Professional Learning Summary 1

Iris Module 1 - Differentiated Instruction: Maximizing the Learning of All

Students
Iris Module 2 - High-Quality Mathematics Instructions: What Teachers
Should Know
Iris Module 3 - MTSS/RTI: Mathematics

Introduction
The first module I completed, Differentiated Instruction: Maximizing the Learning of All
Students, was focused on content, instruction, and assessment. The challenge had me thinking
about what differentiated instruction was, how can it be accomplished within a classroom, and
how can teachers and students prepare to be successful with differentiated instruction.
Differentiated instruction was described as a framework which included many evidence based
strategies in order for it to be successfully accomplished.
The second module I completed, High-Quality Mathematics Instruction: What Teachers
Should Know, was focused on why high quality mathematics instruction is important and what
evidence based practices (EBP’s) should be implemented within the classroom. It described
four different types of strategies found within EBP’s; explicit, systematic instruction, schema
instruction, visual representations, and metacognitive instruction. Examples and videos of each
were included to better understand what the strategies are and how to implement them in both
elementary and high school settings. There are also classroom practices that can help support
the previously mentioned strategies including; student discussions, presenting multiple
strategies, and assessing student understanding of concepts. The information in this module
was very specific on how to select the appropriate practices that I could use in my classroom
and provided resources to help me research the best options for my students. It also provided
information about how to support students with learning disabilities and EL students more
effectively by listing additional resources to use alongside the EBP strategies and encouraged
classroom practices.
The final module I completed, MTSS/RTI: Mathematics, focused on how multiple tiers of
support (RTI) can both help students who are struggling with content, but also identify
students who have learning disabilities. This module discussed the use of universal screening
measures with all students to identify students and their instructional support needs. After
using standards based curriculum and EBP’s while instructing educators should progress
monitor frequently to have data to make instructional decisions about students and what their
needs really are. As needed, students can be identified to receive more intense levels of
interventions.

Important Learning Points

Iris Module 1
● Differences between UDL and Differentiated Instruction
○ UDL is implemented when designing the curriculum and differentiated
instruction can be implemented during lessons.
● Differentiated instruction does not take the place of accommodations and modifications
that students who have demonstrated more intense service needs as determined by an
IEP team.
● Flexible grouping - whole class, small group (no more than 6 students), and peer
partners can be used.
● Homogeneous and Heterogeneous types of students can be in the small group and peer
partners depending on the purpose of the flexible grouping. If you want students to
have different outlooks and abilities to work together you would form heterogeneous
groups. If you were needing more of a specific skill building focus a homogeneous
group may be more beneficial.
● The elements of differentiated instruction include; content, process, and product.
○ Content - Knowledge the students need to master.
○ Process - Activities for students to learn and master the content.
○ Product - Method used to demonstrate the students mastery of the content.
● Evaluating progress can include utilizing portfolios, rubrics, and student self
assessment. Any supports that were used during the process of teaching the content
should be utilized when students are asked to complete assessments as well.
● Communicating with parents can aid in the success of differentiated instruction because
parents will be onboard to how students are assessed and become aware of what
content is being addressed within the classroom. Having the students and parents
understand the expectations of what they need to learn can have very positive
outcomes.
● How you organize your classroom can help in implementing differentiated instruction.
Small group organization, centers, and desks with space around them can all help with
a variety of instructional settings that can be utilized in implementing differentiated
instruction.
● Behavior management including procedures and expectations in maintaining
appropriate noise levels, how to transition, requesting assistance, and time management
are all part of successful differentiated instruction.

Source: The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students.
Retrieved from https://iris.peabody.vanderbilt.edu/module/di/

Iris Module 2
● Students identified with a learning disability have a higher difficulty in the area of
mathematics in comparison to students not identified with a learning disability.
● Even with a state standard aligned curriculum it can be difficult to utilize all resources
within the curriculum as well as teach all topics within it.
● Without high quality math instruction we are doing students a disservice because they
are not properly prepared for a multitude of job opportunities.
● Based upon NAEP data without teaching with high quality math instruction the gap
between proficient and below basic levels will continue to increase more towards
below basic as students advance to higher grade levels.
● There were several reasons provided that students with special needs may have more
 trouble learning mathematics including; poor reasoning and problem solving skills,
maintaining focus, being able to properly and completely implement strategies, and
weak visual/spatial abilities.
● This module emphasized that teachers need to make sure that they are using evidence
based practices in their teaching as well as a standards based curriculum.
● Mathematics curriculum should be more focused on applying conceptual concepts to
real world events. That way the the content can become more accessible for all.
● There are eight CCSSM standards for mathematical practice;
○ MP1: Make sense of problems and persevere in solving them.
○ MP2: Reason abstractly and quantitatively.
○ MP3: Construct viable arguments and critique the reasoning of others.
○ MP4: Model with mathematics.
○ MP5: Use appropriate tools strategically.
○ MP6: Attend to precision.
○ MP7: Look for and make use of structure.
○ MP8: Look for and express regularity in repeated reasoning.
● There are 11 mathematical domains that need to be addressed between Kindergarten and 8th
grade. Without being taught the skills within each domain the students will not be able to build
upon previous knowledge and will struggle as they progress into the next grade level(s).
● Teachers should not focus on teaching how they were taught they should focus on EBP’s.
These are identified through several means, but the resources recommended through this
module include; the What Works Clearinghouse and Best Evidence Encyclopedia.
● Once an EBP is selected then the implementation begins with proper staff training, adhering to
the procedures as listed within the EBP, spending the proper amount of time implementing the
EBP, and use as intended.
● For mathematics instruction an EBP should include the following to be most effective;
○ Explicit, systematic instruction
○ Visual representations
○ Schema instruction
○ Metacognitive strategies
● Explicit, systematic instruction means to teach a specific concept with a clear structure that is
followed precisely as intended with the appropriate sequence. The concept is modeled by the
teacher, questioning the students throughout the examples, using self-talk for corrections, then
summarize the lesson.
● Visual representations can include manipulatives, a detailed image, or even dots. It gives the
students the ability to see concrete evidence of what the math problems is trying to tell them.
● Schema instruction is when students are given the skills with word problems to determine the
type of problem they are trying to solve based upon clues within the problem. Students need to
be taught and practice using the terminology that will be seen within the word problems to be
able to identify the proper strategy and correctly solve the problem.
● Metacognitive strategies (self-instruction and self-monitoring) are great to use when students
have demonstrated they need extra support to problem solve. These strategies help students
focus on key details needed and to not focus on the information that is given, but not useful.
Cognitive strategies should frequently be paired with metacognitive strategies to have best
results with students who are identified with a learning disability or as an EL.
● Other recommended strategies during math lessons included; student discussions, presenting
multiple solutions, and assessing for student understanding in both formal and informal ways.

Source: The IRIS Center. (2017). High-quality mathematics instruction: What teachers should know.
Retrieved from https://iris.peabody.vanderbilt.edu/module/math/

Iris Module 3

● Response to intervention (RTI) serves 2 purposes;

 ○ Provides early intervention to students who are struggling
○ To identify students with learning disabilities
● RTI includes three tiers - primary instruction, targeted/secondary intervention, and
individualized/intense intervention (special education services).
● RTI features begin with a universal screening, then high quality instruction with frequent
progress monitoring, decisions of student needs are based upon data, levels of intervention are
increased as needed, and teachers are implementing the proper instructional and behavioral
programs.
● This module recommends that communication with parents should occur throughout the RTI
process so that parents can support their student(s) as well.
● Universal screenings should happen approximately three times annually (beginning/middle/end
of the school year).
● A curriculum based measurement should be used for all universal screenings and examples
were provided. (https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q1/p03/sample-elementary-computation-
probe/#content)
● Only EBP’s should be used and they should be implemented as intended in order to be
effective.
● Tier 2 (supplemental intervention) should include no more than 5 students for a duration no
longer than 40 minutes between 2-5 days a week.
● If a student needs more intense interventions such as a different learning environment, specific
time, cognitive processing strategies to be taught, or modifications of delivery and content they
will more than likely qualify for tier 3 intervention (special education services).
● Probes used for data collection should include all content being taught throughout the year to
properly measure growth.
● Data can help teachers determine the rate of growth and performance levels for each student. If
both areas are not making progress then intervention is considered.
● Data does not only determine who needs more support it can also indiciate which student(s) can
make progress without the more intense supports (ex: going from tier 2 to tier 1 intervention).
● When measuring the fidelity of interventions school sites need to monitor the method,
frequency, and support systems themselves to verify their effectiveness.

Source: The IRIS Center. (2011, 2018 rev.). MTSS/RTI: Mathematics. Retrieved from
https://iris.peabody.vanderbilt.edu/module/rti-math/

Table of Activities

Time Activity

3 Hours Iris Module 1 - Differentiated Instruction: Maximizing the Learning of

All Students
● Challenge (5 minutes)
● Initial Thoughts (5 minutes)
● Perspective & Resources (2 hours 30 minutes)
○ Defining Differentiated Instruction (10 minutes)
○ General Principles (10 minutes)
○ Know Your Students (10 minutes)
○ Differentiate Instructional Elements (10 minutes)
○ Differentiate Content (15 minutes)
○ Differentiate Process (15 minutes)
○ Differentiate Product (15 minutes)
○ Evaluate and Grade Student Performance (10 minutes)
 ○ Communicate with Students and Parents (10 minutes)
○ Organize the Classroom (15 minutes)
○ Employ Effective Behavior Management (15 minutes)
○ Classroom Implementation (15 minutes)
● Wrap Up (5 minutes)
● Assessment (15 minutes)

1.5 Hours Iris Module 2 - High-Quality Mathematics Instructions: What Teachers

Should Know
● Challenge (5 minutes)
● Initial Thoughts (5 minutes)
● Perspectives & Resources (1 hour 5 minutes)
○ The Importance of High Quality Math Instruction (5
minutes)
○ A Standards Based Math Curriculum (10 minutes)
○ Evidence-Based Math Practices (10 minutes)
○ Explicit, Systematic Instruction (10 minutes)
○ Visual Representations (5 minutes)
○ Schema Instruction (10 minutes)
○ Metacognitive Strategies (10 minutes)
○ Effective Classroom Practices (5 minutes)
● Wrap Up (5 minutes)
● Assessment (10 minutes)

2.5 Hours Iris Module 3 - MTSS/RTI: Mathematics

● Challenge (10 minutes)
● Initial Thoughts (15 minutes)
● Perspectives & Resources (1 hour 45 minutes)
○ Overview of RTI (10 minutes)
○ The Features of RTI (10 minutes)
○ Universal Screening (10 minutes)
○ Instruction (15 minutes)
○ Progress Monitoring (15 minutes)
○ Evaluating Student Performance (15 minutes)
○ Data-Based Decisions (15 minutes)
○ Fidelity of Implementation (15 minutes)
● Wrap Up (10 minutes)
● Assessment (10 minutes)

Reflection
Through this learning opportunity I was provided with a lot of beneficial information that I
can take directly into my classroom and utilize. I thought that I was differentiating instruction
to the best of my ability with my students, but module 1 provided me with more information so
that I now know that I was more so implementing UDL, then actually differentiating
instruction. With that knowledge I can restructure my classroom structure to focus more on
differentiating instruction within lessons and utilizing UDL when I am planning my lessons.
Also in module 1 they discussed how content, process, and product are the key elements to
differentiation. Now that I better understand these elements it will also help support me in
implementing differentiation correctly within my reorganized classroom instruction. I want to
become a more effective educator overall, but I am going to start with utilizing some of their
math lesson ideas and see how my students respond to them.
By completing the second module I was able to dig deeper into what EBP’s are, how to
utilize them properly for the benefit of the students, and what are four key strategies that
should be included within an EBP for maximum effectiveness. The videos that were shown
within this module were great examples of how to properly implement the practices with the
four key strategies. I am a very visual learning so to see a practice and strategy being used by
an educator in a step by step manner allowed for the content to be more significant to me.
Within my classroom I look forward to seeing how my students respond to me using both
metacognitive strategies and the cognitive strategies together. I never thought of being able to
combine the two intentionally to increase student progress. However, it goes along great with
my behavior goals for them and to provide them more tools to self monitor and work
independently.
The final module I completed was very beneficial because it clarified the RTI process that
my school uses. Something that my school site does not include me in (due to me being an
SDC teacher and not grade level specific) is the reviewing of the data for students. I would like
to encourage them to include me to provide universal screenings for my students as often as
they do and review data because I can compare my students progress with theirs. It may not
show growth at similar rates because of the learning environment and student supports I
already have in place, but it could help identify students with learning disabilities (1 of the 2
purposes of RTI). I feel more comfortable knowing that I fully comprehend the purpose of RTI
and how it should be implemented, especially because I am not actively included in that
process. However, someday I may not be an SDC teacher and will need to know the process
and purpose. This module provided that information for me and I greatly appreciate the
learning opportunity.
Evidence of Participation