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    Tying Together RTI and Plcs

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    This document discusses how Response to Intervention (RTI) can be tied to Professional Learning Communities (PLCs) to improve student learning outcomes. It emphasizes using data from common formative assessments within PLCs to guide instruction and target interventions. Key aspects include identifying essential learnings, developing common assessments, analyzing student performance data as a team, providing tiered interventions for struggling students, and sharing effective instructional strategies. The goal is ensuring all students achieve proficiency through a continuous cycle of assessment, intervention, and improvement of the curriculum and instruction.

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    Tying Together RTI and Plcs

    Uploaded by

    api-308443316
    72 views30 pages
    This document discusses how Response to Intervention (RTI) can be tied to Professional Learning Communities (PLCs) to improve student learning outcomes. It emphasizes using data from common formative assessments within PLCs to guide instruction and target interventions. Key aspects include identifying essential learnings, developing common assessments, analyzing student performance data as a team, providing tiered interventions for struggling students, and sharing effective instructional strategies. The goal is ensuring all students achieve proficiency through a continuous cycle of assessment, intervention, and improvement of the curriculum and instruction.

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    This document discusses how Response to Intervention (RTI) can be tied to Professional Learning Communities (PLCs) to improve student learning outcomes. It emphasizes using data from common formative assessments within PLCs to guide instruction and target interventions. Key aspects include identifying essential learnings, developing common assessments, analyzing student performance data as a team, providing tiered interventions for struggling students, and sharing effective instructional strategies. The goal is ensuring all students achieve proficiency through a continuous cycle of assessment, intervention, and improvement of the curriculum and instruction.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    72 views30 pages

    Tying Together RTI and Plcs

    Uploaded by

    api-308443316
    This document discusses how Response to Intervention (RTI) can be tied to Professional Learning Communities (PLCs) to improve student learning outcomes. It emphasizes using data from common formative assessments within PLCs to guide instruction and target interventions. Key aspects include identifying essential learnings, developing common assessments, analyzing student performance data as a team, providing tiered interventions for struggling students, and sharing effective instructional strategies. The goal is ensuring all students achieve proficiency through a continuous cycle of assessment, intervention, and improvement of the curriculum and instruction.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 30

    Tying Together RTI and

    PLCs

    Common Student Question:


    Why do we need to know this?
    What was the objective for the lesson?
    How was he going to measure proficiency?
    Would he be able to tell if his colleagues had
    more success?
    Did the test data guide his instruction?

    Where are we going with this?


    The Four Cs
    Collective Responsibility: All our staff is responsible for all
    our students
    Concentrated Instruction: Focused instruction on essential
    learnings
    Convergent Assessment: Data is used to focus interventions
    to specific student needs, to measure the effectiveness of
    instruction, and share effective strategies with the PLC
    Certain Access: Every student demonstrates proficiency on
    all essential learnings

    DuFours Guiding Questions


    1. What do we expect students to learn?
    2. How do we know they are learning it?
    3. How do we respond when they do not
    learn?
    4. How do we respond when they have already
    learned?

    Essential Question 1:
    What do we expect
    students to learn?
    Concentrated Instruction

    Criteria for Selecting Essential Standards


    1. Endurance: Will this
    standard provide students
    with knowledge/skills of
    value beyond one test
    date?
    2. Leverage: Will this provide
    valuable cross-curricular
    knowledge and skills?
    3. Prepare for the next level:
    Will this provide necessary
    next-level skills?

    Essential Learnings
    Depth vs. broad coverage
    What are the 5-10 things students must
    know and/or must be able to do before they
    move on (per semester)?
    Written in student-friendly language

    Student-friendly Language
    Standard: Students will understand the impact
    of geographical factors on historical events.
    Essential learning: Students will analyze how
    physical land features affected what happened
    in history.

    Essential Question 2:
    How do we know they are
    learning it?
    Convergent Assessment

    Common Formative Assessment


    Frequent assessments collaboratively designed by
    PLCs
    Administered to all students throughout the unit of study
    Purpose is to inform instruction to allow students to
    achieve proficiency
    Aligned with essential learnings
    Includes a blend of item types, e.g. selected-response
    (multiple choice, true/false, matching) and constructedresponse (short- or extended)
    Can be assessed through completion - used to provide
    a benchmark, not meant to be punitive.

    Rigor (without the Mortis)


    While selected-response assessments can
    and do measure whether certain learning
    targets are met, they lack a higher level
    depth-of-knowledge (DOK)
    While more time-consuming, written CFA
    responses provide much more valuable
    data

    In Bloom
    Rather than matching,
    analyze and explain
    order
    As opposed to
    recalling information,
    summarize and give
    examples

    CFA - US History Example


    Exit Slip
    Please answer the following question(s) in a welldeveloped paragraph.
    What minerals and metals were found in the West
    (Include as many as possible)? What events in the East
    led to the demand of those resources? Describe the
    boom and bust cycle: how did it start, what happened in
    the cities, and what happened to the cities?

    CFA - English 10 Example


    Attached is a CFA based on
    the essential learning standard
    RL9-10.2: Determine a theme
    or central idea of a text and
    analyze in detail its
    development over the course
    of the text, including how it
    emerges and is shaped and
    refined by specific details;
    provide an objective summary
    of the text.

    Common Understanding of Proficiency


    Collaboratively analyze and discuss data
    o
    o

    Analyze samples of proficient and near-proficient


    student work
    Group scoring will lead to more clarity of what
    proficiency is

    This step is crucial to make data useful

    Collecting & Sharing


    Determine effective instructional strategies
    Data-driven
    Te
    ac
    her
    A

    Tea
    che
    rB

    Tea
    che
    rC

    Tea
    che
    rD

    Tea
    che
    r
    Ave
    rag
    es

    Sta
    nda
    rd 1

    82
    %

    89
    %

    90
    %

    90
    %

    88
    %

    Sta
    nda
    rd 2

    72
    %

    85
    %

    80
    %

    100
    %

    80
    %

    Which teachers work is done with the CFA?

    Essential Question 3:
    How do we respond when
    they do not learn?
    Certain Access

    Interventions
    Within the classroom
    Tier One: goal is to have at least 80% of
    students proficient through regular
    classroom instruction
    Tier Two: working with non-proficient
    students in small group or individual
    instruction within classroom
    o

    Proficient students may engage in enrichment


    activities

    Post Tier One and Tier Two Intervention


    Following Tier Two instruction, a different
    CFA should be administered in a timely
    fashion
    If student has not achieved proficiency, an
    additional intervention will be necessary
    The alternate CFA must still adequately
    measure the proficiency on the essential
    learning.

    Tier Three and Four Intervention


    Outside the classroom
    Tier Three: MTSS - Level Three
    Lower student to teacher ratio
    Needs of students have been identified
    Positive relationships are developed
    Increasing instructional time with students
    Increased number of passing grades
    Better tracking of students (academy grade-level
    meetings)
    Tier Four: MTSS - Level Four
    Based on difference between skill level and willingness

    The RTI/PLC Teams


    Te S Sc
    ho
    ac
    ol
    ol
    he
    uti
    Int
    r
    on
    erv
    Te
    /
    en
    a
    Tri
    tio
    m
    o
    n
    s:
    Te
    Te
    a
    G
    a
    m:
    r
    m:
    C P
    a
    o
    d

    Essential Question 4:
    How do we respond when
    they have already
    learned?

    Enrichment
    While important, the current focus is on the first
    three steps of the process
    This would be the Extension portion of the
    Essential Learning Chart - supplemental
    activities

    Continuous Improvement Model


    Curriculum map
    5 to 10 Essential Learnings per semester
    Multiple Common Formative Assessments including
    post-intervention CFAs
    Summative Assessment
    Data collection form for student and teacher data
    Proven instructional strategies that produce high yield
    results
    Multiple interventions
    Revised to refine all steps of the ongoing process

    We Cant Fix This Immediately


    Although at times in
    the MTSS process, we
    may feel stuck, its
    important to remember
    we never are.

    Todays Work
    1. Meet with course PLCs
    2. Continue to work on essential learnings,
    CFAs, examining data, discussing
    instructional strategies and planning
    interventions
    3. Please return or email completed work to the
    appropriate administrator

    RTI Process
    Course Name:
    Course Team Members:
    Attach each of the following steps when completed:
    Curriculum map
    Semester A
    1. Essential Learnings in student-friendly language
    2. Developmental CFAs
    3. Post-intervention CFAs
    4. Summative Assessment
    5. Data Record Form - individual teacher
    6. Data Record Form - course team
    7. Proven Instructional Strategies
    8. Interventions/Re-teaching Strategies

    Meeting Locations
    Special Needs - meet with content area
    Social Studies - IMC with course guides,
    textbook, writing materials and optional
    computer
    Math - 317 with computers
    Science - 302 with computers and textbook
    PE - ?

    Meeting Locations
    English - 320 (9th and 10th)/Reading-219
    Curriculum, syllabus, CFA information, and
    optional text
    CTE - 322 with access to essential learnings
    Fine Arts - A3 and bring computers
    World Language - 313 with computers
    Counselors - Create tier four interventions

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