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Simplifying Response to Intervention

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zac wilson

on 21 August 2013

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Transcript of Simplifying Response to Intervention

Four Guiding Principles
Response to
Our Mission:
To ensure high levels of learning for all students.
A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child.

Why are we here?
"To teach"
"For kids to learn"
Principle 1
1) We believe all students can learn at high levels.

2) As educators, we accept responsibility to ensure high levels of learning of every child.
Two fundamental beliefs of
Collective Responsibility
Get on
the Bus!
A systematic process of identifying essential knowledge and skills that all students must master to learn at high levels and determining the specific learning needs of each child to get there.
Principle 2
What about State Standards?
Nice to Know
Need to Know
“To cover all of this content, you would have to change schooling from K-12 to K-22….The sheer number of standards is the biggest impediment to implementing standards.” - Marzano
Need to Know Standards should drive our team time interventions.
Students should understand their team time learning goals each class.
A systematic process that guarantees every student will receive the time and support needed to learn at high levels.
Student Identification for Interventions
Common Assessment
Staff Recommendation
Identify students in need of additional time & support every 3-4 weeks.
Other considerations: Attendance, Motivation, Behavior

Five Ways to Make Interventions More Intensive:
More targeted
More highly trained person administering the intervention
More frequent
Longer duration
Smaller Ratio

Student Documentation at Cloverleaf
Students that have not already been identified as Special Education or placed in SST and are receiving intensive and support interventions will be considered Tier 2.
Tier 2 students should have a Tier 2 folder created to document student progress in their interventions.
An ongoing process of collectively analyzing targeted evidence to determine the specific learning needs of each child and the effectiveness of the instruction the child receives.
Principle 4
Research shows that student learning gains triggered by Common Formative Assessments were among the largest ever reported for educational interventions.

They rival one-on-one tutorial instruction and produced the largest gains for low achievers.
Common Formative Assessments
are given by two or more instructors to collaboratively examine the results for
Shared Learning
Instructional Planning for Individual Students
Instructional and/or Assessment Modifications

Answers the questions
Which students didn’t master specific standards and learning targets?
Which instructional practices did or did not work?
Share ideas to keep improving our RTI process.
Share some positive energy for our bus.
What must all students know and be able to do?
Plan a common formative assessment
Research and enrich
End-of-unit Test
1. What do we expect our students to learn?
2. How do we know they are learning it?
3. How will we respond if/when they don't?
Tier 2 Help
Full transcript