successful implementation of rti² in murfreesboro city schools
DESCRIPTION
SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLS. FOX Conference March 1, 2014. Goals for today: I CAN. I. Understand the purpose of RTI and how it fits into school culture and climate II. Explain each tier of instruction III. Understand the details of implementation. - PowerPoint PPT PresentationTRANSCRIPT
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SUCCESSFUL IMPLEMENTATION OF RTI² IN MURFREESBORO CITY SCHOOLSFOX Conference
March 1, 2014
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Goals for today: I CAN
I. Understand the purpose of RTI and how it fits into school culture and climate
II. Explain each tier of instruction
III. Understand the details of implementation
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CHANGECHANGE
FROM FROM teachingteaching TO TO learninglearningFROM FROM isolationisolation TO TO collaborationcollaborationFROM FROM intentionsintentions TO TO resultsresults
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OUR TEAMOUR TEAM Dr. Linda Gilbert: Director of SchoolsDr. Linda Gilbert: Director of Schools
Dr. Caresa Brooks: Coordinator, Reading and Dr. Caresa Brooks: Coordinator, Reading and Instructional InterventionsInstructional Interventions
Dr. Tammy Garrett: Principal, Hobgood ElementaryDr. Tammy Garrett: Principal, Hobgood Elementary
Doris Coffey: Academic Interventionist, Hobgood Doris Coffey: Academic Interventionist, Hobgood ElementaryElementary
Rebecca Sublett: Academic Interventionist, Rebecca Sublett: Academic Interventionist, Hobgood ElementaryHobgood Elementary
Sarah Wylie: Academic Interventionist, Hobgood Sarah Wylie: Academic Interventionist, Hobgood ElementaryElementary
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FOUR VALUESFOUR VALUES
TruthTruthTrustTrustOpen CommunicationOpen CommunicationFocus First on ChildrenFocus First on Children
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FOCUS FIRST ON FOCUS FIRST ON CHILDRENCHILDREN
DIRECTOR DIRECTORSTUDENTS STUDENTS
TEACHERSTEACHERSPRINCIPALSPRINCIPALS
DIRECTORDIRECTORC. O. STAFF C. O. STAFF
BOARDBOARD
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The Whole ChildThe Whole ChildMaslowMaslow
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Team Matters
https://www.youtube.com/watch?v=s46M7AGG39I
https://www.youtube.com/watch?v=1qzzYrCTKuk
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PROFESSIONAL LEARNING PROFESSIONAL LEARNING COMMUNITIESCOMMUNITIES
1.1. What do we expect students to learn? What do we expect students to learn?
(Tier 1—standards/expectations)(Tier 1—standards/expectations)
2.2. How will we know they have learned it?How will we know they have learned it?
(Universal Screeners and formative assessment)(Universal Screeners and formative assessment)
3.3. How will we respond when students experience How will we respond when students experience
difficulty learning?difficulty learning?
(Intervention-Tier 2 and 3)(Intervention-Tier 2 and 3)
4.4. How will we respond when students already How will we respond when students already
know it? know it? (Intervention Tier 2)(Intervention Tier 2)
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IMPACT OF IMPACT OF INTERVENTIONINTERVENTION
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ALLALL
2010 2011 2012 2013
Below Basic 12.3 8.3 6.3 5.9
Basic 37 38.1 34 33.4
Proficient 38.3 40.5 43.9 45.4
Advanced 12.4 13.1 15.8 15.3
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ECONOMICALLY ECONOMICALLY DISADVANTAGEDDISADVANTAGED
2010 2011 2012 2013
Below Basic 18.1 12.6 10.2 9.5
Basic 43.8 45.6 41.7 43.2
Proficient 31.2 33.6 39.5 39.2
Advanced 6.9 8.2 8.6 8.1
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STUDENTS WITH STUDENTS WITH DISABILITIESDISABILITIES
2010 2011 2012 2013
Below Basic 30.3 17.8 14.8 17.8
Basic 42.1 40.3 44.8 42.1
Proficient 18 25.1 24.6 26
Advanced 9.6 16.8 15.8 12.5
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ENGLISH LANGUAGE ENGLISH LANGUAGE LEARNERSLEARNERS
2010 2011 2012 2013
Below Basic 30 7.2 5.6 4.9
Basic 46.3 37.6 33.1 32.2
Proficient 20.5 41.7 45 47
Advanced 3.2 13.5 16.3 15.9
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RTI2 Basics
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Purpose of RTI
• Number 1 purpose is to provide early prevention and early intervention for academic difficulties
• RTI will be the ONLY avenue to special education for students with Learning Disabilities (LD) beginning next school year
• RTI replaces the Discrepancy Formula for identification of LD
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Tier 1 InstructionGeneral Education Curriculum
ALL STUDENTS
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New Guidelines for Tier 1 Time
Reading K 1 2 3 4 5 6
Tier 1 150 150 150 **90 **90 **90 90
Tier 2 20 30 30 30 30 30 30
Tier 3 20 30 30 30 30 30 30
Math
Tier 1 60 60 75 90 90 90 90
Tier 2 20 20 30 30 30 30 30
Tier 3 20 20 30 30 30 30 30
**3-5 reading--120 minutes recommended
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Thoughts about Tier 1
• Schedules• Must build intervention blocks into a master schedule
• This should work for 80-85% of our students• If it’s not, we must look at what we are doing as our core
curriculum
• K-3 Extra reading time
• 2-6 Extra math time
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Tier 2 instructionSOME students (10-15%)
Students scoring in the lowest 25% on Universal Screeners
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Who is identified as Tier 2?
• Students scoring in the lowest 25% on Universal Screener
• Intervention Block• We have TWO Tier 2 interventions in the schedule: one
for reading and one for math
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Reading Tier 2
• Students are divided during Tier 2 reading intervention time • High• Medium• Low (TIER 2): Classroom Teachers/Small
group/documentation
• Sped• ELL• LOWEST 10% (Interventionists)
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Times in Tier 2
Reading K 1 2 3 4 5 6
Tier 1 150 150 150 **90 **90 **90 90
Tier 2 20 30 30 30 30 30 30
Tier 3 20 30 30 30 30 30 30
Math
Tier 1 60 60 75 90 90 90 90
Tier 2 20 20 30 30 30 30 30
Tier 3 20 20 30 30 30 30 30
**3-5 reading--120 minutes recommended
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What about MATH???
• Tier 2 built into the schedule!• Teachers will level their students at this time
• Classroom Teachers provide the math intervention
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Tier 3 InterventionFEW students (3-5%)
<10th percentile OR 1.5 to 2 years below grade level
Special Education
ESL
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Tier 3
• ONE intervention block built into the schedule
• Can be reading, math, writing or all the above
• INTENSIVE intervention for our lowest performing students
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Time in Tier 3
Reading K 1 2 3 4 5 6
Tier 1 150 150 150 **90 **90 **90 90
Tier 2 20 30 30 30 30 30 30
Tier 3 20 30 30 30 30 30 30
Math
Tier 1 60 60 75 90 90 90 90
Tier 2 20 20 30 30 30 30 30
Tier 3 20 20 30 30 30 30 30
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Total time: Tier 3
Reading K 1 2 3 4 5 6
Tier 1 150 150 150 **90 **90 **90 90
Tier 2 20 30 30 30 30 30 30
Tier 3 20 30 30 30 30 30 30
Combination 40 60 60 60 60 60 60
Math
Tier 1 60 60 75 90 90 90 90
Tier 2 20 20 30 30 30 30 30
Tier 3 20 20 30 30 30 30 30
Combination 40 40 60 60 60 60 60
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SPECIAL EDUCATION…
• Must provide intervention AND progress monitoring in the area of deficit• Basic Reading• Reading Comprehension• Reading Fluency• Math Calculations• Math Problem Solving• Written Expression
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SPECIAL EDUCATION….
• This is still rolling out (how students will move through the tiers to special education)
• Nonresponse to interventions will be the criteria for eligibility for Specific Learning Disability ONLY
• Begins July 1, 2014
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Tier 1 InstructionGeneral Education Curriculum
ALL STUDENTS
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Tier 2 instructionSOME students (10-15%)
Students scoring in the lowest 25% on Universal Screeners
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Tier 3 InterventionFEW students (3-5%)
<10th percentile OR 1.5 to 2 years below grade level
Special Education
ESL
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BIG 4 FOR THIS YEAR BIG 4 FOR THIS YEAR (RTI(RTI22))
Master Schedules Master Schedules Universal Screeners Universal Screeners InterventionsInterventions Data TeamsData Teams
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I. MASTER I. MASTER SCHEDULESCHEDULE
What does it REALLY look like?What does it REALLY look like?
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HOW DO I CREATE “IT”?
Build “IT” around Tier II ReadingTier II MathTier III Intervention(and of course lunch)
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II. Universal screener
• Identifying Skill deficits
• Standards versus skills
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The Reading Rope
Language Comprehension● Background Knowledge● Vocabulary Knowledge● Language Structures● Verbal Reasoning● Literacy Knowledge
Word Recognition
● Phonological Awareness● Decoding (and Spelling)● Sight Recognition
Reading is a multifaceted skill, gradually acquired over years of instruction and practice
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
Increasingly strategic
Increasingly automatic
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Areas of DeficitReading
• Basic Reading• Phonological Awareness• Decoding skills (and spelling)• Sight word recognition
• Reading Fluency• Retrieval speed• Reading quickly, correctly, and with expression
• Reading Comprehension• Background Knowledge• Vocabulary Knowledge• Language Structures• Verbal Reasoning• Literacy Knowledge
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Identifying Skill Deficits
• Benchmark Testing• Red Flag that something is wrong• Much like a thermometer; a fever indicates something
is wrong….but what???? Have to go deeper
• Skills Assessment• Identify deficit then assess that skill for instruction
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Example
• 3rd grade student flags in reading CBM (fluency measure) at the 8th percentile• Questions to ask:
• Is the fluency deficit due to a Basic Reading Deficit?• If you don’t ask this question, you could provide intervention
for a fluency deficit and never address the underlying deficit
• How far below the standard is the student?• What skills must be remediated to help the student reach
the standard?• INTERVENTION
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EXAMPLE (CONT’D)
• 3rd grade student• RTI team feels the student has deficit Basic Reading
Skills• Administer a test of phonological processing and basic
decoding and sight word recognition
• This student is found to have deficits in phonemic segmentation, confusing short and long vowel patterns (reading and spelling), and poor retrieval speed
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EXAMPLE (CONT’D)
Standard for third grade
•Know and apply grade-level phonics and word analysis skills in decoding words.
• Prefixes and suffixes• Multisyllable words• Read irregularly spelled
words
SKILL DEFICIT (to reach this standard)
•Phonemic Segmentation
•Read and spell short vowel sounds
•Read common sight words in first and second grade
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UNIVERSAL UNIVERSAL SCREENERSSCREENERS
Who? (Academic Interventionists)Who? (Academic Interventionists)
What? (AIMSweb)What? (AIMSweb)
When? (3 Times per year) + progress monitor When? (3 Times per year) + progress monitor lowest 25%lowest 25%
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UNIVERSAL SCREENERUNIVERSAL SCREENERBenchmarkingBenchmarkingProgress MonitoringProgress Monitoring
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BENCHMARKING BENCHMARKING TESTS READINGTESTS READINGKindergarten
--Letter Name and Letter SoundFirst Grade
Fall: Nonsense Words and Phoneme SegmentationWinter: CBM Spring: CBM
2nd-6th
CBM and Maze
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BENCHMARKING BENCHMARKING TESTS MATHTESTS MATH Kindergarten (administered by AI)
Counting Number ID Quantity Discrimination
First Grade (administered by AI) Number ID Missing number Quantity Discrimination
Second-Sixth (administered by AI; teachers score) MCAP
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BENCHMARKING TIMEBENCHMARKING TIME
Kindergarten: 5 minutes Kindergarten: 5 minutes per childper child
11stst grade: 5-7 minutes per grade: 5-7 minutes per childchild
22ndnd-6-6thth: 4 minutes : 4 minutes individually; individually; 11 minutes per class11 minutes per class
Time to enter EVERY scoreTime to enter EVERY score
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AREAS OF DEFICIT--AREAS OF DEFICIT--READINGREADING
Area of Deficit
Basic Reading
Reading Comprehension
Reading Fluency
AIMSweb
LN, LS, PSF, NWF LN, LS, PSF, NWF
MazeMaze
CBMCBM
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AREAS OF DEFICIT--AREAS OF DEFICIT--MATHMATH
Area of DeficitArea of Deficit
Math Math ComputationComputation
Math Problem Math Problem SolvingSolving
AIMSwebAIMSweb
Item Analysis Tests of Early Literacy
MCAP
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PROGRESS MONITORINGPROGRESS MONITORING <25%<25%
Reading Fluency (CBM)Reading Fluency (CBM) Reading Comprehension (Maze)Reading Comprehension (Maze) Basic Reading (LS, LN, PSF, Basic Reading (LS, LN, PSF,
NWF)NWF) Math CalculationsMath Calculations Math Problem SolvingMath Problem Solving
Every other weekEvery other week
Math (one week)Math (one week) Reading (next week)Reading (next week)
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III. Intervention
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Identifying Students
• Benchmarking takes place three times a year: fall, winter, and spring.
• Students who are identified at the lowest 10% of AIMS in reading fluency and/or MAZE qualify for intervention with an academic interventionist.
• Students who are identified at 11%-25% work with a classroom teacher in a separate small group.
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Intervention
• Letters are sent home to inform parents their child is receiving intervention. Monthly progress reports go home to parents as well.
• Interventionists review data to split students into groups with the same needs.
• Interventionists also meet with an administrator and the grade level team.
• Every student is placed in the intervention that best fits their academic needs.
• Look for groups that need extra support and place our EA help in those classrooms.
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Intervention
• Sessions are held for 30-60 minutes depending on whether they are Tier 2 or Tier 3 or both.
• If a student qualifies for both reading and math, they go to:
Tier 3 reading three days/week
Tier 3 math two days/week.
• However this must change next year to include 5 days of Tier 3 instruction for both reading and math.
• Research based practice suggests that we keep groups to 3-5 students in order to be most effective.
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Intervention
• To get at the skills students need we pre-test: • Sidewalks, • SPIRE, • Rigby Benchmark,• other assessments (Survey Level assessments)
• To teach skills that pre-tests indicate are necessary:• Sidewalks, (keep in mind that Sidewalks is written 1
year below grade level)• SPIRE• Rigby Benchmarking • other research based materials • Supplement with other materials if skills or reading
levels call for it
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Intervention
• Measuring continued progress… • AIMS for fluency and comprehension • Think-Link probes for all other language arts skills• Pre and post tests
• Individual student goals are set in our AIMS monitoring program. • As students meet their goals, they either move up to their
next goal (if working below grade level) • They are moved out of the intervention group and up to
the next level of intervention to make sure they continue to make the most progress.
• This means that our groups are fluid and flexible. We do not necessarily work with the same kids all year long.
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RTI Meetings
• Every 4 weeks RTI meetings take place to discuss students in the 0-25%.
• RTI meetings include interventionists, Exceptional Education Specialists, ESL teachers, grade level teachers, a special area representative, administration, social worker, school counselor, school psychologist, and a representative from district office.
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5-3-1
• 5-3-1—Discussion points…
• A week before RTI meetings, teachers are given a 5-3-1 to address concerns they want to discuss about a student. The 5-3-1 addresses these questions…• What are 5 things you would like to discuss during this
RTI meeting? • Circle your top 3 choices of discussion points listed
above. • Star the 1 burning discussion point you need to have
answered during our meeting.
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RTI MEETINGS…
• During the RTI meeting, teachers have the opportunity to discuss their concerns and strategies they are using in the classroom. The RTI team will discuss other skills and strategies to adjust in the learning plan of the student.
• Action plan and documentation is key in the RTI meeting. The principal documents the plan and interventionists document student RTI files.
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RTI MEETINGS…
• If a strategy and skill is not working, the RTI team will create a plan or “tweak” in students program.
• If questions or concerns are not answered during the RTI meeting, a follow up meeting takes place within a week of the scheduled RTI meeting.
• The principal plays a key role in follow up with action steps, documentation, and making sure everyone is accountable for following through the action plans.
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DOCUMENTATION EXAMPLE…
5th Grade RTI Meetings Documentation 2013-14 Hobgood Elementary
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IV. Data teams
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Data Teams
• Data Teams are the next step for our district. Hobgood has started the data team process this year.
• There is one member from each PLC team on the data team. Those members take what is learned from the data meetings back to their PLC meetings so that all the PLC meetings are about discussing data and strategies.
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Analyzing Data
• There are six steps used by collaborative, instructional, grade-level teams to collect and analyze data and used to drive instruction. Teams use common formative assessments and based on the results create goals and determine and implement research-based interventions for diverse learners.
1.) Collect and chart data
2.) Analyze data and prioritize needs
3.) Set/review/revise SMART goals
4.) Select research-based instructional strategies
5.) Determine results indicators
6.) Monitor and evaluate results
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Bring this chart completed to the PLC meeting along with work samples from each group. During steps 2-5 be prepared to reflect using student work samples.
Teachers # Exceeding Standard Meeting Standard Approachng Standard Far Below Standard # % Names # % Names # % Names # % Names
Teacher 1
Teacher 2 ###
###
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###
Teacher 3 ###
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###
Teacher 4 ###
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New
Moved
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Example of Six Step Data Process
• Example: Kindergarten Intervention Group (Lowest 10%)
1.) Teachers give a pre-assessment (letter names, letter sounds, sight words). Teachers chart the data to identify which students need skills.
2.) Teachers analyze the data to see how to group the students that we have during the Kindergarten Intervention time.
3.) Teachers set a SMART goal. % of students will master the letter names, letter sounds, sight words taught in a 2 week time period. Goals are revised as needed.
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Example (continued)
4.) Teachers select the instructional strategies. For the K students we work with we use a lot of multi-sensory strategies. We show the students different objects that begin with the letter being taught, pictures of objects, shaving cream to practice writing letters, stoplight paper to practice writing letters, magnetic letters, segmenting the sounds in words using magnetic chips and wands, etc.
5.) Teachers look at students’ behavior and work.
6.) Teachers monitor how the students are progressing. Teachers give a post-assessment to show whether the students have met the goals set. Teachers are able to see if the strategies they used were effective or not. Do we need to try different strategies with certain students?
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Caresa BrooksCaresa Brooks615-893-2313615-893-2313