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F As, RTI, and PEPs

F As, RTI, and PEPs. Oh my!!. Common Formative Assessments. Why? An effective strategy to quickly monitor individual student progress; If done correctly, it effectively targets specific enduring goals and objectives to help teachers adapt and adjust whole class and individual instruction;

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F As, RTI, and PEPs

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  1. FAs, RTI, and PEPs Oh my!!

  2. Common Formative Assessments • Why? • An effective strategy to quickly monitor individual student progress; • If done correctly, it effectively targets specific enduring goals and objectives to help teachers adapt and adjust whole class and individual instruction; • Helps teachers to be metacognitive about their instruction. • When • At minimum, every 2 weeks.

  3. Today • Are you ready? • Brought a copy of your FA/CFA • Graded your FA/CFA • Completed the matrix on the Common Assessment Documentation form on your students. • In Small Groups/PLCs • Consolidate data into one matrix if in PLC • Report/consolidate number of 1s, 2s, 3s, 4s • Brainstorm what prevents 1s from being 2s, 2s from being 3s, 3s from being 4s, etc. • What will you do to reteach/enrich instruction so 1s can achieve a 2, 2s achieve a 3, etc. How will you know? Reassess? • Each group should be prepared to report out.

  4. Following up • Send a copy of your/your PLC’s Common Assessment Documentation form to me, completed. • Plan for your next FA to be administered by and discussed on October 1, 2013. • Send me your PLC minutes every week.

  5. Responsiveness to Instruction • “North Carolina Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problem-solving model based on data, to address student needs and maximize growth for all.” http://www.ncpublicschools.org/curriculum/responsiveness/

  6. Three Tiered Model http://www.ncpublicschools.org/docs/curriculum/responsiveness/rtimaterials/tier1-individual.pdf

  7. Tier 1 http://www.ncpublicschools.org/docs/curriculum/responsiveness/rtimaterials/tier1-individual.pdf

  8. Tier 2 http://www.ncpublicschools.org/docs/curriculum/responsiveness/rtimaterials/tier1-individual.pdf

  9. Tier 3 http://www.ncpublicschools.org/docs/curriculum/responsiveness/rtimaterials/tier1-individual.pdf

  10. Common Assessments and RTI • Common Assessments supports the RTI model • Ensuring we as educators are delivering a guaranteed and viable curriculum… • Are at least 80% of all students meeting goals and objectives? • How about subgroups? • If not, how do I as an educator reteach/adjust my teaching for ALL students? • If at least 80% of all students are meeting goals and objectives, it helps to identify students that need supplemental support • The frequency of FA lets us know if this support is successful • The frequency of FA ensures that interventions are timely • If interventions and supplemental supports are effective, students may “travel” between tier 1 and 2. That is OK.

  11. PEPs and RTI • PEPs help to document the supplemental support we provide students that are at risk of “falling below grade level expectations.” • PEPs are the LAW. NC law. • If interventions and supplemental supports are consistently ineffective, students may need intensive support (contacting the counselor and administrator to see if a Student Intervention Team needs to be convened). PEPs help in this process.

  12. Common Assessments and PEPs • Common Assessments supports the PEP Process • Ensuring we as educators are delivering a guaranteed and viable curriculum… • Are at least 80% of all students meeting goals and objectives? • How about subgroups? • If not, how do I as an educator reteach/adjust my teaching for ALL students? • If at least 80% of all students are meeting goals and objectives, it helps to identify students that need supplemental support • The frequency of FA lets us know if this support is successful • The frequency of FA ensures that interventions are timely • Incidentally…these students need a PEP

  13. AHS and PEPs • We have PEPs for students that span 3 years on the server. • AHS03…users…curriculum • You can always go back and review a student’s prior PEP • Central 02 Server PEP folder • Central02…users…PEP • 2013-2014… • New form…On the server • ******ACS PEP directions***** • ACS PEP form • Example Interventions • You can collaborate • Make every effort to involve parents/guardians, but don’t delay supplemental support. Document every attempt!!! • MUST be completed by the end of the first grading period (part of the law). Make this a digital copy. On the server. • Put a hard copy in Ms. Crooks’ box by October 31, with required signatures. • A final copy will be due to Ms. Crooks at the end of each semester. These will gox into cumulative folders.

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