1. RTI 2 : TIER 1_A DEEPER DIVE AND CONNECTION TO FIP TOOLS Clinch-Powell Cooperative Presenters:

2. © 2013, Battelle for Kids. All Rights Reserved Goal To review specific strategies that support Tier 1 connections to Formative Instructional Practices Clear learning targets Evidence of student learning Effective feedback Student ownership of learning

3. © 2013, Battelle for Kids. All Rights Reserved Tier 1

4. © 2013, Battelle for Kids. All Rights Reserved Curriculum, Instruction, Assessment Curriculum (What?) Instruction (How?) Assessment (How Well?) Standards; Curriculum; Pacing Guides Strategies; RTI2; Differentiation; Collaboration; Flexible Grouping; etc. Formative; Summative; Common Assessments; Benchmarks; State; National

5. Where am I going? 1.Provide a clear, understandable vision of the learning target. 2.Use examples & models of strong & weak work. Where am I now? 3.Offer regular descriptive feedback. 4.Teach students to self-assess & set goals. How can I close the gap? 5.Design lessons to focus on one learning target or aspect of quality at a time. 6.Teach students focused revision. 7.Engage students in self-reflection, & let them keep track of & share their learning. Assessment for Learning: 7 Strategies

6. Where am I going? 1.Provide a clear, understandable vision of the learning target. Assessment for Learning: 7 Strategies

7. © 2013, Battelle for Kids. All Rights Reserved Strategy 1: Lesson focus is on one learning target or aspect of quality at a time. Learning targets, provided for the students, must be clear and understandable.  Develop learning goals that are standards based and in student-friendly language  Clarify learning targets  Communicate targets to students  Identifying typical misconceptions, reasoning errors, & learning gaps for focused instruction  Creating short practice assignments to scaffold the learning and make it more manageable  Giving students opportunities to practice and act on feedback before the summative assessment

8. CC StandardStudent-Friendly Language 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters. MD= Measurement and Data  I can identify an inch ruler.  I can measure halves of an inch using a ruler.  I can measure fourths of an inch using a ruler.  I can make a line plot.  I can identify a horizontal scale.  I can identify whole numbers, halves, and quarters. Example of a Clear Learning Target

9. Where am I going? 2.Use examples & models of strong & weak work. Student work using models as guides provides evidence of their understanding. Assessment for Learning: 7 Strategies

10. Strategy 2: Provide anonymous examples and models of work at various levels of proficiency  Helps students develop learning goals by seeing various levels of quality assessed by the shared rubric.  Strengthens evaluative thinking through practice making judgments about level of quality shared examples.  Use of anonymous samples protect students.  Student’s work that follows the models shows evidence of his/her learning. “The features of excellent work should be so transparent that students can learn to evaluate their own work in the same way that their teachers would.” Frederiksen & Collins, 1989, quoted in Shepard, 2001, p 1092

11. Select samples to show correct and incorrect measurement with rulers : Correct measurement for halves and fourths of an inch! Incorrect measurement for halves and fourths of an inch!

12. Formatively assess students’ practice on the clear target:

13. Where am I now? 3.Offer regular descriptive feedback. Assessment for Learning: 7 Strategies

14.  Feedback shows students where they are on their path to learning.  Directs attention to the intended learning by showing strengths AND giving specific information to guide improvement.  Occurs DURING learning - in time to make changes.  Addresses partial understanding.  Does not do the thinking for the student.  Ensures an appropriate amount of feedback Strategy 3: Offer regular descriptive feedback that helps focus student revisions

15. Effective Feedback Example “You correctly identified which marks on the ruler show measurement of fourths and halves. “When you measured the crayon, you used a different marks to show the length of the crayon. “Measure the crayon again using only the fourths or halves marks to tell how long the crayon is.”

16. Where am I now? 4.Teach students to self-assess & set goals. Assessment for Learning: 7 Strategies

17. © 2013, Battelle for Kids. All Rights Reserved  Keeping students in touch with their growth  Providing time and structure for students to reflect on their learning  Offering opportunities for students to share their progress and communicate their learning Strategy 4: Teach students to self-assess, set goals, track and share their learning

18. © 2013, Battelle for Kids. All Rights Reserved Strategy 4: Teach students to self-assess, set goals, track and share their learning Following effective feedback modeled by the teacher, students are able to mimic that kind of thinking by asking: What are my strengths? What are my areas in need of work? What are my next steps?

19. © 2013, Battelle for Kids. All Rights Reserved Step 1 – Students keep track of their progress toward meeting learning targets: what they have mastered. Step 2 – Students set goals by making a plan for continued learning. Strategy 4: Teach students to self-assess, set goals, track and share their learning

20. © 2013, Battelle for Kids. All Rights Reserved Student Analysis of Results (Student Reflection of Learning)

21. © 2013, Battelle for Kids. All Rights Reserved Student Analysis of Results (Student Reflection of Learning) Celebration! Learning targets I got right: __ I’m getting there! Learning targets I missed but I understand how to correct them: __________________________________________________ My plan for not making the same mistakes in the future: __________________________________________________ I need some help with these! Learning targets I missed and I don’t understand how to correct them: __________________________________________________ My plan for improving my understanding of the missed learning targets: __________________________________________________

22. © 2013, Battelle for Kids. All Rights Reserved Student Analysis of Results (Student Reflection of Learning) Celebration! Learning targets I got right: __ Measuring halves and fourths with a ruler._____________ I’m getting there! Learning targets I missed but I understand how to correct them: ___Making a line plot with horizontal scale__________ _____ My plan for not making the same mistakes in the future: ___Working with my group during practice time & asking for help when I get stuck._ I need some help with these! Learning targets I missed and I don’t understand how to correct them: ____Identifying whole numbers, halves, and quarters.___ My plan for improving my understanding of the missed learning targets: _____Asking my teacher for help. Practice more._______________________________

23. Strategy 1: Lesson focus is on one learning target or aspect of quality at a time. Learning targets, provided for the students, must be clear and understandable. Strategy 2: Provide anonymous examples and models of work at various levels of proficiency Strategy 3: Offer regular descriptive feedback that helps focus student revisions. Strategy 4: Teach students to self-assess, set goals, track and share their learning. REVIEW: Assessment for Learning:

24. © 2013, Battelle for Kids. All Rights Reserved What have we inferred?  The pivotal role that formative instructional practices play in a Balanced Assessment System that supports RTI 2 : Tier 1.  A Balanced Assessment System includes a continuum of strategies and tools designed to address instruction, monitoring, and accountability needs, thereby improving Tier 1 instruction and closing achievement gaps.  Formative instructional practices are “just good teaching” strategies and are directly linked to TEAM, CCSS, and RTI 2

25. Questions?