RTI 2 : Tier 1_A Deeper Dive and connection to FIP Tools

1. RTI2: Tier 1_A Deeper Dive and connection to FIP Tools Clinch-Powell Cooperative Presenters:

2. Goal • To review specific strategies that support Tier 1 connections to Formative Instructional Practices • Clear learning targets • Evidence of student learning • Effective feedback • Student ownership of learning

3. Tier 1

4. Curriculum, Instruction, Assessment Instruction (How?) Curriculum (What?) Strategies; RTI2; Differentiation; Collaboration; Flexible Grouping; etc. Standards; Curriculum; Pacing Guides Assessment (How Well?) Formative; Summative; Common Assessments; Benchmarks; State; National

5. Assessment for Learning: 7 Strategies Where am I going? • Provide a clear, understandable vision of the learning target. • Use examples & models of strong & weak work. Where am I now? • Offer regular descriptive feedback. • Teach students to self-assess & set goals. How can I close the gap? • Design lessons to focus on one learning target or aspect of quality at a time. • Teach students focused revision. • Engage students in self-reflection, & let them keep track of & share their learning.

6. Assessment for Learning: 7 Strategies Where am I going? • Provide a clear, understandable vision of the learning target.

7. Strategy 1: Lesson focus is on one learning targetor aspect of quality at a time. Learning targets, provided for the students, must be clear and understandable. • Develop learning goals that are standards based and in student-friendly language • Clarify learning targets • Communicate targets to students • Identifying typical misconceptions, reasoning errors, & learning gaps for focused instruction • Creating short practice assignments to scaffold the learning and make it more manageable • Giving students opportunities to practice and act on feedback before the summative assessment

8. Example of a Clear Learning Target

9. Assessment for Learning: 7 Strategies Where am I going? • Use examples & models of strong & weak work. Student work using models as guides provides evidence of their understanding.

10. Helps students develop learning goals by seeing various levels of quality assessed by the shared rubric. Strengthens evaluative thinking through practice making judgments about level of quality shared examples. Use of anonymous samples protect students. Student’s work that follows the models shows evidence of his/her learning. Strategy 2:Provideanonymous examples and models of work at various levels of proficiency “The features of excellent work should be so transparent that students can learn to evaluate their own work in the same way that their teachers would.” Frederiksen & Collins, 1989, quoted in Shepard, 2001, p 1092

11. Select samples to show correct and incorrect measurement with rulers : Correct measurement for halves and fourths of an inch! Incorrect measurement for halves and fourths of an inch!

12. Formatively assess students’ practice on the clear target:

13. Assessment for Learning: 7 Strategies Where am I now? • Offer regular descriptive feedback.

14. Strategy 3: Offer regular descriptive feedback that helps focus student revisions • Feedback shows students where they are on their path to learning. • Directs attention to the intended learning by showing strengths AND giving specific information to guide improvement. • Occurs DURING learning - in time to make changes. • Addresses partial understanding. • Does not do the thinking for the student. • Ensures an appropriate amount of feedback

15. Effective Feedback Example “You correctly identified which marks on the ruler show measurement of fourths and halves. “When you measured the crayon, you used a different marks to show the length of the crayon. “Measure the crayon again using only the fourths or halves marks to tell how long the crayon is.”

16. Assessment for Learning: 7 Strategies Where am I now? • Teach students to self-assess & set goals.

17. Strategy 4: Teach students to self-assess, set goals, track and share their learning • Keeping students in touch with their growth • Providing time and structure for students to reflect on their learning • Offering opportunities for students to share their progress and communicate their learning

18. Strategy 4: Teach students to self-assess, set goals, track and share their learning Following effective feedback modeled by the teacher, students are able to mimic that kind of thinking by asking: • What are my strengths? • What are my areas in need of work? • What are my next steps?

19. Strategy 4: Teach students to self-assess, set goals, track and share their learning Step 1 – Students keep track of their progress toward meeting learning targets: what they have mastered. Step 2 – Students set goals by making a plan for continued learning.

20. Student Analysis of Results(Student Reflection of Learning)

21. Student Analysis of Results(Student Reflection of Learning) Celebration! Learning targets I got right: __ I’m getting there! Learning targets I missed but I understand how to correct them: __________________________________________________ My plan for not making the same mistakes in the future: __________________________________________________ I need some help with these! Learning targets I missed and I don’t understand how to correct them: __________________________________________________ My plan for improving my understanding of the missed learning targets: __________________________________________________

22. Student Analysis of Results(Student Reflection of Learning) Celebration! Learning targets I got right: __ Measuring halves and fourths with a ruler._____________ I’m getting there! Learning targets I missed but I understand how to correct them: ___Making a line plot with horizontal scale__________ _____ My plan for not making the same mistakes in the future: ___Working with my group during practice time & asking for help when I get stuck._ I need some help with these! Learning targets I missed and I don’t understand how to correct them: ____Identifying whole numbers, halves, and quarters.___ My plan for improving my understanding of the missed learning targets: _____Asking my teacher for help. Practice more._______________________________

23. REVIEW: Assessment for Learning: Strategy 1: Lesson focus is on one learning target or aspect of quality at a time. Learning targets, provided for the students, must be clear and understandable. Strategy 2: Provide anonymous examples and models of work at various levels of proficiency Strategy 3: Offer regular descriptive feedback that helps focus student revisions. Strategy 4: Teach students to self-assess, set goals, track and share their learning.

24. The pivotal role that formative instructional practices play in a Balanced Assessment System that supports RTI2: Tier 1. A Balanced Assessment System includes a continuum of strategies and tools designed to address instruction, monitoring, and accountability needs, thereby improving Tier 1 instruction and closing achievement gaps. Formative instructional practices are “just good teaching” strategies and are directly linked to TEAM, CCSS, and RTI2 What have we inferred?

25. Questions?