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WELCOME

WELCOME. Kindly complete the ‘do now’ quiz you received upon arrival. Objectives:. PWBAT better appreciate and participate in scope and sequence exposure and apply RtI PD info to our practices for Block 2 PWBAT see ‘growth data’ for their classrooms

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WELCOME

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  1. WELCOME Kindly complete the ‘do now’ quiz you received upon arrival.

  2. Objectives: • PWBAT better appreciate and participate in scope and sequence exposure and apply RtI PD info to our practices for Block 2 • PWBAT see ‘growth data’ for their classrooms • PWBAT review and practice AIMS reading multiple choice question writing • PWBAT assess the evolution of a novel study toward AIMS integration • PWBAT learn the protocols for writing AIMS writing multiple choice questions

  3. Growth Model 101

  4. Quick Review

  5. Quick Review

  6. Frame of Reference

  7. Intervention and Assessment

  8. FAY Tier 1 Scheduling

  9. FAY Tier 1 Kudos! SKYHS (100%, 96%) SVHS (100%, 100%) EDHS (100%, 100%) TAHS (100%, 100%) SHS (100%, 100%) SPHS (98%, 100%) MHS (100%, 100%) CVPA (100%, 100%) PAHS (100%, 98%)

  10. FAY Tier 1: HOLD the Kudos! Take a moment to review your site’s master FAY student schedule table for Block 1. Look at WHICH ENGLISH COURSES the students are scheduled into and ask yourself . . . DOES THIS MAKE SENSE? IS IT OPTIMAL? COULD IT BE BETTER? • Are they scheduled together, or dispersed across the campus? • Do all follow a sequenced curriculum? • Are they with your strongest Tier 1 teachers? • Are Tier 2 and 3 programs offered in tandem with Tier 1? • Do the classes build appropriately to test days? • How are PM FAYs being served comparatively?

  11. FAY Tiered Intervention Thoughts: • How are the following FAYs being served in English? • Tier 1? • My MOST ADVANCED Tier 1? • Tier 2? • Are Tier 2 programs being offered in tandem with Tier 1? • Tier 3? • Are Tier 3 programs being offered in tandem with Tier 1?

  12. Block 3 Thoughts: • How could Tier 1 be enhanced? • How could Tier 2 be enhanced? • How could Tier 2 be enhanced? • Are there other grade levels or sub-groups you would like to concentrate on?

  13. Tier 1 Enhancement • See Page. 86 in RtI: The Forgotten Tier • How could you use this template to better develop differentiated instruction in your classroom and throughout your department?

  14. Ticket Out • Write down notes on these ‘tickets’ throughout our time together today. • We will be collecting them at the end of the day, then scanning and emailing them back to you for your use. PLEASE WRITE THE EXIT PROMPT HERE!

  15. Reading MC Review STEM FORMATTING - Horizontally align to the PO! (use those cards) • Concise stem – “Which sentence is true about the main character?” not “Which of the sentences below is true about the main character?” • Never uses NOT such as, “Which sentence is not...” • Never uses EXCEPT such as, “All the sentences are true about the character except …”

  16. Reading MC Review ANSWER FORMATTING - All “wrong” answers must be reasonable options - No answers that are opposites(e.g. main character is very tall vs. very short) - All virtually the same in length - If not same length, then shortest to longest or longest to shortest. - If wording or phrasing is being quoted from the passage, the answer options must follow the order of appearance in the passage.

  17. Reading MC Review • See your handout from The Tempest and workshop what is solid about the questions and what still needs work to be perfectly AIMS aligned

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