Handout 1
Note-‐taking Small Groups in Tier I:
Secondary Administrators’ Perspective
What the Administrator Says
What Concepts are Behind the Quote How This Relates to my Instruction
“…pretend that there is no Tier II or Tier III
opportunity…”
“You know exactly what they know, and they will do anything
for you.”
“…that success is so motivating…”
“It didn’t happen by being a sage on the
stage.”
“…if you’ve given the teachers the great professional
development on differentiation, then they can run a class with small groups…”
“…then you can open up those sections to have interventions for Tier II in your master
schedule.”
Secondary RTI: Providing Instruction in Teacher-led Small Groups
©2015 University of Texas System/Texas Education Agency
Handout 2
Note-‐taking Classroom Management Systems
Management Guideline Applying Guidelines to Small-‐group Instruction Example(s) from Video
Begin planning classroom
management systems before the start of the
year
• Plan a system for collecting students’ center work
•
Arrange classroom space for effective instruction and
practice
• Put teacher table where I can see entire classroom
•
Spend time “up front” communicating expectations and
establishing systems
• Teach students how to work in cooperative groups and with partners
•
Implement systems consistently through monitoring and
feedback
• Post expectations for small groups and centers to refer to
•
Develop a mindfulness for what
occurs in the classroom
• Occasionally facilitate center work by walking around classroom
•
Make transitions smoothly and with
momentum
• Use a consistent routine for transitioning from whole group to small groups/centers
•
Build positive relationships with
students
• Use small groups to make personal connections to students’ lives
•
Secondary RTI: Providing Instruction in Teacher-led Small Groups
©2015 University of Texas System/Texas Education Agency
Handout 3
References Secondary Small Group Instruction, Module 1
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient
teaching. New York, NY: The Guilford Press. Emmer, E. T. (1984). Current research on effective classroom management. In
Making our schools more effective: Proceedings of three state conferences. San Francisco, CA: Far West Laboratory for Educational Research and Development. [ERIC Document Reproduction Service No. ED249586].
Emmer, E. T., Sanford, J. P., Clements, B. S., & Martin J. (1982). Improving classroom
management and organization in junior high schools: An experimental investigation. [R & D Report No. 6153). Austin, TX: Research and Development Center for Teacher Education, University of Texas. [ERIC Document Reproduction Service No. ED261053].
Evertson, C. M., & Harris, A. H. (1992). What we know about managing classrooms.
Educational Leadership 49(7), 74-‐78. Foorman, B., & Torgesen, J. (2001). Critical elements of classroom and small-‐group
instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-‐212.
Hall, T. (2002). Differentiated instruction: Effective classroom practices report. Helf, S., Cooke, N. L., & Flowers, C. P. (2009). Effects of two grouping conditions on
students who are at risk for reading failure. Preventing School Failure, 53(2), 113-‐126.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York, NY:
Holt, Rinehart & Winston. Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and
contemporary perspectives. Storrs, CT: University of Connecticut, National Research Center on the Gifted and Talented.
Lou, Y., Abrami, P. D., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996).
Within-‐class grouping: A meta-‐analysis. Review of Educational Research, 66(4), 423-‐458.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that
works: Research-‐based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
Secondary RTI: Providing Instruction in Teacher-led Small Groups
©2015 University of Texas System/Texas Education Agency
Handout 3
Vaughn, S., Linan-‐Thompson, S., Kouzekanani, K., Bryant, D. P., Dickson, S., & Blozis,
S. (2003). Grouping for reading instruction for students with reading difficulties. Remedial and Special Education, 24, 301-‐315.
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for
students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Woori, K., Linan-‐Thompson, S., & Misquitta, R. (2012). Critical factors in reading
comprehension instruction for students with learning disabilities: A research synthesis. Learning Disabilities Research & Practice, 27(2), 66-‐78.
Secondary RTI: Providing Instruction in Teacher-led Small Groups
©2015 University of Texas System/Texas Education Agency