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An opportunity to reflect and work collaboratively with your team to establish a plan of growth for achieving students and struggling students.
https://goo.gl/buivcs

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Problem Solving Template

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Here is a new google form we are using to help discuss data after assessments. The form is sent ahead of time for each team member to answer. Then the answers are shared as we discuss the data protocol.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Share your ideas, ask questions, and learn how others are reaching RtI students. 

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Share your ideas, ask questions, and learn how others are reaching RtI students. 

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has done the work for us.  Customize IQ by content area, grade level, TEKS cluster, or student expectation.
https://goo.gl/resmyv

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(Must be signed in)

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You can use this site without being registered or signing in, but registered users who sign in may have access to additional features and information. Please remember that your password is case-sensitive.

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How do these resources help you develop instruction?

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How do these resources help you develop instruction?

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Student grouping is an effective way to reach many levels of students.  Share your ideas, ask questions, and learn what others are using to create small groups.

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Presentation Materials and Handouts

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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How do I know how my kids will do on the big exams?

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How do I know how my kids will do on the big exams?

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Example #1
Example #2

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Students are given a 1-5 (unknowingly) which identifies a student is pulled 1 time per week up to 5 times per week. Math supports reading by pulling small group reading while other students are working on math online (Education Galaxy).

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TEKS, topics, looking at the test, what underlying knowledge do they need to know

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Using the MAP data and learning continuum to group kids who are at similar levels with skills. There are several different ways to group kids.

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critical writing, formative assessments, exit tickets, quick writes, entrance tickets, white boards, thumbometer,

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In the beginning it was a little scary to do small grouping because I thought that it would be more work.  It actually makes class run smoother and has made things easier.

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Burnett uses BucBonus time to select certain kids as a result of low formative assessment results, to have kids come in during lunch for small group remediation.

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Any thoughts on how to encourage students to take advantage of Power Lunch to reach RtI students?

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What do you do when you have a group of very needy students? How do you get them to do the work while you are working in small groups?

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Three Truths and Lie

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Follow
@Catlin_Tucker
For an example of a high school language arts teacher who is an expert at station rotation.

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The Green Glass Door, frequently played as a drinking game, is also used as an icebreaker, in classrooms, and as a party game. The game requires at least three players. Based upon logical thinking, players are required to guess what they can bring with them through the Green Glass Door. To play the game, you need to know how to play as well as the rules and the object of the game.

Instructions

Begin the game by announcing the start of the Green Glass Door game. Tell the group that you are going to take something through a Green Glass Door and that everyone else must also do the same in turn. The object of the game is to determine what can be brought through the Green Glass Door.

1. Go first and say the following: "I can bring a kitten through the Green Glass Door, but I cannot bring a cat."

2. The key is that the name of the object must have double letters, either consonants or vowels.

3. If a player tries to take an object through the Green Glass Door that does not have a double letter, say: "You cannot take that through the Green Glass Door. You must . . ."
The consequence can vary with the content and age of the players, and the situation in which the game is being played:

In a classroom, elimination from the game.

At a party, performing a trick or doing a task.

At a drinking party, taking a drink.

4. If a player believes they know the pattern, the leader of the game should ask him or her to give an example rather than stating the answer, so that other participants can continue to play.

5. Whenever everyone figures out the game, the group can no longer play.

Variations:

The facilitator of the game can set parameters for what can be brought through the Green Glass Door. For example:

Only items that are plural, or that are alive (or dead).

Objects with the first letter of the person sitting next to you.

An object that ends in a vowel

An object that ends in a consonant sound (cat, man, girl, etc.).

Only use words that start with or contain other words (bummer starts with bum, doggerel starts with dog, etc.)

Although the Green Glass Door riddle is popular, almost every group has members who have not heard of it and find it a new experience. This, of course, is especially true for younger players. The variations we have listed add unique custom content. If you wish, you can change the name of the game to match the parameters you have chosen.

For example, if you are using only items that are plural, you might call the game, Bags, Buckets, and Baskets. The leader would start by saying, "I can put cats in my bags, buckets, and baskets, but not a kitten." Get creative, have fun, and share this game with family, friends, and your children.

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Green Glass Door Game (Riddle) - Icebreaker Ideas

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The Green Glass Door, frequently played as a drinking game, is also used as an icebreaker, in classrooms, and as a party game. The game requires at least three players. Based upon logical thinking, players are required to guess what they can bring with them through the Green Glass Door.

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Any thoughts or suggestion for timing for junior high/high school students with class times of 45-55 minutes?

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Is there a way to have access to your own data from the previous year?  There for leading instruction from your previous data.

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Use fake standards in aware to track AP objectives when there are not objectives for course.

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STEMscopes, IFD, pacing tools, like the misconceptions, TEKS

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data, what is happening in your room, essential questions, seed questions, hallway PLC's, bring student work to PLC, assignments, skills checks, warm-up, exit question

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Some campuses are using Power Hour/Buc Bonus/Advisory time to pull small groups.

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look at past data and change going forward, Spiral things through

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We struggle with this area. Need ideas on how to accomplish this.

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Students are given the option to work in a small group with teacher or work on their own. At first they were reluctant, but as time went on they wanted to individual help when they were struggling.

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Kagan structures have some specific ways to group students.

https://www.kaganonline.com/

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Questions to Drive Discussions about Data: 

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Questions to Drive Discussions about Data: 

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https://docs.google.com/document/d/1Lj4I_nSDh-s-Fh6zQ41Ke6kGmywaQcI1Lgv0odigbKI/edit

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Using three head are better than one the day after an assessment. Grouping students by assessment scores. Give students a blank test to work through together. Stay close to the lower students to provide additional support.

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Three heads are better than one: A mixed methods study examining collaborative versus traditional test-taking with nursing students - Semantic Scholar

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Patient care requires a collaborative teamwork approach; therefore, nursing programs must provide students with ample opportunities to hone teamwork skills. Although collaborative testing (CT) has been utilized in higher education for decades, its uptake in nursing education has only recently surfaced.

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Teach each other how we teach kids and do it before the unit

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start with assessment, unit and then common, TEKS, Why are they choosing the wrong answers, misconceptions, vocabulary

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Teaching a really short lesson to students that they can use to identify if the need more help, just practice, or already get this idea.

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quizzing after TEK, coming back to PLC with those quizzes, talk about the questions on the quizzes, STEMscopes questions, lead4ward documents, entrance tickets, skills checks

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spiral, warm-ups over what they didn't get on the quiz, looking at low data in each class, grading together, frontloading (big picture)

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In my post, "What Makes a Teacher Effective?" I shared how and why effective teachers organize their lessons into a pre-during-post format. The reason for this organizational pattern being that each portion of the lesson is designed to teach a specific skill-set, requiring a certain set of strategies in each phase. I also emphasized the importance of teaching both content and skills during a lesson, as this is what effective teachers do. Let's now examine the "pre" (Front-loading) phase and strategies that teach this skill-set to our students.

Front-loading a lesson is perhaps one of the most effective ways to improve student comprehension; this portion of the lesson develops specific skills which allow for greater critical thinking and focus throughout the lesson.

Some teachers make the mistake and think that going over the agenda for the day is "Front-loading." However, proper Front-loading involves the students accessing prior knowledge about the new content, learning essential vocabulary that will be used throughout the lesson and using their prior knowledge and new vocabulary to develop predictions. If a teacher does not implement a Front-loading strategy that accesses one or more of these skills, the student is neglected the opportunity to strengthen these "college and career readiness skills" (Common Core Standards) and does not engage from the beginning.

In credentialing programs, the Front-loading phase is referred to as the "Anticipatory Set," designed to hook and engage students in the lesson. However, this definition is too simplistic as it doesn't emphasize the importance of this phase for student understanding. This "pre" portion of the lesson is essential as it allows students to analyze and discuss the topic for a few minutes before just diving right in, an all too common, though detrimental, classroom practice.

The effective teacher understands that the time to prepare students for the lesson is at least as important as the time to assess students at the end of a lesson. In my own teaching experience and in observing hundreds of effective teachers, student comprehension is higher when the teacher consistently utilizes a minimum of two Front-loading strategies for each lesson, one to connect to prior knowledge and form predictions, the other to pre-teach the essential vocabulary for the lesson.

As Front-loading is perhaps the most vital part of the lesson, it sometimes requires more than the two to five minutes often suggested. For example, if a teacher wants students to connect to prior knowledge, form predictions and acquire essential vocabulary, a "Probable Passage" would be an excellent Front-loading strategy to employ. To provide further instruction of the essential vocabulary, the teacher could then utilize a "Vocabulary Study Chart" and teach each essential term explicitly for higher acquisition and retention.

A teacher does not need an exhaustive supply of Front-loading strategies. I routinely rotate the same five methods, such as the previously mentioned Probable Passage and Vocabulary Study Chart, as well as the Anticipation Guide, Tea Party and the Concept Organizer.

If you do not already have a repertoire of Front-loading strategies, I encourage you to try the ones mentioned (available on my website under "Training", then "Workshop Examples") or find others that would work in your classes; use them consistently and witness increased comprehension, engagement and retention of your content. Julie Adams, Adams Educational Consulting, effectiveteachingpd.com

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In my post, "What Makes a Teacher Effective?" I shared how and why effective teachers organize their lessons into a pre-during-post format. The reason for this organizational pattern being that each portion of the lesson is designed to teach a specific skill-set, requiri

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segmented classroom

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work through IFD, data from previous year, how is it tested on STAAR, TEKS, verbs and nouns, and specificity

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data from Unit test, build common assessment, power zone teaching, hallway PLC, verbally or written response

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Works with students during their long lunch (1.5 hours). Using 30 minutes for privilege, 30 minutes for lunch, and 30 minutes for advisory.

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Small group, spiral, lead4ward, put lowest test questions for bell work, tell me why that IS the answer, and why is that NOT the answer

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on Wednesdays (#levelup time) time is taken from each class to create about a 40 minute extra period at the end of the day. This time is basically utilized to help with individual student needs, as well as a reward for those that have shown good growth and made great choices. Zero Hour is time for those students that arrive early to get some additional work in.

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learning specialist put activities to extend learning, PBL, quick 5 minute lesson (kids chose which route they want to go),

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How do you fit small groups in when you only have 45-50 min of class a day?

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Your focus must be on kid learning. Notice the questions are about kids not about what is difficult or uncomfortable for you.

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https://www.teachingchannel.org/video/guided-groups-formative-assessment

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TEKS, skills, look at the end result, repeated content, and misconceptions, look at what they need to know in future subjects
Question #2
Common assessments, exit tickets, small group data, a "do now", google quiz,
Question #3
Purposeful groups, input from other teachers, conferencing, individual needs, Buc Bonus time (tutoring, Burnett), work recovery (Harrison)
Question #4
extension activities (technology based), sticker chart (never ending path to pass different skills)

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We could use the data from assessments to see what specific areas the students are struggling with. Then come up with lessons to focus on the areas of struggle.

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Specialize tutorials where it targets their needs whether skill or content based so students feel tutorial times is personally valuable to them when offered specified tutorials on known weakness. Need to share the data with students as well, which can help motivate growth and attendance.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Looking at specific student data to create small group instruction.

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Riddles can be relaxing - or devilishly difficult. Ready to tackle some brain teasers? Watch the 5 TED-Ed Lessons below.

Your expedition finally stands at the heart of the ancient temple. But as you study the inscriptions in the darkness, two wisps of green smoke burst forth. The walls begin to shake. The giant sandglass begins flowing with less than an hour before it empties, and a rumbling tells you that you don't want to be around when that happens. Can you use math to escape the temple? Dennis E. Shasha shows how. Watch this TED-Ed Lesson below.

Taking that internship in a remote mountain lab might not have been the best idea. Pulling that lever with the skull symbol just to see what it did probably wasn't so smart either. But now is not the time for regrets because you need to get away from these mutant zombies...fast. Can you use math to get you and your friends over the bridge before the zombies arrive? Alex Gendler shows how. Watch this TED-Ed Lesson below.

You and nine other individuals have been captured by super-intelligent alien overlords. The aliens think humans look quite tasty, but their civilization forbids eating highly logical and cooperative beings. Unfortunately, they're not sure whether you qualify, so they decide to give you all a test. Can you solve this hat riddle? Alex Gendler shows how. Watch this TED-Ed Lesson below.

Before he turned physics upside down, a young Albert Einstein supposedly showed off his genius by devising a complex riddle involving a stolen exotic fish and a long list of suspects. Can you resist tackling a brain teaser written by one of the smartest people in history? Dan Van der Vieren shows how. Watch this TED-Ed Lesson below.

One hundred green-eyed logicians have been imprisoned on an island by a mad dictator. Their only hope for freedom lies in the answer to one famously difficult logic puzzle. Can you solve it? Alex Gendler walks us through this green-eyed riddle. Watch this TED-Ed Lesson below.

For more brain teasers, sign up for the TED-Ed weekly newsletter >>

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Riddles can be relaxing - or devilishly difficult. Ready to tackle some brain teasers? Watch the 5 TED-Ed Lessons below. Your expedition finally stands at the heart of the ancient temple. But as you study the inscriptions in the darkness, two wisps of green smoke burst forth. The walls begin to shake.

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Inner -Outer Circle Discussion Questions

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Inner -Outer Circle Discussion Questions

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Students write questions.

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Ask other content leaders for additional support, such as a reading teacher can provide support for social studies. Having students use reading strategies in a social studies or science classroom.

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Question#1
TEKS, experience, unpack, high leverage learning targets, how is it tested on STAAR, Readiness, common assessments, data, lesson plans
Question #2
common assessment on high leverage learning targets, common misconceptions, weekly quizzes, informal observations, exit tickets, journal prompts, quick write, teacher table (small groups), bell ringer walk around, group discussion, group roles
Question #3
Test corrections, bell ringers, teacher table, peer tutoring (grouping kids high, medium, low), advisory (spiral back in)
Question #4
small groups, flipoped groups, Must do and may do, menus, mini lessons, must help each other before going to teacher
Question #5
talk to each other about their data and what they do well. Share how they taught it

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What do you do when the "rest of the class" refuses to work?

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Question #1
Data, specificity, vocabulary, rigor, focus on the end in mind,
Question #2
can they create what they just learned, project, explain with 2 to 3 supportive details, writing across the curriculum, can they listen, talk, and write about it,  google forms, visuals (sketch a picture)
Question #3
how do we teach it differently, take responsibility, student led small groups, did anyone teach it better looking at data
Question #4
research projects on individuals interests, differentiating groups, menu board on different levels (tic-tack-toe board), performance tasks in IFD
Question #5
We are each other's PD, use data to see where others did well, observe other teachers, PACE and RACE days (Draper), bring how you teach an SE to PLC.

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Using the previous year's data to group students.

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Get younger students using internet databases.

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Get younger students using internet databases.

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TEXquest
password - learn

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One campus teacher is making anchor charts for the social studies teacher to hang in their room to support reading in both classes.

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Question #1
Assessment, teach it differently than last year, vocabulary, TEKS, IFD, Data from last year, front load using google slides
Question #2
formative assessments, exit tickets, nearpod, common assessment, question of the day
Question #3
Advisory period rotations, priviledge, small groups
Question #4
Digital scavenger hunt, passport (get a stamp for each region)
Question #5
What did you do? Your data is better

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How does the data help determine if the high achieving student needs the skill or needs depth?

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How do you group your very high learners?

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After a test, students will be grouped based on scores. Teacher works lower performing students while other grouped students will extend learning.

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Look at attending Vertical Day in August