RTI 2 : TIER 1_A DEEPER DIVE AND CONNECTION TO FIP TOOLS Clinch-Powell Cooperative Presenters:

RTI2: TIER 1_A DEEPER DIVE AND CONNECTION TO FIP TOOLS

Clinch-Powell Cooperative Presenters:

© 2013, Battelle for Kids. All Rights Reserved

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


Tier 1


Curriculum, Instruction, Assessment

Curriculum(What?)

Instruction(How?)

Assessment(How Well?)

Standards; Curriculum;

Pacing Guides

Strategies; RTI2; Differentiation; Collaboration;

Flexible Grouping; etc.

Formative; Summative; Common Assessments;

Benchmarks; State; National

Where am I going?1. Provide a clear, understandable vision of the learning target.2. Use examples & models of strong & weak work.

Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess & set goals.

How can I close the gap?5. Design lessons to focus on one learning target or aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection, & let them keep track of & share their learning.

Assessment for Learning: 7 Strategies

Where am I going?1.Provide a clear, understandable vision of the

learning target.



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.

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

CC Standard Student-Friendly Language

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.

MD= Measurement and Data

I can identify an inch ruler.I can measure halves of an inch using a ruler.I can measure fourths of an inch using a ruler.I can make a line plot.I can identify a horizontal scale.I can identify whole numbers, halves, and quarters.

Example of a Clear Learning Target

Where am I going?2. Use examples & models of strong & weak

work. Student work using models as guides provides evidence of their understanding.


Strategy 2: Provide anonymous examples and models of work at various levels of proficiency

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. “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

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!

Formatively assess students’ practice on the clear target:

Where am I now?3.Offer regular descriptive feedback.


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

Strategy 3: Offer regular descriptive feedback that helps focus student revisions

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.”

Where am I now?4. Teach students to self-assess & set goals.



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

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?


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.



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: __________________________________________________



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._______________________________

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.

REVIEW: Assessment for Learning:


What have we inferred? 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

Questions?

RTI 2 : TIER 1_A DEEPER DIVE AND CONNECTION TO FIP TOOLS Clinch-Powell Cooperative Presenters:

Documents

learning goals b

specific strategies

student work

models of work

student friendly clear

inch ruler

summative assessment

measurement data