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

5

Slide Presentation Slide

Presentatio

n

7

#rtiaw

Two-Day WorkshopAustin Buffum & Mike Mattos

#rtiaw

The most important question in any organization has to be:

“What is the business of our business?”

—Judith Bardwick

#rtiaw

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.

RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Do not duplicate. 9

Slide

Presentatio

n

#rtiaw

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.

#rtiaw

Higher levels of education and training are required!

#rtiaw

To ensure high levels of learning for all students!

Our Mission …

RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Do not duplicate.10

#rtiaw

• High school + plus

• Grade-level or better

What Do We Mean by High Levels?

#rtiaw

• 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

#rtiaw

• 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


Slide

Presentatio

n

#rtiaw

To create a systematic process that ensures every child receives the additional time and support needed to learn at high levels

Our Goal

#rtiaw

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

#rtiaw

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.


#rtiaw

How do we visually think about a system of interventions?

The Big Picture

#rtiaw

Tier 1:

Core Program

Tier 2:

Supplemental Interventions

Tier 3:

Intensive Interventions

#rtiaw

Tier 1:

Core Program

Tier 2:


Tier 3:



#rtiaw

What do all students need at Tier 1?

Critical Point!

#rtiaw

Tier 1:

Core Program

Tier 2:


Tier 3:


#rtiaw

Tier 1:

Core Program

Tier 2:


Tier 3:



#rtiaw

It’s not core or interventions …It is:

CoreCore and more

Core and more and more

Critical Point!

#rtiaw

Is this how your school or district views RTI?

Discuss your school’s current reality.


#rtiaw

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.


#rtiaw

Questions?

#rtiaw

Where do we start?

#rtiaw

Effective interventions can not compensate for an ineffective Tier 1 core program!

Critical Point!


#rtiaw

Tier 1:

Core Program

Tier 2:


Tier 3:


#rtiaw

Technical Changeand

Cultural Change

#rtiaw

“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


#rtiaw

“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)

#rtiaw

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?

#rtiaw

Collective responsibility is built on two fundamental beliefs:

1. We, as educators, accept responsibility to ensure high levels of learning for every child.


#rtiaw

John Hattie

Visible Learning:

A Synthesis of Over 800 Meta-Analyses Relating to Achievement

#rtiaw

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

#rtiaw

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


#rtiaw

The “Typical School Effect”

One year of a student’s maturation: .10

One year of a teacher’s instruction: .30

#rtiaw

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.

#rtiaw

The “Home Effect”

Socioeconomic status: .57

Home environment: .57

Parental involvement: .51


#rtiaw

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.

#rtiaw

More Powerful Than Poverty

Response to intervention: 1.04

#rtiaw

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.


#rtiaw

But does all really mean ALL?

#rtiaw

Building Consensus for a Culture of Collective

Responsibility

#rtiaw

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!


#rtiaw

“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]

#rtiaw

Three Critical Teams

SchoolLeadership

Team

#rtiaw

A school leadership team is responsible for:

• Building consensus about the school’s mission of collective responsibility for student learning


#rtiaw

Who Should Be on the Leadership Team?

1. Principal and administration

2. Team leaders from every teacher team

3. All four types of power

#rtiaw

Kotter’s Four Kinds of Power

1. Position power

2. Expertise

3. Credibility

4. Leadership

#rtiaw

Activity:

Building a Leadership Team


#rtiaw Page 25

#rtiaw

Activity:

Building Consensus for a Culture of Collective

Responsibility

#rtiaw Page 27


#rtiaw

Consensus

1. Everyone has had a say.

2. The will of the group has emerged.

3. It is evident, even to those who disagree.

#rtiaw

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?


#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

#rtiaw


TeacherTeams


#rtiaw

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.

#rtiaw

• Grade-level teams

• Course and content teams

• Vertical teams

• Interdisciplinary skills

• District and regional

• Electronic teams

Team Structures

#rtiaw

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.


#rtiaw

1 5 10

#rtiaw



Visible Learning

#rtiaw

The Four Cs of RTI

1. Collective responsibility

2. Concentrated instruction

3. Convergent assessment

4. Certain access


#rtiaw

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

#rtiaw

“Nice to Know”

Versus

“Got to Know”


#rtiaw

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!

#rtiaw

“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 …

#rtiaw

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


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)

#rtiaw

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)

#rtiaw

• Clearly define essential student learning outcomes.

Teacher Team Responsibilities


#rtiaw

We are not making a list.It is a process!

#rtiaw

Page 64


#rtiaw

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?

#rtiaw

Next Steps




Teacher teams identify essential standards and outcomes.


#rtiaw



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




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?


#rtiaw

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.

#rtiaw

“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

#rtiaw

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)


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)

#rtiaw

To achieve these benefits from your assessments, they must be commonformative assessments.

Critical Point!

#rtiaw

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)


#rtiaw

We would need to know to respond effectively when students don’t learn.

1. Which students did or did not master specific essential standards?

#rtiaw

You must get down to …

By student, by standard

(by learning target)

#rtiaw

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.


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.

#rtiaw

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?




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?


#rtiaw

Want to get great?

Embed this process in Tier 1!


#rtiaw

The Teaching Cycle …

#rtiaw

Traditional Unit Plan

Teach

What must I teach in this

unit?

End-of-unit test

#rtiaw

1. Determine student learning outcomes and share with students.

What If We Would …


#rtiaw

Unit Plan

Teach

Share learning outcomes with students.What must

all students know and be able to do?

End-of-unit test

#rtiaw


2. Plan one common formative assessment during instruction.


#rtiaw

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..


#rtiaw


2. Plan one common formative assessment during instruction.

3. Plan one day to reteach after analyzing common assessment.


#rtiaw

Teach

Share learning outcomes with students.

Plan a common

formativeassessment..

Reteachand enrich.

Unit Plan What must all students


End-of-unit test

#rtiaw

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


#rtiaw

Teach

Plan a common

formativeassessment.

Reteachand enrich.

Tier 2 Help

End-of-unit test

What must all students


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




Teacher teams identify essential standards and outcomes.

Teacher teams utilize common formative assessments for each essential standard.


#rtiaw

The Four Cs of RTI




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?


#rtiaw

If we know what to do, then why are so many schools struggling?

#rtiaw


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


#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.

#rtiaw

Classroom Teachers Think …

Where do I send my struggling students?

#rtiaw

In Response, Leadership Thinks …

Classroom teachers, you are the first level of interventions!


#rtiaw

Page 13

#rtiaw

u n i v e r

#rtiaw

TeacherTeams

SchoolLeadership

Team

SchoolIntervention

Team



#rtiaw

u n i v e r

#rtiaw

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


#rtiaw


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.

#rtiaw

The Four Cs of RTI




4. Certain access

+

=


#rtiaw

u n i v e r

The RTI at Work Pyramid

#rtiaw

#rtiaw

u n i v e r



#rtiaw

Tier 1 = What all kids get

Green box = Teacher teamresponsibility

#rtiaw

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

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



#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


#rtiaw

u n i v e r


#rtiaw

Preparing to Build a Pyramid …

Please brainstorm:Your current site interventions

#rtiaw

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


#rtiaw

Identifying Students

#rtiaw

Student Identification

Common assessment data

Staff recommendation

#rtiaw

u n i v e r



#rtiaw

Staff Recommendation Process

About every three weeks

All faculty members involved

Not too laborious

Need to get the 360-degree view

#rtiaw

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.


#rtiaw

u n i v e r


#rtiaw

Tier 2 = A little help

Green box = Teacher team responsibility

#rtiaw

Tier 2

Will Skill


#rtiaw

u n i v e r


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

#rtiaw


#rtiaw

u n i v e r


Skill

#rtiaw

Tier 2 = A little extra help

Red box = Leadership team responsibility

#rtiaw

u n i v e r


SkillWill


#rtiaw

Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in:

Motivation

Attendance

Behavior

#rtiaw

u n i v e r


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


#rtiaw

There must be flexible time embedded in the master schedule for teacher teams to lead supplemental interventions.

#rtiaw

How Much Time and How Often?

Frequently (weekly)

About 30 minutes per session

Available to all students

Students cannot miss new essential standards.

#rtiaw

u n i v e r



#rtiaw

Universal Skills of Learning

Reading Writing Number sense English language Attendance Behavior

#rtiaw

Student Identification

Common assessment data

Staff recommendation

Universal screening

#rtiaw

u n i v e r



#rtiaw


TeacherTeams

SchoolLeadership

Team

SchoolIntervention

Team

#rtiaw

u n i v e r


#rtiaw


#rtiaw

Five Years!

#rtiaw

Final Thoughts …

#rtiaw

To schedule professional development at your site, contact Solution Tree

at 800.733.6786.


Workshop Materials

Wo

rkshop

Materials

67

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.

278Simplifying Response to Intervention © Solution Tree Press 2012. solution-tree.com

Do not duplicate.Simplifying Response to Intervention © Solution Tree Press 2012 • solution-tree.com

Do not duplicate. 69

Wo

rkshop

Materials

REPRODUCIBLE

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

Copyright © 2007 by Solution Tree • www.solution-tree.com

70RTI at Work Workshop

© Solution Tree 2014 • solution-tree.com • Reproducible.

REPRODUCIBLE

REPRODUCIBLE

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

Copyright © 2007 by Solution Tree • www.solution-tree.com

REPRODUCIBLER E P R O D U C I B L E | 27

Simplifying Response to Intervention © 2012 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/rti to download this page.

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.)

page 1 of 2

312Simplifying Response to Intervention ©2012SolutionTreePress•solution-tree.com

Visit go.solution-tree.com/rti to download this page. 71

REPRODUCIBLEW

orksho

pM

aterials

R E P R O D U C I B L E28 |


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.

page 2 of 2

Simplifying Response to Intervention ©2012SolutionTreePress•solution-tree.comVisit go.solution-tree.com/rti to download this page.

REPRODUCIBLE

31372

REPRODUCIBLE

Cre

atin

g C

onse

nsus

for a

Cul

ture

of C

olle

ctiv

e R

espo

nsib

ility

Crit

ical

Que

stio

ns to

Con

side

r Fo

rces

in

Our

Fav

or

Forc

es W

orki

ng

Aga

inst

Us

Wha

t Are

Our

Nex

t Ste

ps to

Effe

ctiv

ely

Add

ress

Thi

s Q

uest

ion?

How

will

we

prov

ide

a co

mpe

lling

cas

e fo

r ch

ange

?

Q

uant

itativ

e ev

iden

ce

Qua

litat

ive

evid

ence

Wha

t mus

t we

do d

iffer

ently

?

How

doa

ble

is o

ur p

lan?

C

larit

y of

cha

nges

nee

ded

Ski

lls a

nd re

sour

ces

to s

uppo

rt ch

ange

How

do

we

know

thes

e ch

ange

s w

ill w

ork?

R

esea

rch

Exp

erie

nce

Wha

t con

cern

s do

we

expe

ct, e

spec

ially

from

st

aff m

embe

rs tr

aditi

onal

ly a

gain

st c

hang

e?

Sta

ff co

ncer

ns

Lead

ersh

ip’s

resp

onse

Wha

t are

the

best

set

ting

and

stru

ctur

e fo

r the

co

nver

satio

ns n

eede

d to

cre

ate

cons

ensu

s?

Whi

ch m

eetin

gs?

Whe

n?

Cle

ar n

orm

s

How

will

we

know

if w

e ha

ve re

ache

d co

nsen

sus?

E

vide

nce

of c

onse

nsus

Im

plem

enta

tion

RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible. 73

REPRODUCIBLE

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.

RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.74

REPRODUCIBLE

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)


Do not duplicate. 75Simplifying Response to Intervention © Solution Tree Press 2012 • solution-tree.com

Do not duplicate.

• 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



Do not duplicate.76Simplifying Response to Intervention © Solution Tree Press 2012 • solution-tree.com

Do not duplicate.

• 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.



Do not duplicate. 77Simplifying Response to Intervention © Solution Tree Press 2012 • solution-tree.com

Do not duplicate.

R E P R O D U C I B L E | 25


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?

page 1 of 2


REPRODUCIBLE

311

REPRODUCIBLE

78



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?

page 2 of 2


REPRODUCIBLE

312

REPRODUCIBLE

79

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:


REPRODUCIBLE

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.


REPRODUCIBLE

© Buffum, Mattos, & Weber 2011. solution-tree.com.Reproducible. 75

© Buffum, Mattos, & Weber 2012. solution-tree.com.Reproducible.82


REPRODUCIBLE

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.


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.


REPRODUCIBLE


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.

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?


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?


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

326Sim

plifying Response to Intervention ©2012SolutionTreePress•solution-tree.com

Visit go.solution-tree.com

/rti to download this page.

REPRO

DU

CIBLE

84



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


Visit go.solution-tree.com/rti to download this page.

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



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



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



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



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


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



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



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



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

© Buffum, Mattos, & Weber 2012. solution-tree.comReproducible.

REPRODUCIBLE


© Solution Tree 2014 • solution-tree.com • Reproducible.94

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


REPRODUCIBLE


© 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.


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


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


REPRODUCIBLE


© 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.


REPRODUCIBLE

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?

100© Cassandra Erkens and Janet Malone 2012 • solution-tree.com

Do not duplicate.

r e p r o D U c i B l e198 |

Simplifying response to Intervention © 2012 solution tree Press • solution-tree.com Visit go.solution-tree.com/rti to download this page.

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?

101Simplifying Response to Intervention © 2012 Solution Tree Press • solution-tree.com


REPRODUCIBLE

r e p r o D U c i B l e74 |


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?

page 1 of 2



REPRODUCIBLE

r e p r o D U c i B l e | 75


Mo

nday

Tues

day

Wed

nesd

ayTh

ursd

ayfr

iday

page 2 of 2



REPRODUCIBLE



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

page 1 of 2

REPRODUCIBLE





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

REPRODUCIBLE


Visit go.solution-tree.com/rti to download this page.104

REPRODUCIBLE



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

REPRODUCIBLE


Visit go.solution-tree.com/rti to download this page. 105

REPRODUCIBLE

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)


REPRODUCIBLE

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)


REPRODUCIBLE

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.


REPRODUCIBLE

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


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


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

entia

ted

mat

h co

urse

s

Sixt

h-gr

ade

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

mod

atio

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

o F

all–

sprin

g pa

rent

con

fere

nces

o

PA

L co

nflic

t res

olut

ion

o O

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


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

Black, P. J., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

Cooper, C., & Boyd, J. (1996). Mindful learning. Launceston, Tasmania, Australia: Global Learning Communities.

DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.

Hierck, T., Coleman, C., & Weber, C. (2011). Pyramid of behavior interventions: Seven keys to a positive learning environment. Bloomington, IN: Solution Tree Press.

Jerald, C. D. (2009, July). Defining a 21st century education. Alexandria, VA: Center for Public Education. Available at www.cfsd16.org/public/_century/pdf/Defininga21st CenturyEducation_Jerald_2009.pdf as of January 29, 2014.

Kotter, J. P. (2010). The 8-step process for leading change. Available at www.kotterinternational.com/our-principles/changesteps as of January 29, 2014.

Maddux, R. B., & Wingfield, B. (2003). Team building: An exercise in leadership (4th ed.). Menlo Park, CA: Crisp.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.

National Governors Association Center for Best Practices; Council of Chief State School Officers. (2010). Common Core State Standards for English language arts & literacyin history/social studies, science, and technical subjects. Available at www.corestandards.org/the-standards/english-language-arts-standards as of January 29, 2014.

Reeves, D. B. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco, CA: Jossey-Bass.


REPRODUCIBLE

Sergiovanni, T. J. (1996). Leadership for the schoolhouse: How is it different? Why is it important? San Francisco, CA: Jossey-Bass.

Scherer, M. (2001, September). How and why standards can improve student achievement: A conversation with Robert J. Marzano. Educational Leadership, 59(1), 14–18. Available at www.ascd.org/publications/educational-leadership/sept01/vol59/num01/How-and-Why-Standards-Can-Improve-Student-Achievement@-A-Conversation-with-Robert-J.-Marzano.aspx as of January 29, 2014.

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right—using it well. Portland, OR: ETS Assessment Training Institute.

Talbert, J. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In M. Fullan, A. Hargreaves, & A. Lieberman (Eds.), Second international book of educational change. Dordrecht, The Netherlands: Springer Press.

Tuckman, B. W. (1965). Development sequence in small groups. Psychological Bulletin, 63, 384–399.

U.S. Department of Labor. (2008, February). Occupational projections and training data: 2008–9 edition. Washington, DC: Author.

Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.


REPRODUCIBLE

Notes

No

tes

115

Notes

116

Notes

No

tes

117

Notes

118

austin buffum - pbworksakrti2015.pbworks.com/f/saturday-strand 7-buffum handout...four essential...

Documents