Essential Standards Chart - Audiofly Standards... · REPRODUCIBLE | MATH: SECOND-GRADE ESSENTIAL...
Transcript of Essential Standards Chart - Audiofly Standards... · REPRODUCIBLE | MATH: SECOND-GRADE ESSENTIAL...
R E P R O D U C I B L E72 |
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Essential Standards ChartW
hat
Is It
We
Expe
ct S
tude
nts
to L
earn
?
Gra
de:
Sub
ject
:Se
mes
ter:
Team
Mem
ber
s:
Des
crip
tion
of
Stan
dard
Ex
ampl
e of
R
igor
Prer
equi
site
Sk
ills
Whe
n Ta
ught
?C
omm
on
Sum
mat
ive
Ass
essm
ent
Exte
nsio
n St
anda
rds
Wha
t is
the
es
sent
ial s
tand
ard
to
be
lear
ned
? D
escr
ibe
in
stud
ent-
frie
ndly
vo
cab
ular
y.
Wha
t d
oes
p
rofic
ient
stu
den
t w
ork
look
like
? P
rovi
de
an
exam
ple
and
/or
des
crip
tion
.
Wha
t p
rior
kn
owle
dg
e, s
kills
, an
d/o
r vo
cab
ular
y ar
e ne
eded
for
a
stud
ent
to m
aste
r th
is s
tand
ard
?
Whe
n w
ill t
his
stan
dar
d b
e ta
ught
?
Wha
t ass
essm
ent(
s)
will
be
used
to
mea
sure
stu
dent
m
aste
ry?
Wha
t w
ill w
e d
o w
hen
stud
ents
ha
ve a
lread
y le
arne
d t
his
stan
dar
d?
page 1 of 2
Prof
essi
onal
Lea
rnin
g C
omm
uniti
es
Ess
entia
l Sta
ndar
ds a
nd C
omm
on A
sses
smen
ts
C
ours
e Ti
tle:
In
stru
men
tal M
usic
: B
and/
Orc
hest
ra E
nsem
bles
; All
leve
ls
Te
am M
embe
r: D
oug
Fisc
her
Stan
dard
#
Stan
dard
/Des
crip
tion
Exa
mpl
e/R
igor
Pr
ior
Skill
s N
eede
d C
omm
on A
sses
smen
t W
hen
Tau
ght
1.1
Rea
d, w
rite,
and
per
form
inte
rval
s and
tri
ads.
Prac
ticin
g sc
ales
and
ar
pegg
ios
Key
sign
atur
es a
nd
finge
ring
skill
s P
erio
dic
quiz
zes,
depe
ndin
g on
the
leve
l of
the
ense
mbl
e.
Dai
ly; a
dvan
ced
ense
mbl
es a
s a w
arm
-up
exer
cise
.
1.4
Sigh
t rea
d si
mpl
e m
elod
ies i
n th
e tre
ble
and
bass
cle
f. Pe
rfor
min
g ex
erci
ses
from
the
text
wor
kboo
k.
Perf
orm
ing
exer
cise
s fr
om p
revi
ous p
ages
Pe
riodi
c qu
izze
s; is
the
prog
ress
by
the
clas
s ac
cept
able
?
Dai
ly
1.5
Ana
lyze
and
com
pare
the
use
of m
usic
al
elem
ents
repr
esen
ting
vario
us g
enre
s and
cu
lture
s, em
phas
izin
g m
eter
and
rhyt
hm.
Prac
ticin
g a
varie
ty o
f re
perto
ire in
cla
ss, n
ot
just
pre
parin
g fo
r pe
rfor
man
ces.
Abi
lity
to si
ght r
ead
mus
ical
not
atio
n an
d rh
ythm
ic sy
mbo
ls.
Ora
l dis
cuss
ion
abou
t th
e m
usic
, inc
ludi
ng
mel
odic
, har
mon
ic, a
nd
rhyt
hmic
con
cept
s.
Onc
e a
wee
k.
2.3
Perf
orm
on
an in
stru
men
t a re
perto
ire o
f in
stru
men
tal l
itera
ture
repr
esen
ting
vario
us g
enre
s, st
yles
, and
cul
ture
s with
ex
pres
sion
, tec
hnic
al a
ccur
acy,
tone
qu
ality
, and
arti
cula
tion
by o
nese
lf an
d in
ens
embl
es. (
leve
l of d
iffic
ulty
: 1-3
on
a sc
ale
of 6
) 1=
Beg
. 2=I
nt. 3
=Adv
.
Prep
arin
g m
usic
al
sele
ctio
ns fo
r pe
rfor
man
ce.
Thes
e m
ay b
e pa
rt of
an
asse
mbl
y or
con
cert
prog
ram
.
As n
oted
abo
ve.
The
mor
e di
ffic
ult t
he m
usic
is
, the
mor
e te
chni
cal
skill
s and
mus
ical
kn
owle
dge
stud
ents
m
ust h
ave.
Vid
eo/a
udio
tape
s of
perf
orm
ance
s. W
ritte
n re
flect
ive
essa
ys b
y th
e st
uden
ts a
bout
eac
h pe
rfor
man
ce, e
valu
atin
g th
e m
usic
that
was
pl
ayed
.
Afte
r eac
h pe
rfor
man
ce;
appr
oxim
atel
y 3-
6 pe
r ye
ar, d
epen
ding
on
the
leve
l of t
he e
nsem
ble.
3.3
Des
crib
e di
stin
guis
hing
cha
ract
eris
tics o
f re
pres
enta
tive
mus
ical
gen
res a
nd st
yles
fr
om tw
o or
mor
e cu
lture
s.
Mus
ic fo
und
in b
ook;
st
uden
ts w
ill c
ompa
re
and
cont
rast
.
Abi
lity
to li
sten
and
di
stin
guis
h; p
ossi
bly
liste
ning
to e
xam
ples
of
mul
ti-cu
ltura
l mus
ic.
Ora
l dis
cuss
ion
abou
t th
e di
ffer
ence
s in
the
mus
ical
tona
lity,
text
ure,
rh
ythm
, etc
.
Sprin
g se
mes
ter;
afte
r ba
sic
fund
amen
tals
hav
e be
en c
over
ed.
Sp
ring
sem
este
r; af
ter
basi
c fu
ndam
enta
ls h
ave
been
cov
erer
d.
4.1
Dev
elop
crit
eria
for e
valu
atin
g th
e qu
ality
and
eff
ectiv
enes
s of m
usic
al
perf
orm
ance
s and
com
posi
tions
, in
clud
ing
arra
ngem
ents
and
im
prov
isat
ions
, and
app
ly th
e cr
iteria
in
pers
onal
list
enin
g an
d pe
rfor
min
g.
Essa
ys fr
om
perf
orm
ance
s as n
oted
ab
ove.
Stu
dent
s als
o ha
ve a
wee
kly
liste
ning
re
quire
men
t of 3
mus
ical
se
lect
ions
.
Prio
r kno
wle
dge
abou
t m
usic
al c
once
pts.
Com
paris
ons b
etw
een
mus
ical
pie
ces;
bot
h th
ose
perf
orm
ed, a
nd
thos
e he
ard
eith
er b
y ot
her e
nsem
bles
or
reco
rdin
gs.
This
is a
n on
goin
g pr
oces
s thr
ough
out t
he
year
as w
e de
velo
p go
als
for t
he e
nsem
ble
in
clas
s, as
wel
l as i
n pe
rfor
man
ces.
2007
/200
8 Se
cond
Sem
este
r E
ssen
tial S
tand
ards
Cou
rse
Title
: AL
GE
BR
A 1
Te
am M
embe
rs:
Jack
ie M
artin
, Bre
Wel
ch, J
acki
e St
oerg
er, M
ary
Hin
gst
Stan
dard
#
Stan
dard
/Des
crip
tion
Exam
ple/
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on A
sses
smen
t W
hen
Taug
ht
2.0
10.0
Stud
ents
und
erst
and
and
use
the
rule
s of
expo
nent
s.
Stud
ents
mul
tiply
and
div
ide
mon
omia
ls
Sim
plify
:
3
7 9
5 10xy xy
Mul
tiply
ing
mon
omia
ls a
nd
poly
nom
ials
(Cha
pter
4)
Cha
pter
4 C
A
Feb.
11.0
Stud
ents
app
ly b
asic
fact
orin
g te
chni
ques
to
seco
nd-a
nd si
mpl
e th
ird-d
egre
e po
lyno
mia
ls.
Thes
e te
chni
ques
incl
ude
findi
ng a
com
mon
fa
ctor
for a
ll te
rms i
n a
poly
nom
ial,
reco
gniz
ing
the
diff
eren
ce o
f tw
o sq
uare
s, an
d re
cogn
izin
g pe
rfec
t squ
ares
of b
inom
ials
.
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. (
Cha
pter
4
and
Cha
pter
5:
Sec
1-3)
Cha
pter
5 C
A
Feb.
12.0
Stud
ents
sim
plify
frac
tions
with
pol
ynom
ials
in
the
num
erat
or a
nd d
enom
inat
or b
y fa
ctor
ing
both
an
d 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,
diff
eren
ce o
f tw
o sq
uare
s, an
d tri
nom
ials
. (C
hapt
er 5
)
Cha
pter
6 C
A
Mar
ch
2.0
Stud
ents
und
erst
and
and
use
the
oper
atio
n of
ta
king
a ro
ot a
nd ra
isin
g to
a fr
actio
nal p
ower
. Si
mpl
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:
Se
c 3,
4, 5
C
A
Mar
ch
14.0
So
lve
a qu
adra
tic e
quat
ion
by fa
ctor
ing
or
com
plet
ing
the
squa
re.
Solv
e by
com
plet
ing
the
squa
re:
x2 +
4x =
6
Fact
or q
uadr
atic
s (C
h. 5
) an
d si
mpl
ifyin
g ra
dica
ls
(Ch.
11)
Cha
pter
12:
Se
c 1-
4 an
d C
hapt
er 5
Se
c 12
CA
Late
M
arch
21.0
Stud
ents
gra
ph q
uadr
atic
func
tions
and
kno
w th
at
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
. So
lvin
g qu
adra
tic 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 an
d
pg 3
89 C
A
Apr
il
R E P R O D U C I B L E |
MAT
H: S
ECO
ND-
GRAD
E ES
SEN
TIAL
STA
NDA
RDS
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
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t is t
he es
sent
ial
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ard
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rned
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scrib
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dent
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it
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Simplifying Response to Intervention Workshop page 1 of 3
R E P R O D U C I B L E |
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
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t is t
he es
sent
ial
stand
ard
to b
e lea
rned
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scrib
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dent
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bols
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whe
n w
ritin
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oney
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e as
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veD
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how
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h m
oney
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ld b
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c-es
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urch
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lies
Simplifying Response to Intervention Workshop page 2 of 3
R E P R O D U C I B L E |
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is t
he es
sent
ial
stand
ard
to b
e lea
rned
? De
scrib
e it i
n stu
dent
- HTKGPFN[�XQECDWNCT[�
9JCV�FQGU�RTQƂEKGP
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t will
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the
esse
ntial
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dard
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ting
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ultip
ly
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e as
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veFe
brua
ryI h
ave
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oriz
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e pr
oduc
ts o
f all
digi
ts
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�>�i]�>�`�V��«>Ài�
unit
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tions
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n ha
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eate
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1 É2
1 É5
1 É7
1 É12
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erst
and
the
valu
e of
frac
tions
I c
an v
isua
lize
dif-
fere
nt fr
actio
ns
Sam
e as
abo
veM
arch
I can
add
frac
tions
w
ith li
ke d
enom
ina-
tors
and
cre
ate
pic-
ture
s th
at re
pres
ent
the
prob
lem
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mea
sure
ob
ject
s in
inch
es to
th
e ne
ares
t qu
arte
r inc
h
Ý>�«�i\��i>ÃÕÀi�
this
line
to
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near
est q
uart
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inch
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crib
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e le
ngth
of o
bjec
ts
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like
pape
r clip
s
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abo
veM
ayI c
an s
olve
pro
blem
s in
volv
ing
the
mea
-su
rem
ent o
f vol
ume
and
mas
s
I can
put
sha
pes
to-
geth
er a
nd ta
ke th
em
apar
t to
form
oth
er
shap
es
Ý>�«�i\�/Ü��À�}�Ì�
tria
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a
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me
shap
es
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w h
ow m
any
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side
s a
shap
e ha
s
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e as
abo
veM
ayI c
an m
easu
re a
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com
pute
the
perim
-et
ers
of s
hape
s w
hen
both
are
sep
arat
e an
d pu
t tog
ethe
r
I can
repr
esen
t the
sa
me
data
set
in m
ore
than
one
way
Ý>�«�i\�Ƃ�V�>ÃÃ��>Ã�
Î�>««�iÃ]�{��À>�}iÃ]�
and
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nana
s C
reat
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o gr
aphs
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e-se
nt th
is d
ata
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read
gra
phs
I can
inte
rpre
t tal
ly
mar
ks
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ve�Õ�i
I can
pla
n an
d im
ple-
�i�Ì�>�V�>ÃÃ�ÃÕÀÛiÞ]�
and
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er re
sults
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an g
raph
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-pl
ay th
e da
ta
Simplifying Response to Intervention Workshop page 3 of 3
R E P R O D U C I B L E |
READ
ING:
SEC
ON
D-GR
ADE
ESSE
NTI
AL S
TAN
DARD
S
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is t
he es
sent
ial
stand
ard
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e lea
rned
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n stu
dent
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UVWFGPV�O
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is st
an-
dard
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taug
ht?
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t will
we d
o wh
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UVWFGPVU�JCXG�NGCTPGF�
the e
ssen
tial s
tand
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one
-syl
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two-
sylla
ble
wor
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ith s
hort
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mon
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seco
nd-g
rade
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ssag
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te o
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0 w
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read
one
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labl
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ords
with
con
so-
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hat]
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ssag
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at in
clud
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e- a
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o-sy
llabl
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ords
with
sho
rt a
nd
long
vow
els
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with
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ÃÕvwÝið
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hers
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k ru
nnin
g re
cord
s m
onth
ly
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thly
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read
mul
tisyl
-la
ble
wor
ds w
ith L
atin
ÃÕvwÝið
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see
pat
tern
s w
hen
read
ing
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use
patt
erns
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ad a
nd
writ
e ne
w w
ords
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gr
ade
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te o
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or-
rect
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min
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w v
owel
and
sp
ellin
g pa
tter
ns
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ents
read
gra
de-
leve
l pas
sage
s on
a
mon
thly
bas
is
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hers
take
runn
ing
reco
rds
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anal
yze
patt
erns
of e
rror
s
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thly
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pro
duce
a
port
folio
of w
ords
w
ith d
ipht
hong
s an
d ot
her s
peci
al v
owel
sp
ellin
gs
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syl
labi
catio
n ru
les
whe
n re
adin
g Ý>�«�iÃ\
>®�,i>`�Ì�i�v����Ü��}\�
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grad
e pa
ssag
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-re
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tify
vow
els
and
cons
onan
ts
I can
und
erst
and
and
appl
y sy
llabi
catio
n ru
les
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e as
abo
veM
onth
lyI c
an c
onsi
sten
tly u
se
>���Ã�Ý�ÃÞ��>L�i�ÌÞ«iÃ����
deco
ding
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ds
Simplifying Response to Intervention Workshop page 1 of 4
R E P R O D U C I B L E |
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is t
he es
sent
ial
stand
ard
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e lea
rned
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n stu
dent
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dard
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taug
ht?
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t will
we d
o wh
en
UVWFGPVU�JCXG�NGCTPGF�
the e
ssen
tial s
tand
ards
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ode
two-
sylla
ble
nons
ense
w
ords
and
regu
lar
mul
tisyl
labl
e w
ords
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>®���V>��Ài>`�Ì�i�
v����Ü��}\��>«É«iÌÆ�
Ã�ÌÉÌi�Æ��>�É��Ü°
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-on
d-gr
ade
pass
age
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rate
of 1
10 w
ords
co
rrec
t per
min
ute
I can
iden
tify
vow
els
and
cons
onan
ts
I can
und
erst
and
and
appl
y sy
llabi
catio
n ru
les
Stud
ents
read
gra
de-
leve
l pas
sage
s on
a
mon
thly
bas
is
Teac
hers
take
runn
ing
reco
rds
and
anal
yze
patt
erns
of e
rror
s
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thly
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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
af
ter k
ey e
vent
s or
ch
alle
nges
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read
ing
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and
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ad T
oget
her]���V>��
give
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e de
tails
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out h
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rog
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ut
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crib
e ch
ar-
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even
ts
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er li
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ing
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crib
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e V�>À>VÌiÀ]���i�ÃiÌÌ��}]�
and
one
key
even
t
CFA
s de
sign
ed b
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e se
cond
-gra
de te
am
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at th
e co
mpl
etio
n of
th
e un
it
Oct
ober
I can
des
crib
e ch
arac
-te
rs’ m
otiv
atio
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elin
gs th
roug
hout
a
stor
y ��V>��iݫ�>������
char
acte
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ctio
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affe
ct k
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vent
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tify
and
use
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lar a
nd ir
regu
lar
plur
als
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Ì�i�v����Ü��}��Ã]��iÃ]�
��iî\�yÞÉy�iÃÆ�Ü�viÉ
wiv
es
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gniz
e ro
ots
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base
s I k
now
rule
s fo
r reg
-ul
ar a
nd p
lura
ls
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e as
abo
veƂ�Ã�]�ÃÌÕ`i�ÌÃ�Ài>`�
grad
e-le
vel p
assa
ges
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pass
ages
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con
tain
pl
ural
s Te
ache
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ke ru
nnin
g re
cord
s an
d an
alyz
e er
ror p
atte
rns
Nov
embe
rI c
an p
rodu
ce a
po
rtfo
lio o
f irr
egul
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plur
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draw
n fro
m
�Þ�iÝ«iÀ�i�ViÃ�>�`�
inde
pend
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eadi
ng
Simplifying Response to Intervention Workshop page 2 of 4
R E P R O D U C I B L E |
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is t
he es
sent
ial
stand
ard
to b
e lea
rned
? De
scrib
e it i
n stu
dent
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this
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UVWFGPV�O
CUVGT[!
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n w
ill th
is st
an-
dard
be
taug
ht?
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t will
we d
o wh
en
UVWFGPVU�JCXG�NGCTPGF�
the e
ssen
tial s
tand
ards
?
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und
erst
and
and
iݫ�>���>�����>�`�
syno
nym
s
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>®�7�>Ì��Ã�>��>�Ì��Þ��
for s
cared¶�À>Ûi®
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for full¶�-ÌÕvvi`®
V®�7��V��Ü�À`��i>�Ã�
the
oppo
site
of lou
d¶�
+Õ�iÌ®
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w th
e m
eani
ng
of a
nton
ym a
nd
syno
nym
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 th
e co
mpl
etio
n of
th
e un
it
Dec
embe
rI c
an p
rodu
ce a
col
-le
ctio
n of
voc
abul
ary
grap
hic
orga
nize
rs
that
incl
ude
anto
nym
s an
d sy
nony
ms
for
each
wor
d
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det
erm
ine
the
mea
ning
of c
ompo
und
wor
ds
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L���V>Ãi��i>�¶
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w th
e m
eani
ng o
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ch w
ord
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-po
und
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d
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e as
abo
ve�>�Õ>ÀÞ
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pro
duce
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stra
ted
port
folio
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abbr
evia
tions
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wn
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pend
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gniz
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mm
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abbr
evia
tions
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abbr
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erst
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evia
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use
cor
rect
pu
nctu
atio
n w
hen
abbr
evia
ting
Sam
e as
abo
veSt
uden
ts a
lso
read
gr
ade-
leve
l pas
sage
s m
onth
ly—
in th
is c
ase
pass
ages
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con
tain
ab
brev
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ns
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hers
take
runn
ing
reco
rds
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anal
yze
erro
r pat
tern
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chI c
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rtfo
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re-
viat
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dra
wn
from
�Þ�iÝ«iÀ�i�ViÃ�>�`�
inde
pend
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eadi
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Simplifying Response to Intervention Workshop page 3 of 4
R E P R O D U C I B L E |
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is t
he es
sent
ial
stand
ard
to b
e lea
rned
? De
scrib
e it i
n stu
dent
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this
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n w
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dard
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taug
ht?
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t will
we d
o wh
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the e
ssen
tial s
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impl
e «ÀiwÝiÃ�>�`�ÃÕvwÝið
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CFA
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ed b
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e se
cond
-gra
de te
am
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at th
e co
mpl
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th
e un
it
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por
t-v������v�>vwÝiÃ�`À>Ü��
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pend
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ple
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w
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a sh
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ds
have
mor
e th
an o
ne
mea
ning
Sam
e as
abo
ve�Õ�i
I can
pro
duce
a
port
folio
of
hom
onym
s dr
awn
vÀ����Þ�iÝ«iÀ�i�ViÃ�
and
inde
pend
ent
read
ing
Simplifying Response to Intervention Workshop page 4 of 4
R E P R O D U C I B L E |
WRI
TIN
G: S
ECO
ND-
GRAD
E ES
SEN
TIAL
STA
NDA
RDS
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is th
e esse
ntial
sta
ndard
to be
lear
ned?
De
scribe
it in
stude
nt-
HTKGPFN[�XQECDWNCT[�
9JCV�FQGU�RTQƂEKGPV�
stude
nt w
ork l
ook l
ike?
2TQXKFG�CP�GZCORNG
�CPF�QT�FGUETKRVKQP�
Wha
t prio
r kno
wled
ge,
UMKNNU��CPF�QT�XQECD
-ula
ry ar
e nee
ded
to
OCUVGT�VJKU�UVCPFCTF!
9JCV�CUUGUUO
GPVU�YKNN�
DG�WUGF�VQ�OGCUWTG�
UVWFGPV�O
CUVGT[!
Whe
n w
ill th
is st
an-
dard
be
taug
ht?
Wha
t will
we d
o wh
en
UVWFGPVU�JCXG�NGCTPGF�
the
esse
ntial
stan
dard
s?
I can
writ
e a
narr
ativ
e ÃÌ�ÀÞ�Ì�>Ì\�>®�Ìi��Ã�
>L�ÕÌ�ÃiÛiÀ>��iÛi�ÌÃ]�
L®���V�Õ`iÃ�`iÌ>��Ã�
that
des
crib
e m
y ac
-Ì���Ã]�Ì��Õ}�ÌÃ]�>�`�
vii���}Ã]�V®�ÕÃiÃ�ëi-
cial
wor
ds to
sig
nal
Ì�>Ì�Ì��i��Ã�«>ÃÃ��}]�
>�`�`®�V��ÃiÃ�Ü�Ì��>��
effe
ctiv
e en
ding
[See
the
atta
ched
an-
chor
pap
er ]
I can
writ
e a
narr
ativ
e st
ory
that
tells
abo
ut
two
even
ts a
nd in
-cl
udes
a fe
w d
etai
ls
Stud
ents
’ sto
ries
are
colla
bora
tivel
y as
sess
ed to
ens
ure
inte
rrat
er re
liabi
lity
and
to d
eter
min
e th
e ne
ed fo
r min
iless
ons
usin
g th
e at
tach
ed
anal
ytic
rubr
ic
-i«Ìi�LiÀq�iVi�LiÀ
I can
enh
ance
my
nar-
rativ
e st
ory
to in
clud
e m
ultip
le c
hara
cter
s an
d di
alog
ue
I can
use
the
past
te
nse
of ir
regu
lar
verb
s
Ý>�«�iÃ\������Ü�«>ÃÌ�
tens
e of
:>®�Ã�Ì�Ã>Ì®
L®���`i���`®
V®�Ìi���Ì��`®
`®�L��Ü�L�iÜ®
I kno
w th
e pa
st te
nse
of re
gula
r ver
bs:
>®�V>���V>��i`®
L®�w�i�w�i`®
V®��>����>��i`®
Teac
hers
ass
ess
stu-
dent
s’ u
se o
f pas
t te
nse
for i
rreg
ular
ve
rbs
in jo
urna
l an
d pr
oces
s w
ritin
g pi
eces
Ƃ�Ã�]��ƂÃ�`iÃ�}�i`�
by th
e se
cond
-gra
de
team
are
adm
inis
tere
d ha
lfway
thro
ugh
and
at th
e co
mpl
etio
n of
th
e un
it
�iVi�LiÀq�>ÀV�
I can
cre
ate
a po
rt-
folio
of i
rreg
ular
pas
t-te
nse
verb
s th
at a
re
orga
nize
d by
sim
ilar
patt
erns
Simplifying Response to Intervention Workshop page 1 of 2
R E P R O D U C I B L E |
Stan
dard
—De
scrip
tion
Exam
ple—
Rigo
rPr
ior S
kills
N
eede
dCo
mm
on
Asse
ssm
ent
Whe
n Ta
ught
?Ex
tens
ion
Skill
s
Wha
t is th
e esse
ntial
sta
ndard
to be
lear
ned?
De
scribe
it in
stude
nt-
HTKGPFN[�XQECDWNCT[�
9JCV�FQGU�RTQƂEKGPV�
stude
nt w
ork l
ook l
ike?
2TQXKFG�CP�GZCORNG
�CPF�QT�FGUETKRVKQP�
Wha
t prio
r kno
wled
ge,
UMKNNU��CPF�QT�XQECD
-ula
ry ar
e nee
ded
to
OCUVGT�VJKU�UVCPFCTF!
9JCV�CUUGUUO
GPVU�YKNN�
DG�WUGF�VQ�OGCUWTG�
UVWFGPV�O
CUVGT[!
Whe
n w
ill th
is st
an-
dard
be
taug
ht?
Wha
t will
we d
o wh
en
UVWFGPVU�JCXG�NGCTPGF�
the
esse
ntial
stan
dard
s?
��V>��ÀiÛ�Ãi�>�`�iÝ-
«>�`��Þ�Ãi�Ìi�ViÃ]�
addi
ng m
ore
deta
ils
thro
ugh
adje
ctiv
es
and
adve
rbs
Ý>�«�iÃ\���V>��ÜÀ�Ìi�
sent
ence
s su
ch a
s:>®�/�i�L�Þ�Ü>ÌV�i`�
the
mov
ie
L®�/�i���ÌÌ�i�L�Þ�
wat
ched
the
mov
ie
V®�/�i���ÌÌ�i�L�Þ���
-te
ntly
wat
ched
the
actio
n m
ovie
I can
writ
e co
mpl
ete
Ãi�Ìi�ViÃ]�Ü�Ì��>�ÃÕL
-je
ct a
nd a
pre
dica
te
Teac
hers
ass
ess
stu-
dent
s’ u
se o
f pas
t te
nse
for i
rreg
ular
ve
rbs
in jo
urna
l and
pr
oces
s w
ritin
g pi
eces
Ƃ�Ã�]��ƂÃ�`iÃ�}�i`�
by th
e se
cond
-gra
de
team
are
adm
inis
tere
d w
ithin
eac
h un
it
Mon
thly
I can
writ
e co
m-
«�Õ�`�>�`�V��«�iÝ�
sent
ence
s an
d ca
n va
ry th
e vo
ice
of
Ãi�Ìi�ViÃ]�ÕÃ��}�
met
hods
suc
h as
sw
itchi
ng s
ubje
cts
and
obje
cts
Simplifying Response to Intervention Workshop page 2 of 2