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Concentrated Instructionat Secondary Schools: Selecting
and Prioritizing Essential Standards
Mike Mattos
Day 1—Afternoon Breakout
Mike
Mattos
93
Concentrated Instruction at Secondary Schools: Selecting and Prioritizing Essential StandardsMike Mattos PLC at Work™ and RTI at Work™ Architect
Email: mikemattos@me.com@MikeMattos65
#rtiaw
Ways to Participate …
To contact Mike: mikemattos@me.com
Activities available at: mattos.info
Follow Mike on Twitter: @mikemattos65
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TraditionalSecondaryUnit Plan
Teach
What will I teach in this
unit?
End‐of‐unit test. Assign grades.
If we take collective responsibility, we must shift from …
What will I teach in this unit?
to …
What must all students learn in this unit?
© Mattos 2017. SolutionTree.comDo not duplicate. 95
#rtiaw #rtiaw
#rtiaw
Identify essential standards for every gradeor course.
Teacher Teams
#rtiaw
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 alreadylearned?
In a PLC, Collaborative Teams Focus on Four Key Questions
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#rtiaw
What Will Teacher Teams Needto Do This Work?
#rtiaw
What Will Teacher Teams Needto Do This Work?
• State standards• District standards and pacing guides• Blueprints to high‐stakes tests• Technology and materials• Time!
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How many standards should we select?
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R E P R O D U C I B L E72 |
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Essential Standards Chart
Wha
t Is
It W
e E
xpec
t St
uden
ts t
o L
earn
?
Gra
de:
Sub
ject
:S
emes
ter:
Team
Mem
ber
s:
Des
crip
tio
n o
f St
and
ard
E
xam
ple
of
Rig
or
Pre
req
uisi
te
Skill
s W
hen
Taug
ht?
Co
mm
on
Sum
mat
ive
Ass
essm
ent
Ext
ensi
on
Stan
dar
ds
Wha
t is
the
es
sent
ial s
tand
ard
to
be
lear
ned
? D
escr
ibe
in
stud
ent-
frie
ndly
vo
cab
ular
y.
Wha
t d
oes
p
rofi
cien
t st
uden
t w
ork
loo
k lik
e?
Pro
vid
e an
ex
amp
le a
nd/o
r d
escr
ipti
on.
Wha
t p
rio
r
kno
wle
dg
e, s
kills
, an
d/o
r vo
cab
ular
y ar
e ne
eded
fo
r a
stud
ent
to m
aste
r th
is s
tand
ard
?
Whe
n w
ill t
his
stan
dar
d b
e ta
ught
?
Wha
t as
sess
men
t(s)
w
ill b
e us
ed to
m
easu
re s
tud
ent
mas
tery
?
Wha
t w
ill w
e d
o
whe
n st
uden
ts
have
alr
ead
y le
arne
d t
his
stan
dar
d?
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page 2 of 2
Wo
rkin
gin
colla
bo
rati
vete
ams,
exam
ine
allr
elev
ant
do
cum
ents
,co
mm
on
core
stan
dar
ds,
stat
est
and
ard
s,an
dd
istr
ict
po
wer
stan
dar
ds,
and
then
app
lyth
ecr
iter
iao
fen
du
ran
ce,l
ever
age,
and
read
ines
sto
det
erm
ine
wh
ich
stan
dar
ds
are
esse
nti
alfo
ral
lstu
den
tsto
mas
ter.
Rem
emb
er,l
ess
ism
ore
.Fo
rea
chst
and
ard
sele
cted
,co
mp
lete
the
rem
aini
ng c
olu
mns
. Co
mp
lete
thi
s ch
art
by
the
seco
nd o
r th
ird
wee
k o
f ea
ch in
stru
ctio
nal p
erio
d (
sem
este
r).
REPRODUCIBLE
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2007
/200
8 Se
cond
Sem
este
r E
ssen
tial S
tand
ards
Cou
rse
Title
: AL
GE
BR
A 1
Te
am M
embe
rs:
Jack
ie M
artin
, Bre
Wel
ch, J
acki
e St
oerg
er, M
ary
Hin
gst
Stan
dard
#
Stan
dard
/Des
crip
tion
Exam
ple/
Rig
or
Prio
r Ski
lls N
eede
d C
omm
on A
sses
smen
t W
hen
Taug
ht
2.0
10.0
Stud
ents
und
erst
and
and
use
the
rule
s of
expo
nent
s.
Stud
ents
mul
tiply
and
div
ide
mon
omia
ls
Sim
plify
: 3
7 9
5 10xy xy
Mul
tiply
ing
mon
omia
ls a
nd
poly
nom
ials
(Cha
pter
4)
Cha
pter
4 C
A
Feb.
11.0
St
uden
ts a
pply
bas
ic fa
ctor
ing
tech
niqu
es to
se
cond
-and
sim
ple
third
-deg
ree
poly
nom
ials
. Th
ese
tech
niqu
es in
clud
e fin
ding
a c
omm
on
fact
or fo
r all
term
s in
a po
lyno
mia
l, re
cogn
izin
g th
e di
ffer
ence
of t
wo
squa
res,
and
reco
gniz
ing
perf
ect s
quar
es o
f bin
omia
ls.
Fact
or c
ompl
etel
y:
1.3a
2 –
24ab
+ 4
8b2
2.x2 –
121
3.9x
2 + 1
2x +
4
Mul
tiply
ing
and
divi
ding
m
onom
ials
and
po
lyno
mia
ls. (
Cha
pter
4
and
Cha
pter
5:
Sec
1-3)
Cha
pter
5 C
A
Feb.
12.0
St
uden
ts si
mpl
ify fr
actio
ns w
ith p
olyn
omia
ls in
th
e nu
mer
ator
and
den
omin
ator
by
fact
orin
g bo
th
and
redu
cing
them
to th
e lo
wes
t ter
ms.
Sim
plify
: 316
8+
22
2
44
36
xxy
yxy
y−
+
−
Fact
orin
g by
find
ing
GC
F,
diff
eren
ce o
f tw
o sq
uare
s, an
d tri
nom
ials
. (C
hapt
er 5
)
Cha
pter
6 C
A
Mar
ch
2.0
Stud
ents
und
erst
and
and
use
the
oper
atio
n of
ta
king
a ro
ot a
nd ra
isin
g to
a fr
actio
nal p
ower
. Si
mpl
ify: 3
168
+
Und
erst
andi
ng ra
tiona
l and
irr
atio
nal n
umbe
rs a
nd
prim
e fa
ctor
ing.
Cha
pter
11:
Se
c 3,
4, 5
C
A
Mar
ch
14.0
So
lve
a qu
adra
tic e
quat
ion
by fa
ctor
ing
or
com
plet
ing
the
squa
re.
Solv
e by
com
plet
ing
the
squa
re:
x2 +
4x =
6
Fact
or q
uadr
atic
s (C
h. 5
) an
d si
mpl
ifyin
g ra
dica
ls
(Ch.
11)
Cha
pter
12:
Se
c 1-
4 an
d C
hapt
er 5
Se
c 12
CA
Late
M
arch
21.0
St
uden
ts g
raph
qua
drat
ic fu
nctio
ns a
nd k
now
that
th
eir r
oots
are
the
x- in
terc
epts
. G
raph
: y
= x2 –
3x
– 4
and
stat
e th
e x
inte
rcep
ts.
Solv
ing
quad
ratic
equ
atio
ns
by fa
ctor
ing,
com
plet
ing
the
squa
re a
nd q
uadr
atic
fo
rmul
a. (C
hapt
er 1
2)
Cha
pter
8:
Sec
8 an
d pg
389
CA
Apr
il
© Mattos 2017. SolutionTree.com Do not duplicate.
© Mattos 2017. SolutionTree.comDo not duplicate. 99
Prof
essi
onal
Lea
rnin
g C
omm
uniti
es
Ess
entia
l Sta
ndar
ds a
nd C
omm
on A
sses
smen
ts
Cou
rse
Title
:
Inst
rum
enta
l Mus
ic:
Ban
d/O
rche
stra
Ens
embl
es; A
ll le
vels
Te
am M
embe
r: D
oug
Fisc
her
Stan
dard
#
Stan
dard
/Des
crip
tion
Exa
mpl
e/R
igor
Pr
ior
Skill
s N
eede
d C
omm
on A
sses
smen
t W
hen
Tau
ght
1.1
Rea
d, w
rite,
and
per
form
inte
rval
s and
tri
ads.
Prac
ticin
g sc
ales
and
ar
pegg
ios
Key
sign
atur
es a
nd
finge
ring
skill
s P
erio
dic
quiz
zes,
depe
ndin
g on
the
leve
l of
the
ense
mbl
e.
Dai
ly; a
dvan
ced
ense
mbl
es a
s a w
arm
-up
exer
cise
.
1.4
Sigh
t rea
d si
mpl
e m
elod
ies i
n th
e tre
ble
and
bass
cle
f. Pe
rfor
min
g ex
erci
ses
from
the
text
wor
kboo
k.
Perf
orm
ing
exer
cise
s fr
om p
revi
ous p
ages
Pe
riodi
c qu
izze
s; is
the
prog
ress
by
the
clas
s ac
cept
able
?
Dai
ly
1.5
Ana
lyze
and
com
pare
the
use
of m
usic
al
elem
ents
repr
esen
ting
vario
us g
enre
s and
cu
lture
s, em
phas
izin
g m
eter
and
rhyt
hm.
Prac
ticin
g a
varie
ty o
f re
perto
ire in
cla
ss, n
ot
just
pre
parin
g fo
r pe
rfor
man
ces.
Abi
lity
to si
ght r
ead
mus
ical
not
atio
n an
d rh
ythm
ic sy
mbo
ls.
Ora
l dis
cuss
ion
abou
t th
e m
usic
, inc
ludi
ng
mel
odic
, har
mon
ic, a
nd
rhyt
hmic
con
cept
s.
Onc
e a
wee
k.
2.3
Perf
orm
on
an in
stru
men
t a re
perto
ire o
f in
stru
men
tal l
itera
ture
repr
esen
ting
vario
us g
enre
s, st
yles
, and
cul
ture
s with
ex
pres
sion
, tec
hnic
al a
ccur
acy,
tone
qu
ality
, and
arti
cula
tion
by o
nese
lf an
d in
ens
embl
es. (
leve
l of d
iffic
ulty
: 1-3
on
a sc
ale
of 6
) 1=
Beg
. 2=I
nt. 3
=Adv
.
Prep
arin
g m
usic
al
sele
ctio
ns fo
r pe
rfor
man
ce.
Thes
e m
ay b
e pa
rt of
an
asse
mbl
y or
con
cert
prog
ram
.
As n
oted
abo
ve.
The
mor
e di
ffic
ult t
he m
usic
is
, the
mor
e te
chni
cal
skill
s and
mus
ical
kn
owle
dge
stud
ents
m
ust h
ave.
Vid
eo/a
udio
tape
s of
perf
orm
ance
s. W
ritte
n re
flect
ive
essa
ys b
y th
e st
uden
ts a
bout
eac
h pe
rfor
man
ce, e
valu
atin
g th
e m
usic
that
was
pl
ayed
.
Afte
r eac
h pe
rfor
man
ce;
appr
oxim
atel
y 3-
6 pe
r ye
ar, d
epen
ding
on
the
leve
l of t
he e
nsem
ble.
3.3
Des
crib
e di
stin
guis
hing
cha
ract
eris
tics o
f re
pres
enta
tive
mus
ical
gen
res a
nd st
yles
fr
om tw
o or
mor
e cu
lture
s.
Mus
ic fo
und
in b
ook;
st
uden
ts w
ill c
ompa
re
and
cont
rast
.
Abi
lity
to li
sten
and
di
stin
guis
h; p
ossi
bly
liste
ning
to e
xam
ples
of
mul
ti-cu
ltura
l mus
ic.
Ora
l dis
cuss
ion
abou
t th
e di
ffer
ence
s in
the
mus
ical
tona
lity,
text
ure,
rh
ythm
, etc
.
Sprin
g se
mes
ter;
afte
r ba
sic
fund
amen
tals
hav
e be
en c
over
ed.
Sprin
gse
mes
ter;
afte
rba
sic
fund
amen
tals
hav
ebe
en c
over
erd.
4.1
Dev
elop
crit
eria
for e
valu
atin
g th
e qu
ality
and
eff
ectiv
enes
s of m
usic
al
perf
orm
ance
s and
com
posi
tions
, in
clud
ing
arra
ngem
ents
and
im
prov
isat
ions
, and
app
ly th
e cr
iteria
in
pers
onal
list
enin
g an
d pe
rfor
min
g.
Essa
ys fr
om
perf
orm
ance
s as n
oted
ab
ove.
Stu
dent
s als
o ha
ve a
wee
kly
liste
ning
re
quire
men
t of 3
mus
ical
se
lect
ions
.
Prio
r kno
wle
dge
abou
t m
usic
al c
once
pts.
Com
paris
ons b
etw
een
mus
ical
pie
ces;
bot
h th
ose
perf
orm
ed, a
nd
thos
e he
ard
eith
er b
y ot
her e
nsem
bles
or
reco
rdin
gs.
This
is a
n on
goin
g pr
oces
s thr
ough
out t
he
year
as w
e de
velo
p go
als
for t
he e
nsem
ble
in
clas
s, as
wel
l as i
n pe
rfor
man
ces.
© Mattos 2017. SolutionTree.com Do not duplicate.
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Teacher Concerns
• All our content is essential.
#rtiaw
David Conley: College Knowledge
1. Analytical reading and discussion
2. Persuasive writing
3. Drawing inferences and conclusions from texts
4. Analyzing conflicting source documents
5. Supporting arguments with evidence
6. Solving complex problems with no obviousanswer
#rtiaw
Teacher Concerns
• All our content is essential.• It is all on the test.
#rtiaw
Essential standards do not represent all that you are going to teach.
They represent the minimum a student must learn to reach high levels of learning.
Critical Point!
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#rtiaw
Teacher Concerns
• All our content is essential.• It is all on the test.• You are taking away my professionalautonomy.
• What if we can’t agree?• Do we select content standards or skills?
#rtiaw
The bottom line …
#rtiaw
Teach
What must all students know and be able to do?
End‐of‐unit common
assessment
Unit Plan
#rtiaw
“Achievement is enhanced to the degree that students and teachers set and communicate appropriate, specific, and challenging goals.”
—Hattie, Visible Learning: A Synthesis of Over 800 Meta‐
Analyses Relating to Achievement (2008)
© Mattos 2017. SolutionTree.comDo not duplicate.102
#rtiaw
Unit Plan Share learning targets with students.
What must all students know and be able to do?
Conduct end‐of‐unit
test.
Teach
#rtiaw
Identify essential standards for every gradeor course.
Share learning targets with students.
Teacher Teams
#rtiaw
What Are Learning Targets?
A learning target is any achievement expectation for students on the path toward mastery of a standard.
It clearly states what we want the students to learn and should be understood by teachers and students.
Learning targets should be formatively assessed to monitor progress toward a standard.
#rtiaw
Figurative Language
© Mattos 2017. SolutionTree.comDo not duplicate. 103
Mus
ic: E
ssen
tial S
tand
ards
(All
Leve
ls)
Cou
rse
title
: Ins
trum
ent M
usic
: Ban
d/O
rche
stra
Ens
embl
es (a
ll le
vels
)Te
am m
embe
r: D
oug
Fisc
her
Stan
dard
Stan
dard
or D
escr
iptio
nEx
ampl
eor
Rig
orPr
ior S
kills
Nee
ded
Com
mon
A
sses
smen
t W
hen
Taug
ht?
1.1
Rea
d, w
rite,
and
per
form
inte
rval
s an
d tri
ads.
P
ract
ice
scal
esan
d ar
pegg
ios.
Key
sign
atur
esan
dfin
gerin
g sk
ills
Take
per
iodi
c qu
izze
s,
depe
ndin
gon
the
leve
l of
the
ense
mbl
e.
Dai
ly; a
dvan
ced
ense
mbl
es a
s a
war
m-u
p ex
erci
se
1.4
Sig
ht re
adsi
mpl
e m
elod
ies
inth
e tre
ble
and
bass
cle
f.P
erfo
rmex
erci
ses
from
the
wor
kboo
k.P
erfo
rman
ce o
fexe
rcis
es
from
pre
viou
s pa
ges
Take
per
iodi
c qu
izze
s.
(Is th
e pr
ogre
ss b
yth
e cl
ass
acce
ptab
le?)
Dai
ly
1.5
Anal
yze
and
com
pare
mus
ical
ele
men
ts
repr
esen
ting
vario
us g
enre
s an
d cu
lture
s,
emph
asiz
ing
met
er a
nd rh
ythm
.
Pra
ctic
e a
varie
tyof
repe
rtoire
in c
lass
, not
just
pre
parin
g fo
rpe
rform
ance
s.
Abilit
y to
sig
ht re
ad
mus
ical
not
atio
n an
d rh
ythm
ic s
ymbo
ls
Dis
cuss
the
mus
ic,
incl
udin
g m
elod
ic,
harm
onic
, and
rhyt
hmic
co
ncep
ts.
Onc
e pe
r wee
k
2.3
Per
form
a re
perto
ire o
f ins
trum
enta
l lit
erat
ure
repr
esen
ting
vario
usge
nres
, st
yles
, and
cul
ture
s w
ith e
xpre
ssio
n,
tech
nica
lacc
urac
y,to
ne q
ualit
y,an
dar
ticul
atio
n by
ones
elf a
nd in
ens
embl
es.
(Lev
elof
diff
icul
ty:1
–3 o
na
scal
e of
6; 1
=be
ginn
er,
2 =
inte
rmed
iate
, 3 =
adva
nced
)
Pre
pare
mus
ical
sel
ectio
ns fo
r pe
rform
ance
;may
bepa
rtof
anas
sem
bly
or c
once
rt pr
ogra
m.
As n
oted
abo
ve
(As
mus
ic b
ecom
es m
ore
diffi
cult,
stu
dent
s m
ust
have
mor
ete
chni
cal s
kills
an
d m
usic
al k
now
ledg
e.)
Usi
ng v
ideo
and
aud
io
tape
s of
per
form
ance
s,
writ
e re
flect
ive,
eva
luat
ive
essa
ys a
bout
eac
h pe
rform
ance
.
Afte
r eac
h pe
rform
ance
; ap
prox
imat
ely
thre
e to
six
pe
r yea
r, de
pend
ing
onth
e le
vel o
f the
ens
embl
e
3.3
Des
crib
e di
stin
guis
hing
cha
ract
eris
tics
of
repr
esen
tativ
e m
usic
al g
enre
san
d st
yles
fro
m tw
o or
mor
e cu
lture
s.
Com
pare
and
con
trast
mus
ic
foun
d in
book
s.
Abilit
y to
list
en a
nd
dist
ingu
ish,
pos
sibl
y lis
teni
ng to
exa
mpl
es o
f m
ultic
ultu
ral m
usic
Dis
cuss
diff
eren
ces
in
tona
lity,
text
ure,
rhyt
hm,
and
so o
n.
Spr
ing
sem
este
r, af
ter
basi
cfu
ndam
enta
lsha
vebe
en c
over
ed
4.1
Dev
elop
crit
eria
for e
valu
atin
gth
e qu
ality
an
d ef
fect
iven
ess
of m
usic
al
perfo
rman
ces
and
com
posi
tions
, in
clud
ing
arra
ngem
ents
and
impr
ovis
atio
ns, a
nd a
pply
the
crite
ria in
pe
rson
al li
sten
ing
and
perfo
rmin
g.
Com
pare
and
con
trast
ess
ays
from
per
form
ance
s.
Com
plet
ew
eekl
ylis
teni
ngre
quire
men
t of t
hree
mus
ical
se
lect
ions
.
Prio
r kno
wle
dge
abou
t m
usic
al c
once
pts
Com
pare
mus
ical
pie
ces,
he
ard
on re
cord
ings
and
pe
rform
ed b
yot
her
ense
mbl
es.
An o
ngoi
ng p
roce
ss
thro
ugho
ut th
e ye
ar a
s w
ede
velo
pgo
als
for t
he
ense
mbl
e in
clas
s, a
s w
ell a
s in
perfo
rman
ces
RTI at Work Workshop
REPRODUCIBLE
Esse
ntia
l Sta
ndar
ds S
tude
nt T
rack
ing
Cha
rt
Esse
ntia
l Sta
ndar
dC
omm
on A
sses
smen
t D
ate
Pass
edTe
ache
r In
itial
s
Ess
entia
l Sta
ndar
ds S
tude
nt T
rack
ing
Cha
rt
Ess
entia
l Sta
ndar
d C
omm
on A
sses
smen
t D
ate
Pas
sed
Teac
her
Initi
als
Sta
ndar
d 4.
0: I
can
solv
e eq
uatio
ns in
one
va
riabl
e.
Sta
ndar
d 5.
0: I
can
solv
e m
ultis
tep
prob
lem
s in
volv
ing
linea
r equ
atio
ns in
one
var
iabl
e an
d pr
ovid
e ju
stifi
catio
n fo
r eac
h st
ep.
Equ
atio
ns T
est
(sec
tions
3-1
thro
ugh
3-3,
3-5
, 7-3
, and
10-
5)
Sta
ndar
d 6.
0: I
can
grap
h a
linea
r equ
atio
n an
d co
mpu
te th
e x-
and
y-in
terc
epts
.
Sta
ndar
d 7.
0: I
can
writ
e lin
ear e
quat
ions
gi
ven
poin
ts o
n a
line.
Ch.
8 T
est
(sec
tions
8-1
thro
ugh
8-5)
S
tand
ard
8.0:
I un
ders
tand
the
conc
epts
of
para
llel a
nd p
erpe
ndic
ular
line
s an
d ho
w th
eir
slop
es a
re re
late
d. I
can
find
the
equa
tion
of a
lin
e pe
rpen
dicu
lar t
o a
give
n lin
e th
at p
asse
s th
roug
h a
give
n po
int.
REPRODUCIBLE
© Buffum, Mattos, & Weber 201 . solution-tree.comReproducible.
REPRODUCIBLE
330RTI at Work Workshop
REPRODUCIBLE
RTI at Work Workshop © Solution Tree 2015 • SolutionTree.com • Reproducible.
REPRODUCIBLE
104
REPRODUCIBLE
#rtiaw
Figurative Language 1. Identify examples and non‐examples of figurativelanguage.
2. Understand rubric of qualityfigurative language.
3. Evaluate examples againstrubric.
4. Support position with evidence.
#rtiaw
#rtiaw
John HattieVisible Learning:
A Synthesis of Over 800 Meta‐Analyses Relating to Achievement
A meta‐meta‐analysis of: Over 800 meta‐analyses
o Comprising over50,000 individualstudies
o Representing theachievement of over80 million studentsworldwide
Visible Learning
© Mattos 2017. SolutionTree.comDo not duplicate. 105
#rtiaw
1.0 Standard Deviation Equals …
1‐ to 2‐year grade equivalents
Six ACT score points
200 SAT score points
#rtiaw
The “Typical School Effect”
One year of a student’s maturation: .10
One year of a teacher’s instruction: .30
#rtiaw
In other words, we can expect the average student to academically improve .40 if he or she stays alive and regularly attends an average school for a year.
#rtiaw
The “Home Effect”
Socioeconomic status: .57
© Mattos 2017. SolutionTree.comDo not duplicate.106
#rtiaw
Based on his synthesis of over 800 meta‐analyses of research, Hattie asserts that:
1. Teachers must work collaboratively rather thanin isolation.
2. Teachers must agree on the essential learning allstudents must acquire.
3. Teachers must agree on how students willdemonstrate their learning.
#rtiaw
Share learning targets with students.
What must all students know and be able to do?
Conduct end‐of‐unit
test.
Unit Plan
Teach
#rtiaw
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 alreadylearned?
In a PLC, Collaborative Teams Focus on Four Key Questions
#rtiaw
We would need to know to respond effectively when students don’t learn.
1. Which students did or did not masterspecific essential standards?
© Mattos 2017. SolutionTree.comDo not duplicate. 107
#rtiaw
You must get down to …
By student, by standard
(by learning target)
#rtiaw
School Performance Report
Far Below Basic
Below Basic Basic Proficient Advanced
0.00% 0.00% 6.67% 13.33% 80.00%
Classroom Performance Summary Report
Student Name Number Correct Percent CorrectStudent 1 30 100%Student 2 29 96%Student 3 13 43%Student 4 30 100%Student 5 19 63%Student 6 30 100%Student 7 27 90%Student 8 28 93%Student 9 25 83%Student 10 25 83%Averages 26.2 87%
Classroom Standards Report
Student Name
Number Correct
Percent Correct LS 2.d LS 2.c LS 2.a LS 2.b LS 2.e
Student 1 30 100% 100% 100% 100% 100% 100%Student 2 29 96% 100% 67% 100% 100% 100%Student 3 13 43% 33% 0% 100% 100% 100%
Student 4 30 100% 100% 100% 100% 100% 100%Student 5 19 63% 33% 33% 100% 100% 100%Student 6 30 100% 100% 100% 100% 100% 100%Student 7 27 90% 100% 100% 100% 100% 100%Student 8 28 93% 67% 67% 100% 100% 100%Student 9 25 83% 67% 100% 100% 100% 100%
Student 10 25 83% 100% 33% 100% 100% 100%
Averages 26.2 87% 82% 78% 100% 97% 100%
© Mattos 2017. SolutionTree.comDo not duplicate.108
REPRODUCIBLE
Common Assessment Example Seventh-Grade Life Science
Classroom Proficiency
Far Below Basic Below Basic Basic Proficient Advanced
0.00% 0.00% 6.67% 13.33% 80.00%
Student Name Num. Correct
Perc. Correct
Student 1 30 100%
Student 2 29 96.67%
Student 3 13 43.33%
Student 4 30 100%
Student 5 19 63.33%
Student 6 30 100%
Student 7 27 90%
Student 8 28 93.33%
Student 9 25 83.33%
Student 10 25 83.33%
Averages 26.2 87.33%
© Buffum, Mattos, & Weber 2012. SolutionTree.com Reproducible. 109
REPRODUCIBLE
Student Name
Num. Correct
Percent Correct LS 2.d LS 2.c LS 2.a LS 2.b LS 2.e
Student 1 30 100% 100% 100% 100% 100% 100%
Student 2 29 93.67% 100% 67% 100% 100% 100%
Student 3 13 43.33% 33% 0% 100% 100% 100%
Student 4 30 100% 100% 100% 100% 100% 100%
Student 5 19 63.33% 33% 33% 100% 100% 100%
Student 6 30 100% 100% 100% 100% 100% 100%
Student 7 27 100% 100% 100% 100% 100% 100%
Student 8 28 86.8% 67% 67% 100% 100% 100%
Student 9 25 93.67% 67% 100% 100% 100% 100%
Student 10 25 83.33% 100% 33% 100% 100% 100%
Teacher A Teacher B Teacher C Teacher D Teacher E
LS2.d 82% 89% 90% 90% 79% 86%
LS2.c 100% 75% 80% 82% 71% 82%
LS2.a 100% 100% 100% 100% 73% 95%
LS2.b 97% 93% 96% 100% 82% 94%
LS2.e 100% 83% 86% 91% 80% 88%
Class Averages 96% 91% 90% 88% 77% 89%
© Buffum, Mattos, & Weber 2012. SolutionTree.com Reproducible.110
#rtiaw
We would need to know to respond effectively when students don’t learn.1. Which students did or did not master specific
essential standards?
2. Which instructional practices did or did notwork?
#rtiaw
Classroom Teacher Report
Teacher A
Teacher B
Teacher C
Teacher D
Teacher E
LS 2.d 82% 89% 90% 90% 79% 86%LS 2.c 100% 75% 80% 82% 71% 82%LS 2.a 100% 100% 100% 100% 73% 95%LS 2.b 97% 93% 96% 100% 82% 94%LS 2.e 100% 83% 86% 91% 80% 88%Class
Averages 96% 91% 90% 88% 77% 89%
#rtiaw
Common Formative Assessments
#rtiaw
Identify essential standards for every gradeor course.
Share learning targets with students.
Give common assessments for every essentialstandard.
Identify students for Tier 2 by student, by thestandard, by the learning target.
Teacher Teams
© Mattos 2017. SolutionTree.comDo not duplicate. 111
REPRODUCIBLE
R E P R O D U C I B L E |
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Common Assessment Team Protocol
This protocol is designed to help a teacher team quickly and efficiently dis-cuss a common assessment. If each teacher reviews his or her own assess-ment data prior to the team meeting, then the team should be able to col-lectively complete this activity within a typical team meeting of forty-five to sixty minutes.
1. Which specific students did not demonstrate mastery on whichspecific standards? (Respond by the student, by the standard)
2. Which instructional practices proved to be most effective?
3. What patterns can we identify from the student mistakes?
4. How can we improve this assessment?
5. What interventions are needed to provide failed students addi-tional time and support?
6. How will we extend learning for students who have mastered thestandard(s)?
R E P R O D U C I B L E72 |
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Essential Standards ChartW
hat
Is It
We
Exp
ect
Stud
ents
to
Lea
rn?
Gra
de:
Sub
ject
:S
emes
ter:
Team
Mem
ber
s:
Des
crip
tio
n o
f St
and
ard
E
xam
ple
of
Rig
or
Pre
req
uisi
te
Skill
s W
hen
Taug
ht?
Co
mm
on
Sum
mat
ive
Ass
essm
ent
Ext
ensi
on
Stan
dar
ds
Wha
t is
the
es
sent
ial s
tand
ard
to
be
lear
ned
? D
escr
ibe
in
stud
ent-
frie
ndly
vo
cab
ular
y.
Wha
t d
oes
p
rofi
cien
t st
uden
t w
ork
loo
k lik
e?
Pro
vid
e an
ex
amp
le a
nd/o
r d
escr
ipti
on.
Wha
t p
rio
r
kno
wle
dg
e, s
kills
, an
d/o
r vo
cab
ular
y ar
e ne
eded
fo
r a
stud
ent
to m
aste
r th
is s
tand
ard
?
Whe
n w
ill t
his
stan
dar
d b
e ta
ught
?
Wha
t as
sess
men
t(s)
will
be
used
tom
easu
re s
tud
ent
mas
tery
?
Wha
t w
ill w
e d
o
whe
n st
uden
ts
have
alr
ead
y le
arne
d t
his
stan
dar
d?
page 1 of 2
19
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REPRODUCIBLE
Essential Standards Tracking Chart
Student Name Essential Standards
© Mattos 2015. SolutionTree.comReproducible.20
113© Mattos 2017. SolutionTree.com
Reproducible.
#rtiaw
Rigorous learning goals: .56
Common formative assessment: .90
Corrective feedback: .72
Peer tutoring: .55
#rtiaw
Want to become great?Embed this process in Tier 1!
#rtiaw
The Teaching Cycle
#rtiaw
What If We Would …
1. Determine student learning outcomes andshare them with students.
© Mattos 2017. SolutionTree.comDo not duplicate.114
#rtiaw
What If We Would …
1. Determine student learning outcomes andshare them with students.
2. Plan one common formative assessmentduring instruction.
#rtiaw
What must all students know and be able to do?
Share learning outcomes with students.
Plan a common formativeassessment.
Conduct end‐of‐unit common
assessment.
Unit Plan
Teach
#rtiaw
What If We Would …
1. Determine student learning outcomes andshare them with students.
2. Plan one common formative assessmentduring instruction.
3. Plan one day to reteach after analyzingcommon assessment.
#rtiaw
Share learning outcomes with students.
Plan a common formativeassessment.
Reteachand enrich.
What must all students know and be able to do?
Conduct end‐of‐unit common
assessment.
Unit Plan
Teach
© Mattos 2017. SolutionTree.comDo not duplicate. 115
#rtiaw
Share learning outcomes with students.
Plan a common formativeassessment.
Reteachand enrich.
What must all students know and be able to do?
Conduct end‐of‐unit common
assessment.
Unit Plan
Teach
Teach
#rtiaw
Tier 2 Help
Teach
1. What do we expect our students to learn?
2. How do we know they have learned it?
3. How will we respond when they don’t?
What must all students know and be able to do?
Conduct end‐of‐unit common
assessment.
#rtiaw
Teach
Plan a common formativeassessment.
Reteachand enrich.
Tier 2 HelpWhat must all students know and be able to do?
Conduct end‐of‐unit common
assessment.
1. What do we expectour students to learn?
2. How do we know they have learned it?
3. How will we respond whenthey don’t?
#rtiaw
To schedule professional development at your site, contact Solution Tree
at 800.733.6786.
Thank You
© Mattos 2017. SolutionTree.comDo not duplicate.116
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Teaching Cycle Planning Calendar
Essential standard(s) that all students must learn:
Learning targets to be shared with students:
Use the planning calendar to schedule the following:
1. When will we start the unit of study? How will we share thelearning target(s) with the students? When will each target beintroduced?
2. When will our team meeting(s) during the unit of study be held?When are intervention/extension times available?
3. When are good points during the unit of study to collect evidenceof student learning? How and when will we give common forma-tive assessment(s)?
4. When will we collectively analyze the common formative assess-ment data?
5. When will we reteach students who do not demonstrate masteryof the learning targets on the common formative assessment(s)?
6. When and how will we provide extension and enrichment tothose who demonstrate mastery on the common formativeassessment(s)?
7. When will we give the end-of-unit common assessment?
page 1 of 2
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117
R E P R O D U C I B L E | 75
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Mo
nday
Tues
day
Wed
nesd
ayTh
ursd
ayFr
iday
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118
The Team Teaching-Assessing CycleSource: Simplifying Response to Intervention; Buffum, Mattos, and Weber, 2011; page 60. Do not duplicate.
Select and unwrap essential student
learning outcomes to develop a
unit plan.
assessment results, and identify students in need of supplemental
interventions.
Introduce students to learning targets, and begin core instruction
understanding and
Screen for prior skills.
assessment.assessment results,
provide mid-unit interventions, and
continue or complete core instruction.
Repeat for additional learning
targets and subskills as needed.
summative assessment.
receiving supplemental interventions, move on to the next essential student
Simplifying Response to Intervention © 2012 Solution Tree Press • SolutionTree.comDo not duplicate. 119