1. Class Profile Classroom Strengths Classroom Stretches Goals Decisions
Teacher:
Class:
Goals
Decisions
Individual Concerns
Medical
Language
Learning
Socio-Emotional
Other
(Brownlie & King, 2000) 1

2. RTI Triangle: Gr. 8/9 Lens: Math 9 Algebra Tier 3 Tier 2 Tier 1 fs
Inclusion Planning Workshop (RTI) Shelley Moore 2017

3. RTI Triangle Curricular Core Competency Grade/Course/Subject (place)
Curricular Lens:
Math 9- Algebra
Competency Lens:
Social Emotional/Anxiety
Students who need the most support
GT (H)
CH (K)
RB (R)
LL (C/D)
JH(D/C/R)
CL (Q)
Tier 3
TC (Q)
MD (Q)
AS (Q)
GH (H) TO
MD (Q) KM (K) AS (Q) SH (Q)
Tier 2
LL (C/D) JH (D/C/R)
CL (Q) KM (K)
SH (Q) JB (R)
DM (H) CO (Q) JP
JB (R) TC (Q) BG (Q) CH (K) GH (H) DM (H) TO CO (Q) JP GT (H)
Students who need the most challenge
TD ML (Q) GE
GE ML BG(Q)
Tier 1
Curricular
Core Competency

4. Grade:
Subject Area:
Planning Team:
Big Idea: Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations.
Unit Guiding question: What is a linear relationship? What are the different ways we can represent a linear relationship? Where could we find linear relationships in our world?
Content Goal
I know two-variable linear relations
Curricular Competency Goal
I can reason and analyse by using patterns and logic
I can understand and solve by devloping, demonstrating, and applying mathematical understanding through play, inquiry, and problem solving
I can communicate and represent by explaining and justifying
Core Competency Goal
I can self regulate in math

5. Course/Subject/Grade(s): Grade 8/9 Math
Planning Team: Westview Secondary
Unit Guiding Question: What is a linear relationship? What are the different ways we can represent a linear relationship? Where could we find linear relationships in our world?
ACCESS: This is what I need to know and do
ALL: This is what I must know & do
MOST: This is what I can know & do
FEW: This is what I could know & do
CHALLENGE: This is what I can try to know & do
Content Goal(s): I know 2 variable linear equations
I know the difference between a letter and a number
I know a real life example of an algebraic equation
I know how to graph a linear equation
I know how to interpolate and extrapolate approximate values
I know that a linear equation can be represented in different forms
Curricular Competency Goals
I can reason and analyse by using patterns and logic
I can represent a number with a variable
I can use logic and reason to play puzzles and games
I can make connections
I can make predictions
I can make inductive/deductive reasoning
I can draw a conclusion
I can extrapolate data into real life situations
I can understand and solve by devloping, demonstrating, and applying mathematical understanding through play, inquiry, and problem solving
I can participate in math activities through play
I can apply mathematical strategies through play
I can apply mathematical strategies through problem solving
I can apply mathematical strategies through inquiry
I can apply mathematical strategies to make inferences
I can communicate and represent by explaining and justifying
I can show joint attention in a mathematical activity
I can communicate my thinking concretely
I can represent my thinking visually
I can communicate my thinking abstractly
I can justify my thinking
Core Competency Goal: I can become a self regulated learning
I can show happy, if I like something or not
I can recognize emotions
I can manage my feelings and emotions
I can persevere through challenging tasks
I can implement, monitor, and adjust a plan and assess the results.
Learning Map adapted from Cameron & Gregory, Shelley Moore, 2017

6. Unit Mini Lesson Planner
Course/Subject/Grade(s):
Unit Question:
Mini lesson Planner
Chunk 1
Curricular Competency question:
Content Mini lesson:
CC Mini lesson:
Chunk 2
Chunk 3
Chunk 4
How will I demonstrate my learning?
Mini lesson:
e.g. What format will I choose to help me answer the guiding question?
e.g. What goals have I met?
e.g. What evidence supports my learning?
e.g. How can I peer/self assess?
Curricular Competency Mini Lesson Planner– Shelley Moore, 2017

7. Lesson Goal(s): I know a real life example of an algebraic equation
Guiding Unit Question: What is a linear relationship? What are the different ways we can represent a linear relationship? Where could we find linear relationships in our world?
Lesson Goal(s): I know a real life example of an algebraic equation
Date:
Connecting Activity: Put equations on the board (without letters) – students write answer on the board. Slowly introduce variables and multiplication
What do you notice?
Essential Supports
(designed for 1, useful for 1)
Safety plan
Knowing gestures/phrases
Basket of calming activities – puzzles, play doh, colouring, beads
Targeted Support
(designed for some, useful for some)
Choice of:
Multiplication grids
Calculators
Structured grouping
Universal Supports
(designed for some, useful for all)
white board
Graphic organizers
Concrete, hand on activities
Choice of work space and who to work with
Mini Lesson: 1 variable – Taking the bus! Catherine is bus driver! 5 stops – 3 kids at each stop – as we pick up people “how many now” – bus stop (TO, GT, LL) 3 people at each stop
On the bus – we will ask the bus stops –” how many people at your stop?” – make a T Chart
What do you notice? What would stop 6 be? Stop 7?
Processing Tasks
I Need to…
I can count the number of people at my bus stop
I Must…
I can calculate the sequence of the bus stop
I Can…
I can predict the sequence of more bus stops
I Could…
I can calculate a new sequence
I Can Try to…
I can predict a new sequence
Access
All
Most
Few
Challenge
Transforming & Personalizing Activity: What do letters represent in algebraic equations? Where is another example in the world where algebraic equations would be helpful?
Lesson Planning Template – Shelley Moore, Adapted from Brownlie & Schnellert