of Title I assistants who collaborate with teachers in other classrooms. All three
of us hope that this positive experience of working together can be a first step to-
ward increased collaboration among classroom teachers and special education
staff. It is our hope that as we continue to work in collaborative groups, both
teachers and students will cease to view these as isolated, subject-specific strate-
gies and more as general thinking and problem-solving skills to be used across the
curriculum and in everyday life.
We are confident that giving our struggling students extra practice with com-
prehension and using similar approaches in literacy and math will help students
develop effective and efficient strategies to solve mathematics problems.
Planning Guided Math Groups