1. Secondary RtII Cohort 1, Day 2 Bethann McCain RtII Consultant, CIU #10 bmccain@ciu10.org 814-577-8218 November 18, 2010

2. High Expectations Expectation that students come to class prepared Do not give them “Permission to Forget” Directly related to resiliency and student achievement

3. Rendered Note-Taking Using Chapters 1-3 Generate the following for each chapter (depending upon your group): – One sentence that you felt was most important – One phrase that summarizes an important thought – One word that is crucial to the understanding of the topic Round Robin Sharing: in your group, take turns sharing your sentence, phrase and word Discuss, decide and write in the graphic organizer, a summary of your chapter Report out to your original group Reflection

4. Pyramid of Interventions As you are watching the video: – What concepts resonate with you? – What concepts are currently in place in your district? – What questions?

5. Book Study Discussion Preface page xix – 4 key questions Quick Write: Complete the Graph entitled – “How do our schools…?” Think-Pair-Share Information at http://go.solution-tree.com/RTI/ http://go.solution-tree.com/RTI/ VERY USEFUL!!!

6. Essential Questions How do we implement with fidelity when we are all teaching something different? How can I ensure I get through all of my content? What are some barriers that are specific to your building/district?

7. Effective Teaching Principles Engagement Time Success Rate Content Coverage/Opportunities to Learn Grouping for Instruction Scaffolded Instruction Addressing Forms of Knowledge Activating and Organizing Knowledge Teaching Strategically Making Instruction Explicit Teaching Sameness in the Curriculum

8. Engagement Social Studies 2 - High School: Early American Innovation When watching this video, ponder the following questions: – What engagement strategies were used? – What improvements could have been made?

9. Success Rate and Opportunities to Learn Mathematics 4 - Middle School: 2 Step Equations: Formative Assessment When watching this video, ponder the following questions: – How did the teacher effectively provide feedback, sequence and pace the lesson? – How did the teacher ensure that content was covered? – What improvements could have been made?

10. Grouping for Instruction Implementing Group Instruction in the Secondary Classroom Implementing Group Instruction in the Secondary Classroom Guiding Questions: – What is required to incorporate small group instruction? – How did your thinking change regarding small group instruction? – How do you see small group instruction occurring in your classroom?

12. Scaffolded Instruction Scaffolded Instruction Video: – Look-fors Scaffolded Instruction – Guided Notes – Verbal/physical prompting – Graphic Organizers Activating and Organizing Knowledge – Graphic Organizers – Mnemonics Teaching Strategically – Strategies – Graphic Organizers – Mnemonics

13. Let’s Take a Break

14. Addressing Forms of Knowledge Read your section independently. – Jigsaw Activity Discuss as group, major themes- – Can use “Text Rendering Strategy” if desired Report Out information with a poster that explains your form of knowledge

15. Making Instruction Explicit Science Lesson Explicit Instruction VS. Lecture Venn Diagram What are similarities? What are differences? Random Report Out

16. Teaching Sameness in the Curriculum Thematic Units Graphic Organizers Note-taking Strategies Quick Write – Do you have any “sameness” already in place? – What are you thinking would be beneficial to add to your building/district?

17. DRTA Add to your DRTA from last session Add to parking lot, any questions that you have LUNCH (1/2 an hour)

18. High Impact Strategies Identify Similarities and Differences – Schema: how we learn Summarizing and Note-Taking – Why to organize what we learn Reinforcing Effort and Providing Recognition Homework and Practice – Meaningful – Mastery – Purposeful

19. High Impact Strategies Nonlinguistic Representations – Not written Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Ques, questions and advanced organizers – Developing questions prior to lesson, as well as “on the fly,” when formatively assessing

20. Poetry and High Impact Strategies Using your graphic organizers – List how these strategies are “seen” in the lesson – Be prepared to report out.

21. Debriefing In your teams: – What are some Effective Teaching Principles you plan on using and sharing? – What High Impact Strategies are you planning on using and sharing? – Which of these components are you ostill need information about? – Do these components take away from your teaching time? If so, how? – Report out similarities

22. Success in spite of Barriers Tigard High School Portland, Oregon Russell Middle School These can be found at: http://www.rtinetwork.org/professional/virtualvisits

24. Book Study Pyramid Response to Intervention Purpose – To develop professional learning communities Read the preface and epilogue – Whole group discussion Assignment for next session: – Read Chapters 1 through 3, be prepared to discuss with someone outside of your district – I encourage you, if you are able, to develop a study group with your building teams, to discuss prior to November 18 th.

25. Working Together The Wisdom of Wolves