Teacher Survey                       Freshman Survey
              10, 11, 12 Survey   
Tier I: Dynamic & Interactive Learning Guidelines

What does this look like and how do we get there?  To begin with, the actions of the instruction are based on research-based principles for the classroom and the strategies are efficient in both time and energy in getting to the learning target.  Strategies need to be focused on the learning targets (sometimes called learning goals).  Sample Lesson Plans are linked to the College Readiness Standards, CRStandards Writing. The Strategic Learning Plan Form II and the Curriculum Map are based on UBD.  Examples include Elements in the lesson the. English, Writing, Reading, Mathematics,

How do I connect my classroom instruction to College and Career Readiness?

Remember, RtI is simply keeping the goal of success on the common summative assessments in mind for all students.  Response to Intervention is responding to the information from your formative assessments, and adjusting your instruction appropriately to help all students meet the standard. There are many sources for excellent strategies and additional information. 

Suggested additional sources:  Best Practice, All about Adolescent Literacy, Quick Reference, Student Academic Resource, Study Guides and Strategies, National Institute for Literacy, Literacy Connections Strategy Bank  Essential Learning Skills, Project CRISS Research

Who are you designing the learning targets for?  Check out the data!  What are the SDRT Scores, Explore, Plan, ACT (Jrs.), ESL, Learning Styles?  What do you know about your students? Check out the Student Info Portal

1.  Essential Questions & Clear Learning Targets are identified. 
Did you provide all of your students with opportunities to know what the learning targets are?   
Research - Essential Questions

2.  Student background knowledge:

Strategies:  Brainstorming, K-W-L, Think-Pair-Share, Anticipation  Guides, Picture This, Listen-Read-Discuss, Drawing pictures for pre-reading map, etc 
How did each of your students participate in activities to activate their background knowledge?

Research - Old + New, Active Involvement, Anticipation Guides, Picture This,

3.  Student knowledge of author’s craft and text structure
Strategies:  Author's Craft, Think-Alouds, Selective Highlighting of Text

How do you know that each student understands the structure of your textbook (online textbook)?

Research supporting Author's Craft, Text Structures,                    

4.  Student use of active strategies for learning
Strategies: K-W-L,. Instructional conversations, Writing (formal or informal), Summarizing, Note Taking, Mapping, Venn Diagram, Reciprocal Teaching
How many different active strategies did all of your students engage in during your classroom time?

Research - KWL , Power Thinking/Notes, Compare/Contrast,

5.  Student metacognition

Strategies:  Process conferences, Writing, Discussion with elaboration of ideas, teacher and student modeling (Think-Alouds), First Lines, Three-Minute Pause

How much time was devoted to student metacognition time (structured think time)?

Research - Read & Say Something,

6.   Student use of transformational or organizational strategies

Strategies:  Power Notes, Concept or Picture Mapping, Two-Column Notes (Main Idea-Detail. Conclusion-Support, Problem-Solution, Process),  Content Frames, Story Plans, Pattern Puzzles
What evidence does each student have that they "transformed" or put the content into their own words?

Research - Two-Column Notes, Selective Highlighting, Content Frames, S.F. Analysis, Graphic Organizers,

Elements engaging students

7.  Student involvement in instructional conversations

Strategies: Think-Pair-Share, focused discussion, Sticky-Note Discussion, Read-and-Say Something, Seed Discussions, Question Answer Relationship (QAR), Authentic Questions, Questions Focusing on Literary Elements, List Group Label

What portion of your class time is devoted to student instructional conversations?

Research - Think-Pair-Share, Authentic Questions, Thinking/Questioning, QAR's, Reciprocal Teaching,

8.  Student implementation of writing to learn-informal and formal formats
Strategies: Learning Log entries such as Free-Writes, Dialogue, Pre-and Post Reading Response, Observation, Perspective, Explanation Writing Templates, Spool Paper, RAFT

Do you have informal writing samples from each student that reflects their understanding?

Research - RAFT,

9.  Student use of vocabulary strategies

Strategies:  Vocabulary Maps, Semantic Feature Analysis, Word Combining, Sentence and Word Expansion, Word Elaboration, ABC maps, 12 Minute Study

How did each student participate in the introduction, practice and use of new content specific vocabulary?

Research - Vocabulary, Word Combinations, Word Sorts, Frayer Model,

10.  Teacher modeling during strategy instruction

Strategies: Teacher  Think Aloud, Modeling with Exemplars (Includes samples of student work.)

Did each student have an opportunity to observe the thinking process?

Did each student have an opportunity to process the learning targets/tasks?

11.  Assessment for Learning

Strategies:  On-going performance assessment combined with instruction

KWL, Brainstorming, Anticipation Guides, Power Notes, Picture Notes/Maps, Sentence Summaries, Three-Minute Pause, Mini Books, How to: Mini Book journaling, etc
Give good feedback to students!
Consider instructional strategies as formative assessment tools to use:

- During group/individual work

- Before summative assessment

- After summative assessment
How did I check for understanding?

Research - Assessment

12.  Differentiation - Plan your intervention before you introduce the lesson! 
Consider:  Interest, Skill Level, & Learning Style

Did you check the STUDENT INFO PORTAL?
Name students who will:
-Not be sufficiently challenged by the activities you listed and consider ways to enrich or extend their instruction. (Example: offer opportunity to be a peer tutor, use enrichment activities instead of basic practice for seatwork).

-Find the activities too challenging and consider ways to modify instruction to meet their needs (Example: reduce assignments, provide extra time or offer opportunities for peer tutoring, Scheduled resource time, LSC, Department Resource  Center Title I tutor ).

- Find the activities appropriate (Made observations to make sure students are correctly identified for this group.)

Remember classroom teachers are responsible for ongoing progress monitoring.
Research - UDL & Differentiated Instruction

13. How will the convept be re-taught if students do not understand? What interventions are planned? Is it a skills deficiency OR behaviour issue?
What is the plan?
See Differentiation suggestions.