Barry+at+Greely+Middle+School

**Barry at Greely Middle School, 7th Grade Mathematics**
//**NEXT**//: first day of school-- August 31; gtk kids, group, school; conversations with mentor; ** data ** for students in subset? 8/29-- clarification: not outside the //regularly scheduled classroom meeting//; outside //mastery//, which is GMS-speak for academic support. Now, that's not Tier 3 anymore, which makes sense because I am not qualified to provide Tier 3 intervention (am I?). Still, technology could probably offer some strong support ideas here, if I can match the tool to the task. 9/2-- YTBSMs group pose significant behavioral and academic challenges; mentor and I see good reasons to develop more closely guided practice with subset population. 9/9-- will begin working with selected students during Mastery (academic support). Not currently limited to the nested group; students in any of four class groups who my mentor (LR) and I identify (through class meeting activities) as being in need of support will be drafted from their usual Mastery class room and gathered together for a small-group session with me. //**NEXT:**// interesting to see how this evolves-- Will students work on individual hot-spots? Will this be a guided homework session? Should some of this time be spent on shoring up weak foundations, something not really possible during regular class meetings? 9/13-- At LRs suggestion, I have compiled a list of suitable candidates for my //Mastery Club//, tutoring that will take place during mastery period. We will collect our students form wherever their mastery is and meet off in a corner of my classroom. Selection criteria was the grade on the recent, and first, quiz. I had originally used a grade of C or less (17 out of 66), but LR wanted a smaller target. C is a "meets standards" score; C- is an "almost meets standards" score. So the new criteria is C- or below; there are 8 students not meeting standards. I think that will be my inital group.
 * 1) explained my need to create ~2 hr/week service plan; any and all options open, from basic tutoring to "something wild"-- //anything// that could serve student needs
 * 2) mentor's response: keep in mind that "all students must have the same experiences and nothing can be added (or deleted) to the curriculum for a single class"
 * 3) mentor's suggestion: maybe work with subset of our //nested class//group of "yet to be successful mathematicians" (YTBSMs) outside the classroom.
 * So, //curricular experiences are __fixed__// but //instructional experiences are __flexible__//.
 * Wonder if //different// experiences can be offered if they occur outside the curriculum, for example, in an elective //club// context (robotics club, botany club, ...).
 * Suggestion of targeted support sounds more beneficial anyway, for the students I'll be working with. Also sounds like Tier 3 Intervention, so could possibly invite technology-rich intervention strategies. Greely is an MLTI school.
 * //NEXT//**: meet the kids! (take it from there).
 * //NEXT//**: continue to learn about kids, pay attention to dysfunctional patterns; **brief** (23 minutes for lunch!) sped meeting provided capsule synopses of personalities and LDs of several students-- continue to add detail to these //student portraits.//
 * //NEXT//**: How will I design this instructional time? What questions do I ask that will guide that design?