The Great Pyramid of Giza (also called the Pyramid of Khufu or the Pyramid of Cheops)
Austin Buffum - PBworksakrti2015.pbworks.com/f/Saturday-Strand 7-Buffum Handout...Four Essential...
Transcript of Austin Buffum - PBworksakrti2015.pbworks.com/f/Saturday-Strand 7-Buffum Handout...Four Essential...
Austin BuffumAustin Buffum, EdD, has thirty-eight years of experience in public schools. His many roles include serving as former senior deputy superintendent of the Capistrano Unified School District in California.
Dr. Buffum has presented to more than five hundred school districts throughout the country and around the world. He delivers trainings and presentations on the RTI at Work™ model. This tiered approach to RTI is centered on Professional Learning Communities at Work™ concepts and strategies to ensure every student receives the time and support necessary to succeed. Dr. Buffum also delivers workshops and presentations that provide tools educators
need to build and sustain PLCs.
Dr. Buffum was selected 2006 Curriculum and Instruction Administrator of the Year by the Association of California School Administrators. He attended the Principals’ Center at the Harvard Graduate School of Education and was greatly inspired by its founder, Roland Barth, an early advocate of the collaborative culture that defines PLCs today.
Dr. Buffum later led Capistrano’s K–12 instructional program on an increasingly collaborative path toward operating as a PLC. During this process, thirty-seven of the district’s schools were designated California Distinguished Schools, and eleven schools received National Blue Ribbon recognition.
Pro
files
Published WorksBooks • Simplifying Response to Intervention:
Four Essential Guiding Principles • Pyramid Response to Intervention: RTI,
Professional Learning Communities, and How to Respond When Students Don’t Learn
• Trust: The Secret Ingredient to Successful Shared Leadership” in The Collaborative Administrator: Working Together as a Professional Learning Community
Multimedia • Learning CPR: Creating Powerful
Responses When Students Don’t Learn • Tiers Without Tears: A Systematic
Approach to Implementing RTI in PLC Schools
• Pyramid Response to Intervention: Four Essential Guiding Principles
Online CEU/Grad Credit • Pyramid Response to Intervention: How
to Respond When Kids Don’t Learn
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Two-Day WorkshopAustin Buffum & Mike Mattos
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The most important question in any organization has to be:
“What is the business of our business?”
—Judith Bardwick
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Schools are here to prepare children to be adults.
As educators, it is our job to ensure our students learn the essential skills, knowledge, and dispositions needed to succeed in their adult life.
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If schools exist to prepare students to be adults, then we, as educators, must have an accurate vision of the future for which we are preparing our students.
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Higher levels of education and training are required!
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To ensure high levels of learning for all students!
Our Mission …
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• High school + plus
• Grade-level or better
What Do We Mean by High Levels?
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• All students don’t learn the same way.
• All students don’t learn at the same speed.
• Some students lack prior skills and knowledge.
• Some students lack academic behaviors.
• Some students have a home life that is counterproductive to academic success.
Fundamental Assumptions
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• Virtually all educators start each day with honorable intentions, worked tirelessly on behalf of their students, and utilize the best strategies they possess.
• Our traditional school system has never achieved the goal of all students learning at high levels.
• No teacher has all the skills, knowledge, and time necessary to meet the needs all the students assigned to his or her classes.
Fundamental Assumptions
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To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels
Our Goal
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Can you make every parent this promise?
“It does not matter which teacher your child has at our school, if your child needs extra time and support to learn at high levels, we guarantee he or she will receive it.”
Discuss your school’s current reality.
Current Reality, Critical Question
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Response to intervention is our best hope to provide every child with the additional time and support needed to learn at high levels.
RTI’s underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need.
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How do we visually think about a system of interventions?
The Big Picture
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Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
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Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
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What do all students need at Tier 1?
Critical Point!
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Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
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Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
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It’s not core or interventions …It is:
CoreCore and more
Core and more and more
Critical Point!
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Is this how your school or district views RTI?
Discuss your school’s current reality.
Current Reality, Critical Question
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By the end of the workshop, you will …
Understand how to simplify your school or district approach to RTI.
Acquire the strategies and tools to not only understand the work, but to be able to do it.
Leave with a draft pyramid and an action plan.
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Questions?
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Where do we start?
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Effective interventions can not compensate for an ineffective Tier 1 core program!
Critical Point!
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Tier 1:
Core Program
Tier 2:
Supplemental Interventions
Tier 3:
Intensive Interventions
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Technical Changeand
Cultural Change
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“Substantial cultural change must precede technical change.”
While technical changes are necessary to improve our schools, they produce few positive results when the people using them do not believe in the intended outcome or the change.
—Muhammad, Transforming School Culture: How to Overcome Staff Division (2009), p. 16
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“The heart and soul of school culture is what people believe, the assumptions they make about how school works.”
—Sergiovanni, Leadership for the Schoolhouse: How Is It Different? Why Is It Important? (1996)
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Collective Responsibility
A shared belief that the primaryresponsibility of each member of the organization is to ensure high levels of learning for every child
Thinking is guided by the question: Why are we here?
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Collective responsibility is built on two fundamental beliefs:
1. We, as educators, accept responsibility to ensure high levels of learning for every child.
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John Hattie
Visible Learning:
A Synthesis of Over 800 Meta-Analyses Relating to Achievement
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A meta-meta-analysis of:
Over 800 meta-analyses
o Comprising over 50,000 individual studies
Representing the achievement of over 80 million students worldwide
Visible Learning
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1.0 Standard Deviation Equals …
Two to four grade equivalents
30-plus percentile points on ITBS
Six ACT score points
200 SAT score points
U.S. TIMMS rank from 23rd to top 5
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The “Typical School Effect”
One year of a student’s maturation: .10
One year of a teacher’s instruction: .30
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In other words, we can expect the average student to academically improve .40 if he or she stays alive and regularly attends school for a year.
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The “Home Effect”
Socioeconomic status: .57
Home environment: .57
Parental involvement: .51
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The good news: Socioeconomic status was 31st on his list of the factors that have the greatest impact on student learning.
Schools directly control 30 practices that have a greater impact on student learning.
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More Powerful Than Poverty
Response to intervention: 1.04
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Collective responsibility is built on two fundamental beliefs:
1. We, as educators, accept responsibility to ensure high levels of learning for every child.
2. We assume all students can learn at high levels.
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But does all really mean ALL?
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Building Consensus for a Culture of Collective
Responsibility
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If you wait for everyone to get on board before starting, the train will never leave the station.
Most people become committed to a process once they see that it works.
Critical Point!
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“No one person, no matter how competent, is capable of single-handedly developing the right vision, communicating it to vast numbers of people, eliminating all the key obstacles, generating short-term wins, leading and managing dozens of change projects, and anchoring new approaches deep in an organization’s culture.
“Putting together the right coalition of people to lead a change initiative is critical to its success.”
—Kotter, The 8-Step Process for Leading Change [Kotter International online]
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Three Critical Teams
SchoolLeadership
Team
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A school leadership team is responsible for:
• Building consensus about the school’s mission of collective responsibility for student learning
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Who Should Be on the Leadership Team?
1. Principal and administration
2. Team leaders from every teacher team
3. All four types of power
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Kotter’s Four Kinds of Power
1. Position power
2. Expertise
3. Credibility
4. Leadership
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Activity:
Building a Leadership Team
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Activity:
Building Consensus for a Culture of Collective
Responsibility
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Consensus
1. Everyone has had a say.
2. The will of the group has emerged.
3. It is evident, even to those who disagree.
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To create change, those you lead deserve:
1. A compelling reason to change
2. A doable plan
3. Trust in the leadership
Creating a Culture of Collective Responsibility
To what extent are the two fundamental beliefs embraced by your staff?
If not, what needs to be done?
– Is there a compelling case?
– Is there a doable plan?
– How do we know this will work?
– What concerns will we face?
– What is the best setting for the conversations?
– How will we know if we have reached consensus?
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#rtiaw
Next Steps
Form an effective guiding coalition aligned to Kotter’s four types of power.
This coalition works to provide a compelling reason to change.
Build consensus based on the two fundamental assumptions of collective responsibility.
#rtiaw
Based on his synthesis of over 800 meta-analyses of research, Hattie asserts that:
1. Teachers must work collaboratively rather than in isolation.
Visible Learning
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Three Critical Teams
TeacherTeams
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Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers thus work collaboratively to ensure that theirstudents master these critical standards.
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• Grade-level teams
• Course and content teams
• Vertical teams
• Interdisciplinary skills
• District and regional
• Electronic teams
Team Structures
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By teams, we do not mean groups who assemble for traditional grade-level and department meetings.
The act of meeting together does not define a group of people as a team.
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1 5 10
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Based on his synthesis of over 800 meta-analyses of research, Hattie asserts that:
1. Teachers must work collaboratively rather than in isolation.
Visible Learning
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The Four Cs of RTI
1. Collective responsibility
2. Concentrated instruction
3. Convergent assessment
4. Certain access
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Concentrated Instruction
A systematic process of identifying essentialknowledge and skills that all students must master to learn at high levels and determining the specific learning needs for each child to get there
Thinking is guided by the question: Where do we need to go?
Establishing Curricular Priorities
(Wiggins & McTighe, Understanding by Design, 1998)
Worth being familiar with
Important to know and do
Essential to know and do
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“Nice to Know”
Versus
“Got to Know”
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Essential standards do not represent all that you are going to teach.
They represent the minimum a student must learn to reach high levels of learning.
Critical Point!
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“To cover all of this content, you would have to change schooling from K–12 to K–22 …. The sheer number of standards is the biggest impediment to implementing standards.”
—Scherer, “How and Why Standards Can Improve Student Achievement: A Conversation With Robert J. Marzano,”
Educational Leadership (September 2001), p. 15
Marzano Says …
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Common Core Standards vs. a Viable Curriculum
“The common core standards have not solved the problem for the classroom teacher of developing standards that truly represent a viable curriculum—one that can be adequately addressed in the current time available to classroom teachers.”
—DuFour & Marzano, Leaders of Learning (2011), p. 93
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Fourth-Grade English Language Arts (Excerpted from Common Core State Standards Initiative, 2010, p. 28)
A student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking by:
• Using relative pronouns and relative adverbs
• Forming and using progressive verb forms
• Using modal auxiliaries to convey various conditions
• Ordering adjectives within sentences according to conventional patterns
• Forming and using prepositional phrases
• Producing complete sentences, recognizing and correcting inappropriate fragments and run-ons
• Correctly using frequently confused words (to, too, two)
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Creating a guaranteed, viable curriculum is the number-one factor for increased levels of learning.
(Marzano, What Works in Schools: Translating Research Into Action, 2003)
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• Clearly define essential student learning outcomes.
Teacher Team Responsibilities
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We are not making a list.It is a process!
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Page 64
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1. State standards
2. Common core
3. District standards and pacing guides
4. Blueprints to high-stakes tests
5. Time!
What Will Teacher Teams Need to Do This Work?
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Next Steps
Form an effective guiding coalition aligned to Kotter’s four types of power.
This coalition works to provide a compelling reason to change.
Build consensus based on the two fundamental assumptions of collective responsibility.
Teacher teams identify essential standards and outcomes.
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#rtiaw
Based on his synthesis of over 800 meta-analyses of research, Hattie asserts that:
1. Teachers must work collaboratively rather than in isolation.
2. Teachers must agree on the essential learning all students must acquire.
3. Teachers must agree on how students will demonstrate their learning.
#rtiaw
The Four Cs of RTI
1. Collective responsibility
2. Concentrated instruction
3. Convergent assessment
4. Certain access
#rtiaw
Convergent Assessment
An ongoing process of collectively analyzing targeted evidence to determine the specificlearning needs of each child and the effectivenessof the instruction the child receives in meeting these needs
Thinking is guided by the question: Where are we now?
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Headline News!
Researchers discover approach to helping students learn that rivals one-on-one tutoring.
Best of all, it costs next to nothing to implement.
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“Assessment for learning, when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of.”
—Michael Fullan
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Research Says …
The student gains in learning triggered by formative assessment were amongst “the largest ever reported for educationalinterventions.”
—Black & Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappan (1998)
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Research FindingsStudy S.D. Gains
Bloom (1984) 1.0 to 2.0*
Black and Wiliam (1998) .5 to 1.0**
Meisels et al. (2003) .7 to 1.5
Rodriguez (2004) .5 to 1.8**
*Rivals one-on-one tutorial instruction**Largest gains for low achievers
(Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2004)
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To achieve these benefits from your assessments, they must be commonformative assessments.
Critical Point!
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What Are Common Assessments?
Any assessment given by two or more instructors with the intention of collaboratively examining the results for:
• Shared learning
• Instructional planning for individual students
• Curriculum, instruction, and/or assessment modifications
(Cassandra Erkens)
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We would need to know to respond effectively when students don’t learn.
1. Which students did or did not master specific essential standards?
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You must get down to …
By student, by standard
(by learning target)
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What Are Learning Targets?
A learning target is any achievement expectation for students on the path toward mastery of a standard.
It clearly states what we want the students to learn and should be understood by teachers and students.
Learning targets should be formatively assessed to monitor progress toward a standard.
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Grade-8 Science, OhioDescribe the interior structure of Earth and Earth's crust as divided into tectonic plates riding on top of the slow moving currents of magma in the mantle.
I can … • Identify the earth’s four major layers (crust, mantle,
inner core, outer core)
• Describe the basic characteristics of each layer.
• Place the earth’s layers in the correct sequence.
• I can explain that density, temperature and pressure at each layer increases as you go deeper into the Earth.
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We would need to know to respond effectively when students don’t learn.
1. Which students did or did not master specificessential standards, and which specific targets underpinning those standards?
2. Which instructional practices did or did not work?
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Based on his synthesis of over 800 meta-analyses of research, Hattie asserts that:
1. Teachers must work collaboratively rather than in isolation.
2. Teachers must agree on the essential learning all students must acquire.
3. Teachers must agree on how students will demonstrate their learning.
4. Teachers must assess their individual and collective effectiveness on the basis of the evidence of student learning.
#rtiaw
Do your teacher teams:
• Give common assessments to measure every essential standard?
• Identify students for extra help, by the student, by the standard, by the target?
• Compare results to identify most effective teaching practices by the target?
How do you know?
Current Reality, Critical Question
#rtiaw
Want to get great?
Embed this process in Tier 1!
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The Teaching Cycle …
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Traditional Unit Plan
Teach
What must I teach in this
unit?
End-of-unit test
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1. Determine student learning outcomes and share with students.
What If We Would …
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Unit Plan
Teach
Share learning outcomes with students.What must
all students know and be able to do?
End-of-unit test
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1. Determine student learning outcomes and share with students.
2. Plan one common formative assessment during instruction.
What If We Would …
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What must all students
know and be able to do?
End-of-unit test
Unit PlanTeach
Share learning outcomes with students.
Plan a common
formativeassessment..
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1. Determine student learning outcomes and share with students.
2. Plan one common formative assessment during instruction.
3. Plan one day to reteach after analyzing common assessment.
What If We Would …
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Teach
Share learning outcomes with students.
Plan a common
formativeassessment..
Reteachand enrich.
Unit Plan What must all students
know and be able to do?
End-of-unit test
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Determine what to teach.
Tier 2 Help
Teach
1. What do we expect our students to learn?
2. How do we know they have learned it?
3. How will we respond when they don’t?
End-of-unit test
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#rtiaw
Teach
Plan a common
formativeassessment.
Reteachand enrich.
Tier 2 Help
End-of-unit test
What must all students
know and be able to do?
1. What do we expect our students to learn?
2. How do we know they are learning it?
3. How will we respond when they don’t?
Select and unwrap essential student learning outcomes and develop a unit assessment plan.
Analyze summative assessment results; identify students in need of supplemental interventions.
Introduce learning targets to students. Begin core instruction.
Analyze formative assessment results, provide mid-unit interventions, and continue and/or complete core instruction.
Next Steps
Form an effective guiding coalition aligned to Kotter’s four types of power.
This coalition works to provide a compelling reason to change.
Build consensus based on the two fundamental assumptions of collective responsibility.
Teacher teams identify essential standards and outcomes.
Teacher teams utilize common formative assessments for each essential standard.
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#rtiaw
The Four Cs of RTI
1. Collective responsibility
2. Concentrated instruction
3. Convergent assessment
4. Certain access
#rtiaw
Certain Access
A systematic process that guarantees every student will receive the time and support needed to learn at high levels
Thinking is guided by the question: How do we get every child there?
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#rtiaw
If we know what to do, then why are so many schools struggling?
#rtiaw
If we know what to do, then why are so many schools struggling?
1. We are doing the right things for the wrong reasons.
#rtiaw
Tier 1:
What All Students Need
Tier 2:
What Targeted Students Need
Tier 3:What Individual Students Need
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#rtiaw
If we know what to do, then why are so many schools struggling?1. We are doing the right things for the wrong
reasons.
2. When everyone is responsible for learning, no one is responsible.
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Classroom Teachers Think …
Where do I send my struggling students?
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In Response, Leadership Thinks …
Classroom teachers, you are the first level of interventions!
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Page 13
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u n i v e r
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TeacherTeams
SchoolLeadership
Team
SchoolIntervention
Team
Three Critical Teams
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u n i v e r
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u n i v e r
Coordinate schoolwide human resources to best support core instruction and interventions, including:
• Site counselor
• Psychologist
• Speech and language pathologist
• Special education teacher
• Librarian
• Health services
• Subject specialists
• Instructional aides
• Other classified staff
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#rtiaw
If we know what to do, then why are so many schools struggling?
1. We are doing the right things for the wrong reasons.
2. When everyone is responsible for learning, no one is responsible.
3. We are making RTI too complicated.
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The Four Cs of RTI
1. Collective responsibility
2. Concentrated instruction
3. Convergent assessment
4. Certain access
+
=
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u n i v e r
The RTI at Work Pyramid
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u n i v e r
The RTI at Work Pyramid
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Tier 1 = What all kids get
Green box = Teacher teamresponsibility
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Teacher Teams All core classes meet or exceed grade-level
standards.
Identify essential standards for every grade or course.
Share learning targets with students.
Give common assessments for every essential standard.
Identify students for Tier 2 by student, by the standard.
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#rtiaw
Use two colors:
Color 1 = We are doing it!
Color 2 = We need to do this!
Teacher Teams All core classes meet or exceed grade-level
standards.
Identify essential standards for every grade or course.
Share learning targets with students.
Give common assessments for every essential standard.
Identify students for Tier 2 by student, by the standard.
#rtiaw
u n i v e r
The RTI at Work Pyramid
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#rtiaw
Tier 1 = What all kids get
Red box = Leadership team responsibility
Leadership Team
School structures:
Weekly collaboration time
Universal access to grade-level essentials
Universal access to core and interventions
REAL Wildcat expectations
Universal access to electives
Exploration opportunities
Schoolwide recognition program
Supports for all students:
Open tutorials
Homework help
Quarterly goal setting
Sixth-grade mentors
Study skills class
Online grade access
New student buddy
Leadership Team
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u n i v e r
The RTI at Work Pyramid
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Preparing to Build a Pyramid …
Please brainstorm:Your current site interventions
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What Is an Intervention?
“An intervention is anything a school does, above and beyond what all students receive, that helps a child succeed in school.”
—Buffum, Mattos, & Weber, Simplifying Response to Intervention (2012), p. 129
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#rtiaw
Identifying Students
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Student Identification
Common assessment data
Staff recommendation
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u n i v e r
The RTI at Work Pyramid
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#rtiaw
Staff Recommendation Process
About every three weeks
All faculty members involved
Not too laborious
Need to get the 360-degree view
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Leadership Team
Certain access: Tier 1 to Tier 2 Every three weeks, every educator
electronically refers students for interventions.
Hold individual meeting with grade-level intervention coordinator.
Mail progress report to parents.
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u n i v e r
The RTI at Work Pyramid
#rtiaw
Tier 2 = A little help
Green box = Teacher team responsibility
#rtiaw
Tier 2
Will Skill
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u n i v e r
The RTI at Work Pyramid
Skill
Clearly define essential student learning outcomes.
Provide effective Tier 1 core instruction.
Assess student learning and the effectiveness of instruction.
Identify students in need of additional time and support (every three weeks).
Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards.
Teacher Team Responsibilities
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u n i v e r
The RTI at Work Pyramid
Skill
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Tier 2 = A little extra help
Red box = Leadership team responsibility
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u n i v e r
The RTI at Work Pyramid
SkillWill
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Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in:
Motivation
Attendance
Behavior
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u n i v e r
The RTI at Work Pyramid
SkillWill
Coordinate schoolwide human resources to best support core instruction and interventions, including:
• Site counselor
• Psychologist
• Speech and language pathologist
• Special education teacher
• Librarian
• Health services
• Subject specialists
• Instructional aides
• Other classified staff
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#rtiaw
There must be flexible time embedded in the master schedule for teacher teams to lead supplemental interventions.
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How Much Time and How Often?
Frequently (weekly)
About 30 minutes per session
Available to all students
Students cannot miss new essential standards.
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u n i v e r
The RTI at Work Pyramid
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Universal Skills of Learning
Reading Writing Number sense English language Attendance Behavior
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Student Identification
Common assessment data
Staff recommendation
Universal screening
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u n i v e r
The RTI at Work Pyramid
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Three Critical Teams
TeacherTeams
SchoolLeadership
Team
SchoolIntervention
Team
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u n i v e r
The RTI at Work Pyramid
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Five Years!
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Final Thoughts …
#rtiaw
To schedule professional development at your site, contact Solution Tree
at 800.733.6786.
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Workshop Materials
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The Four Cs of RTI Source: The Four Cs of RTI is excerpted from Simplifying Response to Intervention, pages 9–10.
If our goal is to create the right way of thinking about our work as educators, then what are the essential principles that must guide our actions? What practices must we follow if we want all students to succeed? We believe there are four—we call them the four Cs of RTI. They are:
1. Collective responsibility: A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child. Thinking is guided by the question, Why are we here?
2. Concentrated instruction: A systematic process of identifying essential knowledge and skills that all students must master to learn at high levels, and determining the specific learning needs for each child to get there. Thinking is guided by the question, Where do we need to go?
3. Convergent assessment: An ongoing process of collectively analyzing targeted evidence to determine the specific learning needs of each child and the effectiveness of the instruction the child receives in meeting these needs. Thinking is guided by the question, Where are we now?
4. Certain access: A systematic process that guarantees every student will receive the time and support needed to learn at high levels. Thinking is guided by the question, How do we get every child there?
We contend that these four Cs are the essential guiding principles of RTI.
Consider for a moment the meaning of the word essential. When something is essential, it is absolutely indispensable, so important to the whole that the whole cannot survive without it. Without each of the four Cs, it is impossible for a school to achieve high levels of learning for every child. The four Cs work interdependently to create the systems, structures, and processes needed to provide every child with additional time and support.
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Assumptions About Learning
The Charles Darwin School“We believe all kids can learn . . . based on their ability.”
We believe that all students can learn, but the extent of their learning is determined by their innate ability
or aptitude. This aptitude is relatively fixed, and as teachers we have little influence over the extent of
student learning. It is our job to create multiple programs or tracks that address the different abilities of
students and then guide students to the appropriate program. This ensures that students have access to the
proper curriculum and an optimum opportunity to master material appropriate to their ability.
The Pontius Pilate School“We believe all kids can learn . . . if they take advantage of the opportunity we give them to learn.”
We believe that all students can learn if they elect to put forth the necessary effort. It is our job to provide
all students with an opportunity to learn, and we fulfill our responsibility when we attempt to present
lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the
student’s job to learn. We should invite students to learn, but if they elect not to do so, we must hold them
accountable for their decisions.
The Chicago Cub Fan School
“We believe all kids can learn . . . something, and we will help all students experience academic growth in a
warm and nurturing environment.”
We believe that all students can learn and that it is our responsibility to help all students demonstrate some
growth as a result of their experience with us. The extent of the growth will be determined by a combina-
tion of the student’s innate ability and effort. Although we have little impact on those factors, we can
encourage all students to learn as much as possible and we can and will create an environment that fosters
their sense of well-being and self-esteem.
The Henry Higgins School“We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”
We believe that all students can and must learn at relatively high levels of achievement. We are confident
that students can master challenging academic material with our support and help. We establish standards
all students are expected to achieve, and we continue to work with them until they have done so.
The Power of Professional Learning Communities at WorkTM
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Assumptions About Learning
The Charles Darwin School“We believe all kids can learn . . . based on their ability.”
We believe that all students can learn, but the extent of their learning is determined by their innate ability
or aptitude. This aptitude is relatively fixed, and as teachers we have little influence over the extent of
student learning. It is our job to create multiple programs or tracks that address the different abilities of
students and then guide students to the appropriate program. This ensures that students have access to the
proper curriculum and an optimum opportunity to master material appropriate to their ability.
The Pontius Pilate School“We believe all kids can learn . . . if they take advantage of the opportunity we give them to learn.”
We believe that all students can learn if they elect to put forth the necessary effort. It is our job to provide
all students with an opportunity to learn, and we fulfill our responsibility when we attempt to present
lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the
student’s job to learn. We should invite students to learn, but if they elect not to do so, we must hold them
accountable for their decisions.
The Chicago Cub Fan School
“We believe all kids can learn . . . something, and we will help all students experience academic growth in a
warm and nurturing environment.”
We believe that all students can learn and that it is our responsibility to help all students demonstrate some
growth as a result of their experience with us. The extent of the growth will be determined by a combina-
tion of the student’s innate ability and effort. Although we have little impact on those factors, we can
encourage all students to learn as much as possible and we can and will create an environment that fosters
their sense of well-being and self-esteem.
The Henry Higgins School“We believe all kids can learn . . . and we will work to help all students achieve high standards of learning.”
We believe that all students can and must learn at relatively high levels of achievement. We are confident
that students can master challenging academic material with our support and help. We establish standards
all students are expected to achieve, and we continue to work with them until they have done so.
The Power of Professional Learning Communities at WorkTM
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Creating Consensus for a Culture of Collective Responsibility
A culture of collective responsibility is based on two fundamental beliefs:
1. The first assumption is that we, as educators, must accept respon-sibility to ensure high levels of learning for every child. While parental, societal, and economic forces impact student learning, the actions of the educators will ultimately determine each child’s success in school.
2. The second assumption is that all students can learn at high levels. We define “high” levels of learning as “high school plus,” mean-ing every child will graduate from high school with the skills and knowledge required to continue to learn. To compete in the global marketplace of the 21st century, students must continue to learn beyond high school, and there are many paths for that learning, including trade schools, internships, community colleges, and universities.
Discussing the following critical questions will assist a school leadership team in creating consensus for a culture of collective responsibility aligned with these beliefs.
1. How will we provide a compelling case for change? For someone to change, they first must see a compelling reason to change. In other words, one must show why there is a need to change. Rais-ing test scores and/or meeting district/state/federal mandates hardly meets this goal. Instead, look to paint a picture of what adulthood will likely look like for students who don’t succeed in school.
2. What must we do differently? Besides a compelling reason to change, one must also provide a “doable” plan. The noblest cause is useless if the changes required are seen as unrealistic. Staff members want a clear picture of exactly what changes are neces-sary to achieve learning for all students.
3. How do we know these changes will work? Having experienced the pendulum of school change for the past decades, many edu-cators are skeptical of change processes. What evidence is avail-able to demonstrate the validity of the recommended changes? (Besides the research quoted in Simplifying Response to Interven-tion, the website allthingsplc.info has dozens of schools and hun-dreds of pages of research validating the elements of professional learning communities [PLCs] and RTI.)
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4. What concerns do we expect, especially from staff members traditionally against change? The leadership team should brain-storm the concerns staff members will have regarding the recom-mended changes. What will be the leadership’s response to these concerns?
5. What is the best setting and/or structure for the conversation(s) needed to create consensus? One of the leadership team’s great-est leverage points is its ability to determine the location, struc-ture, and timing of the conversation(s) to create staff consensus. All stakeholders must have a voice in the process, but not neces-sarily in the same meeting. Sometimes the feelings of the silent majority can be drowned out by the aggressive opinions of a loud minority resistant to change. Consider a series of meetings with teams, grade levels, or departments. Also, set clear norms for the meeting, as professional, respectful dialogue is essential.
6. How will we know if we have reached consensus? Remember, it does not take 100 percent approval to get started; it takes con-sensus. Consensus is reached when all stakeholders have had a say and the will of the group has emerged and is evident, even to those who disagree (DuFour, DuFour, Eaker, & Many, Learning by Doing, 2010). Consider how many key people will be needed to create the tipping point necessary for consensus.
In the end, true commitment comes when people see that the changes work. So the key is to build consensus, then get started doing the work. You will never get commitment until you start doing the work, but you cannot start until you get consensus.
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Creating Consensus Survey A culture of collective responsibility is based on two fundamental beliefs: 1. The first assumption is that we as educators must accept responsibility to ensure high levels
of learning for every child. While parental, societal, and economic forces impact student learning, the actions of educators ultimately determine each child’s success in school.
2. The second assumption is that all students can learn at high levels. We define high levels of learning as high school plus, meaning every child graduates from high school with skills and knowledge required to continue to learn. To compete in the 21st century global marketplace, students must continue to learn beyond high school. There are many paths for learning, including trade schools, internships, community colleges, and universities.
Collective Responsibility Survey
1 = Never 2 = Seldom 3 = Sometimes 4 = Often 5 = Always, or almost always
Statement 5 4 3 2 1 1. We show teachers why there is a need for change. This need is
not primarily tied to raising test scores or meeting district, state, and federal mandates. The need for change is tied to what the future looks like for students who do not succeed in school.
2. In addition to providing compelling reasons to change, we make change doable. Our plans for change are realistic and scaffolded.
3. We provide teachers with evidence that demonstrates the validity of recommended changes. We acknowledge that teachers are rightfully skeptical of change processes due to constant swings of the pendulum.
4. We anticipate concerns staff members have regarding proposed changes and prepare our responses in advance.
5. We create a series of meetings and opportunities for staff to express their opinions. We are careful to structure meetings in a way that encourages professional dialogue rather than allowing a few voices to dominate.
6. We define consensus so that it does not require 100 percent approval to get change started. The tipping point is reached when the will of the group is evident, even to those who still oppose it.
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Three Essential RTI Teams Source: The following three pages are excerpted from Simplifying Response to Intervention, pages 33–37. Collaborative Teacher Teams Collaborative teacher teams are teams comprising educators who share curricula, and thus take collective responsibility for students learning their common essential learning outcomes. Most often, these are teachers who teach the same grade level, subject, and/or course. The responsibilities of each teacher team in the RTI process is as follows:
• Clearly define essential student learning outcomes.
• Provide effective Tier 1 core instruction.
• Assess student learning and the effectiveness of instruction.
• Identify students in need of additional time and support.
• Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the teamʼs identified essential standards.
School Leadership Team A school leadership team serves as the “guiding coalition” for the building. Comprising representatives from each collaborative teacher team, administration, and classified and support staff, this teamʼs primary responsibility is to unite and coordinate the schoolʼs collective efforts across grade levels, departments, and subjects. To achieve this goal, the school leadership team should specifically:
• Build consensus for the schoolʼs mission of collective responsibility.
• Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions.
• Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff.
(Simplifying Response to Intervention (excerpt), page 1 of 3)
• Allocate the schoolʼs fiscal resources to best support core instruction and interventions, including school categorical funding.
• Assist with articulating essential learning outcomes across grade levels and subjects.
• Lead the schoolʼs universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail.
• Lead the schoolʼs efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies).
• Ensure all students have access to grade-level core instruction.
• Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior.
• Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior.
• Continually monitor schoolwide evidence of student learning.
School Intervention Team While the school leadership team takes the broader macroview of the schoolʼs efforts to ensure high levels of learning for every child, the primary responsibility of the school intervention team is to lead the schoolʼs focused microview on the specific students in need of Tier 3 intensive support. Students in need of intensive support most often struggle due to:
• Significant weaknesses in the foundational skills of reading, writing, number sense, and/or English language
• Chronic and excessive absenteeism
(Simplifying Response to Intervention, page 2 of 3)
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• Allocate the schoolʼs fiscal resources to best support core instruction and interventions, including school categorical funding.
• Assist with articulating essential learning outcomes across grade levels and subjects.
• Lead the schoolʼs universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail.
• Lead the schoolʼs efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies).
• Ensure all students have access to grade-level core instruction.
• Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior.
• Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior.
• Continually monitor schoolwide evidence of student learning.
School Intervention Team While the school leadership team takes the broader macroview of the schoolʼs efforts to ensure high levels of learning for every child, the primary responsibility of the school intervention team is to lead the schoolʼs focused microview on the specific students in need of Tier 3 intensive support. Students in need of intensive support most often struggle due to:
• Significant weaknesses in the foundational skills of reading, writing, number sense, and/or English language
• Chronic and excessive absenteeism
(Simplifying Response to Intervention, page 2 of 3)
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• Severe behavior and/or motivational concerns
• Combinations of all these factors
Because the obstacles facing these students are often systemic and profound, meeting their needs will usually require multiple interventions, embedded within the instructional day and administered by highly trained professionals.
It is unlikely an individual teacher or teacher team will have the diverse expertise and resources to best diagnose the needs of a student needing this level of help. Nor would a teacher team have the authority to assign schoolwide resources (school psychologist, speech and language pathologist, counselor, specialists, and special education teacher) needed to provide intensive interventions. The primary purpose of an intervention team is not to be the gatekeeper to special education testing—it is to focus intensely on the individual needs of a schoolʼs most at-risk students. Consequently, the primary responsibilities of the site intervention team are to:
• Determine the specific learning needs of each student in need of intensive support.
• Diagnose the cause(s) of the studentʼs struggles in Tier 1 and Tier 2.
• Determine the most appropriate intervention(s) to address the studentʼs needs.
• Frequently monitor the studentʼs progress to see if interventions are achieving the desired outcomes.
• Revise the studentʼs intervention(s) when they are not achieving the desired outcomes.
• Determine when special education identification is appropriate.
(Simplifying Response to Intervention, page 3 of 3)
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Building a School Leadership Team
This activity is designed to help a principal or administrative team create an effective school leadership team.
First, list the names of the current members of what you might consider to be your guiding coalition. If no such group currently exists, list the potential members who come to mind.
Then consider the following personal characteristics that will impact your team’s success. Write the name of each team member under any character-istic that applies (a person may be listed under more than one). Eliminate any person from your list who possesses none of these characteristics. Note that it is recommended that a member of each teacher team be on the lead-ership team. Does your team have the necessary balance?
Position Power
Expertise
Ask: Are enough key players on board so that those left out cannot easily block progress?
Ask: Are the various points of view—in terms of discipline, work experience, and so on—relevant to the task at hand ade-quately represented so that informed, intelligent decisions will be made?
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Credibility
Leadership
Ask: Does the group have enough people with good reputations that its recommendations and decisions will be taken seriously?
Ask: Does the group include enough proven leaders to be able to drive the change process?
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Building a Site Intervention Team Team Members:
Essential Role Recommended Staff Members Best Trained to Meet This Need
Administration Principal
Reading Reading specialist
Writing ELA specialist
Math Math specialist
English language EL specialist
Language Speech and language pathologist
Teaching differentiation Special education teacher
Behavior Psychologist
Social–family Counselor
Instructional resources Librarian
Community resources
Community resource officer
Social worker
Counselor
When will this team meet? (Determine a weekly meeting time and location.)
o Time
o Location Team norms:
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Building a Site Intervention Team Team Members:
Essential Role Recommended Staff Members Best Trained to Meet This Need
Administration Principal
Reading Reading specialist
Writing ELA specialist
Math Math specialist
English language EL specialist
Language Speech and language pathologist
Teaching differentiation Special education teacher
Behavior Psychologist
Social–family Counselor
Instructional resources Librarian
Community resources
Community resource officer
Social worker
Counselor
When will this team meet? (Determine a weekly meeting time and location.)
o Time
o Location Team norms:
Pyramid Response to Intervention
Thank You!
To schedule professional development, contact
Solution Tree at (800) 733-6786.
How Districts Hinder or Promote the Development of RTI
(Adapted from Talbert, 2010)
Professional Change Strategies 1. Building a shared vision and leaders’ capacity to support change
• Top administrators exhibit deep understanding of RTI. • Top administrators have developed a vision of RTI implementation. • Top administrators have engaged in a dialogue about RTI with school staff.
Low High ____________________________________________________________________________ 1 2 3 4 5 6 7 8 9 10 Specific examples:
2. Developing capacity to address individual student achievement gaps
• Top administration has articulated the shift from teaching to learning. • Top administration has articulated the shift from coverage to mastery. • Top administration has “given permission” to cover less, learn more. • Top administration controls outside pressures of accountability.
Low High ____________________________________________________________________________ 1 2 3 4 5 6 7 8 9 10 Specific examples:
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Pyramid Response to Intervention
Thank You!
To schedule professional development, contact
Solution Tree at (800) 733-6786.
How Districts Hinder or Promote the Development of RTI
(Adapted from Talbert, 2010)
Professional Change Strategies 1. Building a shared vision and leaders’ capacity to support change
• Top administrators exhibit deep understanding of RTI. • Top administrators have developed a vision of RTI implementation. • Top administrators have engaged in a dialogue about RTI with school staff.
Low High ____________________________________________________________________________ 1 2 3 4 5 6 7 8 9 10 Specific examples:
2. Developing capacity to address individual student achievement gaps
• Top administration has articulated the shift from teaching to learning. • Top administration has articulated the shift from coverage to mastery. • Top administration has “given permission” to cover less, learn more. • Top administration controls outside pressures of accountability.
Low High ____________________________________________________________________________ 1 2 3 4 5 6 7 8 9 10 Specific examples:
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3. Developing a web of knowledge resources for RTI • Top administration has attempted to build shared knowledge, rather than rely on
regulations. • Top administration has gone beyond mere identification of RTI specialists through common
training.
Low High ____________________________________________________________________________ 1 2 3 4 5 6 7 8 9 10 Specific examples: 4. Establishing mutual accountability among professionals
• Teachers feel accountable to district or state. • Teachers feel accountable to each other. • Teachers feel more accountable for results on their formative assessments than state tests.
Low High _____________________________________________________________________________ 1 2 3 4 5 6 7 8 9 10 Specific examples: Additional Notes
References and Resources Batsche, G., Elliot, J., Graden, J. L., Grimes, J., Kovaleski, J. F., & Prasse, D. (2005).
Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education.
Bransford, J. P., Brown, A. L., & Cockings, R. R. (Eds.). (2000). How people learn: brain, mind, experience and school. Washington DC: National Academy of Sciences.
Burns, M. K. (2007). RTI will fail, unless…. Communique, 35(5), 38–40.
Burns, M. K., Appleton, J. J., & Stehouwer, J. D. (2005). Meta-analytic review of response-to-intervention research: Examining field-based and research-implemented models. Journal of Psychoeducational Assessment, 23, 381–394.
Burns, M. K., & VanDerHeyden, A. M. (2006). Using response to intervention to assess learning disabilities: Introduction to the special series. Assessment for Effective Intervention, 32, 3–5.
Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 41–54). Hillsdale, NJ: Lawrence Erlbaum.
Drucker, P. F. (1954). The practice of management. New York, NY: HarperCollins.
Fuchs, L. S., Fuchs, D., Hosp, M., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
Good, R. H., & Shinn, M. R. (1990). Forecasting accuracy of slope estimates for reading curriculum-based measurement: Empirical evidence. Behavioral Assessment, 12, 179–193.
Good, R. H., Simmons, D. C., & Kame’enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade highstakes outcomes. Scientific Studies of Reading, 5, 257–288.
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Criteria for Selecting Essential Standards In The Leader’s Guide to Standards (2002), Douglas B. Reeves outlines three criteria for selecting essential standards:
1. Endurance: Will this standard provide students with knowledge and skills that are valuable beyond a single test date?
2. Leverage: Will it provide knowledge and skills that are valuable in multiple disciplines?
3. Prepare for the next level: Will it provide students with essential knowledge and skills essential for success in the next grade or level of instruction?
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.82
REPRODUCIBLE
Criteria for Selecting Essential Standards In The Leader’s Guide to Standards (2002), Douglas B. Reeves outlines three criteria for selecting essential standards:
1. Endurance: Will this standard provide students with knowledge and skills that are valuable beyond a single test date?
2. Leverage: Will it provide knowledge and skills that are valuable in multiple disciplines?
3. Prepare for the next level: Will it provide students with essential knowledge and skills essential for success in the next grade or level of instruction?
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 83
REPRODUCIBLE
RE
PR
OD
UC
IB
LE
72
|
Simplifying R
esponse to Intervention © 20
12 So
lution Tree P
ress • solutio
n-tree.com
V
isit go.so
lution-tree.co
m/rti to
do
wnlo
ad this p
age.
Essential Standards Chart
What Is It We Expect Students to Learn?
Grade: Subject: Semester: Team Members:
Description of Standard
Example of Rigor
Prerequisite Skills When Taught?
Common Summative Assessment
Extension Standards
What is the essential standard to be learned? Describe in student-friendly vocabulary.
What does proficient student work look like? Provide an example and/or description.
What prior knowledge, skills, and/or vocabulary are needed for a student to master this standard?
When will this standard be taught?
What assessment(s) will be used to measure student mastery?
What will we do when students have already learned this standard?
pag
e 1 of 2
REPRO
DU
CIBLE
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plifying Response to Intervention ©2012SolutionTreePress•solution-tree.com
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/rti to download this page.
REPRO
DU
CIBLE
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R E P R O D U C I B L E | 73
Simplifying Response to Intervention © 2012 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/rti to download this page.
page 2 of 2
Wo
rkin
g in
co
llab
ora
tive
tea
ms,
exa
min
e al
l rel
evan
t d
ocu
men
ts, c
om
mo
n c
ore
sta
nd
ard
s, s
tate
sta
nd
ard
s, a
nd
d
istr
ict
po
wer
sta
nd
ard
s, a
nd
th
en a
pp
ly t
he
crit
eria
of
end
ura
nce
, lev
erag
e, a
nd
rea
din
ess
to d
eter
min
e w
hic
h st
and
ard
s ar
e es
sen
tial
fo
r al
l stu
den
ts t
o m
aste
r. R
emem
ber
, les
s is
mo
re. F
or
each
sta
nd
ard
sel
ecte
d, c
om
ple
te
the
rem
aini
ng c
olu
mns
. Co
mp
lete
thi
s ch
art
by
the
seco
nd o
r th
ird
wee
k o
f ea
ch in
stru
ctio
nal p
erio
d (
sem
este
r).
REPRODUCIBLE
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REPRODUCIBLE
85
Mat
h: S
econ
d-G
rade
Ess
entia
l Sta
ndar
ds
Stan
dard
–Des
crip
tion
Exam
ple–
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on A
sses
smen
tW
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
st
uden
t wor
k lo
ok li
ke?
Prov
ide
an e
xam
ple
and/
or
desc
riptio
n.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do w
hen
stud
ents
hav
e le
arne
d th
e es
sent
ial
stan
dard
s?
I can
com
pare
who
le
num
bers
to 1
,000
by
usin
g sy
mbo
ls
<,
= ,
>.
Exam
ple:
Wha
t goe
s in
the
box
to m
ake
this
pro
blem
co
rrect
?
6
2
2
1 +
31
<
>
=
+
I kno
w th
e pl
ace
valu
e of
di
gits
from
1 to
1,0
00.
I und
erst
and
key
wor
ds:
grea
ter t
han,
less
than
, fe
wer
, lea
st, a
nd m
ost.
CFA
s de
sign
ed b
y th
e se
cond
-gra
de te
am
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at u
nit’s
com
plet
ion.
Sep
tem
ber
I can
com
pare
mon
ey
writ
ten
in d
ecim
al fo
rm.
I can
use
com
mut
ativ
e an
d as
soci
ativ
e ru
les
to
sim
plify
add
ition
and
ch
eck
my
answ
ers.
Exam
ple:
Whi
ch p
robl
em c
an
you
use
to c
heck
you
r ans
wer
fo
r 9 +
5 =
14?
13
– 5
= 9
14
– 9
= 5
5
+ 9
= 1
4
I und
erst
and
rela
tions
hips
w
ithin
fact
fam
ilies
. S
ame
as a
bove
O
ctob
er
I can
use
com
mut
ativ
e an
d as
soci
ativ
e ru
les
to
sim
plify
mul
tiplic
atio
n an
d ch
eck
my
answ
ers.
I can
add
and
sub
tract
m
ultid
igit
num
bers
with
re
grou
ping
.
Exam
ples
: a)
63
8 +
734
=
b)
Jose
gat
here
d 71
4 st
icke
rs
and
then
gav
e 47
6 aw
ay to
hi
s fri
ends
. How
man
y st
icke
rs d
oes
he h
ave
left?
c)
345
+
465
38
7 - 1
49
I can
follo
w s
teps
whe
n re
grou
ping
. I c
an c
ount
on
and
back
. I c
an re
cogn
ize
whe
n re
grou
ping
is n
eces
sary
. I c
an a
dd a
nd s
ubtra
ct
sum
s to
20
and
diffe
renc
es
from
20,
and
I re
late
ad
ditio
n an
d su
btra
ctio
n fa
cts.
Ex
ampl
es:
8 +
7 =
8
+ w
hat n
umbe
r = 1
5
Sam
e as
abo
ve
O
ctob
er–
Nov
embe
r I c
an s
olve
mul
tiplic
atio
n an
d di
visi
on p
robl
ems.
I c
an a
pply
add
ition
and
su
btra
ctio
n sk
ills
to
mul
tiste
p pr
oble
ms
invo
lvin
g m
ultip
le
oper
atio
ns.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible.38
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.86
REPRODUCIBLE
Mat
h: S
econ
d-G
rade
Ess
entia
l Sta
ndar
ds (c
ontin
ued)
St
anda
rd–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
st
uden
t wor
k lo
ok li
ke?
Prov
ide
an e
xam
ple
and/
or
desc
riptio
n.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do w
hen
stud
ents
hav
e le
arne
d th
e es
sent
ial
stan
dard
s?
I can
sol
ve p
robl
ems
usin
g co
mbi
natio
ns o
f co
ins
and
bills
.
Ex
ampl
e: W
hat i
s th
e to
tal
va
lue?
$
6.06
$
6.36
$
6.26
I kno
w th
e va
lue
of b
ills
and
coin
s.
I can
add
coi
ns a
nd b
ills
toge
ther
. I k
now
sym
bols
to u
se
whe
n w
ritin
g m
oney
.
CFA
s de
sign
ed b
y th
e se
cond
-gra
de te
am
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at u
nit’s
com
plet
ion.
Dec
embe
r I c
an c
reat
e bu
dget
s fo
r m
y cl
assr
oom
and
de
term
ine
how
muc
h m
oney
wou
ld b
e ne
cess
ary
to p
urch
ase
supp
lies.
I hav
e m
emor
ized
the
prod
ucts
of 2
, 5, a
nd 1
0,
mul
tiply
ing
from
1 to
9.
Exam
ple:
Fin
d th
e fo
llow
ing
prod
ucts
: 7
x 2
=
5 x
6 =
5
x 1
0 =
I can
use
repe
ated
ad
ditio
n, a
rrays
, and
ski
p co
untin
g to
mul
tiply
.
Sam
e as
abo
ve
Fe
brua
ry
I hav
e m
emor
ized
the
prod
ucts
of a
ll di
gits
.
I can
reco
gniz
e, n
ame,
an
d co
mpa
re u
nit
fract
ions
from
1/1
2
to 1
/2.
Exam
ple:
Whi
ch fr
actio
n ha
s th
e gr
eate
st v
alue
?
1/2
1
/5
1/
7
1/1
2
I und
erst
and
the
valu
e of
fra
ctio
ns.
I can
vis
ualiz
e di
ffere
nt
fract
ions
.
Sam
e as
abo
ve
M
arch
I c
an a
dd fr
actio
ns w
ith
like
deno
min
ator
s an
d cr
eate
pic
ture
s th
at
repr
esen
t the
pro
blem
.
I can
mea
sure
obj
ects
in
inch
es to
the
near
est
quar
ter i
nch.
Exam
ple:
Mea
sure
this
line
____
____
____
____
____
__
to th
e ne
ares
t qua
rter i
nch.
I can
des
crib
e th
e le
ngth
of
obj
ects
usi
ng fa
milia
r ob
ject
s, li
ke p
aper
clip
s.
Sam
e as
abo
ve
M
ay
I can
sol
ve p
robl
ems
invo
lvin
g th
e m
easu
rem
ent o
f vol
ume
and
mas
s.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible. 39
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 87
REPRODUCIBLE
Mat
h: S
econ
d-G
rade
Ess
entia
l Sta
ndar
ds (c
ontin
ued)
St
anda
rd–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
st
uden
t wor
k lo
ok li
ke?
Prov
ide
an e
xam
ple
and/
or
desc
riptio
n.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do w
hen
stud
ents
hav
e le
arne
d th
e es
sent
ial
stan
dard
s?
I can
put
sha
pes
toge
ther
and
take
them
ap
art t
o fo
rm o
ther
sh
apes
.
Exam
ple:
Tw
o rig
ht tr
iang
les
can
be a
rran
ged
to fo
rm a
re
ctan
gle.
I can
reco
gniz
e an
d na
me
shap
es.
I kno
w h
ow m
any
verti
ces,
edg
es, a
nd s
ides
a
shap
e ha
s.
CFA
s de
sign
ed b
y th
e se
cond
-gra
de te
am
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at u
nit’s
com
plet
ion.
May
I c
an m
easu
re a
nd
com
pute
the
perim
eter
s of
sha
pes
whe
n bo
th a
re
sepa
rate
and
put
to
geth
er.
I can
repr
esen
t the
sa
me
data
set
in m
ore
than
one
way
.
Exam
ple:
A c
lass
has
3
appl
es, 4
ora
nges
, and
6
bana
nas.
Cre
ate
two
grap
hs
that
repr
esen
t thi
s da
ta.
I can
read
gra
phs.
I c
an in
terp
ret t
ally
mar
ks.
Sam
e as
abo
ve
Ju
ne
I can
pla
n an
d im
plem
ent a
cla
ss
surv
ey, a
nd g
athe
r re
sults
. I c
an g
raph
and
di
spla
y th
e da
ta.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible.40
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.88
REPRODUCIBLE
Rea
ding
: Sec
ond-
Gra
de E
ssen
tial S
tand
ards
St
anda
rd–
Des
crip
tion
Exam
ple–
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on
Ass
essm
ent
Whe
n Ta
ught
? Ex
tens
ion
Skill
s
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do w
hen
stud
ents
hav
e le
arne
d th
e es
sent
ial
stan
dard
s?
I can
read
one
-syl
labl
e an
d tw
o-sy
llabl
e w
ords
w
ith s
hort
vow
els,
long
vo
wel
s, a
nd w
ith
com
mon
pre
fixes
and
su
ffixe
s.
Exam
ples
: a)
I c
an re
ad re
turn
, lat
er,
chap
ter,
plug
ging
. b)
I c
an re
ad a
sec
ond-
grad
e pa
ssag
e at
a ra
te o
f 110
w
ords
cor
rect
per
min
ute.
I can
read
one
-syl
labl
e w
ords
with
con
sona
nt
digr
aphs
, lon
g vo
wel
s, a
nd
infle
ctio
nal e
ndin
gs.
I can
read
cha
t, pl
ay, c
ave,
de
eply
.
Stu
dent
s re
ad
seco
nd-g
rade
wor
ds
and
pass
ages
that
in
clud
e on
e- a
nd tw
o-sy
llabl
e w
ords
with
sh
ort a
nd lo
ng v
owel
s an
d w
ith c
omm
on
pref
ixes
and
suf
fixes
. Te
ache
rs tr
ack
runn
ing
reco
rds
mon
thly
.
Mon
thly
I c
an re
ad m
ultis
ylla
ble
wor
ds w
ith L
atin
su
ffixe
s.
I can
see
pat
tern
s w
hen
read
ing
and
use
patte
rns
to re
ad a
nd
writ
e ne
w w
ords
.
Exam
ples
: a)
I c
an re
ad th
e fo
llow
ing:
pe
ach,
paw
. b)
I c
an re
ad a
sec
ond-
grad
e pa
ssag
e at
a ra
te o
f 110
w
ords
cor
rect
per
min
ute.
I kno
w v
owel
and
spe
lling
pa
ttern
s.
Stu
dent
s re
ad g
rade
-le
vel p
assa
ges
on a
m
onth
ly b
asis
. Te
ache
rs ta
ke
runn
ing
reco
rds
and
anal
yze
patte
rns
of
erro
rs.
Mon
thly
I c
an p
rodu
ce a
po
rtfol
io o
f wor
ds w
ith
diph
thon
gs a
nd o
ther
sp
ecia
l vow
el
spel
lings
.
I can
use
syl
labi
catio
n ru
les
whe
n re
adin
g.
Exam
ples
: a)
Rea
d th
e fo
llow
ing:
v/c
v =
su/p
er; v
c/cv
= s
up/p
er
b) R
ead
a se
cond
-gra
de
pass
age
at a
rate
of 1
10
wor
ds c
orre
ct p
er m
inut
e.
I can
iden
tify
vow
els
and
cons
onan
ts.
I can
und
erst
and
and
appl
y sy
llabi
catio
n ru
les.
Sam
e as
abo
ve
Mon
thly
I c
an c
onsi
sten
tly u
se
all s
ix s
ylla
ble
type
s in
de
codi
ng w
ords
.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible. 41
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 89
REPRODUCIBLE
Rea
ding
: Sec
ond-
Gra
de E
ssen
tial S
tand
ards
(con
tinue
d)
Stan
dard
–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do w
hen
stud
ents
hav
e le
arne
d th
e es
sent
ial
stan
dard
s?
I can
dec
ode
two-
sylla
ble
nons
ense
w
ords
and
regu
lar
mul
tisyl
labl
e w
ords
.
Exam
ples
: a)
I c
an re
ad th
e fo
llow
ing:
m
ap/p
et; s
it/te
n; n
al/lo
w.
b) b
) I c
an re
ad a
sec
ond-
grad
e pa
ssag
e at
a ra
te o
f 11
0 w
ords
cor
rect
per
m
inut
e.
I can
iden
tify
vow
els
and
cons
onan
ts.
I can
und
erst
and
and
appl
y sy
llabi
catio
n ru
les.
Stu
dent
s re
ad g
rade
- le
vel p
assa
ges
on a
m
onth
ly b
asis
. Te
ache
rs ta
ke
runn
ing
reco
rds
and
anal
yze
patte
rns
of
erro
rs.
Mon
thly
I c
an d
ecod
e re
ad
irreg
ular
mul
tisyl
labl
e w
ords
.
I can
des
crib
e ho
w
char
acte
rs b
ehav
e th
roug
hout
a s
tory
afte
r ke
y ev
ents
or
chal
leng
es.
Exam
ple:
Afte
r rea
ding
Fro
g an
d To
ad T
oget
her,
I can
giv
e th
ree
deta
ils a
bout
how
Fro
g ch
ange
s th
roug
hout
the
stor
y.
I can
des
crib
e ch
arac
ters
, se
tting
s, a
nd e
vent
s.
Afte
r lis
teni
ng to
the
teac
her r
ead
Mat
ilda,
I ca
n de
scrib
e on
e ch
arac
ter,
one
setti
ng,
and
one
key
even
t.
Als
o, C
FAs
desi
gned
by
the
seco
nd-g
rade
te
am a
re
adm
inis
tere
d ha
lfway
th
roug
h an
d at
uni
t’s
com
plet
ion.
Oct
ober
I c
an d
escr
ibe
char
acte
rs’ m
otiv
atio
n an
d fe
elin
gs
thro
ugho
ut a
sto
ry.
I can
exp
lain
how
ch
arac
ters
’ act
ions
af
fect
key
eve
nts.
I c
an id
entif
y an
d us
e re
gula
r and
irre
gula
r pl
ural
s.
Exam
ple:
I ca
n re
ad th
e fo
llow
ing
(-s, -
es, -
ies)
: fly
/flie
s;
wife
/wiv
es.
I can
reco
gniz
e ro
ots
and
base
s.
I kno
w ru
les
for r
egul
ar
and
plur
als.
Sam
e as
abo
ve
Also
, stu
dent
s re
ad
grad
e-le
vel p
assa
ges
mon
thly
—in
this
cas
e,
pass
ages
that
con
tain
pl
ural
s.
Teac
hers
take
ru
nnin
g re
cord
s an
d an
alyz
e er
ror
patte
rns.
Nov
embe
r I c
an p
rodu
ce a
po
rtfol
io o
f irr
egul
ar
plur
als
draw
n fro
m m
y ex
perie
nces
and
in
depe
nden
t rea
ding
.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible.42
R
eadi
ng: S
econ
d-G
rade
Ess
entia
l Sta
ndar
ds (c
ontin
ued)
Stan
dard
–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do
whe
n st
uden
ts h
ave
lear
ned
the
esse
ntia
l st
anda
rds?
I can
und
erst
and
and
expl
ain
anto
nym
s an
d sy
nony
ms.
Exam
ples
: a)
Wha
t is
an a
nton
ym fo
r sc
ared
? (B
rave
).
b) W
hat i
s a
syno
nym
for f
ull?
(S
tuffe
d).
c) c
) Whi
ch w
ord
mea
ns th
e op
posi
te o
f lou
d? (Q
uiet
).
I kn
ow th
e m
eani
ng o
f an
tony
m a
nd s
ynon
ym.
Als
o, C
FAs
desi
gned
by
the
seco
nd-g
rade
te
am a
re
adm
inis
tere
d ha
lfway
th
roug
h an
d at
uni
t’s
com
plet
ion.
Dec
embe
r I c
an p
rodu
ce a
co
llect
ion
of
voca
bula
ry g
raph
ic
orga
nize
rs th
at in
clud
e an
tony
ms
and
syno
nym
s fo
r eac
h w
ord.
I can
det
erm
ine
the
mea
ning
of c
ompo
und
wor
ds.
Exam
ple:
Wha
t doe
s bo
okca
se
mea
n?
I kno
w th
e m
eani
ng o
f ea
ch w
ord
in a
com
poun
d w
ord.
Sam
e as
abo
ve
Janu
ary
I can
pro
duce
an
illust
rate
d po
rtfol
io o
f ab
brev
iatio
ns d
raw
n fro
m m
y ex
perie
nces
an
d in
depe
nden
t re
adin
g.
I can
reco
gniz
e co
mm
on a
bbre
viat
ions
. Ex
ampl
es:
a) G
ive
the
abbr
evia
tions
for
Doc
tor (
Dr.)
; Jan
uary
(Jan
.);
Mis
ter (
Mr.)
. b)
b) S
t. is
an
abbr
evia
tion
for
wha
t wor
d? (S
treet
).
I und
erst
and
wha
t an
abbr
evia
tion
is.
I can
use
cor
rect
pu
nctu
atio
n w
hen
abbr
evia
ting.
Sam
e as
abo
ve
Stu
dent
s al
so re
ad
grad
e-le
vel p
assa
ges
mon
thly
—in
this
cas
e pa
ssag
es th
at c
onta
in
abbr
evia
tions
. Te
ache
rs ta
ke
runn
ing
reco
rds
and
anal
yze
erro
r pa
ttern
s.
Mar
ch
I can
pro
duce
a
portf
olio
of
abbr
evia
tions
dra
wn
from
my
expe
rienc
es
and
inde
pend
ent
read
ing.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible. 43
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.90
REPRODUCIBLE
Rea
ding
: Sec
ond-
Gra
de E
ssen
tial S
tand
ards
(con
tinue
d)
Stan
dard
–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do w
hen
stud
ents
hav
e le
arne
d th
e es
sent
ial
stan
dard
s?
I can
dec
ode
two-
sylla
ble
nons
ense
w
ords
and
regu
lar
mul
tisyl
labl
e w
ords
.
Exam
ples
: a)
I c
an re
ad th
e fo
llow
ing:
m
ap/p
et; s
it/te
n; n
al/lo
w.
b) b
) I c
an re
ad a
sec
ond-
grad
e pa
ssag
e at
a ra
te o
f 11
0 w
ords
cor
rect
per
m
inut
e.
I can
iden
tify
vow
els
and
cons
onan
ts.
I can
und
erst
and
and
appl
y sy
llabi
catio
n ru
les.
Stu
dent
s re
ad g
rade
- le
vel p
assa
ges
on a
m
onth
ly b
asis
. Te
ache
rs ta
ke
runn
ing
reco
rds
and
anal
yze
patte
rns
of
erro
rs.
Mon
thly
I c
an d
ecod
e re
ad
irreg
ular
mul
tisyl
labl
e w
ords
.
I can
des
crib
e ho
w
char
acte
rs b
ehav
e th
roug
hout
a s
tory
afte
r ke
y ev
ents
or
chal
leng
es.
Exam
ple:
Afte
r rea
ding
Fro
g an
d To
ad T
oget
her,
I can
giv
e th
ree
deta
ils a
bout
how
Fro
g ch
ange
s th
roug
hout
the
stor
y.
I can
des
crib
e ch
arac
ters
, se
tting
s, a
nd e
vent
s.
Afte
r lis
teni
ng to
the
teac
her r
ead
Mat
ilda,
I ca
n de
scrib
e on
e ch
arac
ter,
one
setti
ng,
and
one
key
even
t.
Als
o, C
FAs
desi
gned
by
the
seco
nd-g
rade
te
am a
re
adm
inis
tere
d ha
lfway
th
roug
h an
d at
uni
t’s
com
plet
ion.
Oct
ober
I c
an d
escr
ibe
char
acte
rs’ m
otiv
atio
n an
d fe
elin
gs
thro
ugho
ut a
sto
ry.
I can
exp
lain
how
ch
arac
ters
’ act
ions
af
fect
key
eve
nts.
I c
an id
entif
y an
d us
e re
gula
r and
irre
gula
r pl
ural
s.
Exam
ple:
I ca
n re
ad th
e fo
llow
ing
(-s, -
es, -
ies)
: fly
/flie
s;
wife
/wiv
es.
I can
reco
gniz
e ro
ots
and
base
s.
I kno
w ru
les
for r
egul
ar
and
plur
als.
Sam
e as
abo
ve
Also
, stu
dent
s re
ad
grad
e-le
vel p
assa
ges
mon
thly
—in
this
cas
e,
pass
ages
that
con
tain
pl
ural
s.
Teac
hers
take
ru
nnin
g re
cord
s an
d an
alyz
e er
ror
patte
rns.
Nov
embe
r I c
an p
rodu
ce a
po
rtfol
io o
f irr
egul
ar
plur
als
draw
n fro
m m
y ex
perie
nces
and
in
depe
nden
t rea
ding
.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible.42
R
eadi
ng: S
econ
d-G
rade
Ess
entia
l Sta
ndar
ds (c
ontin
ued)
Stan
dard
–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do
whe
n st
uden
ts h
ave
lear
ned
the
esse
ntia
l st
anda
rds?
I can
und
erst
and
and
expl
ain
anto
nym
s an
d sy
nony
ms.
Exam
ples
: a)
Wha
t is
an a
nton
ym fo
r sc
ared
? (B
rave
).
b) W
hat i
s a
syno
nym
for f
ull?
(S
tuffe
d).
c) c
) Whi
ch w
ord
mea
ns th
e op
posi
te o
f lou
d? (Q
uiet
).
I kn
ow th
e m
eani
ng o
f an
tony
m a
nd s
ynon
ym.
Als
o, C
FAs
desi
gned
by
the
seco
nd-g
rade
te
am a
re
adm
inis
tere
d ha
lfway
th
roug
h an
d at
uni
t’s
com
plet
ion.
Dec
embe
r I c
an p
rodu
ce a
co
llect
ion
of
voca
bula
ry g
raph
ic
orga
nize
rs th
at in
clud
e an
tony
ms
and
syno
nym
s fo
r eac
h w
ord.
I can
det
erm
ine
the
mea
ning
of c
ompo
und
wor
ds.
Exam
ple:
Wha
t doe
s bo
okca
se
mea
n?
I kno
w th
e m
eani
ng o
f ea
ch w
ord
in a
com
poun
d w
ord.
Sam
e as
abo
ve
Janu
ary
I can
pro
duce
an
illust
rate
d po
rtfol
io o
f ab
brev
iatio
ns d
raw
n fro
m m
y ex
perie
nces
an
d in
depe
nden
t re
adin
g.
I can
reco
gniz
e co
mm
on a
bbre
viat
ions
. Ex
ampl
es:
a) G
ive
the
abbr
evia
tions
for
Doc
tor (
Dr.)
; Jan
uary
(Jan
.);
Mis
ter (
Mr.)
. b)
b) S
t. is
an
abbr
evia
tion
for
wha
t wor
d? (S
treet
).
I und
erst
and
wha
t an
abbr
evia
tion
is.
I can
use
cor
rect
pu
nctu
atio
n w
hen
abbr
evia
ting.
Sam
e as
abo
ve
Stu
dent
s al
so re
ad
grad
e-le
vel p
assa
ges
mon
thly
—in
this
cas
e pa
ssag
es th
at c
onta
in
abbr
evia
tions
. Te
ache
rs ta
ke
runn
ing
reco
rds
and
anal
yze
erro
r pa
ttern
s.
Mar
ch
I can
pro
duce
a
portf
olio
of
abbr
evia
tions
dra
wn
from
my
expe
rienc
es
and
inde
pend
ent
read
ing.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible. 43
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 91
REPRODUCIBLE
Rea
ding
: Sec
ond-
Gra
de E
ssen
tial S
tand
ards
(con
tinue
d)
St
anda
rd–
Des
crip
tion
Exam
ple–
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on
Ass
essm
ent
Whe
n Ta
ught
? Ex
tens
ion
Skill
s
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or v
ocab
ular
y ar
e ne
eded
to m
aste
r th
is s
tand
ard?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill
this
sta
ndar
d be
taug
ht?
Wha
t will
we
do
whe
n st
uden
ts h
ave
lear
ned
the
esse
ntia
l st
anda
rds?
I c
an d
eter
min
e th
e m
eani
ng o
f sim
ple
pref
ixes
and
suf
fixes
.
Exam
ples
: a)
Wha
t doe
s pr
e in
pre
heat
m
ean?
(bef
ore)
. b)
Use
and
reco
gniz
e th
e fo
llow
ing
affix
es: o
ver-,
un-
, -in
g, -l
y.
I can
iden
tify
the
base
w
ord
and
affix
es in
wor
ds.
I now
mea
ning
and
pl
acem
ent o
f pre
fixes
and
su
ffixe
s.
CFA
s de
sign
ed b
y th
e se
cond
-gra
de te
am
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at
the
com
plet
ion
of th
e un
it.
Apr
il I c
an p
rodu
ce a
po
rtfol
io o
f affi
xes
draw
n fro
m m
y ex
perie
nces
and
in
depe
nden
t rea
ding
.
I can
iden
tify
sim
ple
mul
tiple
-mea
ning
w
ords
.
Exam
ples
: a)
Giv
e th
e m
eani
ngs
of ri
ng
(e.g
., je
wel
ry; a
cle
ar,
vibr
atin
g so
und)
.
b) M
y m
om is
wea
ring
a sh
iny
ring.
In w
hich
sen
tenc
e is
rin
g us
ed th
e sa
me
way
?
Th
e rin
g of
the
door
bell
wok
e m
e up
.
The
girl
had
on a
bea
utifu
l rin
g.
I s
till h
ear r
ingi
ng in
my
ears
afte
r the
bal
l hit
me.
I kno
w s
ome
wor
ds h
ave
mor
e th
an o
ne m
eani
ng.
Als
o, C
FAs
desi
gned
by
the
seco
nd-g
rade
te
am a
re a
dmin
iste
red
halfw
ay th
roug
h an
d at
un
it’s
com
plet
ion.
June
I c
an p
rodu
ce a
po
rtfol
io o
f hom
onym
s dr
awn
from
my
expe
rienc
es a
nd
inde
pend
ent r
eadi
ng.
REPRODUCIBLE
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REPRODUCIBLE
Writ
ing:
Sec
ond-
Gra
de E
ssen
tial S
tand
ards
St
anda
rd–D
escr
iptio
n Ex
ampl
e–R
igor
Pr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
Exte
nsio
n Sk
ills
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
stu
dent
w
ork
look
like
? Pr
ovid
e an
ex
ampl
e an
d/or
des
crip
tion.
Wha
t prio
r kno
wle
dge,
sk
ills,
and
/or
voca
bula
ry a
re n
eede
d to
mas
ter t
his
stan
dard
?
Wha
t ass
essm
ents
w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Whe
n w
ill th
is
stan
dard
be
taug
ht?
Wha
t will
we
do
whe
n st
uden
ts h
ave
lear
ned
the
esse
ntia
l st
anda
rds?
I c
an w
rite
a na
rrat
ive
stor
y th
at: a
) tel
ls a
bout
se
vera
l eve
nts,
b)
incl
udes
det
ails
that
de
scrib
e m
y ac
tions
, th
ough
ts, a
nd fe
elin
gs,
c) u
ses
spec
ial w
ords
to
sig
nal t
hat t
ime
is
pass
ing,
and
d) c
lose
s w
ith a
n ef
fect
ive
endi
ng.
[See
the
atta
ched
anc
hor
pape
r.]
I can
writ
e a
narr
ativ
e st
ory
that
tells
abo
ut tw
o ev
ents
that
incl
udes
a fe
w
deta
ils.
Stu
dent
s’ s
torie
s ar
e co
llabo
rativ
ely
asse
ssed
to e
nsur
e in
terra
ter r
elia
bilit
y an
d to
det
erm
ine
the
need
fo
r min
iless
ons
usin
g th
e at
tach
ed a
naly
tic
rubr
ic.
Sep
tem
ber–
Dec
embe
r I c
an e
nhan
ce m
y na
rrativ
e st
ory
to
incl
ude
mul
tiple
ch
arac
ters
and
di
alog
ue.
I can
use
the
past
te
nse
of ir
regu
lar
verb
s.
Exam
ples
: I k
now
pas
t ten
se
of:
a)
sit
(sat
)
b) h
ide
(hid
)
c) te
l1 (t
old)
d) b
low
(ble
w)
I kno
w th
e pa
st te
nse
of
regu
lar v
erbs
: a
) cal
l (ca
lled)
b
) file
(file
d)
c) n
ail (
naile
d)
Teac
hers
ass
ess
stud
ents
’ use
of p
ast
tens
e fo
r irr
egul
ar
verb
s in
jour
nal a
nd
proc
ess
writ
ing
piec
es.
Als
o, C
FAs
desi
gned
by
the
seco
nd-g
rade
te
am a
re a
dmin
iste
red
halfw
ay th
roug
h an
d at
un
it’s
com
plet
ion.
Dec
embe
r–M
arch
I c
an c
reat
e a
portf
olio
of i
rreg
ular
pa
st-te
nse
verb
s th
at
are
orga
nize
d by
si
mila
r pat
tern
s.
I can
revi
se a
nd
expa
nd m
y se
nten
ces,
ad
ding
mor
e de
tails
th
roug
h ad
ject
ives
and
ad
verb
s.
Exam
ples
: I c
an w
rite
sent
ence
s su
ch a
s:
a) T
he b
oy w
atch
ed th
e m
ovie
. b)
The
littl
e bo
y w
atch
ed th
e m
ovie
. c)
The
littl
e bo
y in
tent
ly
wat
ched
the
actio
n m
ovie
.
I can
writ
e co
mpl
ete
sent
ence
s, w
ith a
sub
ject
an
d a
pred
icat
e.
Teac
hers
ass
ess
stud
ents
’ use
of p
ast
tens
e fo
r irr
egul
ar
verb
s in
jour
nal a
nd
proc
ess
writ
ing
piec
es.
Als
o, C
FAs
desi
gned
by
the
seco
nd g
rade
te
am a
re a
dmin
iste
red
with
in e
ach
unit.
Mon
thly
I c
an w
rite
com
poun
d an
d co
mpl
ex
sent
ence
s an
d ca
n va
ry th
e vo
ice
of
sent
ence
s, u
sing
m
etho
ds s
uch
as
switc
hing
sub
ject
s an
d ob
ject
s.
REPRODUCIBLE
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REPRODUCIBLE
2007
–200
8 Se
cond
Sem
este
r Ess
entia
l Sta
ndar
ds
C
ours
e Ti
tle: A
lgeb
ra 1
Team
Mem
bers
: Jac
kie
Mar
tin, B
re W
elch
, Jac
kie
Stoe
rger
, Mar
y H
ings
t
Stan
dard
St
anda
rd o
r Des
crip
tion
Exam
ple
and
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on
Ass
essm
ent
Whe
n Ta
ught
2.0
10.0
Stu
dent
s un
ders
tand
and
use
the
rule
s of
ex
pone
nts.
S
tude
nts
mul
tiply
and
div
ide
mon
omia
ls.
Sim
plify
:
3
7 9
5 10xy xy
M
ultip
lyin
g m
onom
ials
and
po
lyno
mia
ls (C
hapt
er 4
) C
hapt
er 4
CA
Fe
b.
11.0
Stu
dent
s ap
ply
basi
c fa
ctor
ing
tech
niqu
es to
se
cond
- and
sim
ple
third
-deg
ree
poly
nom
ials
. Th
ese
tech
niqu
es in
clud
e fin
ding
a c
omm
on
fact
or fo
r all
term
s in
a p
olyn
omia
l, re
cogn
izin
g th
e di
ffere
nce
of tw
o sq
uare
s, a
nd
reco
gniz
ing
perfe
ct s
quar
es o
f bin
omia
ls.
Fact
or c
ompl
etel
y:
1.
3a2 –
24ab
+ 4
8b2
2.
x2 –
121
3.
9
x2 + 1
2x +
4
Mul
tiply
ing
and
divi
ding
m
onom
ials
and
po
lyno
mia
ls (C
hapt
er 4
and
C
hapt
er 5
: Sec
. 1–3
)
Cha
pter
5 C
A
Feb.
12.0
Stu
dent
s si
mpl
ify fr
actio
ns w
ith p
olyn
omia
ls in
th
e nu
mer
ator
and
den
omin
ator
by
fact
orin
g bo
th a
nd re
duci
ng th
em to
the
low
est t
erm
s.
Sim
plify
:
3
168
+2
2
2
44
36
xxy
yxy
y!
+
!
Fact
orin
g by
find
ing
GC
F,
diffe
renc
e of
two
squa
res,
an
d tri
nom
ials
(Cha
pter
5)
Cha
pter
6 C
A
Mar
ch
2.0
Stu
dent
s un
ders
tand
and
use
the
oper
atio
n of
ta
king
a ro
ot a
nd ra
isin
g to
a fr
actio
nal p
ower
. S
impl
ify:
3
168
+
Und
erst
andi
ng ra
tiona
l and
irr
atio
nal n
umbe
rs a
nd
prim
e fa
ctor
ing
Cha
pter
11:
S
ec. 3
, 4, 5
C
A
Mar
ch
14.0
S
olve
a q
uadr
atic
equ
atio
n by
fact
orin
g or
co
mpl
etin
g th
e sq
uare
. S
olve
by
com
plet
ing
the
squa
re:
x2 +
4x =
6
Fact
orin
g qu
adra
tics
(Cha
pter
5) a
nd s
impl
ifyin
g ra
dica
ls (C
hapt
er 1
1)
Cha
pter
12:
S
ec. 1
–4 a
nd
Cha
pter
5:
Sec
. 12
CA
Late
M
arch
21.0
Stu
dent
s gr
aph
quad
ratic
func
tions
and
kno
w
that
thei
r roo
ts a
re th
e x-
inte
rcep
ts.
Gra
ph:
y =
x2 – 3
x –
4 an
d st
ate
the
x in
terc
epts
.
Sol
ving
qua
drat
ic e
quat
ions
by
fact
orin
g, c
ompl
etin
g th
e sq
uare
, and
qua
drat
ic
form
ula
(Cha
pter
12)
Cha
pter
8:
Sec
. 8 a
nd
p. 3
89 C
A
Apr
il
REPRODUCIBLE
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REPRODUCIBLE
328RTI at Work Workshop
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REPRODUCIBLE
Esse
ntia
l Sta
ndar
ds: U
.S. H
isto
ry
Stan
dard
St
anda
rd o
r Des
crip
tion
Exam
ple
and
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on A
sses
smen
t W
hen
Taug
ht
8.1.
1
Des
crib
e th
e re
latio
nshi
ps b
etw
een
the
mor
al a
nd p
oliti
cal i
deas
of t
he
Gre
at A
wak
enin
g an
d th
e E
nlig
hten
men
t and
the
deve
lopm
ent o
f rev
olut
iona
ry
ferv
or.
Prom
pt: D
escr
ibe
how
the
mov
emen
ts
gave
lead
to th
e de
velo
pmen
t of
revo
lutio
nary
ferv
or.
Def
ine
and
unde
rsta
nd:
The
Gre
at A
wak
enin
g
The
Enl
ight
enm
ent
Venn
dia
gram
: co
mpa
re–c
ontra
st
mov
emen
ts w
ith
writ
ten
anal
ysis
.
Firs
t qua
rter:
Sep
tem
ber
Res
ourc
es: H
olt,
Cha
pter
2
8.1
Und
erst
and
the
maj
or e
vent
s pr
eced
ing
the
Am
eric
an
Rev
olut
ion.
C
ause
-and
-effe
ct
rela
tions
hips
Tim
elin
e of
eve
nts:
ill
ustra
ted
and
anno
tate
d
Firs
t qua
rter:
Sep
tem
ber–
Oct
ober
Res
ourc
es: H
olt,
Cha
pter
3
8.1.
2
Ana
lyze
the
philo
soph
y of
go
vern
men
t exp
ress
ed in
the
Dec
lara
tion
of In
depe
nden
ce
(indi
vidu
al ri
ghts
).
Test
Que
stio
n: W
hich
of
the
follo
win
g is
not
an
una
liena
ble
right
?
7.6.
5: E
xper
ienc
e an
alyz
ing
hist
oric
al
docu
men
ts (M
agna
C
arta
).
Ana
lysi
s of
prim
ary
sour
ce d
ocum
ent:
Th
e D
ecla
ratio
n of
In
depe
nden
ce
Iden
tify
key
phra
ses:
“A
ll m
en a
re
crea
ted…
”
unal
iena
ble
right
s
Firs
t qua
rter:
Oct
ober
Res
ourc
es: H
olt,
Cha
pter
3
8.2.
5
Und
erst
and
the
sign
ifica
nce
of
relig
ious
free
dom
with
in th
e Fi
rst
Am
endm
ent a
nd th
e im
porta
nce
of
sepa
ratio
n of
chu
rch
and
stat
e.
Why
did
the
Sup
rem
e C
ourt
over
turn
Tin
ker
v. D
es M
oine
s?
Und
erst
and
the
vario
us e
lem
ents
of
the
Firs
t Am
endm
ent.
Firs
t Am
endm
ent
case
stu
dy:
Res
earc
h ca
se;
prep
are
visu
al a
nd
pres
ent.
Firs
t sem
este
r: N
ovem
ber
8.2.
7
Des
crib
e th
e pr
inci
ples
of
fede
ralis
m, d
ual s
over
eign
ty,
sepa
ratio
n of
pow
ers,
che
cks
and
bala
nces
, pur
pose
of m
ajor
ity ru
le,
and
idea
s of
Am
eric
an
cons
titut
iona
lism
.
How
doe
s th
e le
gisl
ativ
e br
anch
ch
eck
the
exec
utiv
e br
anch
?
Und
erst
and
the
thre
e br
anch
es o
f go
vern
men
t as
wel
l as
the
idea
of c
heck
s an
d ba
lanc
es.
Con
stitu
tion
test
Sec
ond
quar
ter
REPRODUCIBLE
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REPRODUCIBLE
329RTI at Work Workshop
© Solution Tree 2014 • solution-tree.com • Reproducible. 95
REPRODUCIBLE
Esse
ntia
l Sta
ndar
ds C
hart
: Gra
de-1
0 B
iolo
gy
Wha
t Is
It W
e Ex
pect
Stu
dent
s to
Lea
rn?
Gra
de: 1
0 Su
bjec
t: B
iolo
gy
Sem
este
r:
Team
Mem
bers
:
Des
crip
tion
of
Sta
ndar
d Ex
ampl
e
of R
igor
Pr
ereq
uisi
te S
kills
W
hen
Taug
ht?
Com
mon
Su
mm
ativ
e A
sses
smen
t
Exte
nsio
n St
anda
rds
Wha
t is
the
esse
ntia
l st
anda
rd to
be
lear
ned?
Des
crib
e in
st
uden
t-frie
ndly
vo
cabu
lary
.
Wha
t doe
s pr
ofic
ient
st
uden
t wor
k lo
ok
like?
Pro
vide
an
exam
ple
and/
or
desc
riptio
n.
Wha
t prio
r kno
wle
dge,
sk
ills, a
nd/o
r voc
abul
ary
are
need
ed fo
r a s
tude
nt to
m
aste
r thi
s st
anda
rd?
Whe
n w
ill th
is
stan
dard
be
taug
ht?
Wha
t ass
essm
ent(s
) w
ill b
e us
ed to
m
easu
re s
tude
nt
mas
tery
?
Wha
t will
we
do
whe
n st
uden
ts h
ave
alre
ady
lear
ned
this
st
anda
rd?
Eco
syst
ems
have
fin
ite, c
yclin
g re
sour
ces.
How
wou
ld in
crea
sed
carb
on d
ioxi
de in
the
atm
osph
ere
affe
ct
the
carb
on, n
itrog
en,
and
wat
er c
ycle
s?
• Te
ll di
ffere
nce
betw
een
livin
g an
d no
nliv
ing
com
pone
nts
of a
n ec
osys
tem
. •
Rec
ogni
ze th
e sy
mbo
ls
for c
omm
on e
lem
ents
an
d co
mpo
unds
. •
Iden
tify
rela
tions
hips
am
ong
orga
nism
s.
• M
atte
r cha
nges
form
s,
but c
an’t
be m
ade
or
dest
roye
d.
• R
epre
sent
rela
tions
hips
in
a fo
od w
eb.
• U
nder
stan
d th
e ro
le o
f ph
otos
ynth
esis
in e
nerg
y tra
nsfe
r.
Sep
tem
ber–
Oct
ober
•
Exp
lain
the
Cot
tonw
ood
Riv
er
ecos
yste
ms
mod
el.
• C
onst
ruct
a fo
od
web
. •
Cre
ate
ener
gy
pyra
mid
s.
• C
ondu
ct n
itrog
en
cycl
e in
vest
igat
ion.
•
Hol
d W
hat’s
in M
y B
urge
r? d
iscu
ssio
n.
Stu
dent
s w
ill c
ondu
ct
an e
nerg
y pi
pelin
e in
vest
igat
ion.
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.96
REPRODUCIBLE
Esse
ntia
l Sta
ndar
ds S
tude
nt T
rack
ing
Cha
rt
Esse
ntia
l Sta
ndar
d C
omm
on A
sses
smen
t D
ate
Pass
edTe
ache
r In
itial
s
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 97
REPRODUCIBLE
Es
sent
ial S
tand
ards
Stu
dent
Tra
ckin
g C
hart
Esse
ntia
l Sta
ndar
d C
omm
on A
sses
smen
t D
ate
Pass
ed
Teac
her
Initi
als
Stan
dard
4.0
: I c
an s
olve
equ
atio
ns in
one
va
riabl
e.
Stan
dard
5.0
: I c
an s
olve
mul
tiste
p pr
oble
ms
invo
lvin
g lin
ear e
quat
ions
in o
ne v
aria
ble
and
prov
ide
just
ifica
tion
for e
ach
step
.
Equa
tions
Tes
t (se
ctio
ns 3
-1 th
roug
h
3-
3, 3
-5, 7
-3, a
nd 1
0-5)
Stan
dard
6.0
: I c
an g
raph
a li
near
equ
atio
n an
d co
mpu
te th
e x-
and
y-in
terc
epts
.
Stan
dard
7.0
: I c
an w
rite
linea
r equ
atio
ns
give
n po
ints
on
a lin
e.
Ch.
8 T
est (
sect
ions
8-1
thro
ugh
8-5)
St
anda
rd 8
.0: I
und
erst
and
the
conc
epts
of
para
llel a
nd p
erpe
ndic
ular
line
s an
d ho
w th
eir
slop
es a
re re
late
d. I
can
find
the
equa
tion
of a
lin
e pe
rpen
dicu
lar t
o a
give
n lin
e th
at p
asse
s th
roug
h a
give
n po
int.
REPRODUCIBLE
© Buffum, Mattos, & Weber 2012. solution-tree.comReproducible.
REPRODUCIBLE
330RTI at Work Workshop
© Solution Tree 2014 • solution-tree.com • Reproducible.98
REPRODUCIBLE
Unit: Cell Biology Standard 1
Name ____________________________________________ Period ______________
I understand how basic chemical reactions (metabolism) in parts of a cell (organelles/cytoplasm) help keep organisms (living things) alive. As a basis for understanding that concept:
Learning Targets 1c. I know that viruses are composed of a nucleic acid contained in a protein coat. I know that prokaryotic cells do not have membrane-bound organelles. I know that eukaryotic cells have membrane-bound organelles. Essential vocabulary: prokaryotic, eukaryotic, organelle, nucleus, cell–plasma membrane, ribosome, cytoplasm, cell wall, chloroplast, mitochondria, lysosome, vacuole, cytoskeleton, ER, Golgi apparatus Rate your mastery of this learning target. New to me I got this.
Tasks How I Did 1.
2.
3.
1a. I know that cells are surrounded by a membrane that only allows some things in and out of the cell.
Essential vocabulary: membrane, semipermeable, diffusion, osmosis, endocytosis, exocytosis, equilibrium, hypotonic, hypertonic, isotonic, phagocytosis, active–passive transport
Rate your mastery of this learning target. New to me I got this.
Tasks How I Did 1.
2.
3.
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Common Assessments Collaborative Analysis and Collective Response
1. Consider the assessment task.
• What worked well?
• What was challenging about this task?
• How might you revise the assessment to make it more effective?
2. Analyze the data and identify areas for targeted response. • As a team: Which learning targets require more attention?
• As a team: Which students did not master which targets?
• As a team: Which classrooms require additional support?
• As an individual teacher: Which area was my lowest, and how can I improve?
3. Create a team plan of action to address needs identified by the data.
• Assessment modifications? Curricular modifications? Instructional response?
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essential Questions for special education identification
these questions are designed to help a site intervention team consider if special education identification is appropriate, justified, and defendable for a student. unless the intervention team can answer each question affirma-tively, then the decision to recommend special education is not appropriate or defendable.
tier 1:
y Did the student have access to rigorous, grade-level curriculum?
y What evidence do we have that our school’s initial instruction (tier I) was effective for similar students?
y Was the student given additional time and differentiated instruc-tion during tier I instruction?
tier 2:
y Did we identify the student for supplemental time and support in a timely manner?
y What were the child’s specific learning needs?
y What was the cause of the student’s struggles?
y What research-based interventions were used to address the stu-dent’s specific learning needs?
y What evidence do we have that these interventions were effective for similar students?
tier 3:
y When was the child referred for intensive support?
y What quality problem-solving process was used to better identify the child’s specific learning needs and the cause(s) of the student’s struggles?
y What research-based interventions were used to address the stu-dent’s specific learning needs?
y What evidence do we have that these interventions were effective for students with similar needs?
y Are there any other intervention or supports that can or should be tried before considering special education placement?
y Do we have agreement among the intervention team that special education is necessary and appropriate to meet the needs of this child? Is this decision defensible?
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teaching cycle planning calendar
essential standard(s) that all students must learn:
Learning targets to be shared with students:
use the planning calendar to schedule the following:
1. When will we start the unit of study? how will we share the learning target(s) with the students? When will each target be introduced?
2. When will our team meeting(s) during the unit of study be held? When are intervention/extension times available?
3. When are good points during the unit of study to collect evidence of student learning? how and when will we give common forma-tive assessment(s)?
4. When will we collectively analyze the common formative assess-ment data?
5. When will we reteach students who do not demonstrate mastery of the learning targets on the common formative assessment(s)?
6. When and how will we provide extension and enrichment to those who demonstrate mastery on the common formative assessment(s)?
7. When will we give the end-of-unit common assessment?
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Mo
nday
Tues
day
Wed
nesd
ayTh
ursd
ayfr
iday
page 2 of 2
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Universal Screening Planning Guide
Universal Skill
At-Risk Criteria
What cri-teria will be used to determine whether a child is in need of intensive support?
Screening Process
What screening assessment and/or process will be used to identify students in need of intensive support?
WhenWhen will the screening process take place?
WhoWho will administer the screening?
Intensive Support
AvailableWhat intensive intervention(s) will be used to accelerate stu-dent learning and support the identified student(s)?
Reading
Writing
Number sense
English language
Attendance
Behavior
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Universal Screening Planning Guide ProtocolThis activity is designed to assist a leadership team plan for universal screen-ing by creating a process to identify students in need of intensive support before they fail. Because the purpose is to provide preventive support, it is best if this activity is completed prior to the start of the school year.
For each universal skill, answer questions for each column:
1. At-Risk Criteria. At each grade level, what criteria will be used to determine whether a child is in need of intensive support? For example, in reading, an elementary school may determine that any student entering first grade without the ability to properly recognize all 26 letters (uppercase and lowercase) is extremely at risk in reading and will be considered for immediate, intensive support. At a high school, any student whose reading ability is two or more years below grade level (grade-level equivalent) could be considered for immediate, intensive support.
2. Screening Process. What screening assessment and/or process will be used to identify students in need of intensive support? The leadership team should identify the most effective, efficient, and timely process to gather the at-risk criteria data on each student.
3. When. When will the screening process take place? Obviously, if the purpose of universal screening is to provide preventive sup-port, then this data should be collected either prior to the start of the school year or as early in the school year as possible. Finally, as new students will enroll in the school throughout the year, it is important to consider how these students can be screened during the enrollment process.
4. Who. Who will administer the screening? As the leadership team has representation from every teacher team, as well as responsi-bility for coordinating school support staff, this team is best posi-tioned to organize the resources necessary.
5. Intensive Support Available. What intensive intervention(s) will be used to accelerate student learning and support the identified student(s)? There is no point in universal screening if there is no plan to provide these students extra support in their area(s) of need.
One final consideration: for a school new to universal screening, it may be overwhelming to begin universal screening in all six universal skills, at all grade levels, immediately. In this case, we recommend that the leadership team identify the universal skill (reading, writing, number sense, English language, attendance, behavior) that is currently the greatest area of need in their school. Start by focusing on this one. As the school builds skill and competence in this area, others can be added.
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REPRODUCIBLE
R E P R O D U C I B L E114 |
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Universal Screening Planning Guide ProtocolThis activity is designed to assist a leadership team plan for universal screen-ing by creating a process to identify students in need of intensive support before they fail. Because the purpose is to provide preventive support, it is best if this activity is completed prior to the start of the school year.
For each universal skill, answer questions for each column:
1. At-Risk Criteria. At each grade level, what criteria will be used to determine whether a child is in need of intensive support? For example, in reading, an elementary school may determine that any student entering first grade without the ability to properly recognize all 26 letters (uppercase and lowercase) is extremely at risk in reading and will be considered for immediate, intensive support. At a high school, any student whose reading ability is two or more years below grade level (grade-level equivalent) could be considered for immediate, intensive support.
2. Screening Process. What screening assessment and/or process will be used to identify students in need of intensive support? The leadership team should identify the most effective, efficient, and timely process to gather the at-risk criteria data on each student.
3. When. When will the screening process take place? Obviously, if the purpose of universal screening is to provide preventive sup-port, then this data should be collected either prior to the start of the school year or as early in the school year as possible. Finally, as new students will enroll in the school throughout the year, it is important to consider how these students can be screened during the enrollment process.
4. Who. Who will administer the screening? As the leadership team has representation from every teacher team, as well as responsi-bility for coordinating school support staff, this team is best posi-tioned to organize the resources necessary.
5. Intensive Support Available. What intensive intervention(s) will be used to accelerate student learning and support the identified student(s)? There is no point in universal screening if there is no plan to provide these students extra support in their area(s) of need.
One final consideration: for a school new to universal screening, it may be overwhelming to begin universal screening in all six universal skills, at all grade levels, immediately. In this case, we recommend that the leadership team identify the universal skill (reading, writing, number sense, English language, attendance, behavior) that is currently the greatest area of need in their school. Start by focusing on this one. As the school builds skill and competence in this area, others can be added.
page 2 of 2
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Pioneer Tutorial Schedule
Tuesday, October 9 (Priority—Math) Thursday, October 11 (Priority—Science)
Any student may attend an open tutorial. To attend a closed tutorial, you must have teacher approval or “tutorial required” stamped in your Binder Reminder.
Teacher Room Open or Closed Subject Grade
Aguilar 602 Open Study Hall for Maan’s Students Spelling Lesson-2 Test Make-Up 7
Amsbary 504 Open Grade-6 Core Tutorial 6
Arneson 303 Open Grade-6 Earth Science Help 6
Badraun 603 Open Study Hall for Prell’s Students Spelling Lesson-3 Test Make-Up 7
Bell/Abrahams 502 Open Grade-6 Core Make-Up 6
Billings 702 Open Grade-8 Core: Enrichment 8
Cope MPR Open Drama/Chorus Help 6, 7, 8
Dearborn 703 Closed Grade-8 Core Homework Help 8
Delange Track Closed Mile-Run Make-Up 6, 7, 8
Fischer Band Room Open Band/Orchestra 6, 7, 8
Fuggitti 403 Open Clothing/Foods 7,8
Hamamura 503 Open Preposition Review/Make-Up 6
Harkin 405 Open Pre-Algebra Help 7
Hingst 706 Open Tues./Algebra, Thurs./Geometry 7, 8
Holmes 704 Closed Grade-8 Core Homework Help 8
Kaahaaina 407 Open Grade-7 Life Science Help 7
Kozuch 115 Open Study Hall 6,7,8
Kridner MPR Closed Pyramid of Intervention 6, 7, 8
Larson 802 Open Grade-7 Life Science Help 7
Leon Closed Grade-6 Exploratory Language/French 6, 8
Lippert 505 Open Grammar Review 6
Macias 402 Closed Spanish IA 7, 8
Martin 806 Closed Tues./Algebra, Thurs./Geometry 7,8
Mattos 801 Lab Open Internet Research/AR Tests 6, 7, 8
McCargar Fitness Room Closed Fitness Log Instruction Make-Up 6, 7, 8
(Pioneer tutorial, page 1 of 2)
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.106
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Teacher Room Open or Closed Subject Grade
Meyers 901 Open Math 6 6
Miranda 701 Closed Grade-8 Core Writing Conference 8
Mittleman 902 Open Grade-8 Core Homework Help 8
Moore Library Open Study Hall 6, 7, 8
Noonan 605 Open Study Hall 6,7,8
Ocegera 501 Open Grade-6 Core Make-Up 6
Payne, Mr. 121 Open Computers/Video Help 6, 7, 8
Payne, Mrs. 101 Open Math 6/PreAlgebra Help 6, 7
Polston 301 Open Grade-6 Earth Science Help 6
Prell 601 Open Study Hall for Aguilar Spelling Lesson 1 Test Make-Up 7
Randall 506 Open Grade-6 Core Make-Up 6
Sanchez 705 Open Spanish I/IB 8
Schaer 804 Open Pre Algebra 6,7,8
Shafer 408 Open Grade-8 Physical Science 8
Smith/Egan Plaza Open Study Time/Extended Snack 6, 7, 8
Spiak 401 Open Art/Yearbook 6, 7, 8
Stoerger 805 Closed Algebra & Test Retake 7,8
Thomas 404 Closed Make-Up Science Labs 8
VanHerde Track Closed Mile-Run Make-Up 6, 7, 8
Welch 803 Closed Grade-6 Pre-Algebra Help 6
(Pioneer tutorial, page 2 of 2)
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 107
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The
Tuto
rial F
low
Cha
rtTh
e Tu
tori
al F
low
Cha
rt
Ann
ounc
emen
t is
mad
e at
11
:48
a.m
.
Bin
der r
emin
ders
are
che
cked
fo
r tut
oria
l sta
mps
.
Stu
dent
s ha
ve n
o bi
nder
rem
inde
r.S
tam
ped
stud
ents
are
sen
t to
assi
gned
tuto
rial.
That
day
’s p
riorit
y su
bjec
t tru
mps
all
othe
r st
amps
.
At 1
1:51
a.m
., al
l uns
tam
ped
stud
ents
ar
e re
leas
ed to
tuto
rial.
Stu
dent
s ch
oose
an
open
tuto
rial
sess
ion.
Ope
n tu
toria
ls:
• C
ompu
ter l
ab•
Libr
ary
• C
lass
room
enr
ichm
ent
• H
omew
ork
or c
lass
wor
k in
ope
n cl
assr
oom
ses
sion
s•
Hom
ewor
k or
stu
dyin
g at
the
plaz
a*
*Stu
dent
s at
the
plaz
a ar
e re
quire
d to
hav
e bi
nder
rem
inde
rs re
ady
to s
how
that
they
ha
ve n
o st
amps
and
are
doi
ng in
divi
dual
or
smal
l-gro
up w
ork.
Teac
her R
emin
der
Stu
dent
s w
ho e
nter
a tu
toria
l ses
sion
mus
t re
mai
n th
ere
for t
he d
urat
ion
of th
at tu
toria
l pe
riod.
If th
ey a
re fi
nish
ed w
ith th
e ta
sk fo
r w
hich
they
wer
e st
ampe
d, th
ey s
houl
d qu
ietly
ta
ke s
omet
hing
out
from
ano
ther
cla
ss.
Stu
dent
s m
ay n
ot b
ounc
e fro
m o
ne tu
toria
l se
ssio
n to
ano
ther
. If i
t is
abso
lute
ly
nece
ssar
y fo
r a s
tude
nt to
leav
e a
teac
her’s
se
ssio
n to
atte
nd a
noth
er, t
he te
ache
r nee
ds
to s
ign
a bi
nder
rem
inde
r giv
ing
perm
issi
on to
go
to a
noth
er s
essi
on. T
his
prev
ents
nee
dles
s w
ande
ring.
Stu
dent
s ch
eck
in a
t su
bjec
t tut
oria
l.
Clo
sed
tuto
rials
:•
Mak
e-up
wor
k•
Ret
each
ing
• R
etes
ting
Con
tact
ad
min
istra
tion:
A
ssig
n de
tent
ion.
Stu
dent
s do
not
sh
ow fo
r tut
oria
l. S
tude
nts
are
sent
to o
ffice
. D
eten
tion
is a
ssig
ned.
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.108
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The
RTI
at W
ork
Pyra
mid
Tier
2: S
uppl
emen
tal I
nter
vent
ions
In a
dditi
on to
Tie
r 1, t
arge
ted
stud
ent r
ecei
ve a
dditi
onal
sup
port
in
mas
terin
g gr
ade-
leve
l ess
entia
l tar
gets
and
imm
edia
te
prer
equi
site
ski
lls.
Tier
3: I
nten
sive
Inte
rven
tions
In
add
ition
to T
iers
1 a
nd 2
, tar
gete
d st
uden
ts re
ceiv
e in
tens
ive
supp
ort t
o m
aste
r fou
ndat
iona
l ski
lls.
Rea
ding
Writ
ing
Num
ber s
ense
Eng
lish
lang
uage
Atte
ndan
ce
Beh
avio
r
Tier
1: C
ore
Inst
ruct
ion
All
stud
ents
hav
e ac
cess
to e
ssen
tial g
rade
-leve
l ac
adem
ic a
nd b
ehav
iora
l sta
ndar
ds.
Scho
olw
ide
Res
pons
ibili
ties
Teac
her T
eam
Res
pons
ibili
ties
“Will
” In
terv
entio
ns
“Ski
ll” In
terv
entio
ns
More Intensive
More Targeted
More Highly Trained
Universa
l Skills
Immediate Prerequisite
Skills
Essential G
rade-Level Skills
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 109
REPRODUCIBLE
The
RTI
at W
ork
Pyra
mid
Inte
rmed
iate
Act
ion
Step
s Le
ader
ship
Te
am
Teac
her
Team
s In
terv
entio
n Te
am
Tier
2: C
erta
in A
cces
s
Tier
2: S
uppl
emen
tal P
rogr
am
Tier
3: C
erta
in A
cces
s
T
ier 3
: Int
ensi
ve P
rogr
am
R
eadi
ng
Writ
ing
Num
ber s
ense
Eng
lish
lang
uage
Atte
ndan
ce
Beh
avio
r
Uni
vers
al S
cree
ning
and
Dia
gnos
tic A
sses
smen
ts
Cer
tain
Acc
ess:
Ti
er 1
to T
ier 2
Le
d by
Lea
ders
hip
Team
Cer
tain
Acc
ess:
Ti
er 2
to T
ier 3
Le
d by
Inte
rven
tion
Team
Tier
1: C
ore
Prog
ram
(A
ll st
uden
ts h
ave
acce
ss.)
Uni
vers
al S
cree
ning
Le
d by
Le
ader
ship
Tea
m
Scho
olw
ide
Supp
orts
Te
ache
r Tea
m L
ead
Supp
orts
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.110
REPRODUCIBLE
Pion
eer M
iddl
e Sc
hool
’s P
yram
id o
f Int
erve
ntio
ns
Tier
2: C
erta
in A
cces
s
Tier
2: S
uppl
emen
tal S
uppo
rt
Tier
3: C
erta
in A
cces
s
T
ier 3
: Int
ensi
ve S
uppo
rt
Uni
vers
al S
cree
ning
and
Dia
gnos
tic A
sses
smen
ts
Cer
tain
Acc
ess:
Tie
r 1 to
Tie
r 2
Led
by L
eade
rshi
p Te
am
Eve
ry th
ree
wee
ks, e
very
ed
ucat
or e
lect
roni
cally
refe
rs
stud
ents
for i
nter
vent
ions
. In
divi
dual
mee
ting
is h
eld
with
gr
ade-
leve
l int
erve
ntio
n co
ordi
nato
r. P
rogr
ess
repo
rt is
mai
led
to
pare
nt.
Cer
tain
Acc
ess:
Tie
r 2 to
Tie
r 3
Led
by In
terv
entio
n Te
am
Wee
kly
inte
rven
tion
team
mee
ting
Inte
rven
tion
coor
dina
tors
refe
r wee
kly
at in
terv
entio
n m
eetin
g.
Imm
edia
te te
ache
r ref
erra
l for
m
Sem
este
r pla
cem
ent m
eetin
g
Tier
1: A
ll St
uden
ts H
ave
Acc
ess
Uni
vers
al S
cree
ning
Le
d by
Lea
ders
hip
Team
R
etur
ning
stu
dent
s:
teac
her r
ecom
men
datio
n th
roug
h re
gist
ratio
n pr
oces
s N
ew s
tude
nts
(in d
istr
ict):
fe
eder
-sch
ool t
each
er
reco
mm
enda
tion
N
ew s
tude
nts
(out
of
dist
rict):
uni
vers
al
scre
enin
g as
sess
men
ts
durin
g en
rollm
ent p
roce
ss
Cor
e In
stru
ctio
n
All c
ore
clas
ses
to m
eet o
r exc
eed
grad
e-le
vel s
tand
ards
Iden
tifie
d es
sent
ial s
tand
ards
for e
very
cou
rse
Es
sent
ial s
tand
ards
stu
dent
trac
king
cha
rts fo
r eac
h st
uden
t
Com
mon
ass
essm
ents
giv
en fo
r eve
ry e
ssen
tial s
tand
ard
St
uden
ts id
entif
ied
for s
uppl
emen
t sup
port
by th
e st
anda
rd
D
iffer
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ted
mat
h co
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s
Sixt
h-gr
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targ
eted
read
ing
grou
ps
O
pen
tuto
rial s
essi
ons
Scho
olw
ide
Supp
orts
Te
ache
r Tea
m L
ead
Supp
orts
Scho
ol S
truc
ture
s
REA
L W
ildca
t exp
ecta
tions
Wee
kly
colla
bora
tion
time
U
nive
ral a
cces
s to
gra
de le
vel e
ssen
tials
Uni
vers
al a
cces
s to
ele
ctiv
es
U
nive
rsal
acc
ess
to c
ore
and
inte
rven
tions
Exp
lora
tion
oppo
rtuni
tes
Sc
hool
wid
e re
cogn
tion
prog
ram
Supp
orts
for A
ll St
uden
ts
O
pen
tuto
rials
Hom
ewor
k he
lp
o Q
uarte
rly g
oal s
ettin
g o
Six
th-g
rade
men
tors
o
Stu
dy s
kills
cla
ss
O
nlin
e gr
ade
acce
ss
N
ew s
tude
nt b
uddy
M
anda
tory
tuto
rial (
skill
)
Cor
e ac
com
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ns
Te
ache
r cha
nge
H
onor
s an
d ac
cele
rate
d cl
asse
s
M
anda
tory
tuto
rial (
will
)
Man
dato
ry h
omew
ork
help
(will
)
Esc
orte
d tu
toria
l and
hom
ewor
k he
lp
o P
aren
t con
tact
and
pro
gres
s re
port
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all–
sprin
g pa
rent
con
fere
nces
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PA
L co
nflic
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olut
ion
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ne-o
n-on
e m
ento
r
Atte
ndan
ce w
atch
list
and
mon
thly
che
ck
A
ttend
ance
–beh
avio
r con
tract
s
Rea
ding
: int
ensi
ve re
adin
g in
stru
ctio
n cl
ass
(dec
ode
or c
omp)
Writ
ing–
ELA
: int
ensi
ve c
ore
supp
ort
M
ath:
two-
perio
d m
ath
clas
s (im
med
iate
prio
r ski
lls)
Inte
nsiv
e m
ath
supp
ort (
foun
datio
nal m
ath)
ELD
: new
com
er E
LD c
ore
clas
s
Inte
nsiv
e re
spon
sibi
lity
supp
ort
A
VID
Zero
per
iod
PE
Five
way
s to
mak
e in
terv
entio
ns m
ore
inte
nsiv
e:•
Mor
e ta
rget
ed
• M
ore
high
ly tr
aine
d pe
rson
nel
•
Mor
e fre
quen
t •
Long
er d
urat
ion
•
Sm
alle
r rat
io
RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 111
REPRODUCIBLE
Wes
t Beld
en E
lemen
tary
(K–8
) Sch
ool’s
Pyra
mid
of In
terve
ntion
sU
nive
rsal
Scr
eeni
ng a
nd D
iagn
ostic
Ass
essm
ents
Tier
1: A
ll Stu
dent
s Hav
e Ac
cess
Tier
2 S
uppl
emen
tal S
uppo
rtCe
rtain
Acc
ess—
Tier
2
Certa
in A
cces
s—Ti
er 3
Scho
olw
ide
Supp
orts
Supp
orts
for A
ll Stu
dent
sSc
hool
Stru
ctur
es
esse
ntia
ls
inte
rven
tions
Prog
ram
Teac
her T
eam
Lea
d Su
ppor
tsCo
re In
struc
tion
stan
dar
d
wo
rker
, psy
cho
log
ist,
and
dea
n
app
roac
hes
to m
aste
ring
ess
entia
l st
and
ard
s
dec
isio
ns
Tier
3 In
tens
ive S
uppo
rt
in p
lace
of s
pecia
ls, so
cial s
tudi
es, o
r scie
nce
on ro
tatin
g ba
sis.
Con
nect
ions
wor
d pr
oble
ms i
n pl
ace
of sp
ecia
ls, so
cial
st
udie
s, or
scie
nce
on ro
tatin
g ba
sis.
info
rm sm
all-g
roup
and
in
divid
ual s
uppo
rts in
:
Unive
rsal
Scre
enin
g
Retu
rnin
g st
uden
ts:
Certa
in A
cces
s: Ti
er 1
to T
ier 2
Teac
hers
ent
er n
ote
s o
n st
uden
ts a
t-ris
k in
to e
lect
roni
c tr
acki
ng p
rog
ram
Inte
rven
tions
co
ord
inat
ors
revi
ew n
ote
s w
eekl
y
Five w
ays t
o mak
e int
erve
ntion
s mor
e int
ensiv
e:
Certa
in A
cces
s: Ti
er 2
to T
ier 3
Inte
rven
tion
coo
rdin
ato
rs re
view
stu
den
ts
at-r
isk
wee
kly
Twic
e m
ont
hly
mee
ting
“p
rob
lem
so
lves
,”
dia
gno
sing
stu
den
t nee
ds
and
pre
scrib
ing
su
pp
ort
s, fo
r stu
den
ts w
ho a
re n
ot y
et R
TI’in
g
with
Inte
rven
tion
Team
Wes
t Bel
den
Elem
enta
ry (K
–8) S
choo
l’s P
yram
id o
f Int
erve
ntio
ns
112
REPRODUCIBLE
RTI at Work Coaching Academy© Solution Tree 2014 • Do not duplicate.
References
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RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.114
REPRODUCIBLE
Notes
No
tes
115
Notes
116
Notes
No
tes
117
Notes
118