Transcript RtI: Changing the Way We Think About Kids

RtI: Changing the Way We
Think About Kids
Presenter Information
Cindy Arkebauer
3-6 Teacher
Facilitator / Trainer
[email protected]
309-787-2298
Our School’s Background
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250 students
No Title I Funding
Middle Class Neighborhood
Working Families
Little Discipline Issues
A Lot of Academic Issues
NEW Principal
Mainly Single Section Grades
Looking at RtI
• What is it?
• Why do we have it?
Reestablishment of IDEA - Individuals
with Disabilities Education Improvement
Act
• What works, what doesn’t?
• Changing the way we think about
students - Sara
RtI - Why do we NEED it?
NCLB being reevaluated:
• Flexing how you make AYP
• Evidence of effective instruction
• Growth rates will be added - RtI
• Must be data driven
• Current special ed laws will go away,
be an “item” under revised NCLB
By 2010 - 2011 school year…
Need documentation to show what support
and interventions are given before
referring someone for special education
services.
• Amount of time of intervention
• Program / strategy / intervention
• Focus - Ex: Fluency
But by…January of 2009
You must have a plan filed with the State of
Illinois
• Has a three tiered model of school
supports
• Utilizes a problem-solving method for
decision-making
• Uses an integrated data system that informs
instruction
What we must all believe:
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NCLB
Spread out services
Time on task
Quality of instruction / interventions
Data, data, data
Response to intervention is critical
Core Components of a School
or District’s RtI Plan
• Academic Instruction
• Learning Supports
• Leadership
Using RTI
• Define the Problem
• Analyze the causes
• Research / develop and implement
interventions
• Study the results
• Repeat process
Steps in the Process
Problem Identification What needs to be fixed?
What is the current level of achievement?
What are the benchmarks?
How are peers performing?
Are their gaps with race or ses?
Process Continued…
Problem Analysis Brainstorm solutions after looking at data
Look at or use indicators
Develop appropriate assessments
Process Continued…
Intervention Development
Using data, develop an intervention to
meet the needs of students weaknesses
Support is available
Process continued…
Response to Intervention
Frequently collect data
Data teams
Progress Monitoring
What is the response?
Good, not so good, ugly
Good, Not So Good, Ugly
• Good - achievement gap is closing
quickly, interventions are working,
keep using them
• Not so good - gap is closing but not fast
enough, would other interventions
work better?
• Ugly - gap widens, change approach /
intervention
70%
80% / 95%
9%
90%
Important Thing to Remember
RtI is a Regular Ed Initiative !!
Tier 1
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Core curriculum must be effective
80% / 95%
Race / SES
How do you determine effective?
data, data, data
“In God we trust, all others bring data!”
G. Batsche
Implementation
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Understand the need - data
Get EVERYONE involved
CONSISTENT implementation
Slope goes up
Interventions Tier 2
• 1st - TIME, TIME, TIME
• 2nd - Curriculum
What does the student NEED?
• 3rd - Personnel
Who or Where will it be provided?
Finding Time, You Ask?
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Differentiate instruction
Stagger instruction
Cross grade instruction
Skill-based instruction
Teaching critical material for success
After school
Home
After School Programs
Only work if:
• Instructionally focused - academically
engaged time
• Materials used need to be the same as the
ones used in daily instruction
• Ideal Setting - Teachers who teach the
student during the day should teach the
after school class
Curriculum
• Focus on essential skills
• Usually can conquer with more
exposure and more specific focus of
current instructional materials
• 70% of Tier 2 students need to become
proficient at this level
Personnel
• Everyone can and should be utilized
• Who does what is important
• Identified needs first so there is no waste of
time and effort
• Student performance is #1 priority
ignore: labels, locations and staff needs
• School can not effectively deliver intensive
services to more than 7% of the population
1st Year
of Implementation
Aim
90% of our students
will meet or exceed
on the ISAT
Goals
• Teachers will use differentiated teaching
methods
• Students will improve comprehension, short
answer and extended response answers,
academic achievement, and test scores
• Parents will encourage students to read more
at home as well as attend In educational
nights at school to become more informed
Objectives
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Teach to the Power Standards
Teachers will build specific strategies
Use best practices
Be patient with slow learners
Use frequent assessments to drive
instruction
• Use research-based best practices
Keys to Success
• Data Teams
• Flexible Grouping
• Identify “at-risk”, now “at-promise”
students
RtI - Sustaining the Effort
• Consensus Issues
beliefs, policies, procedures
• Infrastructure
problem solving process, data,
decision rules, interventions that are
tried and true, support
• Implementation Issues - System “Fit”
Eugene Field
RTI Flowchart
AIM: 9 0% Meets or
Exceeds on ISAT
NO, determi ne who
will provide
intervention: teacher,
resource, volunteer,
parent
Give
Assessment
or Indicator
Did Student
meet criteria
for passing?
Interventionist
provides researc hed
based intervention.
Reassess after 3
weeks.
Did student meet
passing criteria
for intervention?
( )
NO, continue with new
researched based
intervention.
YES , continue current
method of instruc tion
for that student. Give
freque nt indicators to
catch students who
may become at risk.
Dibels Š Read ing
AIMS Š Math
DRA Š
CARS Š
Think Link Š
Matrix of Reading Interventions
Eugene Field Standard Reading Protocol
Grade
Prim ary Level:
Tim e
Program
Options
Second Level:
Time and Group
Size
K
60 minutes
HM Basal
20 per group
1-5 students
1
60 minutes
HM Basal
25 per group
1-5 students
2
60 minutes
CARS
HM
15-20 mi n
1-5 kids
3
60-90 minutes
CARS
HM
4
60 minutes
CARS
HM
Strategies that
Work
Small group 30
minutes
Individual 15
minutes
Small group 30
minutes
Individual 15
minutes
Program
Options
Third Level
Time and Group
Size
Program
Options
Florida Binder of
45 Minutes
FL Binder
Research
4-7 students
F and P Lessons
Phonics Lessons
30 minutes
Phonics Plus
by F and P
small gr.
P. Awareness
30 minutes small Phon.Awareness
Florida Binder of
group with
Fluency for Rdg.
Research
reading aide
Getting ready for
Phonics Lessons
45 Minutes
reading
by F and P
4-7 students
Poems for shared
30 minutes
reading
small gr.
30min - Mary Jo
STARS
Becky 20 -30
F and P
min
6 MS
Rdg. Spec iali st
STARS
Resource Tchr
25 minutes
30 minutes A.I.
STARS
3 Š 45 mi nute
SOAR
CARS
sessions
6MS
Phonics Plus
reading speciali st
STARS
A. I. 30 minutes
5 students
reading aide 6
students 30
minutes daily
6MS
SOAR
Notes
Systems for Student Success Process Checklist
Curricular Area Identified:
Assessment Given (Dibels, CARS?, ISAT, Thinklink)
Identify studentsÕperformance level (green, yellow, orange and red)
For children in yellow complete the following:
Letter home to parents with copy to principal
Implement first classroom intervention**
Monitor the first intervention (4 weeks)
Assess student again
If student moves to green range, send positive note home
If student remains in yellow or red stage, intervention cycle repeats
Implement second classroom intervention:
Monitor the second intervention** (4 weeks)
Assess student again
If student moves to green range, send positive note home
If student remains in yellow or red stage, intervention cycle repeats
Repeat data cycle 2 times, if student is still not achieving or showing growth, then student should be moved to the next tier of intervention.
If child is moved to the red level of intervention:
Student should be referred to the BIT team
BIT team makes intervention recommendations
Send home letter to parent
Implement recommended intervention
Student assigned to interventionist and strategy is
imp lemented
Monitor for 4 weeks.
Assess student:
If progress is being made, continue with same strategy
If no or inadequate progress is being made, BIT team
will determine new strategy to be tried.
Implement new strategy
Reassess after 4 weeks
If progress is being made, continue with same
strategy
If no or inadequate progress is being made, BIT team
will suggest a referral be made for special education
testing.
2nd year of
Implementation
Where do we stand?
• Looked at ISAT, I.T.B.S. DIBELS, AIMS Math - analyze
trends
• Brainstormed what we needed
• New AIM Target - Successful RtI Implementation
• Priority Matrix
• Force Field
• Progress Monitoring
Eugene Field Elementary
Inte rvention Documentation Worksheet
2007-2008
Week: ____________________________________
Teacher: ______________________________________
Student
T
Legend:
Tim e
Program / Intervention
Focus: Phonemi c Awareness
Phonics
Fluency
Vocabulary
Comprehension
Monday
P
F
T
Tuesday
P
F
T
Wednesday
P
F
Focus
L Š Language
PA Š Phonemi c Awareness
P Š Phonics
F Š Fluency
V Š Vocabulary
C Š Comprehension
MC Š Math Computation
MA Š Math Appli cation
B - Behavior
T
Thu rsday
P
F
T
Friday
P
Program
6MS Š Six Minute Solutions
PC Š Phrase Cards
SWC Š Sight Word Cards
STARS Š Strategies to Achieve Reading Success
F/P Š Phonics / Word Study Lessons
CTK Š Comprehension Tool Kit
MHPA Š Michael Hagger ty Phonemi c Awareness
FT Š Fun Thinkers
CC Š Context Clues
FCRR Š Florida Center for Reading Research
# Min
F
Curriculum-Based
Measurements
• Can be used for reading, math, spelling
and writing
• Brief timed assessments
• Can be taken from current curriculum
• Can be given / corrected quickly
• Do they really give good feedback?
CBM Sites
• www.interventioncentral.org
• www.interventioncentral.org/htmdocs
/interventions/cbmwarehouse.php
Things to keep in mind
when creating /
updating your RtI Plan
For RtI to be Successful
All personnel must have an understanding of:
• National, state, district policies regarding
RtI
• Link between NCLB, IDEA, AYP and RtI
• Beliefs, knowledge and skills that support
implementation of RtI
• The importance of progress monitoring /
data teams / collection
For RtI to be Successful
• Tier 1 - Initial Core Class Instruction
MUST be effective
• Tier 2 - Small Group Interventions
• Tier 3 - Intensive Interventions
For RtI to be Successful
• Title I as a Tier 2 intervention needs to
work directly with core instruction
teacher with what they are working on
in the classroom.
• Same strategies, same terminology,
same programs
For RtI to be Successful
• Limit implementation to the resources
you have• Do small plan well v.s. large plan
poorly
For RtI to be Successful
• Assessment needs to be part of ongoing
instruction - CARS / 6MS
• Assessment needs to be short, meaningful,
focused - Running Records / Comp Check
• Assessment needs to drive purposeful
instruction - Data Teams
For RtI to be Successful
• Researched-based intervention really
means you have data to back up the
improvement
• As long as the slope goes up, you can
count what your doing as an
intervention
For RtI to be Successful
• Staff members put up mental roadblock if
they have the attitude that the smart kids
get neglected.
• Rich get richer, poor get poorer…
• Reality: Everyone must finish the race at
the same time, one drives a Porsche, one
drives a tractor but they both need to cross
the line at the same time…
For RtI to be Successful
The number of minutes a
student is actively engaged
with quality curriculum
DIRECTLY correlates to their
achievement.
For RtI to be Successful
• Effective instruction being “slammed”
into students who have “low active”
brains will wake the brain up.
• Slamming = time, time, time
For RtI to be Successful
• If everyone uses / gets the same
“program or lesson” you can NOT count
it as an intervention.
• You can use a different component
from the same “program or lesson” if
done in a small group and count it as
an intervention.
For RtI to be Successful
• It takes 4-6 years to effectively transition to
a working RtI model - start now!!!
• Biggest Tier 2 Intervention for K - 1 is
phonemic awareness and phonics
• Biggest Tier 2 intervention for 2nd grade is
fluency
• Small group intervention works much better
than 1:1 - effectiveness / efficiency
For RtI to be Successful
• Elementary students who struggle can
get by without formal instruction in
science and social studies.
• If students can’t understand what they
read, why does it matter what subject
it is from?
For RtI to be Successful
• Students who are behind need to “run”
faster than their “average” peers to catch
up to achievement levels.
• To see if interventions are working:
Moderate risk - reevaluate every month
High risk - reevaluate every 1 to 2 weeks
Minimizing RtI???
Start with Kindergarten
• Assess every K student in the first 12 days of
school
• Those at risk, same type of assessment 1
month, 2 months, 3 months after school
• Still at-risk after “blooming” period is over
then slam those students with interventions Wilson’s Foundations
• Add 30 minutes of instruction in Nov. to at
risk students, 30-40 more in Jan if they are
still at risk
Minimizing RtI…
• If struggling K students are moved on
to 1st grade, then the 1st grade
teacher should know exactly where the
reading instruction should begin, how
much time should be devoted, etc.
• K-1 students are very responsive to
interventions because they haven’t
learned bad habits yet.
Interesting Statistics
• 92% of students who are 2 or more grade
levels behind will NEVER catch up to their
peers
• 4th and 5th graders decide subconsciously
how far they will go with their education
• #1 deficit of H.S. algebra students is the lack
of basic math facts
• #1 deficit of 8th graders is phonemic
awareness
RtI - Wrapping it Up…
• EVERYONE must be involved some how
• Biggest intervention is free TIME, TIME, TIME
• Put as many of your resources as
possible into your K-1. It will pay off for
everyone in the long run
• Make sure everyone spends quality time
on task
Data Teams
and Progress Monitoring
Data Teams How they work…
Analyze pre-assessment information
(strengths and weaknesses of students)
Share research-based strategies
Implement top choice with students
Work the cycle for approximately 3 weeks
Meet again and repeat process with post data and look at
what worked and what didn’t
Data TeamsWhat they show you…
Gives real time data
Researched based best practices are
the way to earn positive results
Which children continue to be “at-risk”
Importance of collaboration
What practices already work and should
be continued
Data Teams The next step…
Teachers take the information learned from the data
team to their classroom and implement strategies with
their students.
Track progress with students
Change focus of data collection as goals are met
Introduce other subject areas to the data team process
as comfort level and need grow
Students continuing not to meet expectations are
identified for SSS / RTI
Re v is e d 9 /1 2 /
Data/
BI T Tea m Re po r t
Sh o r t - Cy cle
Mee t i ng
Dat e : _______________
Grad e /D e part
me nt : ____________
Data
Te a m Me mb e r s Pr e s e nt :
______________
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ir c le
pre
PDS A
S c h oo l
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S te p 1: Pr e / Po st A ss e ssm e nt D ata
(Pleas e c
06
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Ana l y s is
( Pla n)
or post )
Sp ec i f i c c ur r i c u l ar ar e a a ss e ss e d ( De f i ne th e Sy s t e m) :
______________
_ __________
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Id e nt if y and
w r i t e o ut th e p o we r/ s tat e s tandard
:
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_ __________
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( Ass e ss
th e
Curr e nt
Tea c her ’s Na me
Tota ls
S i tua t i o n)
# Students
Who Took
As s ess ment
# Student
s
Prof icient
or High e r
# Students
Non- Pro f ic ient
% St u dents
Prof icient or
Higher
% St u dents NonProf icient
Ent e r and
Co mpar e
Data P
o i nt s
( St ud y
Curr e nt
#
Pr ofi c ie nt
#
Non- Pr of ic ie nt
th e
Re s u l t s )
Pr ev ious
Gr owth
% Pr ofi c ie nt
% Non- Pr ofi c ie nt
S te p 2 : S t re ng t h s a nd Ob s t a c l e s a s s e e n o n As se ss me nt
( Pla n: Ana l y z e
Ca us e s )
Str e ngth s of Pr of ic ie nt o r High e r St ude nt
Pe r f or man ce
Ob sta c le s o f Non- Pr of ic ie nt
Pe r f or man ce
St ude nt
S te p 3 : Po ss i b le
Mu s t
Do
I ns t r uc t io na l
In s tru c ti o na l
Strat
St ra t e g ie s:
e g ie s
( Do)
Th e
Purp o s e
*Consid e r w hat o th e r t e a c he r s ar e doing t o c a use a high de gr e e of succe ss.
*Mode l ALL strat e gie s that
th e t e a m ha s ide nti f ie d. What
will t h e t e a c he r do a s
he / she use s thi s strat e gy?
*Visit diff e r e nt we b sit e s and r e sour ce s t o r e se ar c h b e st pra c ti ce s.
S te p 4 : Ch e c kli s t
of
Evid e nc e
( Stand ar d iz e
Sp ec if ic t e ac he r b e ha viors use d in th e c lassr oom t o mee t
Im p r o v e me nt s )
ide nti f ie d goal.
Se lec t e d
Strat e gy 1
Se lec t e d
Strat e gy 2
Cont e nt
ar e a/grad
e leve l ex ample s:
*Addit ion of re a ding inte r vent ion prog ra m.
*Time devot e d to ma t h inst ruc t ion incre ased b y 15 mi nutes per day .
*St u dents respon s ib le f or c omp let ing one sc ience pe r for mance assessment
per se mester.
S te p 5 : Sm ar t
% o f ___ _ ___
Go a l
( A c t:
st ude nt s scoring at
Pla n f o r
Co ntin uo us
prof ic ie ncy o r high e r in _______
inc re ase f rom __ _ __ % t o _ _ ___ % by th e e nd o f ___ _ ____
me asure d by ____
_____
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I m p r ov e me nt )
_ ___ _ ___ _ _ will
_ ___ _ ___ _ ___
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as
administ e re d o n
_ ___ _ ___ __ _ .
S te p 6 : Ea r l y I de nt if ic at i o n/ In t e r v e nt i o n
St ude nt s of Conce r n
Te a che r
( Chec k ap pr opr iat e ar e a )
Ac ad e mic
Be ha vior
BSP
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Dat e f or new data t
Dat e of nex t
Re sponsibi lit
_____ _ ___
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Data/BI
o b e sub mitt e d t o data
T mee ting : ______
ie s/ Ta sks t
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o b e comple t
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e d:
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le ad e r : ______
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*One copy of thi s comp le t e d f or m will b e pla ce d in your data
t e a m bind e r a nd se nt
e a c h t e a m me mb e r , t o th e bui lding prin cipa l and t o th e Be st Pra cti ce s Facilitat or
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to
How to Help Students
Find Success through
Continuous Improvement
Developing Mission Statements,
Goals, Student Data Folders and
Student – Led Conferences
Establish Ground Rules
• Ground rules should be established before any
group effort.
• All of the rules should be established together as a
unit and no idea is a stupid one. This allows for
ownership of the process.
Using Ground Rules
Try establishing ground rules before:
field trips
working in cooperative groups
walking in the halls
eating in the lunch room
attending an assembly
Discuss Expectations
What do students expect of:
the school?
the class?
of themselves?
of the teacher?
It is important for students to know what
to expect so they know what they
should / could be improving on.
Developing Mission
Statements
• Discuss what the term “mission” means.
• Students then brainstorm ideas on Post It Notes about
what would make a great class.
(Focus: A class that would help students learn and improve.)
• Assemble students thoughts on chart paper and then
categorize into an Affinity Diagram
• Students then eliminate through the consensus process
ideas which would not be the most effective in a
classroom mission statement.
• Finally, students and the teacher compile all of the ideas
into a Classroom Mission Statement.
Developing Student
Mission Statements
• Students should be able to see a copy of the
teacher’s, the school’s and the district’s mission
statement. Discuss why these were developed.
• As a class, brainstorm what tools are needed to have
a successful future: i.e.: be able to make decisions,
have a knowledge base, have a positive attitude, etc.
• After reviewing these tools, students will individually
write a mission statement including the ideas which
will help them become successful students.
The Goal Setting Process
• Students should choose one challenge area they
would like to work on.
(Ideally, this should be done during the first quarter.)
• Students and the teacher develop an Action Plan.
Teachers and students will decide how the
data will be collected.
(tally, bar graph, run chart)
• There should be weekly evaluation of the data being
gathered.
• Goals and Action Plans should be revised based on
the data collected.
Student–Led Conferences
• What are they?
The student, instead of the teacher,
conducts the conference with their
parents sharing their mission
statements, goals and students data
folders.
2 Different Kinds of
Student-Led Conferences
Center Based SLC
Students take parents around to
centers demonstrating what
they have been learning in
different curricular areas.
Teacher roams around the room
to monitor students and
parent interaction.
Usually used with primary
grades.
Portfolio Based SLC
Students show their parents
what they have been
accomplishing throughout
the grading period using
their portfolios.
Teacher monitors discussions
while circulating throughout
the room.
Usually used with intermediate
grades
Benefits for Students:
• Students become aware of their own learning
styles, strengths and weaknesses.
• Students share their “best work” but also
work that needs improvement.
• Students reflect on their work helping them
become self-motivated learners.
• Students get the benefit of one-on-one (two)
interaction while sharing their information.
Benefits for Parents:
• Many parents come to appreciate their child in a new
way.
• The conferences provide a way for parents to see
their child, the teacher and the school in a whole
new light.
• Parents have a better insight into what students are
learning and how they are learning it.
• Parents have the opportunity to reflect upon what
they have seen and are able to share their
comments with their child.
Benefits for Teachers:
• It allows for teachers to see their students
have interaction with their parents.
• It can allow for stronger ties to be formed
between home and school.
• It allows for the teacher to see their students
in a different light. Are students developing
their self confidence?
In Conclusion
• Don’t be overwhelmed. Start slow and
be comfortable with what you are trying.
• Whether you want to start with Mission
Statements, Goal Setting, Data Folders
or Student-Led Conferences any one of
these tools will help students on the
road to Continuous Improvement.
• Once you feel comfortable using one of
these tools try adding another one to
enhance students’ learning
experiences.
Priority Matrix
• Make a list of what you think you need
to do in order to implement an effective
RtI plan
• Follow directions
• Realize your top priorities and tackle
What’s It Look Like…
Fast Feedback Tools
Using Real Time Data to Drive
Purposeful Instruction
Objectives…
•
•
•
•
Get student buy-in
Drive meaningful instruction
Quick data return
Increase student achievement
Feeling Cards
• What kind of tool is it? Establish how students or characters feel.
• When should it be used? Feeling cards can be used after any activity
but especially when the teacher anticipates the lesson may be confusing
or overwhelming for their students.
• How is it used? After the teacher explains that he or she would like to
know how students feel about a topic, students put their name under the
appropriate category which represents their feeling.
Examples
• Students could address how they feel
about a subject or unit.
• Students could indicate how characters
may be feeling in a story
• Content area: how an issue may be
affecting people.
Exit Cards
•
What kind of tool is it? Exit Cards are used to get fast feedback from
stakeholders to be used to help determine what was gained from a presentation or
lesson. The teacher analyzes the information for future use.
•
When should it be used? Exit Cards should be used when you want to find out
what students have learned, what they want to know more about and what they
would like to try or change after leaving the lesson or discussion.
•
•
•
What are three things you learned?
What are two things you want to know more about?
What is one thing you will try out or change?
Examples
• Three things they have learned
• Two questions they have
• One prediction they have
• Three strategies they tried
• Two “big” questions
• One “thin” question
• Three ways this issue could affect ____.
• Two ideas to help out.
• One way they will actually try.
Consensogram
•
What kind of tool is it? The consensogram is a great tool for finding out what
students know about a topic before you start teaching it. It is also great to find out
what the general feelings are of a group.
•
When should it be used? The consensogram is generally used before a lesson or
discussion starts so the teacher or leader of the group knows what the needs are
of their class.
•
How is it used? Participants put a dot or an x where their level of knowledge or
expertise falls.
•
The teacher or leader of the group will review the results of the consensogram
before the actual lesson starts so everyone knows what the direction the
discussion or lesson will take.
What’s It Look Like…
Math during the 3rd quarter…
4
4 - a lot
3 - it’s o.k.
3
2 - not a lot
2
1 - I hate it
1
1
2
3
4
How well have I liked learning it?
Examples
• Judging the characters in a story
• Using it to predict what a character
should do next?
• What are the greatest causes of
pollution?
Baby Consensogram
•
What kind of tool is it? The baby consensogram is an additional tool to use along
with the consensogram for finding out more detailed experiences and level of
knowledge from students.
•
When should it be used? The baby consensogram is typically used after the
completion of the consensogram.
•
How is it used? Participants put a dot or an x where their level of knowledge or
expertise falls.
The teacher or leader of the group will review the results of the consensogram before
the actual lesson starts so everyone knows what the direction the discussion or
lesson will take.
•
What’s It Look Like…
Examples
• Have students answer the BC after the
beginning, middle and end of the book.
• Analyzing what reading strategies
students used in the book.
• Analyzing the elements of writing in a
story book or a student piece.
Radar Chart
• What is it? It provides a visual display
of level current understanding of any
topic you want addressed.
• When is it used? Usually before and
after a story or unit of study.
What’s It Look Like…
Radar Chart 5
K nowledge ofMultiplication F ac ts
Radar Chart
Examples
• Rating your knowledge of reading
strategies
• Grammar skills
• Genres of books
Priority Matrix
• What kind of tool is it? It helps
differentiate things that are of
importance to discuss or address.
• When should it be used? When trying
to determine the instructional needs of
students.
• How is it used? Follow along…
What’s It Look Like…
Examples
• Use to guide instruction based on needs
of class and students
Is / Is Not Chart
• Kind of Tool - A quick chart to show the
differences between things and being
able to define the distinctions between
them.
• When should it be used? When you are
at the end of a book or unit.
What’s It Look Like…
Is /
I s N o t Mat r ix
Topi c : ________
__________
____________________
_________
__________
_______
Is
Is Not
Distinctions
Examples
•
•
•
•
Identifying genres
Character traits and qualities
Identifying reading strategies
Vocabulary words / terms
Gallery Walk
• Students are given time to walk around
and view materials and or projects.
• Participants are encouraged to take
notes and ask questions about what is
on display.
What’s It Look Like…
Examples
• View work on graphic organizer
• Looking at big books and make
comparisons
• Look at examples of good writing
World Cafe
•
What kind of tool is it? The World Café is a brainstorming tool used for a variety of
purposes.
•
When should it be used? The World Café is a tool that should be used to generate
ideas and or comments about a particular topic or idea.
•
How is it used? When doing a World Café, participants are divided into equal groups.
Next, each group takes a place where posters or other materials have been previously
located around the room. The group will brainstorm their ideas on how to use that
concept, idea or material on a piece of chart paper at each area to be visited by the
groups. After a specified amount of time the groups will rotate leaving one person and the
chart paper behind to explain what the previous group brainstormed for that particular
identified area. When it is time for the next rotation, a different person will stay behind to
report out the ideas of the previous group. Repeat this process until the groups have
covered all ideas listed or posted or until allotted time runs out.
What’s It Look Like…
Examples
• Add details to all of the examples from
before
• Add details to writing
• Replace over used words
Stop Light Voting
• What kind of tool is it? Stop Light Voting is a tool to help establish whether
there is consensus or understanding in a group.
• How is it used? After participants have been introduced to a particular
topic or action they are asked to put either a red, yellow or green dot in
the appropriate section of the stoplight. A red dot represents that the
participant is against any further action or discussion being done. A
yellow dot would represent a participant having mixed feelings but
would be willing to have further discussion about the identified topic. A
green dot would indicate that the participant is willing to proceed with
the given topic or action. The results of the stoplight will indicate what
type of further action should or needs to be taken.
What’s It Look Like…
Stoplight Voting
Examples
• If students understand a strategy
• If they think the character is doing the
right thing
• If students understand a concept in a
content area
Plus / Delta
• What is it? A tool that lets you see
postive things as well as things that
could be changed.
• When is it used? After something has
been discussed or an activity
completed.
What’s It Look Like…
+
___________________________________________________________________
Examples
• Peer feedback for writing
• Novel work
• Character traits
Quality Quadrant
•
What kind of tool is it? The Quality Quadrant is a tool to help generate
feedback after a particular event or educational activity. It could be used after
any part of the PDSA cycle or in isolation following a particular activity.
•
When should it be used? The Quality Quadrant should be used when more
feedback is desired over what it is generated from a plus / delta. When the
Quality Quadrant is used by participants, feedback from the facilitator or teacher
should be given as soon as possible after the quadrant has been completed.
•
How is it used? Participants put their comments on a post it note and then put
their post it note in the appropriate box on the chart.
What’s
It
Look
Like…
Kudos
Concerns
Suggestions
Questions
Examples
• Content area of study
• How students feel at the end of a mini lesson
• To drive class meetings
Learning Enthusiasm
Matrix
• What is it? A tool to help identify how well
students like any given topic and how well
the students think they are learning it.
• When should it be used? It should be
used before and after the lesson or unit.
What’s It Look Like…
Learning / Enthusiasm Matrix
1 Š not at all / nothing learned
2 Š enjoyed some / no appli cation
3 Š enjoyed some / a few appli cations
4 Š li ked learning / wil l use
5 Š li ked learning / and ready to share
and use
6 Š absolutely enjoyed / ready to train
a gr oup
6
This would need to be adjusted to fi t
whatever is tryi ng to be measured.
5
How Much I Enjoy Learning About
4
3
2
1
1
2
3
4
5
6
How Much I Have Learned About ___________
___________
Examples
• Any subject and growth
• Class behavior
• Character traits
Issue Bin
• What is it? A tool to capture ideas from
students in an anonymous way.
• When is it used? Anytime, that is the
beauty of it…
Examples
• Novel units
• Students letting a teacher know that
they may not understand something
• Students can share they are not
receiving something…respect, etc.
Fist to Five
• What kind of tool is it? Fist to Five is a quick way to get consensus of a
group after asking a question or discussing a topic.
• When should it be used? Fist to Five should be used when you would
like to get a feel from the group of understanding or consensus in order to
know whether or not to move on to the next topic or lesson.
• How is it used? Teacher will ask students to hold up 5 fingers if they feel
great about what is being discussed or proposed, 4 fingers up if they feel
pretty good about the discussion, 3 fingers if they know some of what is
being discussed, 2 fingers if they think they know what is going on but
have some questions, 1 finger if they have a tiny grasp of the concept or
discussion, and a fist if the student or participant is totally against or not at
all with the discussion.
What’s It Look Like…
Examples
•
•
•
•
After mini lessons
After new concepts are addressed
Agreeing with character decisions
How well is the class prepared, showing
respect, etc.
Questions???