tier i instructional time -...

Crook County School District Continuous Improvement/RTI Elementary

9

Tier I Instructional Time

Given the district’s focus on raising OAKS scores, the commitment to a continuous improvement RTI

(Response to Intervention) improvement process and support toward meeting the district goals for

meeting grade proficiencies in reading, writing and math; the district requires instructional time for

elementary classrooms that reflect these outcomes.

Literacy Instruction

@ least 90 minutes daily – core reading instruction using Treasures and/or Triumphs with

Enhancements (60 minutes daily for kindergarten).

@ least 30 minutes daily or 150 minutes weekly – written language using CCSD’s Guide to Better

Writing Scores including the use of Step Up to Writing Strategies (15 minutes daily for

kindergarten).

@ least 30 minutes daily – reading interventions (as described in the Reading Protocol) or

enhancements (Accelerated Reader, Novels, etc).

Mathematics Instruction

@ least 60 minutes daily – core math Instruction using Math Expressions (30 minutes daily for

kindergarten).

Science, Social Studies, Health, PE, Music, Art Instruction

8.5-10 hours per week – Instruction focused on assisting students in meeting and learning state

achievement standards in these subjects. Some instruction toward standards in these areas

may naturally occur through core instruction in Literacy and Mathematics.

Note: A few special education students with skills two or more grade levels below their grade may need

a replacement to the core program - this will be determined by their IEP Team.


10

TIER I TEAM– 80% MEETING GUIDELINES

Meets 3x’s per year following universal screening (DIBELS/Easy CBM) Approximate meeting time: 1.5 hours Meeting tips:

Organize the data before the meeting

Use a projector or wall chart to display student data

Meet only if the principal and other essential team members are present

Designate roles (timekeeper, facilitator, note taker)

Determine/Review Team Norms

Remind the team that the focus of the meeting is general education and ensuring that all students are making growth (review data disaggregated by race, special programs (ELL, Sped), subject, teacher)

Celebrate successes Team membership:

Assigned facilitator

Grade Level Teachers

Principal (will move between grade level meetings)

Academic Coach (will move between grade level meetings) Purpose: To determine the effectiveness of the core program and make necessary adjustments if it is not meeting the needs of 80% of the students. Determine if your system is moving children toward benchmark goals. Examine the data: *DIBELS *Easy CBM *Writing Assessments * OAKS *Curriculum Assessment Data – Reading Weekly Assessments/Math Unit Tests Review for each area (Reading/Math/Writing)

1. Is our core program sufficient for most students (80%)? a. Review and analyze benchmark screening data (see Summary of Effectiveness

report/combined PDF report). How does this round of screening data compare to previous screening data? What trends do you see in this data?

b. Review and analyze core program assessments – weekly/unit tests.

What is the class average score in each category? Are 80% of the students passing at 80% on weekly/unit tests?

c. Review and analyze OAKS assessments (in fall review spring data, and Spring progress made

thus far). Determine percentages of students meeting minimum proficiency standards as set

by the district (Proficiency > 35%ile).


11

2. What can we do to strengthen the core? a. What are the common instructional needs of the students at this grade level? b. Discuss the grade level opportunities to make the core program more robust for this cohort.

What has worked? How did we know? Why did it work? How can we expand the practice?

What agreements can the grade level make on common instructional strategies? (Use the checklists for success)

What agreements can the grade level make on common active engagement strategies? How will you increase active engagement to increase the effectiveness of instruction?

What are the professional development needs of your grade level?

3. Establish mid year benchmark and end of the year goal to work toward for the percentage of students you would like to see in each tier based on assessment data or measure progress toward reaching these goals.


9/1/10 12-A

Reading Tier I Action Plan

Grade level __________ School _______________________ Date_______________

Based on DIBELS Current reality:

Intensive___________% Strategic ___________% Benchmark ___________%

End of Year Goal:


Mid Year Goal:

Intensive___________% Strategic ___________% Benchmark ___________% OAK’s Goal (3rd,4th,5th) The % of students scoring proficient and higher in reading will increase from ____% to ____% by the end of the school year as measured by the OAKS’s assessment.

Reflecting back on previous student performance – what instructional strategies were effective?

1.

2.

3.

Reflecting back on previous student performance - what instructional strategies/curriculums were ineffective?

1.

2.

3.

Based the review of data for your current students – list the common instructional needs of this group

1.

2.

3.

Grade level agreements for common instructional strategies (one to three) and active engagement strategies

(one to three)

1. 1.

2. 2.

3. 3.

Professional development needs (use back of form if needed)

1.

2.

3.


9/1/10 12-B

Math Tier I Action Plan


Based on EasyCBM Current reality:


End of Year Goal:


Mid Year Goal:


OAK’s Goal (3rd,4th,5th) The % of students scoring proficient and higher in math will increase from ____% to ____% by the end of the school year as measured by the OAKS’s assessment.

Reflecting back on previous student performance – what instructional strategies were effective?

1.

2.

3.

Reflecting back on previous student performance - what instructional strategies/curriculums were ineffective?

1.

2.

3.


1.

2.

3.


(one to three)

1. 1.

2. 2.

3. 3.


1.

2.

3.


9/1/10 12-C

Writing Tier I Action Plan


Based on District/State Writing Assessment Current reality:

Does not meet___________% Meets ___________% Exceeds ___________%

End of Year Goal:


Mid Year Goal:


Reflecting back on last year’s student performance – what instructional strategies were effective?

1.

2.

3.

Reflecting back on last year student performance - what instructional strategies/curriculums were ineffective?

1.

2.

3.


1.

2.

3.


(one to three)

1. 1.

2. 2.

3. 3.


1.

2.

3.


9/1/10 13

Treasures Checklist for Success

Teacher Name: __________________Date: ___________ Observer: _______________

___ Small Group ___ Whole Group

Big Idea: ___ PA ___ Phonics ___Fluency ___Vocabulary ___Comprehension

Effective Instructional Techniques

___ Unison Oral Responding

___ Signaling

___ Perky Pace

___ Monitoring

___ Error Correction

Student Engagement

___ Active participation by all students

___ Think/Pair/Share

___ Partner read/response

___ Written response

___ Choral read

___ Echo read

___ Popcorn read

___ Other ________________________

Environment

___ Sound/Spelling cards are posted

___ Vocabulary words are posted

___ Focus Wall visible

___ Room and furniture organization

promotes reading instruction

___ Strategy posters are visible

___ Other _________________________

Strategy Instruction

Strategy: __________________________

Explain and Model

___ Teacher names the strategy

___ Teacher explains the purpose of the

strategy

___ Teacher thinks aloud

___ Teacher does not ask students

questions during model

___ Teacher makes sure students are

attending to the model

Strategy Instruction

Strategy: __________________________

Guided Practice and Feedback

___ Teacher names the strategy

___ Teacher explains the purpose of the

strategy

___ Teacher guides students through each

step of the strategy use

___ Teacher makes sure all students are

practicing the strategy and are engaged

___ Teacher provides corrective feedback

___ Teacher provides multiple

opportunities for practice

Lesson Maps

___ Lesson maps are being used

___ Template cards are being used

Keepers:

Polisher:


9/1/10 14

Math Expressions Checklist for Success

___ Small Group ___ Whole Group ___Partner Work ___Independent Work

Big Idea: _________ Daily Routines ________Quick Practice ________ Lesson

Effective Instructional Techniques

___ Perky pace

___ Teacher utilizes multi- sized groups for

learning

___ Teacher moves from models, to

manipulatives, to drawings, to asking

students to justify and explain

___ Teacher uses differentiated instruction

effectively

___ Teacher models and encourages good

questioning strategies

Student Engagement

___ Active engagement of all students

___ Students can identify lesson objectives

___ Students are able to articulate their

strategies

___ Students can explain their thinking

___ Students use drawings to show

reasoning

___ Students show leadership within the

classroom- questioning, daily routines etc.

___ Other ________________________

Environment

___ All necessary Math Expressions

materials and tools are utilized

___ Daily routine materials are visible

___ Classroom environment feels like a

learning community

___ Math Expressions materials are the

core curriculum for the full 60 minutes.

___ Grade level standards are posted

Lesson Elements (pt. 1)

___ Daily routines begin each lesson

___ Quick Practice is student led

___ Lesson Objectives are stated and

discussed

___ Concepts are taught with models,

manipulatives & drawings

___ Objectives are supported with Math

Talk structures & questions

Evidence of Teacher Understanding

___ Teacher is able to articulate the unit

overview and math background

___ Teacher is able to articulate the

connections between the current lesson and

past or future lessons

___The teacher is able to express his/her

understanding of the structure, pacing and

materials used for that lesson

Lesson Elements (pt. 2)

___ Evidence of sufficient practice using

student activity books and H & R books

___Formative & summative assessment is

evidenced by math boards, quick checks,

observations and quizzes

Keepers:

Polisher:


15

Active Engagement Strategies

Think/pair/share

Think/write/share

Choral response

Jobs/roles of students

Graphic organizers in use as a response to instruction

Physical gestures; hand signals

White board responses

Manipulatives

Students are meaningfully engaged in reading, writing or talking about the content of the lesson

Cooperative groups are productively engaged in dialogue, discourse or learning activities

Guided practice is evident

Student self assessment


16

The 5 Big Ideas in Reading

Phonemic Awareness

Phoneme deletion and manipulation

Blending

Segmenting

Onset-rime

Syllable blending

Syllable segmenting

Rhyming

Word comparison Phonics

Letter Sounds

VC and CVC

Consonant Digraphs

CVCC and CCVC

Silent E

R-controlled vowels

Advanced Consonants (i.e., -tch, kn, soft c & g)

Vowel teams

Multisyllabic words

Prefixes and suffixes

Blending Fluency

Accuracy

Prosody - Expression

- Emphasis - Phrasing - Volume - Smoothness

Rate Vocabulary

Specific word instruction

Word-Learning Strategies - Word structure - Syntactic clues - Context clues

Expressive Vocabulary

Receptive Vocabulary Comprehension

Text Structure

Make Inferences and Analyze

Evaluate

Story Structure

Generate Questions

Summarize

Monitor Comprehension

Visualize


17

The Big Five of Math Instruction

(As determined by the Mathematics Learning Study Committee formed by the National Research Council.)

As we assess our students’ knowledge of mathematics and make diagnostic decisions, we must

refer to specific grade level standards and address these five essential components of math

instruction.

CONCEPTUAL UNDERSTANDING: the comprehension of mathematical concepts, operations

and relations

PROCEDURAL FLUENCY: the skill in carrying out procedures flexibly, accurately, efficiently,

and appropriately

STRATEGIC COMPETENCE: the ability to formulate, represent, and solve mathematical

problems

ADAPTIVE REASONING: the capacity for logical thought, reflection, explanation, and

justification

PRODUCTIVE DISPOSITION: the habitual inclination to see mathematics as sensible, useful,

and worthwhile, coupled with a belief in diligence and one’s own efficacy


18

The 6 Big Ideas In Writing Ideas and Content A good writer should:

Write from experience.

Use supporting details.

Stay in control of the topic.

Show insight in the writing.

Use fresh and original ideas and make the main ideas stand out.

Develop the topic in an entertaining way. Organization A good writer should:

Use an inviting beginning that draws the reader in.

Use organization that is graceful.

Use paragraph breaks.

Place supporting details so that they fit.

Use organization that enhances the central idea.

Use smooth transitions that help the ideas flow together.

Use logical and effective structure, order, and sequence.

Use a conclusion that gives the reader a sense of resolution and ties ideas together. Voice A good writer should:

Write to be read.

Connect with the reader.

Write honestly and from the heart.

Care about what he/she has written.

Use language that brings the topic to life for the reader.

Give the reader a sense of the person behind the words. Word Choice A good writer should:

Be concise and avoid repetition.

Use words correctly.

Use powerful action verbs and specific descriptive nouns.

Use slang and clichés sparingly

Use language that is natural and not overdone.

Use adjectives that are as descriptive as possible.

Use words that create a mental picture for the reader. Sentence Fluency A good writer should:

Vary sentence structure, length, and beginnings.

Use language that sounds natural and gives the writing an easy flow and rhythm.

Invite expressive oral reading of the text.

Use complete sentences – any fragments must add to the meaning of the text. Conventions A good writer should:

Use capitalization correctly.

Use correct spelling, even on difficult words.

Use grammar that contributes to clarity and style.

Enhance the readability of the paper with conventions.

Write a long enough piece to show a wide range of skills.

Guide the reader through the paper with correct punctuation.


9/1/10 19

TIER I MEETING DEBRIEF

Name: ____________________________ _____Role/Grade level (s): _______________

School _______________________________________ Today’s Date:_______________

What did you like about today’s meeting? What went well? What questions do you have about today’s meeting? What was unclear? As a result of our meeting today, I will….

tier i instructional time -...

Documents