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
•
90 minute block
•
CM and teacher “charter”
•
Teachers and CM’s collaborate
•
CM pushes into classroom
•
Teachers model and plan
•
•
Small group centers
CM support whole group
instruction through small
groups
•
CM helps run centers
•
Teacher provides Tier 2
interventions
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
Data prescribed activities utilizing T1
topics/concepts
Data prescribed activities utilizing T1
topics/concepts
Center B
Center D
Data prescribed activities utilizing T1
topics/concepts
Data prescribed activities utilizing T1
topics/concepts
Whole Group Instruction
Support Instructor
Facilitate Exit Ticket
15 Min
15 Min
10 Min
30 Minute rotation
that includes
differentiated
Instruction
provided in small
groups
Closure
Lesson Summary/Assessment
Model Note Taking*
Tier
T1
T1
T1
T1
Tools for Lesson and Center Support
Learning and Collaboration Centers
Teachers
Time
Activity
15 min
CM’s and teachers share
student data
45 min
30 min
Grade Level CM’s
Time
Activity
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 T2
interventions with their
focus list students
Teachers plan, reflect and
adjust
Observe CM’s, model for
CM’s and each other,
observe master teachers,
provide small group
interventions
Remainder of CM Team
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
dwoo10@cityyear.org