Concentrated Instruction at Secondary Schools: Selecting ... · Activities available at: ... Analyze and compare the use of musical elements representing various genres and cultures,

Concentrated Instructionat Secondary Schools: Selecting

and Prioritizing Essential Standards

Mike Mattos

Day 1—Afternoon Breakout

Mike

Mattos

93

Concentrated Instruction at Secondary Schools: Selecting and Prioritizing Essential StandardsMike Mattos PLC at Work™ and RTI at Work™ Architect

Email: [email protected]@MikeMattos65

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Ways to Participate …

To contact Mike: [email protected]

Activities available at: mattos.info

Follow Mike on Twitter: @mikemattos65

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TraditionalSecondaryUnit Plan

Teach

What will I teach in this

unit?

End‐of‐unit test. Assign grades.

If we take collective responsibility, we must shift from …

What will I teach in this unit?

to …

What must all students learn in this unit?

© Mattos 2017. SolutionTree.comDo not duplicate. 95

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Identify essential standards for every gradeor course.

Teacher Teams

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1. What do we expect students to learn?

2. How do we know they are learning it?

3. How do we respond when they do not learn?

4. How do we respond when they have alreadylearned?

In a PLC, Collaborative Teams Focus on Four Key Questions

© Mattos 2017. SolutionTree.comDo not duplicate.96

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What Will Teacher Teams Needto Do This Work?

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What Will Teacher Teams Needto Do This Work?

• State standards• District standards and pacing guides• Blueprints to high‐stakes tests• Technology and materials• Time!

#rtiaw #rtiaw

How many standards should we select?


R E P R O D U C I B L E72 |

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Essential Standards Chart

Wha

t Is

It W

e E

xpec

t St

uden

ts t

o L

earn

?

Gra

de:

Sub

ject

:S

emes

ter:

Team

Mem

ber

s:

Des

crip

tio

n o

f St

and

ard

E

xam

ple

of

Rig

or

Pre

req

uisi

te

Skill

s W

hen

Taug

ht?

Co

mm

on

Sum

mat

ive

Ass

essm

ent

Ext

ensi

on

Stan

dar

ds

Wha

t is

the

es

sent

ial s

tand

ard

to

be

lear

ned

? D

escr

ibe

in

stud

ent-

frie

ndly

vo

cab

ular

y.

Wha

t d

oes

p

rofi

cien

t st

uden

t w

ork

loo

k lik

e?

Pro

vid

e an

ex

amp

le a

nd/o

r d

escr

ipti

on.

Wha

t p

rio

r

kno

wle

dg

e, s

kills

, an

d/o

r vo

cab

ular

y ar

e ne

eded

fo

r a

stud

ent

to m

aste

r th

is s

tand

ard

?

Whe

n w

ill t

his

stan

dar

d b

e ta

ught

?

Wha

t as

sess

men

t(s)

w

ill b

e us

ed to

m

easu

re s

tud

ent

mas

tery

?

Wha

t w

ill w

e d

o

whe

n st

uden

ts

have

alr

ead

y le

arne

d t

his

stan

dar

d?

page 1 of 2

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page 2 of 2

Wo

rkin

gin

colla

bo

rati

vete

ams,

exam

ine

allr

elev

ant

do

cum

ents

,co

mm

on

core

stan

dar

ds,

stat

est

and

ard

s,an

dd

istr

ict

po

wer

stan

dar

ds,

and

then

app

lyth

ecr

iter

iao

fen

du

ran

ce,l

ever

age,

and

read

ines

sto

det

erm

ine

wh

ich

stan

dar

ds

are

esse

nti

alfo

ral

lstu

den

tsto

mas

ter.

Rem

emb

er,l

ess

ism

ore

.Fo

rea

chst

and

ard

sele

cted

,co

mp

lete

the

rem

aini

ng c

olu

mns

. Co

mp

lete

thi

s ch

art

by

the

seco

nd o

r th

ird

wee

k o

f ea

ch in

stru

ctio

nal p

erio

d (

sem

este

r).

REPRODUCIBLE

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10

Simplifying Response to Intervention © 2012 Solution Tree Press • SolutionTree.comVisit go.solutiontree.com/rti to download this page.98

2007

/200

8 Se

cond

Sem

este

r E

ssen

tial S

tand

ards

Cou

rse

Title

: AL

GE

BR

A 1

Te

am M

embe

rs:

Jack

ie M

artin

, Bre

Wel

ch, J

acki

e St

oerg

er, M

ary

Hin

gst

Stan

dard

#

Stan

dard

/Des

crip

tion

Exam

ple/

Rig

or

Prio

r Ski

lls N

eede

d C

omm

on A

sses

smen

t W

hen

Taug

ht

2.0

10.0

Stud

ents

und

erst

and

and

use

the

rule

s of

expo

nent

s.

Stud

ents

mul

tiply

and

div

ide

mon

omia

ls

Sim

plify

: 3

7 9

5 10xy xy

Mul

tiply

ing

mon

omia

ls a

nd

poly

nom

ials

(Cha

pter

4)

Cha

pter

4 C

A

Feb.

11.0

St

uden

ts a

pply

bas

ic 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 po

lyno

mia

l, re

cogn

izin

g th

e di

ffer

ence

of t

wo

squa

res,

and

reco

gniz

ing

perf

ect s

quar

es o

f bin

omia

ls.

Fact

or c

ompl

etel

y:

1.3a

2 –

24ab

+ 4

8b2

2.x2 –

121

3.9x

2 + 1

2x +

4

Mul

tiply

ing

and

divi

ding

m

onom

ials

and

po

lyno

mia

ls. (

Cha

pter

4

and

Cha

pter

5:

Sec

1-3)

Cha

pter

5 C

A

Feb.

12.0

St

uden

ts 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

and

redu

cing

them

to th

e lo

wes

t ter

ms.

Sim

plify

: 316

8+

22

2

44

36

xxy

yxy

y−

+

−

Fact

orin

g by

find

ing

GC

F,

diff

eren

ce o

f tw

o sq

uare

s, an

d tri

nom

ials

. (C

hapt

er 5

)

Cha

pter

6 C

A

Mar

ch

2.0

Stud

ents

und

erst

and

and

use

the

oper

atio

n of

ta

king

a ro

ot a

nd ra

isin

g to

a fr

actio

nal p

ower

. Si

mpl

ify: 3

168

+

Und

erst

andi

ng ra

tiona

l and

irr

atio

nal n

umbe

rs a

nd

prim

e fa

ctor

ing.

Cha

pter

11:

Se

c 3,

4, 5

C

A

Mar

ch

14.0

So

lve

a qu

adra

tic e

quat

ion

by fa

ctor

ing

or

com

plet

ing

the

squa

re.

Solv

e by

com

plet

ing

the

squa

re:

x2 +

4x =

6

Fact

or q

uadr

atic

s (C

h. 5

) an

d si

mpl

ifyin

g ra

dica

ls

(Ch.

11)

Cha

pter

12:

Se

c 1-

4 an

d C

hapt

er 5

Se

c 12

CA

Late

M

arch

21.0

St

uden

ts g

raph

qua

drat

ic fu

nctio

ns a

nd k

now

that

th

eir r

oots

are

the

x- in

terc

epts

. G

raph

: y

= x2 –

3x

– 4

and

stat

e th

e x

inte

rcep

ts.

Solv

ing

quad

ratic

equ

atio

ns

by fa

ctor

ing,

com

plet

ing

the

squa

re a

nd q

uadr

atic

fo

rmul

a. (C

hapt

er 1

2)

Cha

pter

8:

Sec

8 an

d pg

389

CA

Apr

il

© Mattos 2017. SolutionTree.com Do not duplicate.


Prof

essi

onal

Lea

rnin

g C

omm

uniti

es

Ess

entia

l Sta

ndar

ds a

nd C

omm

on A

sses

smen

ts

Cou

rse

Title

:

Inst

rum

enta

l Mus

ic:

Ban

d/O

rche

stra

Ens

embl

es; A

ll le

vels

Te

am M

embe

r: D

oug

Fisc

her

Stan

dard

#

Stan

dard

/Des

crip

tion

Exa

mpl

e/R

igor

Pr

ior

Skill

s N

eede

d C

omm

on A

sses

smen

t W

hen

Tau

ght

1.1

Rea

d, w

rite,

and

per

form

inte

rval

s and

tri

ads.

Prac

ticin

g sc

ales

and

ar

pegg

ios

Key

sign

atur

es a

nd

finge

ring

skill

s P

erio

dic

quiz

zes,

depe

ndin

g on

the

leve

l of

the

ense

mbl

e.

Dai

ly; a

dvan

ced

ense

mbl

es a

s a w

arm

-up

exer

cise

.

1.4

Sigh

t rea

d si

mpl

e m

elod

ies i

n th

e tre

ble

and

bass

cle

f. Pe

rfor

min

g ex

erci

ses

from

the

text

wor

kboo

k.

Perf

orm

ing

exer

cise

s fr

om p

revi

ous p

ages

Pe

riodi

c qu

izze

s; is

the

prog

ress

by

the

clas

s ac

cept

able

?

Dai

ly

1.5

Ana

lyze

and

com

pare

the

use

of m

usic

al

elem

ents

repr

esen

ting

vario

us g

enre

s and

cu

lture

s, em

phas

izin

g m

eter

and

rhyt

hm.

Prac

ticin

g a

varie

ty o

f re

perto

ire in

cla

ss, n

ot

just

pre

parin

g fo

r pe

rfor

man

ces.

Abi

lity

to si

ght r

ead

mus

ical

not

atio

n an

d rh

ythm

ic sy

mbo

ls.

Ora

l dis

cuss

ion

abou

t th

e m

usic

, inc

ludi

ng

mel

odic

, har

mon

ic, a

nd

rhyt

hmic

con

cept

s.

Onc

e a

wee

k.

2.3

Perf

orm

on

an in

stru

men

t a re

perto

ire o

f in

stru

men

tal l

itera

ture

repr

esen

ting

vario

us g

enre

s, st

yles

, and

cul

ture

s with

ex

pres

sion

, tec

hnic

al a

ccur

acy,

tone

qu

ality

, and

arti

cula

tion

by o

nese

lf an

d in

ens

embl

es. (

leve

l of d

iffic

ulty

: 1-3

on

a sc

ale

of 6

) 1=

Beg

. 2=I

nt. 3

=Adv

.

Prep

arin

g m

usic

al

sele

ctio

ns fo

r pe

rfor

man

ce.

Thes

e m

ay b

e pa

rt of

an

asse

mbl

y or

con

cert

prog

ram

.

As n

oted

abo

ve.

The

mor

e di

ffic

ult t

he m

usic

is

, the

mor

e te

chni

cal

skill

s and

mus

ical

kn

owle

dge

stud

ents

m

ust h

ave.

Vid

eo/a

udio

tape

s of

perf

orm

ance

s. W

ritte

n re

flect

ive

essa

ys b

y th

e st

uden

ts a

bout

eac

h pe

rfor

man

ce, e

valu

atin

g th

e m

usic

that

was

pl

ayed

.

Afte

r eac

h pe

rfor

man

ce;

appr

oxim

atel

y 3-

6 pe

r ye

ar, d

epen

ding

on

the

leve

l of t

he e

nsem

ble.

3.3

Des

crib

e di

stin

guis

hing

cha

ract

eris

tics o

f re

pres

enta

tive

mus

ical

gen

res a

nd st

yles

fr

om tw

o or

mor

e cu

lture

s.

Mus

ic fo

und

in b

ook;

st

uden

ts w

ill c

ompa

re

and

cont

rast

.

Abi

lity

to li

sten

and

di

stin

guis

h; p

ossi

bly

liste

ning

to e

xam

ples

of

mul

ti-cu

ltura

l mus

ic.

Ora

l dis

cuss

ion

abou

t th

e di

ffer

ence

s in

the

mus

ical

tona

lity,

text

ure,

rh

ythm

, etc

.

Sprin

g se

mes

ter;

afte

r ba

sic

fund

amen

tals

hav

e be

en c

over

ed.

Sprin

gse

mes

ter;

afte

rba

sic

fund

amen

tals

hav

ebe

en c

over

erd.

4.1

Dev

elop

crit

eria

for e

valu

atin

g th

e qu

ality

and

eff

ectiv

enes

s of m

usic

al

perf

orm

ance

s and

com

posi

tions

, in

clud

ing

arra

ngem

ents

and

im

prov

isat

ions

, and

app

ly th

e cr

iteria

in

pers

onal

list

enin

g an

d pe

rfor

min

g.

Essa

ys fr

om

perf

orm

ance

s as n

oted

ab

ove.

Stu

dent

s als

o ha

ve a

wee

kly

liste

ning

re

quire

men

t of 3

mus

ical

se

lect

ions

.

Prio

r kno

wle

dge

abou

t m

usic

al c

once

pts.

Com

paris

ons b

etw

een

mus

ical

pie

ces;

bot

h th

ose

perf

orm

ed, a

nd

thos

e he

ard

eith

er b

y ot

her e

nsem

bles

or

reco

rdin

gs.

This

is a

n on

goin

g pr

oces

s thr

ough

out t

he

year

as w

e de

velo

p go

als

for t

he e

nsem

ble

in

clas

s, as

wel

l as i

n pe

rfor

man

ces.

© Mattos 2017. SolutionTree.com Do not duplicate.


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Teacher Concerns

• All our content is essential.

#rtiaw

David Conley: College Knowledge

1. Analytical reading and discussion

2. Persuasive writing

3. Drawing inferences and conclusions from texts

4. Analyzing conflicting source documents

5. Supporting arguments with evidence

6. Solving complex problems with no obviousanswer

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Teacher Concerns

• All our content is essential.• It is all on the test.

#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!


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Teacher Concerns

• All our content is essential.• It is all on the test.• You are taking away my professionalautonomy.

• What if we can’t agree?• Do we select content standards or skills?

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The bottom line …

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Teach

What must all students know and be able to do?

End‐of‐unit common

assessment

Unit Plan

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“Achievement is enhanced to the degree that students and teachers set and communicate appropriate, specific, and challenging goals.”

—Hattie, Visible Learning: A Synthesis of Over 800 Meta‐

Analyses Relating to Achievement (2008)


#rtiaw

Unit Plan Share learning targets with students.


Conduct end‐of‐unit

test.

Teach

#rtiaw


Share learning targets with students.

Teacher Teams

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What Are Learning Targets?

A learning target is any achievement expectation for students on the path toward mastery of a standard.

It clearly states what we want the students to learn and should be understood by teachers and students.

Learning targets should be formatively assessed to monitor progress toward a standard.

#rtiaw

Figurative Language


Mus

ic: E

ssen

tial S

tand

ards

(All

Leve

ls)

Cou

rse

title

: Ins

trum

ent M

usic

: Ban

d/O

rche

stra

Ens

embl

es (a

ll le

vels

)Te

am m

embe

r: D

oug

Fisc

her

Stan

dard

Stan

dard

or D

escr

iptio

nEx

ampl

eor

Rig

orPr

ior S

kills

Nee

ded

Com

mon

A

sses

smen

t W

hen

Taug

ht?

1.1

Rea

d, w

rite,

and

per

form

inte

rval

s an

d tri

ads.

P

ract

ice

scal

esan

d ar

pegg

ios.

Key

sign

atur

esan

dfin

gerin

g sk

ills

Take

per

iodi

c qu

izze

s,

depe

ndin

gon

the

leve

l of

the

ense

mbl

e.

Dai

ly; a

dvan

ced

ense

mbl

es a

s a

war

m-u

p ex

erci

se

1.4

Sig

ht re

adsi

mpl

e m

elod

ies

inth

e tre

ble

and

bass

cle

f.P

erfo

rmex

erci

ses

from

the

wor

kboo

k.P

erfo

rman

ce o

fexe

rcis

es

from

pre

viou

s pa

ges

Take

per

iodi

c qu

izze

s.

(Is th

e pr

ogre

ss b

yth

e cl

ass

acce

ptab

le?)

Dai

ly

1.5

Anal

yze

and

com

pare

mus

ical

ele

men

ts

repr

esen

ting

vario

us g

enre

s an

d cu

lture

s,

emph

asiz

ing

met

er a

nd rh

ythm

.

Pra

ctic

e a

varie

tyof

repe

rtoire

in c

lass

, not

just

pre

parin

g fo

rpe

rform

ance

s.

Abilit

y to

sig

ht re

ad

mus

ical

not

atio

n an

d rh

ythm

ic s

ymbo

ls

Dis

cuss

the

mus

ic,

incl

udin

g m

elod

ic,

harm

onic

, and

rhyt

hmic

co

ncep

ts.

Onc

e pe

r wee

k

2.3

Per

form

a re

perto

ire o

f ins

trum

enta

l lit

erat

ure

repr

esen

ting

vario

usge

nres

, st

yles

, and

cul

ture

s w

ith e

xpre

ssio

n,

tech

nica

lacc

urac

y,to

ne q

ualit

y,an

dar

ticul

atio

n by

ones

elf a

nd in

ens

embl

es.

(Lev

elof

diff

icul

ty:1

–3 o

na

scal

e of

6; 1

=be

ginn

er,

2 =

inte

rmed

iate

, 3 =

adva

nced

)

Pre

pare

mus

ical

sel

ectio

ns fo

r pe

rform

ance

;may

bepa

rtof

anas

sem

bly

or c

once

rt pr

ogra

m.

As n

oted

abo

ve

(As

mus

ic b

ecom

es m

ore

diffi

cult,

stu

dent

s m

ust

have

mor

ete

chni

cal s

kills

an

d m

usic

al k

now

ledg

e.)

Usi

ng v

ideo

and

aud

io

tape

s of

per

form

ance

s,

writ

e re

flect

ive,

eva

luat

ive

essa

ys a

bout

eac

h pe

rform

ance

.

Afte

r eac

h pe

rform

ance

; ap

prox

imat

ely

thre

e to

six

pe

r yea

r, de

pend

ing

onth

e le

vel o

f the

ens

embl

e

3.3

Des

crib

e di

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guis

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cha

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repr

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pare

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mus

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book

s.

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y to

list

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dist

ingu

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pos

sibl

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teni

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exa

mpl

es o

f m

ultic

ultu

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usic

Dis

cuss

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tona

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ure,

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hm,

and

so o

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ing

sem

este

r, af

ter

basi

cfu

ndam

enta

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en c

over

ed

4.1

Dev

elop

crit

eria

for e

valu

atin

gth

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ality

an

d ef

fect

iven

ess

of m

usic

al

perfo

rman

ces

and

com

posi

tions

, in

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ing

arra

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and

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ovis

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rmin

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pare

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form

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plet

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t of t

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lect

ions

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r kno

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abou

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usic

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once

pts

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pare

mus

ical

pie

ces,

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ard

on re

cord

ings

and

pe

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als

for t

he

ense

mbl

e in

clas

s, a

s w

ell a

s in

perfo

rman

ces

RTI at Work Workshop

REPRODUCIBLE

Esse

ntia

l Sta

ndar

ds S

tude

nt T

rack

ing

Cha

rt

Esse

ntia

l Sta

ndar

dC

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can

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one

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can

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est

(sec

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3-1

thro

ugh

3-3,

3-5

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10-

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can

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d co

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and

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0: I

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ear e

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ions

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est

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REPRODUCIBLE

© Buffum, Mattos, & Weber 201 . solution-tree.comReproducible.

REPRODUCIBLE

330RTI at Work Workshop

REPRODUCIBLE

RTI at Work Workshop © Solution Tree 2015 • SolutionTree.com • Reproducible.

REPRODUCIBLE

104

REPRODUCIBLE

#rtiaw

Figurative Language 1. Identify examples and non‐examples of figurativelanguage.

2. Understand rubric of qualityfigurative language.

3. Evaluate examples againstrubric.

4. Support position with evidence.

#rtiaw

#rtiaw

John HattieVisible Learning:

A Synthesis of Over 800 Meta‐Analyses Relating to Achievement

A meta‐meta‐analysis of: Over 800 meta‐analyses

o Comprising over50,000 individualstudies

o Representing theachievement of over80 million studentsworldwide

Visible Learning


#rtiaw

1.0 Standard Deviation Equals …

1‐ to 2‐year grade equivalents

Six ACT score points

200 SAT score points

#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 an average school for a year.

#rtiaw

The “Home Effect”

Socioeconomic status: .57


#rtiaw

Based on his synthesis of over 800 meta‐analyses of research, Hattie asserts that:

1. Teachers must work collaboratively rather thanin isolation.

2. Teachers must agree on the essential learning allstudents must acquire.

3. Teachers must agree on how students willdemonstrate their learning.

#rtiaw



Conduct end‐of‐unit

test.

Unit Plan

Teach

#rtiaw

1. What do we expect students to learn?

2. How do we know they are learning it?

3. How do we respond when they do not learn?

4. How do we respond when they have alreadylearned?

In a PLC, Collaborative Teams Focus on Four Key Questions

#rtiaw

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

1. Which students did or did not masterspecific essential standards?


#rtiaw

You must get down to …

By student, by standard

(by learning target)

#rtiaw

School Performance Report

Far Below Basic

Below Basic Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%

Classroom Performance Summary Report

Student Name Number Correct Percent CorrectStudent 1 30 100%Student 2 29 96%Student 3 13 43%Student 4 30 100%Student 5 19 63%Student 6 30 100%Student 7 27 90%Student 8 28 93%Student 9 25 83%Student 10 25 83%Averages 26.2 87%

Classroom Standards Report

Student Name

Number Correct

Percent Correct LS 2.d LS 2.c LS 2.a LS 2.b LS 2.e

Student 1 30 100% 100% 100% 100% 100% 100%Student 2 29 96% 100% 67% 100% 100% 100%Student 3 13 43% 33% 0% 100% 100% 100%

Student 4 30 100% 100% 100% 100% 100% 100%Student 5 19 63% 33% 33% 100% 100% 100%Student 6 30 100% 100% 100% 100% 100% 100%Student 7 27 90% 100% 100% 100% 100% 100%Student 8 28 93% 67% 67% 100% 100% 100%Student 9 25 83% 67% 100% 100% 100% 100%

Student 10 25 83% 100% 33% 100% 100% 100%

Averages 26.2 87% 82% 78% 100% 97% 100%


REPRODUCIBLE

Common Assessment Example Seventh-Grade Life Science

Classroom Proficiency

Far Below Basic Below Basic Basic Proficient Advanced

0.00% 0.00% 6.67% 13.33% 80.00%

Student Name Num. Correct

Perc. Correct

Student 1 30 100%

Student 2 29 96.67%

Student 3 13 43.33%

Student 4 30 100%

Student 5 19 63.33%

Student 6 30 100%

Student 7 27 90%

Student 8 28 93.33%

Student 9 25 83.33%

Student 10 25 83.33%

Averages 26.2 87.33%

© Buffum, Mattos, & Weber 2012. SolutionTree.com Reproducible. 109

REPRODUCIBLE

Student Name

Num. Correct

Percent Correct LS 2.d LS 2.c LS 2.a LS 2.b LS 2.e

Student 1 30 100% 100% 100% 100% 100% 100%

Student 2 29 93.67% 100% 67% 100% 100% 100%

Student 3 13 43.33% 33% 0% 100% 100% 100%

Student 4 30 100% 100% 100% 100% 100% 100%

Student 5 19 63.33% 33% 33% 100% 100% 100%

Student 6 30 100% 100% 100% 100% 100% 100%

Student 7 27 100% 100% 100% 100% 100% 100%

Student 8 28 86.8% 67% 67% 100% 100% 100%

Student 9 25 93.67% 67% 100% 100% 100% 100%

Student 10 25 83.33% 100% 33% 100% 100% 100%

Teacher A Teacher B Teacher C Teacher D Teacher E

LS2.d 82% 89% 90% 90% 79% 86%

LS2.c 100% 75% 80% 82% 71% 82%

LS2.a 100% 100% 100% 100% 73% 95%

LS2.b 97% 93% 96% 100% 82% 94%

LS2.e 100% 83% 86% 91% 80% 88%

Class Averages 96% 91% 90% 88% 77% 89%

© Buffum, Mattos, & Weber 2012. SolutionTree.com Reproducible.110

#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?

2. Which instructional practices did or did notwork?

#rtiaw

Classroom Teacher Report

Teacher A

Teacher B

Teacher C

Teacher D

Teacher E

LS 2.d 82% 89% 90% 90% 79% 86%LS 2.c 100% 75% 80% 82% 71% 82%LS 2.a 100% 100% 100% 100% 73% 95%LS 2.b 97% 93% 96% 100% 82% 94%LS 2.e 100% 83% 86% 91% 80% 88%Class

Averages 96% 91% 90% 88% 77% 89%

#rtiaw

Common Formative Assessments

#rtiaw



Give common assessments for every essentialstandard.

Identify students for Tier 2 by student, by thestandard, by the learning target.

Teacher Teams


REPRODUCIBLE

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

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

Common Assessment Team Protocol

This protocol is designed to help a teacher team quickly and efficiently dis-cuss a common assessment. If each teacher reviews his or her own assess-ment data prior to the team meeting, then the team should be able to col-lectively complete this activity within a typical team meeting of forty-five to sixty minutes.

1. Which specific students did not demonstrate mastery on whichspecific standards? (Respond by the student, by the standard)

2. Which instructional practices proved to be most effective?

3. What patterns can we identify from the student mistakes?

4. How can we improve this assessment?

5. What interventions are needed to provide failed students addi-tional time and support?

6. How will we extend learning for students who have mastered thestandard(s)?



Essential Standards ChartW

hat

Is It

We

Exp

ect

Stud

ents

to

Lea

rn?

Gra

de:

Sub

ject

:S

emes

ter:

Team

Mem

ber

s:

Des

crip

tio

n o

f St

and

ard

E

xam

ple

of

Rig

or

Pre

req

uisi

te

Skill

s W

hen

Taug

ht?

Co

mm

on

Sum

mat

ive

Ass

essm

ent

Ext

ensi

on

Stan

dar

ds

Wha

t is

the

es

sent

ial s

tand

ard

to

be

lear

ned

? D

escr

ibe

in

stud

ent-

frie

ndly

vo

cab

ular

y.

Wha

t d

oes

p

rofi

cien

t st

uden

t w

ork

loo

k lik

e?

Pro

vid

e an

ex

amp

le a

nd/o

r d

escr

ipti

on.

Wha

t p

rio

r

kno

wle

dg

e, s

kills

, an

d/o

r vo

cab

ular

y ar

e ne

eded

fo

r a

stud

ent

to m

aste

r th

is s

tand

ard

?

Whe

n w

ill t

his

stan

dar

d b

e ta

ught

?

Wha

t as

sess

men

t(s)

will

be

used

tom

easu

re s

tud

ent

mas

tery

?

Wha

t w

ill w

e d

o

whe

n st

uden

ts

have

alr

ead

y le

arne

d t

his

stan

dar

d?

page 1 of 2

19

Simplifying Response to Intervention © 2012 Solution Tree Press • SolutionTree.comVisit go.solutiontree.com/rti to download this page.112

REPRODUCIBLE

Essential Standards Tracking Chart

Student Name Essential Standards

© Mattos 2015. SolutionTree.comReproducible.20

113© Mattos 2017. SolutionTree.com

Reproducible.

#rtiaw

Rigorous learning goals: .56

Common formative assessment: .90

Corrective feedback: .72

Peer tutoring: .55

#rtiaw

Want to become great?Embed this process in Tier 1!

#rtiaw

The Teaching Cycle

#rtiaw

What If We Would …

1. Determine student learning outcomes andshare them with students.


#rtiaw



2. Plan one common formative assessmentduring instruction.

#rtiaw


Share learning outcomes with students.

Plan a common formativeassessment.

Conduct end‐of‐unit common

assessment.

Unit Plan

Teach

#rtiaw



2. Plan one common formative assessmentduring instruction.

3. Plan one day to reteach after analyzingcommon assessment.

#rtiaw



Reteachand enrich.



assessment.

Unit Plan

Teach


#rtiaw



Reteachand enrich.



assessment.

Unit Plan

Teach

Teach

#rtiaw

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?



assessment.

#rtiaw

Teach


Reteachand enrich.

Tier 2 HelpWhat must all students know and be able to do?


assessment.

1. What do we expectour students to learn?

2. How do we know they have learned it?

3. How will we respond whenthey don’t?

#rtiaw

To schedule professional development at your site, contact Solution Tree

at 800.733.6786.

Thank You




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 thelearning target(s) with the students? When will each target beintroduced?

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 evidenceof 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 masteryof the learning targets on the common formative assessment(s)?

6. When and how will we provide extension and enrichment tothose who demonstrate mastery on the common formativeassessment(s)?

7. When will we give the end-of-unit common assessment?

page 1 of 2

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117

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

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118

The Team Teaching-Assessing CycleSource: Simplifying Response to Intervention; Buffum, Mattos, and Weber, 2011; page 60. Do not duplicate.

Select and unwrap essential student

learning outcomes to develop a

unit plan.

assessment results, and identify students in need of supplemental

interventions.

Introduce students to learning targets, and begin core instruction

understanding and

Screen for prior skills.

assessment.assessment results,

provide mid-unit interventions, and

continue or complete core instruction.

Repeat for additional learning

targets and subskills as needed.

summative assessment.

receiving supplemental interventions, move on to the next essential student

Simplifying Response to Intervention © 2012 Solution Tree Press • SolutionTree.comDo not duplicate. 119

Documents

Concentrated Instruction at Secondary Schools: Selecting ... · Activities available at: ... Analyze and compare the use of musical elements representing various genres and cultures,