Supporting The Tier I Vision In The Tier
- Slides: 15
Supporting The Tier I Vision In The Tier II Space
Agenda • Setting the Stage • What’s up in San Jose? • A template of basic components • What’s up in your city/school?
Setting the Stage
Key terms • Tier I: Designed to support everyone in the group and to address the needs of the class/school as a whole. • Tier II: Targeted support provided to specific students who have been identified as in need of additional support. • Interventions: Specific strategies or services provided to students in order to get them back on track.
Rationale Tier II interventions are some of the most labor intensive structures in a school, and are where many (if not most) resources are allocated. It is essential that these resources be allocated in service to the vision for success of students and the school as a whole. Guiding Questions for our work: – How do we engage our service partners in the conversation about their tier 1 vision? – How do we use the tier 1 vision to support the tier 2 space?
What’s Up in San Jose?
Results Oriented Cycle Of Inquiry Set common goals with teachers for students Create common planning time with teachers twice monthly Carry out tier 1 and tier 2 interventions Use data to inform next steps Regularly use formative and summative assessments to monitor progress
Results Oriented Cycle Of Inquiry District leaders and City Year set student achievement goals together District leaders, CBO’s and other partners convene to review the data and adjust preactices District leaders and City Year planned interventions frameworks to support the tier 1 vision City Year implements tier 2 intervention model. District hold quarterly cycle reviews in order to review all the assessment data
How do we connect the Tier 1 vision in the Tier 2 space? Learning and Collaboration Centers • • Lesson and Center Support • CM and teacher “charter” • CM pushes into classroom • CM support whole group instruction through small groups • CM helps run centers • Teacher provides Tier 2 interventions 90 minute block Teachers and CM’s collaborate • Teachers model and plan • Small group centers
Lesson and Center Support Time Lesson Component Teacher Role CM Role 20 Min Intro Whole Group Instruction Lesson Introduction Small Group Assistance Center A Center C 15 Min 10 Min 30 Minute rotation that includes differentiated Instruction provided in small groups Closure Model Note Taking* Data prescribed activities utilizing T 1 topics/concepts Center B Center D Data prescribed activities utilizing T 1 topics/concepts Whole Group Instruction Support Instructor Facilitate Exit Ticket Lesson Summary/Assessment Tier T 1 T 1
Tools for Lesson and Center Support
Learning and Collaboration Centers Teachers Time Activity 15 min CM’s and teachers share student data 45 min Teachers plan, reflect and adjust 30 min Observe CM’s, model for CM’s and each other, observe master teachers, provide small group interventions Grade Level CM’s Remainder of CM Team Time Activity 30 min Rotation 1: Reading Centers 30 min CM’s and teachers share student data, exchange lesson plans and standards 30 min Rotation 2: Writing Centers 30 min Rotation 3: Math Center 60 min CM’s provide T 2 interventions with their focus list students
What’s Up in Your City/School?
Discussion/Activity Revisiting the Guiding Questions: – How do we engage our service partners in the conversation about their tier 1 vision? – How do we use the tier 1 vision to support the tier 2 space? • Given the earlier ROCI graphic – What parts exist in your school? – What parts do you have access to (goal setting, planning, acting, etc. )? • What parts are missing from your component list? – Build action steps around each piece that is missing.
Thank You! Hans Schmtiz – Associate Director, Impact hschmitz@cityyear. org Deborah Woo – Program Manager dwoo 10@cityyear. org
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