Port Alberni Teams and Tasks in RTI

1. Port Alberni Teams and Tasks in RTI Chris Weber http://chriswebereducation.com

2. Four Questions of PLCsFour Questions of RTI • What is it we expect students to learn? • How will students demonstrate they have learned it? • How will we respond when students don’t learn? • How will we respond when students already know it? • About which students do we have concerns? • In what areas do we have concerns? • What supports are/should we be providing? • Has the student responded to instruction and intervention?

3. The Three Big Ideas of PLCs The Four Critical Questions of PLCs

4. PLCs The Three Big Ideas

5. The Three Big Ideas Focus on Learning Collaborative Culture Focus on Results

6. Focus on Learning • The fundamental purpose of the school is to ensure high levels of learning for all students. • This focus on learning translates into four critical questions that drive the daily work of the school. • Educators demonstrate their commitment to helping all students learn by working collaboratively to address four questions.

7. What are Characteristics of a Focus on Learning? • Mid-lesson checks for understanding • End of lesson exit slips • Built-in preview days • Built-in review days • An expectation that students will re-complete an assignment or assessment related to critical learning on which they did not demonstrate mastery

8. Collaborative Culture • No school can help all students achieve at high levels if teachers work in isolation. • Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another.

9. What are Characteristics of a Collaborative Culture? • Regular time for collaboration • Norms that focus collaboration • Evidence of collaboration outside of “Collaboration Time” • Collaboration is not an option – no one can opt out • Products and evidence of improved student learning from collaborative efforts

10. Focus on Results • PLCs measure their effectiveness on the basis of results rather than intentions. • All programs, policies, and practices are continually assessed on the basis of their impact on student learning. • All staff members receive relevant and timely information on their effectiveness in achieving intended results.

11. What are Characteristics of a Focus on Results? • Teachers enthusiastically analyze their data in relation to other teachers data • Teachers are willing and eager to share strategies that have resulted in high level so student learning • Teachers visit one another’s classrooms to study best practices

12. PLCs The Four Critical Questions

13. Four Critical Questions of RTI • What do we want students to learn? • How will students demonstrate they have learned it? • What will we do if they don’t learn? • What will we do if they already know it?

14. RTI – Tiers 1 and 2 HO – RTI Tiers 1 and 2

15. What Do We Want Students To Learn? What should each student know and be able to do as a result of each unit, grade level, and/or course?

16. Cognitive Planning Protocol HO – Cognitive Planning Protocol

17. What are Characteristics of a Curriculum Focused on Essential Learning Outcomes? • Teacher teams have collaboratively identified essential learning targets • Teacher have collaboratively unpacked learning targets • Teachers prioritize instruction within a unit of instruction to ensure that all students master the essentials

18. How will students demonstrate they have learned it? Are we monitoring each student’s learning on a timely basis?

19. How Will Teams Gather Evidence of Student Learning? Teacher teams have… • designed common formative assessments to measure student learning of essential standards • administered common formative assessments to measure student learning of essential standards • collectively analyzed evidence to determine: • the specific learning needs of each child • the effectiveness of the instruction the child receives in meeting these needs

20. Assessment Who requires intensive supports Universal screeners Mastery of essentials at Tier 1 CFAs Diagnostics Why are students at risk Response to Tier 2 and 3 Progress monitoring

21. Data Analysis Protocol HO – Data Analysis Protocol

22. What Will We Do If They Don’t Learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty?

23. What are Characteristics of Systematic Interventions? Schools have identified… • When supplemental supports can be provided in additional to core instruction on essential standards • Who on staff is available, qualified, and trained to provide supports • What resources and strategies can be used to meet student needs

24. What Will We Do If They Already Know It? What systematic process is in place to extend and enrich learning to greater levels of depth and complexity?

25. What are Characteristics of 21st Century Skills? • Teams have identified the 21st Century Skills that they believe students should possess • Teams have identified how essential learning can be explored to greater levels of depth and complexity • Teams have differentiated content, the learning processes, and products that students create to demonstrate mastery

26. Three Critical Teams School Intervention Team School Leadership Team Collaborative Teacher Teams HO – RTI Teams

27. Systems Identify Determine Monitor Revise / Extend …regardless of the student …regardless of the teacher …regardless of the school HO – RTI Systematic Supports

28. Extend Systems HO – RTI Systems

29. RTI Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. Teacher Teams HO – RTI Teams

30. Three Critical Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. School Leadership Team HO – RTI Teams HO – RTI Process for Leadership Teams

31. Three Critical Teams Define the roles of YOUR team. What “outcomes” are produced? Define the membership of YOUR team. Define the meeting days and times of YOUR team. Define the norms and agendas of YOUR team. To what tasks do they contribute? Define when and how YOUR team communicates with others. School Intervention Team HO – RTI Teams

32. Three Critical Teams School Intervention Team School Leadership Team Teacher Teams

33. Identify Identify students who will need intensive help before they start to fail Universal screening Common assessment data HO – RTI Systematic Supports

34. Diagnose • Prescribe Determine HO – RTI Systematic Supports

35. Monitor There is no RTI unless we frequently check to ensure that students are “responding.” Foundational (Universal) skills CBMs Essential standards (learning targets) CFAs Behaviours CICO HO – RTI Systematic Supports

36. Revise – An Intervention Team Different experiences, expertise, and perspective Principal  Counselor Psychologist  Speech therapist Special educators English language development specialist   Reading specialist Librarian  Community resource officer Nurse HO – RTI Systematic Supports

37. What if Tiers 1, 2, and 3 don’t work? • Are our actions justified? Extend HO – RTI Systematic Supports

38. Decision Making Within Tiers HO – Decision Making Within Tiers of Support

39. Elementary Schedule Sample HO – RTI Schedules

40. Elementary Schedule Sample

41. Alternative Schedules – La Serna

42. Alternative Schedules – La Serna La Serna High School, Whittier, CA

43. Alternative Schedules – Whittier

44. Alternative Schedules – Whittier

45. Alternative Schedules – Whittier Whittier High School, Whittier, CA

46. Alternative Schedules – San Juan Hills

47. Alternative Schedules – San Juan Hills

48. Alternative Schedules – San Juan Hills

49. Alternative Schedules – San Juan Hills San Juan Hills High School, San Juan Capistrano, CA

50. Alternative Schedules – Lynbrook