ensuring all students learn math 6 – 12 - schedschd.ws/hosted_files/losdpd2016/e3/schuhl handouts...

EnsuringAllStudentsLearnMath6–12

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Twi=er:@SSchuhl

SessionLearningTargets

§  Wecaniden)fytheessen)alcontentstandardsstudentsmustlearninmathema)cs.

§  Wecaniden)fyhighcogni)vetaskstouseasforma)vefeedbackduringinstruc)on.

§  Wecandesignwaystoremediateandintervenewhenstudentsstruggletolearnmathema)cs.

Star)ng…Ge=ngThere…GotIt!



WhatDoWeExpect StudentsToLearn?

1

SnapshotofCognitiveRigorMatrix:MathematicsThismatrixfromtheSmarterBalancedGeneralItemSpecificationsdrawsfrombothBloom’s(revised)TaxonomyofEducationalObjectivesandWebb’sdepth-of-knowledgelevels. DepthofThinking

(Webb)+TypeofThinking(RevisedBloom,

2001)

DOKLevel-1RecallandReproduction

DOKLevel-2BasicSkills&Concepts

DOKLevel-3StrategicThinkingandReasoning

DOKLevel-4ExtendedThinking

Remember • Recallconversions,terms,facts.

Understand

• Evaluateanexpression.

• Locatepointsonagridornumberonnumberline.

• Solveaone-stepproblem.

• Representmathrelationshipsinwords,pictures,orsymbols.

• Specify,explainrelationships

• Makebasicinferencesorlogicalpredictionsfromdataandobservations.

• Usemodelsanddiagramstoexplainconcepts.

• Makeandexplainestimates.

• Useconceptstosolvenonroutineproblems.Usesupportingevidencetojustifyconjectures,generalize,orconnectideas.

• Explainreasoningwhenmorethanoneresponseispossible.

• Explainphenomenaintermsofconcepts.

• Relatemathematicalconceptstoothercontentareas,otherdomains.

• Developgeneralizationsoftheresultsobtainedandthestrategiesusedandapplythemtonewproblemsituation.

Apply

• Followsimpleprocedures.

• Calculate,measure,applyarule(e.g.,rounding).

• Applyalgorithmorformula.

• Solvelinearequations.• Makeconversions.

• Selectaprocedureandperformit.

• Solveroutineproblemapplyingmultipleconceptsordecisionpoints.

• Retrieveinformationtosolveaproblem.

• Translatebetweenrepresentations.

• Designinvestigationforaspecificpurposeorresearchquestion.

• Usereasoning,planning,andsupportingevidence.

• Translatebetweenproblemandsymbolicnotationwhennotadirecttranslation.

• Initiate,design,andconductaprojectthatspecifiesaproblem,identifiessolutionpaths,solvestheproblem,andreportsresults.

Analyze

• Retrieveinformationfromatableorgraphtoansweraquestion.

• Identifyapatternortrend.

• Categorizedata,figures.

• Organize,orderdata.• Selectappropriategraphandorganizeanddisplaydata.

• Interpretdatafromasimplegraph.

• Extendapattern.

• Compareinformationwithinoracrossdatasetsortexts.

• Analyzeanddrawconclusionsfromdata,citingevidence.

• Generalizeapattern.• Interpretdatafrom

complexgraph.

• Analyzemultiplesourcesofevidenceordatasets.

Evaluate

• Citeevidenceanddevelopalogicalargument.

• Compareandcontrastsolutionmethods.

• Verifyreasonableness.

• Applyunderstandinginanovelway.

• Provideargumentorjustificationforthenewapplication.

Create

• Brainstormideas,concepts,problems,orperspectivesrelatedtoatopicorconcept.

• Generateconjecturesorhypothesesbasedonobservationsorpriorknowledgeandexperience.

• Developanalternativesolution.

• Synthesizeinformationwithinonedataset.

• Synthesizeinformationacrossmultiplesourcesordatasets.

• Designamodeltoinformandsolveapracticalorabstractsituation.

2

AWordAboutRigor

AcademicandInstruc)onalRigor

RigoronAssessmentDOK

StandardsforMathemaHcalPracHce

1.  Make sense of problems and persevere in solving them.

6. Attend to precision.

2.  Reason abstractly and quantitatively.

3.  Construct viable arguments and critique the reasoning of others.

4.  Model with mathematics.

5.  Use appropriate tools strategically.

7.  Look for and make use of structure.

8.  Look for and express regularity in repeated reasoning.

AccessandEquity“Anexcellentmathema)csprogramrequiresthatallstudentshaveaccesstoahighqualitymathema)cscurriculum,effec)veteachingandlearning,highexpecta)ons,andthesupportandresourcesneededtomaximizetheirlearningpoten)al.”

—NCTM,PrinciplestoAc.ons,p.59

3

WhatDoWeWantStudentstoLearn?

AGuaranteedandViableCurriculum

§  Intended:whatwewantthemtolearn

§  Implemented:whatactuallygetstaught

§  A=ained:whattheyactuallylearn

(Marzano,WhatWorksinSchools:Transla.ngResearchIntoAc.on,2003)

“Tobeginwiththeendinmindmeanstostartwithaclearunderstandingofyourdes)na)on.

“Itmeanstoknowwhereyou’regoingsothatyoubeWerunderstandwhereyouarenowsothatthestepsyoutakearealwaysintherightdirec)on.”

—Covey,TheSevenHabitsofHighlyEffec.vePeople:PowerfulLessonsin

PersonalChange(1994)

Standards§  Whichstandardsarepriority?

o  Allstudentswillbegivenaddi)onal)meandsupport,ifneeded

o  Focusofinstruc)onalandassessment)meandenergy

§  WhichstandardsaresupporHng?

4

WhatArePriorityStandards?§  Asubsetoftheen)relistofstatecontentandperformancestandards

§  Prioritystandardsessen)alforstudentunderstandingandsuccess

§  Thestandardseachteacherneedstoensureeverystudentlearnspriortoleavingthecurrentgrade

§  Abrief,straigh[orward,easytoreaddocumenttoguidestandards-basedinstruc)on

Essen)alstandards“donotrelieveteachersoftheresponsibilityforteachingallstandardsandindicators,butdoiden)fywhichstandardsarecriHcalforstudentsuccessandwhichonescanbegivenlessemphasis.”

BigIdea

—Ainsworth,PowerStandards:Iden.fyingtheStandardsThatMaGerMost(2003),p.11

(p.5)

IstheStandardEssen-al?§  Doesithaveendurance?§  Doesithaveleverage?§  Doesitdevelopstudentreadinessforthe

nextleveloflearning?

(Reeves,TheLeader’sGuidetoStandards:ABlueprintfor

Educa.onalEquityandExcellence,2002)

5

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Focu

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_Math_

06.12.20

13.pdf

6

Priority Standards—Course or Grade Level: __________________________ Identify the essential standards for each course and the reasons each is priority.

Priority Standards

End

uran

ce

Lev

erag

e

Rea

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7

PriorityStandards:VerticalConnections

1.Readyourstandards.Whichonesarepriority(haveendurance,leverage,andprovidereadinessforthenextcourse)?2.Whatare7–10essentialskillsstudentsinmygradeorcoursemustlearn?3.Whatare7–10essentialskillsstudentsshouldcometomygradeorcoursehavinglearned?

8

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

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

Essential Standards ChartW

hat

Is It

We

Exp

ect

Stud

ents

to

Lea

rn?

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de:

Sub

ject

:S

emes

ter:

Team

Mem

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and

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page 1 of 2

9

http://go.solution-tree.com/rti

R E P R O D U C I B L E | 73

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

page 2 of 2

Wo

rkin

g in

co

llab

ora

tive

tea

ms,

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t d

ocu

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om

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ore

sta

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s, s

tate

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pp

ly t

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hic

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and

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s ar

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sen

tial

fo

r al

l stu

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ts t

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aste

r. R

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s is

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re. F

or

each

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om

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seco

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wee

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f ea

ch in

stru

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sem

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10


2007

–200

8 Se

cond

Sem

este

r Ess

entia

l Sta

ndar

ds

Cou

rse

Title

: Alg

ebra

1

Team

Mem

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kie

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plify

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7 9

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Mul

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mon

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poly

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pter

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Cha

pter

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A

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dent

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nom

ials

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tech

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es in

clud

e fin

ding

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omm

on

fact

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r all

term

s in

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l, re

cogn

izin

g th

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ffere

nce

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o sq

uare

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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 (C

hapt

er 4

and

C

hapt

er 5

: Sec

. 1–3

)

Cha

pter

5 C

A

Feb.

12.0

S

t ude

nts

sim

plify

frac

tions

with

pol

ynom

ials

in

the

num

erat

or a

nd d

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inat

or b

y fa

ctor

ing

both

and

redu

cing

them

to th

e lo

wes

t ter

ms.

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plify

: 316

8+

22

2

44

36

xxy

yxy

y!

+

!

Fact

orin

g by

find

ing

GC

F,

diffe

renc

e of

two

squa

res,

an

d tri

nom

ials

(Cha

pter

5)

Cha

pter

6 C

A

Mar

ch

2.0

St u

dent

s un

ders

tand

and

use

the

oper

atio

n of

ta

king

a ro

ot a

nd ra

isin

g to

a fr

actio

nal p

ower

. S

impl

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:

S

ec. 3

, 4, 5

C

A

Mar

ch

14.0

S

olve

a q

uadr

atic

equ

atio

n by

fact

orin

g or

co

mpl

etin

g th

e sq

uare

. S

olve

by

com

plet

ing

the

squa

re:

x2 +

4x =

6

Fact

orin

g qu

adra

tics

(Cha

pter

5) a

nd s

impl

ifyin

g ra

dica

ls (C

hapt

er 1

1)

Cha

pter

12:

S

ec. 1

–4 a

nd

Cha

pter

5:

Sec

. 12

CA

Late

M

arch

21.0

S

tude

nts

grap

h qu

adra

tic fu

nctio

ns a

nd k

now

th

at th

eir r

oots

are

the x-

inte

rcep

ts.

Gra

ph:

y =

x2 – 3

x –

4 an

d st

ate

the

x in

terc

epts

.

Sol

ving

qua

drat

ic e

quat

ions

by

fact

orin

g, c

ompl

etin

g th

e sq

uare

, and

qua

drat

ic

form

ula

(Cha

pter

12)

Cha

pter

8:

Sec

. 8 a

nd

p.38

9 C

AA

pril

REPRODUCIBLE

© Buffum, Mattos, & Weber 2012. solution-tree.comReproducible.

REPRODUCIBLE

328RTI at Work Workshop

© Solution Tree 2014 • solution-tree.com • Reproducible.

REPRODUCIBLE

11

Esse

ntia

l Sta

ndar

ds S

tude

nt T

rack

ing

Cha

rt

Esse

ntia

l Sta

ndar

d C

omm

on A

sses

smen

t D

ate

Pass

edTe

ache

rIn

itial

s

RTI at Work Workshop© Solution Tree 2014 • solution-tree.com • Reproducible.

REPRODUCIBLE

12

PlanningFromStandardsandAssessment

Standard

TargetTargetTargetTarget

Assessment

Curriculum

Instruc)on

(Wiggins&McTighe,UnderstandingbyDesign,2000)

UnitPlanning

CFA CFA CSA20daysforunit–2daysforcommonunitassessment(CSA)andreview–2daysforCFAandresponse–2bufferdaysforre-engagementinlearning=14daysforTier1coreinstruc)on

Howwillyoumaximizelearningeachofthe14days?

Algebra1ProficiencyMap

13

ProficiencyMapChecklistAproficiencymapidentifiesstandardsstudentsshouldmasterybytheendoftheunit.Unittitlesarelistedacrossthetopofthechart,includingthenumberofdaysallocatedforteaching.Domainsorstrandsarelistedalongtheleftcolumn.Teachersinsertthestandards.Sometimesastandardmayneedtobelistedinmorethanoneunit.Ifso,teachersshouldidentifypartsofthestandardforstudentstomaster.Teachersplaceanasterisknexttostandardstoidentifywhentheyarelistedinmorethanoneunit.Underlineprioritystandards.ExampleProficiencyMapChecklist

1. Iseverystandardlistedonetimewhenproficiencyisexpected?Ifpartofastandardislistedinoneunit,istherestofthestandardaccountedforanddobothpartshaveanasterisk?

2. Aretheprioritystandardsidentifiedineachunit?

3. Doeseveryunithaveanameandanumberofdays?Are155daysaccountedforonthetotalprojectionmap?(Daysmarkedbyanasteriskincludeassessments.)

4. Howishorizontalcoherencebuiltintotheproficiencymap?Forexample,howcanprevious

conceptsfromtheyearbewoveninorsupportlearninginalaterunit?

5. Howisverticalcoherencebuiltintotheproficiencymap?Forexample,whatdidstudentslearnlastyearandwhen?Whatwilltheyusethislearningfornextyearandwhen?Foritemsmarkedbyanasterisk,youmayneedtolookattheproficiencymapsforthegradelevelaboveandbelowyourown.

Grade 5

Math

Multiplication & Division 25 days

Volume of Rectangular

Prisms 15 days

Decimals & Conversions 35 days

Fractions: Addition & Subtraction

25 days

Fractions: Division &

Multiplication 35 days

Graphing & Geometry

15 days

OA

*5.OA.1 Evaluate expressions with parenthesis (whole numbers) *5.OA.2 Write and interpret expressions (whole numbers).

*5.OA.1 Evaluate expressions with parenthesis (with powers of ten).

*5.OA.1 Evaluate expressions with parenthesis (fractions).

5.OA.3 Know number patterns.

NBT

5.NBT.5 Use standard algorithm for multiplication. 5.NBT.6 Use models for division.

5.NBT.1 Know place value with tens. 5.NBT.2 ×÷ by 10 5.NBT.3a Read and write decimals. 5.NBT.3b Compare decimals. 5.NBT.4 Round decimals. 5.NBT.7 Add, subtract, multiply, and divide decimals.

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Unproduc)veBeliefs Produc)ve

Beliefs

“Itisimportanttonotethatthesebeliefsshouldnotbeviewedasgoodorbad.Instead,beliefsshouldbeunderstoodasunproduc)vewhentheyhindertheimplementa)onofeffec)veinstruc)onalprac)ceorlimitstudentaccesstoimportantmathema)cscontentandprac)ces.”

—NCTM,PrinciplestoAc.ons(2014),p.11

Low-LevelandHigh-LevelTasks

Low-LevelTasks§ Memoriza)on§  Procedureswithoutconnec)onstomeaning§  Algorithmic

High-LevelTasks§  Procedureswithconnec)onstomeaning§  Doingmathema)cs§  Nonrou)ne

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(NCTM, page 1 of 2)

NCTM:PrinciplestoActions

(Source:ThefollowingteachingpracticesareexcerptedfromNationalCouncilofTeachersofMathematics,PrinciplestoActions:EnsuringMathematicalSuccessforAll,2014.ThePrinciplestoActionsexecutivesummaryisavailableatwww.nctm.org/uploadedFiles/Standards_and_Positions/PtAExecutiveSummary.pdffordownload.)

MathematicsTeachingPractices

Establishmathematicsgoalstofocuslearning.Effectiveteachingofmathematicsestablishescleargoalsforthemathematicsthatstudentsarelearning,situatesgoalswithinlearningprogressions,andusesthegoalstoguideinstructionaldecisions.

Implementtasksthatpromotereasoningandproblemsolving.Effectiveteachingofmathematicsengagesstudentsinsolvinganddiscussingtasksthatpromotemathematicalreasoningandproblemsolvingandallowmultipleentrypointsandvariedsolutionsstrategies.

Useandconnectmathematicalrepresentations.Effectiveteachingofmathematicsengagesstudentsinmakingconnectionsamongmathematicalrepresentationstodeepenunderstandingofmathematicsconceptsandproceduresandastoolsforproblemsolving.

Facilitatemeaningfulmathematicaldiscourse.Effectiveteachingofmathematicsfacilitatesdiscourseamongstudentstobuildsharedunderstandingofmathematicalideasbyanalyzingandcomparingstudentapproachesandarguments.

Posepurposefulquestions.Effectiveteachingofmathematicsusespurposefulquestionstoassessandadvancestudents'reasoningandsensemakingaboutimportantmathematicalideasandrelationships.

Buildproceduralfluencyfromconceptualunderstanding.Effectiveteachingofmathematicsbuildsfluencywithproceduresonafoundationofconceptualunderstandingsothatstudents,overtime,becomeskillfulinusingproceduresflexiblyastheysolvecontextualandmathematicalproblems.

Supportproductivestruggleinlearningmathematics.Effectiveteachingofmathematicsconsistentlyprovidesstudents,individuallyandcollectively,withopportunitiesandsupportstoengageinproductivestruggleastheygrapplewithmathematicalideasandrelationships.

Elicitanduseevidenceofstudentthinking.Effectiveteachingofmathematicsusesevidenceofstudentthinkingtoassessprogresstowardmathematicalunderstandingandtoadjustinstructioncontinuallyinwaysthatsupportandextendlearning.

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(NCTM, page 2 of 2)

BeliefsAboutTeachingandLearningMathematics

Thefollowingtableshowtheunproductiveandproductivebeliefsofmathematicsteachersthatinfluencetheirteachingandstudents’learningofmathematics(NCTM,p.11).

UnproductiveBeliefs ProductiveBeliefs

Mathematicslearningshouldfocusonpracticingproceduresandmemorizingbasicnumbercombinations.

Mathematicslearningshouldfocusondevelopingunderstandingofconceptsandproceduresthroughproblemsolving,reasoning,anddiscourse.

Studentsneedonlytolearnandusethesamestandardcomputationalalgorithmsandthesameprescribedmethodstosolvealgebraicproblems.

Allstudentsneedtohavearangeofstrategiesandapproachesfromwhichtochooseinsolvingproblems,including,butnotlimitedto,generalmethods,standardalgorithms,andprocedures.

Studentscanlearntoapplymathematicsonlyaftertheyhavemasteredthebasicskills.

Studentscanlearnmathematicsthroughexploringandsolvingcontextualandmathematicalproblems.

Theroleoftheteacheristotellstudentsexactlywhatdefinitions,formulas,andrulestheyshouldknowanddemonstratehowtousethisinformationtosolvemathematicsproblems.

Theroleoftheteacheristoengagestudentsintasksthatpromotereasoningandproblemsolvingandfacilitatediscoursethatmovesstudentstowardsharedunderstandingofmathematics.

Theroleofthestudentistomemorizeinformationthatispresentedandthenuseittosolveroutineproblemsonhomework,quizzes,andtests.

Theroleofthestudentistobeactivelyinvolvedinmakingsenseofmathematicstasksbyusingvariedstrategiesandrepresentations,justifyingsolutions,makingconnectionstopriorknowledgeorfamiliarcontextsandexperiences,andconsideringthereasoningofothers.

Aneffectiveteachermakesthemathematicseasyforstudentsbyguidingthemstepbystepthroughproblemsolvingtoensurethattheyarenotfrustratedorconfused.

Aneffectiveteacherprovidesstudentswithappropriatechallenge,encouragesperseveranceinsolvingproblems,andsupportsproductivestruggleinlearningmathematics.

Theproductivebeliefsmirrorthemathematicsteachingpracticesthatbenefitstudentlearning.Howcanyourteamincorporatetheinstructionalpracticeslistedontheproductivebeliefscolumnofthechart?

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141

APPENDIX C

Cognitive-Demand-Level Task-Analysis GuideSource: Smith & Stein, 1998. © 1998, National Council of Teachers of Mathematics. Used with permission.

Table C.1: Cognitive-Demand Levels of Mathematical Tasks

Lower-Level Cognitive Demand Higher-Level Cognitive Demand

Memorization Tasks

These tasks involve reproducing previously learned facts, rules, formulae, or definitions to memory.

They cannot be solved using procedures because a procedure does not exist or because the time frame in which the task is being completed is too short to use the procedure.

They are not ambiguous; such tasks involve exact reproduction of previously seen material and what is to be reproduced is clearly and directly stated.

They have no connection to the concepts or meaning that underlie the facts, rules, formulae, or definitions being learned or reproduced.

Procedures With Connections Tasks

These procedures focus students’ attention on the use of procedures for the purpose of developing deeper levels of understanding of mathematical concepts and ideas.

They suggest pathways to follow (explicitly or implicitly) that are broad general procedures that have close connections to underlying conceptual ideas as opposed to narrow algorithms that are opaque with respect to underlying concepts.

They usually are represented in multiple ways (for example, visual diagrams, manipulatives, symbols, or problem situations). They require some degree of cognitive effort. Although general procedures may be followed, they cannot be followed mindlessly. Students need to engage with the conceptual ideas that underlie the procedures in order to successfully complete the task and develop understanding.

Procedures Without Connections Tasks

These procedures are algorithmic. Use of the procedure is either specifically called for, or its use is evident based on prior instruction, experience, or placement of the task.

They require limited cognitive demand for successful completion. There is little ambiguity about what needs to be done and how to do it.

They have no connection to the concepts or meaning that underlie the procedure being used.

They are focused on producing correct answers rather than developing mathematical understanding.

They require no explanations or have explanations that focus solely on describing the procedure used.

Doing Mathematics Tasks

Doing mathematics tasks requires complex and no algorithmic thinking (for example, the task, instructions, or examples do not explicitly suggest a predictable, well‐rehearsed approach or pathway).

It requires students to explore and understand the nature of mathematical concepts, processes, or relationships.

It demands self‐monitoring or self‐regulation of one’s own cognitive processes.

It requires students to access relevant knowledge and experiences and make appropriate use of them in working through the task.

It requires students to analyze the task and actively examine task constraints that may limit possible solution strategies and solutions.

It requires considerable cognitive effort and may involve some level of anxiety for the student due to the unpredictable nature of the required solution process.

Beyond the Common Core, Leader’s Guide ©2015SolutionTreePress•SolutionTree.com

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MathTasks(A-SSE.A.1)Completing the square. Use completing the square to solve x2 – 4x – 8 = 0 Profit of a company The profit, P (in thousands of dollars), that a company makes selling an item is a quadratic function of the price, x, (in dollars), that they charge for the item. The following expressions are equivalent:

!!

P(x)= −2x2 +24x −54P(x)= −2(x −3)(x −9)P(x)= −2(x −6)2 +18

1. Which of the equivalent expressions for P(x) reveals the price which gives a profit of zero without changing the form of the expression? Find a price which gives a profit of zero.

2. Which of the equivalent expressions for P(x) reveals the profit when the price is zero without changing the form of the expression? Find the profit when the price is zero.

3. Which of the equivalent expressions for P(x) reveals the price which produces the highest possible profit without changing the form of the expression? Find the price which gives the highest possible profit. ---www.illustrativemathematics.org

List the similarities and differences between the two problems.

Similarities Differences

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CharacterisHcsofTeacherQuesHonsThatSupportStudents’AccesstoContent

AssessingQuesHonsPrepareques)onstoscaffoldinstruc)onforstudentswhoarestuckduringatask.

AdvancingQuesHonsPrepareques)onstofurtherlearningforstudentswhoarereadytoadvancebeyondlearningtargettasks.

FromProblemPerformerstoProblemSolvers

ProblemPerformers Problemsolvers

Doitjustliketheteacherdid. Thinkbeforeyoustart.

Writeyournumbersstraight. Drawapicturetounderstandtheproblem.

Don’ttalkwhenyouwork.That’schea)ng.

Explainhowyousolvedit,usingmathvocabulary.

Findananswerandmoveon. Checkyourwork.Doitadifferentway.








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ConnecHons

6in

4in24in2

20 6

30

4

600 180

80 24

26×34=884

2x 6

x

4

2x2 6x

8x 24

(x+4)(2x+6)=2x2+14x+24

6

4 24 2

3

12

12

14

6 12 × 4 12 = 29 1

4

“Thebestinterven)onispreven)on.”

--MikeMaWos

WhatneedstobeinTier1

CoreInstrucHon?

(p.47)

FormaHveAssessmentProcessesRequireTwoAddiHonalComponents

1.  Meaningfulfeedbacktostudents

FeedbackmustbeFAST:

Fair

Accurate

Specific

Timely

2.StudentacHononfeedback

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EffecHveClassroomFormaHveAssessment§  Howdostudentsexpresstheir

ideas,ques)ons,insights,anddifficul)es?

§  Wherearethemostsignificantconversa)onstakingplace(studenttoteacher,studenttostudent,teachertostudent)?

Dostudentsseeeachotherasreliableandvaluable

resources?

3CriHcalInstrucHonQuesHons

§  Howdowestructurestudenttostudentdiscourseforatleast65%ofeachlesson?

§  Howdowemakelearningvisible?

§  Howdostudentsknowiftheylearnedthelearningtargetforthedayornot?

HowInterveneand/orRemediate?§  Chooseastandard.

§  Howmightstudentsstruggle?

§  Forinterven)on,considernonalgorithmicwaystomakesenseoftheconcept.Whatvisualmodelscanbeused?

§  Forremedia)on,considertheprerequisiteskillsneededtomakesenseoftheconcept.Howcanthesebeincludedwithinterven)on?

Whenintheschooldaycanthesebeaddressed?

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R E P R O D U C I B L E | 115

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

Plan for Remediation Plan for Intervention Plan for EnrichmentBased on the prior skills needed, how will we determine which stu-dents need remediation before we begin initial instruction? Who will conduct the remedia-tions? When?

After initial instruction and differentiation, what is our team’s plan to provide additional time and support to those students who have not learned? Who will con-duct the interventions? When?

After initial instruction and intervention, what is our team’s plan to provide additional time and support to those who have learned? Who will conduct the enrich-ments? When?

Proactive RTI Planning Form

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hannah.kirchner

Cross-Out

hannah.kirchner

Inserted Text

SolutionTree.com

RTI

Forma)veAssessmentDifferen)a)on

WhatIstheConnecHon?








Thankyou!WhatquesHonsare

sHlllingering?

Whatisanextstepforyour

collaboraHveteamrelatedtoprioritystandardsandateamresponsetostudentlearning?

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ensuring all students learn math 6 – 12 - schedschd.ws/hosted_files/losdpd2016/e3/schuhl handouts...

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