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Instructional rounds at TIS highlight small‑group math lab, intervention and data team planning
Summary
Board members who visited Tolland Intermediate School reported classroom visits to math learning lab stations, small‑group intervention with a math interventionist and a follow‑up data team meeting to decide which students would receive additional support.
Board members reported on instructional rounds at Tolland Intermediate School where they observed the school’s math learning lab model that keeps intervention embedded in class time.
During the visit, observers said they saw four classrooms, a separate math intervention room, and a special education classroom. Students moved through small groups, worked with manipulatives and whiteboards, and several classrooms used Promethean boards and computer activities. After classroom visits, the board members sat in a data‑team meeting where teachers and the math interventionist reviewed which students should stay in the learning lab and which students should rejoin regular instruction.
Why it matters: The model observed shows an in‑class approach to interventions—keeping students in core instructional time while receiving targeted supports—which board members said reduces lost classroom time for students who need additional help.
Details from the rounds
• Math learning lab structure: Observers saw small groups led by teachers and paraeducators, parallel activities for students on computers, and an interventionist (identified as Mr. McCarthy) running targeted groups in a learning lab.
• Materials and engagement: Multiple classrooms used manipulatives (dice, counters), whiteboards, and interactive displays; board members reported pupils were actively engaged in tasks across rooms.
• Data team meeting: After the classroom visits, staff met to review student progress and make decisions about who would enter or exit the learning lab intervention. Board members said the meeting demonstrated active use of student data to target supports.
Next steps: Board members thanked the building administrators and teachers for hosting the rounds and said the classroom observations would inform future curriculum and budget conversations about intervention staffing and materials.
