Task

3. Something to think about: When teachers talk about students, the talk is generally negative. When teachers talk about instruction, the talk is generally positive.

4. Five Key Assessment Questions • What does the student know? • What can the student do? • How does the student think? • What does the student do when unsure? • Now, what do I do as the teacher?

5. An exercise A second grader was asked to alphabetize these four words: Dog Cat Apple Ball 3 4 2 1 Student 1. What does the student know? 2. What can the student do? 3. How does the student think? 4. How does the student approach unknowns? 5. Now, what do I do as the teacher? Instruction Task

6. My student can’t read. I don’t know what to do!! Whatdoes the teacher mean? Decode? Respond? Read fluently? Understand the words?

7. Reading domains ? Language/prior knowledge Responding Word recognition Word study Reading fluency

8. The blimblat Once when I was a yoder, my tomly and I were mayly in line to buy motts for the blimblat. Finally, there was only one plam between us and the mott counter. The plam made a big impression on me. There were eight utzs all probably under the age of 12. You could tell tures did not have a lot of willen. Their pard were not yanker,but tures were clean. The utzs were well behaved, all of them mayle in line, two-by-two behind their potent holding zibits. Tures were excitedly temering about the plum, fonts, and other yoks utres would see that noster.

9. Reading domains ? Language/prior knowledge Responding Word recognition Word study Reading fluency

10. The circus Once when I was a teenager, my father and I were standing in line to buy motts for the circus. Finally, there was only one plam between us and the mott counter. This plam made a big impression on me. There were eight utzs, all probably under the age of 12. You could tell they did not have a lot of willen. Their clothes were not expensive, but they were clean. The utzs were well behaved, all of them standing in line, two-by-two behind their parents holding hands. They were excitedly jabbering about the clowns, fonts, and other acts they would see that night.

11. Something to think about: ? How do your students approach unknowns? Do you have a system for shy students or language learners to ask clarifying questions without drawing attention to themselves? Do you model how you want an exercise done? Are your directions and expectations clear to all? Student Task Instruction

13. IST PROCESS so far • We are practicing ‘contracting’ • We are practicing instructional assessment • If you would like to help us practice either one of these parts of the process, please let us know.

14. IST: A school-based group of professionals who work together to help each other find solutions to instructional challenges through precise, classroom-based assessment and collaborative problem solving. Student Instruction Task