Response to Intervention and ELA Plan

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Common Core Curriculum Documents
Response to Intervention
Teacher Support
Dr. Linda Kennard
Director of Curriculum & Instruction
Todd Goforth
Humanities Manager
Fonda Booker, LaTisha Bryant, Susan Dold, Kristy Ford, Jocquell Rodgers
Department of Curriculum & Instruction
ELA and Mathematics
Focus Areas
• Common Core Aligned Curriculum Documents
• RTI2 Guidelines
• Teacher Support
Today’s Agenda
• Curriculum Documents
• RTI2 Literacy Guidelines
Time Allotments
• Tiered Intervention
• Teacher Support
Literacy Framework
Goals
Curriculum
(Tier I)
Intervention
Assessment
(Tier I)
Teacher
Support
(Tier I)
Increase % P/A
Close Gaps
RTI2 Implementation
Common Core – Model Content Framework
New Curriculum Maps and Pacing Guides
Tier II
Tier III
Reading Small Group + Intervention
Reading Small Group + Intervention
Reading Benchmarks, K-9
Interim PARCC-Like Assessments
Performance Assessment Tasks in Curriculum
Content Specialist School Deployment
CCSS Ongoing Professional Development
Blended Reading Course (Small Group + Online) Elementary Only
Rationale for Curriculum Revision
• To bring consistency across all schools
• To more tightly align instruction with the
Common Core State Standards
• To better prepare our students for the PARCC
Assessments that are coming in 2014-2015
How Will PARCC Be
Different?
For teachers and schools:
 Computer-based testing will boost
student engagement and access
 More efficient than pencil-and-paper tests
 Timely data during the year will aid
instruction, professional development
 Tests will assess the full range of student performance, not just
students in the middle
 Tests will measure student growth at all levels as well as focusing on
proficiency
7
The PARCC Model Content Framework
Item Development:
ELA/Literacy
•
Claims
– ELA/Literacy: On track or college- and career-ready, supported
by three major claims: reading complex texts (literature,
informational texts, vocabulary); writing using and responding
to sources (written expression, conventions); research
•
Item types focus on framing critical advances in the standards:
–
–
–
–
–
–
Reading complex texts
Reading a range of texts
Writing effectively when using and/or analyzing sources
Conducting and reporting on research
Speaking and listening
Using knowledge of language effectively when reading, writing,
and speaking
3 Steps to Curriculum Success
1. PARCC Planning Guide
2. Pacing Guides
3. Curriculum Map
PARCC Planning Guide
PARCC Planning Guide Q1 Grade 7
Reading Complex Text
Writing to Texts
1 Extended
Text
Routine Writing
Literature
A Christmas
Carol Acts I
and II
(drama)
Every
Quarter
3-5 Short texts
Research Project
4-6 Analysis
2-3 Literature texts
Students must write daily Focus on

The Dinner Party (fiction)
and consistently during

The Treasure of Lemon Brown (fiction)
arguments
reading of short and
Analyses should

The Bear Boy (fiction)
extended texts to show
be written to

Rikki-tikki-tavi (fiction)
evidence of their
develop an argu
The Third Wish (fiction)
application of inferring,
ment based on

The Amigo Brothers (fiction)
summarizing, questioning
the evidence,
and connecting.

Zoo (fiction)
ideas, and facts

Ribbons (fiction)
gathered through
Students must write

from Sorry, Wrong Number (drama)
the reading of
consistently, during and

from Dragonwings (drama)
short and
after reading short and
1-2 Informational texts
extended texts.
extended texts, and

Keeping It Quiet (expository)
respond to text

On the Boardwalk (expository)
dependent questions.

A Christmas Carol (argument)

Toned-down Christmas Carol has more spirit
(argument)

Charles Dickens’s A Christmas Carol (expository)

Veteran Returns, Becomes Symbol (argument)

The Wrong Orbit: Senator Has No Legitimate
Business Blasting into Space (argument)
For Reading and Writing in Each Module
1-2 Narratives
1 Research Project
Write at least
one narrative
that conveys real
or imagined
experiences and
reflect the craft
of literary
elements
outlined in
Reading
standards 2-6.
Writing standards 7-9
should be taught and
formatively assessed
in each quarter
within the writing
activities of at least
one unit as they build
toward the
completion of a final
argument or
informative/
explanatory text.
(Writing, Reading,
and Speaking and
Listening)
Cite evidence
Analyze content
Study and apply grammar
Study and apply vocabulary
Conduct Discussions
Report Findings
RL/RI.7.1
RL/RI.7.2-9
SL.7.2-3
L.7.1-3 SL.7.6
L.7.4-6
SL.7.1
SL.7.4-6
*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen.
These standards are constant and should be taught throughout each quarter.
PARCC Planning Guide
English 9 – Quarter 1
PARCC ELA Model Content Framework Chart -Grade 9
Reading Complex Texts
Writing to Texts
Research Project
1 Extended Text
3-5 short Texts
Routine Writing
4-6 Analyses
1 Narrative
1 Research Project
World Literature
World literature: 2-3
Develop and
convey
understanding
Focus on
informing and
explaining
Convey
experiences,
events and/or
procedures
Integrate knowledge from sources when
composing
Q4
Mod
ule
C
Informational texts:
1-2
For Reading and Writing in Each Module
Cite evidence
Ev
ery
Qu
art
er
RL/RI.9.1
Analyze
content
RL/RI.9.2
SL.9.2-3
Study and
apply
grammar
L.9.13,SL.9.6
Study and Conduct
apply
Discussions
vocabulary
L.9.4-6
SL.9.1
Report Findings
SL.9.4-6
Pacing Guides
Curriculum Instructional Maps
Curriculum Instructional Maps
Important Points
•
•
•
•
This is the roadmap for Tier I instruction
Instruction is grouped in three-week clusters
Reading and writing must be related
All students must have opportunities to read
appropriately complex text
• Writing instruction must take place at all grade
levels
• Reading foundational skills should be solid by the
end of third grade
Response to Instruction & Intervention
- RTI2
PARALLEL PROGRAMS
SCS LEGACY
MCS LEGACY
K-5
Imagination Station
K-3
6-12
Compass Learning
4--12
Reading Plus*
2-5
FasTT Math
K-12
Stanford Math*
Imagination Station
READING
MATH
Course
Recovery/Sum
mer School
3-12
Compass Learning
Compass Learning
Virtual School Online Courses
Response to Intervention Guidelines - Reading
TIER I
K-3
4-5
TIER II
TIER III
In addition to Tier I
In addition to Tier I
Integrated L Arts
iStation + Small Group
iStation + Small Group
150 minutes/day
30 minutes day *(3 + 2)
30 minutes day *(2 + 3)
*3 days with program and 2 days
with a teacher
*2 days with program and 3 days
with a teacher
Compass + Small Group
Reading Plus + Sm Group
30 minutes day* (3 + 2)
Compass + Small Group
Reading Plus + Sm Group
30 minutes day *(2 + 3)
Integrated L Arts
120 minutes/day
6-8
Integrated L Arts
Compass
Reading Plus
120 minutes week
Compass + Sm Group
Reading Plus + Sm Group
90 min + 135 min week
9-12
English I-IV
Intervention Course, 9/10
- Compass
- Reading Plus
Intervention Course, 9/10
- Compass
- Reading Plus
Tennessee RTI Model
What is I-station?
• I-station is a computer based program that assesses and
monitors student reading comprehension using the five
pillars: fluency, vocabulary, phonics, phonemics, and
comprehension.
• The program provides K- 3 teachers with data that identifies
the areas where the students need reinforcement.
What is Reading Plus?
• Reading Plus is a Common Core aligned reading intervention that prepares
3-12 students to engage with complex text by developing all three
dimensions of successful readers: capacity, efficiency, and motivation.
What is Compass Learning?
• Compass Learning will occur only in SCS
Legacy Schools.
• Compass Learning is an adaptive program that
provides ongoing support to help teachers
track progress toward individual academic
goals in several content areas.
Six Steps to Elementary RTI2
Istation
Reading Plus
All students will be screened on Istation during a
three-week testing window from September 3 –
19.
Schools will select students who have been
identified based on TCAP results, Discovery
Assessments, and teacher recommendations. The
Office of Planning and Accountability will also
assist schools by providing lists of eligible students.
Based on results of Istation screening, students
receiving a Tier 2 or Tier 3 score in Istation will be
placed in Tier II intervention.
Eligible students will take a placement test in
Reading Plus. There will be a 3-week testing
window to test students from September 3 – 19.
An identified student is automatically placed in an
intervention path immediately after the threeweek testing window of September 3-19.
Intervention should begin no later than September
23.
Students who have a determined need as
identified by Reading Plus should be scheduled in
an intervention path. Intervention should begin no
later than September 23.
A student receiving Tier II receives a 30-minute
session three times weekly using Istation and a
face-to -face intervention two times a week with
the teacher.
A student receiving Tier II receives a 30-minute
session 3 times weekly using Reading Plus and a
face-to –face intervention two times a week with
the teacher.
A student receiving Tier III intervention receives
face-to-face intervention three times a week with
the teacher and two 30-minute sessions on IStation.
A student receiving Tier III intervention receives
face-to-face intervention 3 times a week with the
teacher and two 30-minute sessions on Reading
Plus.
Any student identified as needing Tier II or Tier III
in reading must receive Istation reading
intervention before Stanford Math.
Any student identified as needing Tier II or Tier III
in reading must receive Reading Plus reading
intervention before Stanford Math.
Six Steps to Middle/High RTI2
Reading Plus Middle
Reading Plus High
Schools will select students who have been identified based on
TCAP results, Discovery Assessments, and teacher
recommendations. The Office of Planning and Accountability
will also assist schools by providing lists of eligible students.
Schools will select students who have been identified based on
TCAP results, Discovery Assessments, and teacher
recommendations. The Office of Planning and Accountability
will also assist schools by providing lists of eligible students.
Eligible students will take a placement test in Reading Plus.
There will be a 3-week testing window to test students from
September 3 – 19.
Eligible students will take a placement test in Reading Plus.
There will be a 3-week testing window to test students from
September 3 – 19.
Students who have a determined need as identified by Reading
Plus should be scheduled in an intervention path. Intervention
should begin no later than September 23.
Students who have a determined need as identified by Reading
Plus should be scheduled in an intervention path. Intervention
should begin no later than September 23.
A student receiving Tier II receives a 45-minute session 3 times
weekly using Reading Plus and a face-to –face intervention two
times a week with the teacher.
A student receiving Tier II receives a 45-minute session 3 times
weekly using Reading Plus and a face-to –face intervention two
times a week with the teacher.
A student receiving Tier III intervention receives face-to-face
intervention 3 times a week with the teacher and two 30minute sessions on Reading Plus.
A student receiving Tier III intervention receives face-to-face
intervention 3 times a week with the teacher and two 30minute sessions on Reading Plus.
Any student identified as needing Tier II or Tier III in reading
must receive Reading Plus reading intervention before Stanford
Math.
Any student identified as needing Tier II or Tier III in reading
must receive Reading Plus reading intervention before Stanford
Math.
Sample Elementary Schedule
Sample Middle School Schedule
Sample Schedule High School
• TnCore Update #26
Teacher Support Dates
•
•
•
•
•
•
•
July 8 Elementary Document Training
July 12 Middle School Pearson
July 15 Middle/High Document Training
July 22 Elementary Document Training
July 24-25 New Teacher
State Common Core Trainings - Ongoing
Upcoming Istation and Reading Plus
Customer Service
•
Todd Goforth [email protected]
Humanities Manager
•
Fonda Booker [email protected]
High School Instructional Advisor
•
LaTisha Bryant [email protected]
Middle School Instructional Advisor
•
Jocquell Rodgers [email protected]
Middle School Instructional Advisor
•
Susan Dold [email protected]
Elementary Instructional Advisor
•
Kristy Ford [email protected]
Elementary Literacy Advisor
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