737 Using Classroom Data to Drive Instruction in the Reading Edge

737 Using Classroom Data to Drive Instruction in the Reading Edge

Participant Book

© 2020 Success for All Foundation 737 | Using Classroom Data to Drive Instruction in the Reading Edge | i

Table of ContentsActivity: Introduction—Classroom Data Questions . . . . . . . . . . . . 1

The Reading Edge Teacher Cycle Record . . . . . . . . . . . . . . . . . 2

The Reading Edge Team Score Sheet . . . . . . . . . . . . . . . . . . . 4

Classroom Assessment Summary: The Reading Edge 2nd Edition . . . . 6

Celebrating Teamwork: Awarding Certificates . . . . . . . . . . . . . . 8

Activity: Levels of Use/Snapshot Reflection Questions . . . . . . . . . . 9

Levels of Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Success for All Snapshot . . . . . . . . . . . . . . . . . . . . . . . . . 13

Activity: Classroom Data Scenario for Ms. Smith’s Class . . . . . . . . . 16

Teacher Cycle Record for Ms. Smith’s Class . . . . . . . . . . . . . . . 17

Activity: Guiding Questions—Classroom Data Scenario Ms. Smith . . . 18

Additional Ideas to Support Student Learning Transfer . . . . . . . . . . 19

Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Team Cooperation Goals and Related Behaviors . . . . . . . . . . . . . 21

Strategy Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Discussion Role Cards . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Strategies and Substrategies Charts . . . . . . . . . . . . . . . . . . . 25

Instructional Process Chart—Informational Text . . . . . . . . . . . . . 29

Activity: Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

• Cooperative Learning-Levels of Use Guidelines:

Reading Wings and The Reading Edge . . . . . . . . . . . . . . . 34

• Presentation Slides . . . . . . . . . . . . . . . . . . . . . . . . . . 36

© 2020 Success for All Foundation 737 | Using Classroom Data to Drive Instruction in the Reading Edge | 1

Introduction: Classroom Data Questions

Directions: Review the teacher cycle record form, team score sheet, and individual and team certificates, and respond to the following questions. Share your thoughts with the people sitting with you. Be prepared to share responses with the entire group.

1. What are some questions that you have about using these data forms to inform instruction?

2. How might you use these data forms to inform instruction?

2 | 737 | Using Classroom Data to Drive Instruction in the Reading Edge © 2020 Success for All Foundation

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Directions for the Reading Edge Middle Grades 2nd Edition Teacher Cycle Record FormThese directions are abbreviated to provide a simple reference. Refer to The Reading Edge Middle Grades Guide 2nd Edition

and to the Member Center User’s Guide for Reading Program Tools before using this teacher cycle record form.

Getting Started• PrinttherecordformforthenewunitcyclebynavigatingtotheMemberCenter,LessonCycles,ManageLessons.• IftheMemberCenterisnotusedtogeneratetherecordform,writeinthefollowinginformationonthepaperversion:teamnames

andstudentnamesintheleft-handcolumn;thebeginningdate,unittitle,unitgoal,andthereadingandwritingobjectivesforthenewunit;theteacher-selectedcorecomprehensionstrategyandsubstrategy;andtheteacher-selectedteamcooperationgoalandrelated behavior.

Goal Setting• Reviewtheteamscoresheetstoseewhatgoalseachteamhasselectedforthiscycle.• Darkenthecircleintheteamnamerowundertheappropriatecolumnontherecordformtonoteeachteam’schosengoal.

Classwork Scores (70, 80, 90, 100)• Refertorubricscoresforstrategyuse,graphicorganizer/notes,TeamTalkoral,TeamTalkwritten,summary,fluency,andwordpower.• AwardandrecordpointsforRandomReportersintheappropriatecolumnsunderClassworkScores.(Mostofthesescoreswillbecollected

duringtheLightningRound,buttheymayalsobenotedwhenobservingpartnerreadingandteamdiscussion.)• Determinewhichrubricscoreswillbeapriorityforeachunitcycle,andthentrytocollectpointsforthosecolumnsforeachstudent

sometimeduringtheunitcycle.Prioritiesanddatacollectionmaydependonthenumberofteams,numberofstudentsineachteam,andinstructionaltargets.Collectasmanyclassworkscoresasispossibleforeverystudentduringthegradingperiod.

• Assignadifferentstudentineachteameachdaytorecordtheseclasswork/LightningRoundscoresontheteamscoresheetastheyare announced.

• Studentscanimprovetheirindividualscoresduringthecycle.Generally,ifastudentearnsascorewiththesamerubricmorethanonceduringthecycle,theteacherwillusethehighestscore.

• Record70pointsforstudentswhodonotmeettheminimumrubriccriteria,butdonotannouncethe70-pointscoreorhavestudentswriteitontheteamscoresheet.Givethosestudentsadditionalopportunitiesonsubsequentdaystoimprovetheirscores.

Read and Respond• Recordthenumberofdaysthateachstudentcompletedtwentyminutesofnightlyreading.• Recordlesson7responsesintheappropriateclassworkcolumnaccordingtotherubricindicatedfortheReadandRespondquestions.

Test Scores (0–100)• Scorethecomprehensionsectionofthecycletestaccordingtothescoringguidelinesgiveninthetest,andrecordthescoresinthe

Comprehensioncolumn.ChecktheTargetedSkillboxifthemaximumnumberofpointshavebeenscoredforthetargetedskillquestion.• Scorethewritingsectionofthecycletestaccordingtothescoringguidelinesgiveninthetest,andrecordthescoresintheWritingcolumn.• Scorethevocabularysectionofthecycletestaccordingtothescoringguidelinesgiveninthetest,andrecordthescoresinthe

Vocabulary column.

Fluency (wcpm)• RecordwordscorrectperminutescoresintheFluency(wcpm)columnforanystudentswhoseratesareassessedduringthecurrent

cycle.Forlevel6andbelow(andlevels7and8ifneeded),fluencyisformallyassessedwithunfamiliartextoneortwotimespergradingperiod,butstudentsmaybeassessedatdifferentpointsintime.

Team Celebration Points Poster and Final Score• Attheendofeachday,askteamleaderstoreportthenumberofpointsearnedandwrittenintheteamscoresheettallyboxes.Recordthe

dailypointsontheTeamCelebrationPointsposter.• Attheendoflesson7,enterthetotalpointsintotheMemberCenter.• TheMemberCenterwillmakefinalcalculationsforallreadingunitcycles,includingwhetherteamgoalsweremet.Ateamgoalisconsidered

metiftheteamincreasesthescoreinthegoalareacomparedtothepreviouscycle.Ifthegoalismet,theMemberCenterwilladd10bonuspointstotheteam’steamcelebrationpointstotalasenteredbytheteacher.

• Teamcelebrationpointsareconvertedfromtheposterintoafinalteamcelebrationscore(100,90,80,or70),whichisalsoreportedontheteam score sheet and the teacher cycle record results report.

• Duringlesson8,usetheoverlaytodemonstratetostudentshowtheirteamcelebrationpointswereconvertedintothefinalteamcelebrationscoresasshowninthecoloredbandsfor100,90,80,and70orbelow.

Calculating the Teacher Cycle Record Form• EnterallscoresintotheMemberCenterafterlesson7andbeforelesson8.Setupthenextcycle.(Ifthenextcycleisaresearchunit,setup

thenexttwocycles.)• TheMemberCenterwillcalculatefinalteamcyclescores,teamstatus,andindividualbonuspointsbasedonfinalteamstatus. – Finalcalculationsalsoincludeaveragesandtotalsforclassandindividualscores. – Studentsearnindividualbonuspointsbasedontheirteam’sstatus:3pointseachforsuperteam,2pointseachforgreatteam,and1point

each for good team.• AftertheMemberCenterhascalculatedtheunitcycleresults,printtheteachercyclerecordresultsreport,individualcelebrationcertificates,

andtheteamscoresheetsfordistributionandstudentreviewduringlesson8.• IftheMemberCenterisnotbeingused,thecalculationsmaybesetupinaspreadsheetprogram.


Team Score Sheet

New Lesson Cycle for: ____________________________________________________________________________________________

Team Goal:

Team Cooperation Goal:

Reading Objective:

Strategy and Substrategy:

Lightning Round Scores (80, 90, 100) Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Strategy Use

Graphic Organizer/Notes

Team Talk Oral

Team Talk Written

Summary

Fluency (rubric)

Word Power

Team Celebration Points Tally Lesson 8 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7

* Tally points for completion of Read and Respond (R&R) and team responses each day.

TCP

R&R*

Teacher: ____________________________________________________________________________________________ Start Date: ___________________________

© 2013 Success for All Foundation

Vocabulary Vault

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Last Lesson Cycle Results for: ____________________________________________________________________________________

Team Test Averages (0–100)

Comprehension

Writing

VocabularyFinal Team Cycle Score (0–100)

Individual Points

Average of Scores

÷ 2 =

Classwork

Lightning RoundTeam Average Rubric Scores

Team Celebration Poster Points

– Strategy Use

– Graphic Organizer/Notes

– Team Talk Oral

– Team Talk Written

– Summary

– Fluency (rubric)

– Word Power

Think-Pair-ShareRandom Reporter

Team Goal Met/Not Met

Team Celebration Score(top band=100, middle band=90, low band=80, below=70)

Final Team Outcomes

Final Team Cycle Score (0–100)

Individual Bonus Points

Super: 90 and aboveGreat: 80–89Good: 70–79

___________________________________

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Team Name: ______________________________________________ Team Members: _____________________ _____________________ _____________________

_____________________ _____________________ _____________________

34231 MPC0513


How to Use the Team Score Sheet

Goal Setting• Reviewyourteam’sscoresfromthepreviouslessoncycle.

• Reviewyourindividualscoresfromyourcelebrationcertificate.Recordyourcyclescore,strength,andareaforimprovementonyourIndividualProgressChart.

• Decidewhichofthesescoresyourteamwillworktoimproveduringthenewcycle:

______ Strategy Use ______ Summary ______ Writing Test

______ Graphic Organizer/Notes ______ Fluency ______ Vocabulary Test

______ Team Talk Oral ______ Word Power

______ Team Talk Written ______ Comprehension Test

• Writeyourteam’sgoalforthislessoncycle.Talkabouthowtoimprovethisscoreandmeetthenewgoal.

Recording Team Scores and PointsEachdayadifferentteammatewillbeassignedtorecordrubricscoresandteamcelebrationpointswhenawardedtotheteam.

Team Points for Lightning Round• Strategy Use:ARandomReporterwillearnpointsfortheteambyreportingtheteam’sstrategy-usediscussion.Write

thescoreearnedintheStrategyUseboxforthecorrectlesson.A100-pointscoreearnsateamcelebrationpoint.

• Graphic Organizer/Notes:ARandomReporterwillearnpointsfortheteambysharingtheinformationfromthegraphicorganizerorothernoteswhilereadingthetext.WritethescoreearnedintheGraphicOrganizer/Notesboxforthecorrectlesson.A100-pointscoreearnsateamcelebrationpoint.

• Team Talk Oral:ARandomReporterwillearnpointsfortheteambyreportingtheteam’sresponsestoTeamTalkquestions.WritethescoreearnedintheTeamTalkOralboxforthecorrectlesson.

• Team Talk Written:ARandomReporterwillearnpointsfortheteambyreadingthewrittenresponsetothedesignatedquestionaloud.WritethescoreearnedintheTeamTalkWrittenboxforthecorrectlesson.A100-pointscoreearnsateamcelebrationpoint.

• Summary:ARandomReporterwillearnpointsfortheteambyreadingawrittensummaryofthetextaloud.WritethescoreearnedintheSummaryboxforthecorrectlesson.A100-pointscoreearnsateamcelebrationpoint.

• Fluency:ARandomReporterwillearnpointsfortheteambyreadingaloudforarubricscore.WritethescoreearnedintheFluencyboxforthecorrectlesson.A100-pointscoreearnsateamcelebrationpoint.

• Word Power:ARandomReporterwillearnpointsfortheteambysharinganentryfromthewordpowerjournal.WritethescoreearnedintheWordPowerboxforthecorrectlesson.A100-pointscoreearnsateamcelebrationpoint.

• Read and Respond Discussion:ARandomReporterwillearnpointsfortheteambyrespondingtooneoftheReadandRespondquestionsonday7.Writethescoreearnedintherowfortherubricindicatedinthelesson7column.A100-pointscoreearnsateamcelebrationpoint.

Vocabulary VaultWhentheteacheropenstheVocabularyVault,recordanywordsthatyourteamsubmittedtoearnteamcelebrationpoints.

Team Celebration Points Tally Boxes• Markonepointineachday’stallyboxforeachteammemberwhosecompletedReadandRespondformforthe

previousnightisapprovedbytheteacher.

• Markonepointineachday’stallyboxforeachrubricresponsethatisawarded100pointsbytheteacher.

• Markadditionalpointsineachday’stallyboxwhenevertheteacherawardsteamcelebrationpointsforotherRandomReporterandThink-Pair-Shareresponses.

• Attheendofeachday,reportyourtotalteamcelebrationpointssotheycanberecordedontheclassposter.

• Attheendofeachday,talkabouthowtheteamearnedpointsandhowmorecanbeearnedthenextday.

ReadingMiddleGradesEDGE

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Team Talk Oral

Team Talk Written

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Fluency (rubric)

Word Power

Comprehension

Vocabulary

Writing

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Grading-Period______ Mastery

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Directions for the Reading Edge Middle Grades 2nd Edition Classroom Assessment Summary

What is it?• TheReadingEdgeMiddleGrades2ndEditionClassroomAssessmentSummaryisanautomatic,continuouslyupdatedsummaryofstudentaveragesfor

thegradingperiod.

How and when do we use this summary?• Runthisreporttocheckstudentprogressatanytimeandformidtermreports,interventionmeetings,orinstructionalplanning.• Usethisreporttoguideconsultationbetweenteachersandfacilitatorsfordeterminingmasteryandplacementrecommendationsattheendofthegradingperiod.• Refertothisreportforallclassroomswhenmakingfinalregroupingdecisionsforthenewgradingperiod.• DistributethisreporttoschoolleadersandLeadingforSuccessSchoolwideSolutionsteamsforusewithothersummaryreportsanddataforevaluating

programs,monitoringspecialstudentpopulations,settinggoalsandtargets,planninginterventions,andgenerallysummarizingstudentachievement.

Where does the information come from?A.Theclassroomscoresareautomaticallyaveragedandreportedontheclassroomassessmentsummaryfromdataenteredintotheteachercyclerecordforms

throughoutthegradingperiod.• Strategy Use:anaverageoftherubricscoresenteredforclarifying,summarizing,questioning,and/orpredicting(100 points possible)• Graphic Organizer/Notes:anaverageoftherubricscoresenteredforsharinggraphicorganizersorothernotes(100 points possible)• Team Talk oral:anaverageofrubricscoresforTeamTalkoralresponses(100 points possible)• Team Talk written:anaverageofrubricscoresforsharingwrittenresponsestoTeamTalkquestions(100 points possible)• Summary:anaverageofrubricscoresforsharingwrittensummariesofdesignatedtext(100 points possible)• Fluency (rubric):anaverageofrubricscoresforreadingaloudwithaccuracyandexpressionatareasonablerate(100 points possible)• Word Power:anaverageofrubricscoresforsharingwordmapsofimportantwords(100 points possible)• Comprehension:anaverageofallthecomprehensionscoresfromthecycletests(100 points possible)• Vocabulary:anaverageofallthevocabularyscoresfromthecycletests(100 points possible)• Writing:anaverageofallthewrittenextendedresponsesfromthecycletests(100 points possible)• Read and Respond:thenumberofnightsreportedontheReadandRespondformsisdividedbythetotalnumberofhomeworknightspossibletocalculatethe

percentageofReadandRespondreturns(the expectation is 80% or above).• Fluency (words correct per minute):thenumberofwordsreadcorrectlyinoneminute.Thegoalsbelowrepresentatargetrange;rateisnotmoreimportant

thanaccuracy,expression,orsmoothness.

level 2-3: 60–120 wcpm; level 4: 120–150 wcpm; level 5: 120–180 wcpm; levels 6–8+: 120–180+ wcpm

B.FormaltestdataisenteredintotheMemberCenterbyfacilitatorsattheendofthegradingperiod.• Administeracommerciallypublishedassessmentinstrumentattheendofthegradingperiod(e.g.,4Sight,ScholasticReadingInventory,

Gates-MacGinitieReadingTest).Othermeasuresthatsupportstateordistrictrequirementsmayalsobeused.• EnterthescoresintheMemberCenter(dependingontheassessment,scoresmaybelexiles,extended-scalescores,etc.).• Selectthemostrecentassessmentandthepreviousgrading-periodassessmentwhenprintingoutthereportsoyoucancomparethesescoresasonemeasure

ofprogress.

C.SchoolwideSolutionsconcernsandrelatedcommentsaresharedandreviewedbyteachersandotherstaffattheendofthegradingperiod.• IftutoringassignmentsaremaintainedbythefacilitatorintheMemberCenter,theinitialsofthetutorwillbeprepopulatedintothetutoringcolumnofeachstudent

whocurrentlyreceivestutoringservices.Ifnot,writeintheinitialsofthetutorforeachstudentwhocurrentlyreceivestutoringservices.AlthoughSchoolwideSolutionsconcernsmayberecordedatanytimeintheMemberCenter,teachersareencouragedtoconsidersharingconcernsandcommentsforindividualstudentsafterreviewingthegrading-periodandmasterydataattheendofeachgradingperiod.• Indicatewitha✓thosestudentswhoneedtutoringinthenextgradingperiod.• ThefollowingabbreviationsareusedontheMemberCenterentryscreenforSchoolwideSolutionsconcerns.Theseconcernswillbereviewedbythe

appropriateteams(e.g.,Leadership,CooperativeCulture,andParentandFamilyInvolvement).

S-A attendance and tardiness problems (more than four absences in eight weeks) S-H health concerns

S-B behavior S-R problems with reading skills/strategies

S-D Read and Respond S-T needs tutoring

D.Masterylevelsandrecommendedplacementsareenteredafterconsultationbetweenthefacilitatorandtheteachers.MasterygrowthiscalculatedbytheMemberCenter.

How is this report used for regrouping students into reading groups for the next grading period?1. Thefacilitatorandteachersbegintheregroupingprocessbyjointlyreviewingalltheclassroommeasuresandformalassessmentstodetermineeachstudent’s

masterylevel.2. Next,placementisrecommendedforeachstudentthroughanalysisandcontinuedconsultationbetweenthefacilitatorandteachers.

• Recommendedplacementforstudentswhoareperformingbelowgradelevelisatleastonelevelabovethemasterylevel.Forexample,ifthemasterylevelis4,thentheplacementlevelisatleast5.Lookforopportunitiestoacceleratestudentswhosemasterylevelsarefarbelowtheirgradelevels,andthenprovideadaptationsandsupportasneeded.

• Studentswithmasteryonorabovegradelevelshouldbeplacedintotheirgradelevelgroupsforthefirstsemester.ReadingEdgestudentswhodemonstratemasteryoftheirgrade’sreadinglevelbytheendofthefirstsemestermaybeplacedintoanhonorsclassfortheirgradelevel.

3. Usethiscompletedreportastheprimarysourceofinformationforregroupingstudentsintonewreadinggroupsforthenextgradingperiod.UsetheMemberCenterFacilitatorToolsforenteringteacherassignmentsandstudentplacements.Refertoindividualaverages,referrals,andcommentsonthisreportwhilebalancingandfinalizingreadinggroups.

For help creating or printing this report, contact the Member Center Help Desk.For help using the information on this report, contact your SFAF coach.


28 © 2013 Success for All Foundation

Celebrating Teamwork: Awarding Certificates

At the end of each cycle, each team’s final averaged score is computed based on individual achievement averages, bonus points for the team goal, teamwork averages, and the team celebration score.

Teams receive certificates and notification of their good, great, or super team status on the subsequent cycle’s team score sheets.

Team recognition and celebration provide important reinforcement for teams. Celebrate and acknowledge each team’s success on the last day of every cycle. During the ceremony, encourage teams to give their team cheers and handshakes, applaud one another, or show other appreciation for teamwork. Add the super, great, and good stickers to each team’s column on the Team Celebration Points poster.

In addition to the certificates and stickers, provide some additional rewards for super teams. They can be simple, but also meaningful and fun, rewards for your students (e.g., stickers, snacks, classroom privileges). If all the teams do well, you may reward the entire class. These team rewards will keep the teamwork momentum going in the classroom.

© 2013 Success for All Foundation XXX0313 34246

Student Name: ____________________________________ Date: _________________________ Team Name: __________________________________

Your Scores For

Level _____

Cycle _____

Unit Name:

Classwork TestsRead and Respond Teamwork

Individual Final Cycle Score

Strategy Use

Graphic Organizer/

NotesTeam Talk

OralTeam Talk Written Summary

Fluency (rubric) Word Power

Classwork Average Comprehension Writing Vocabulary

Cycle Test Average Tally

Final Team Cycle Score

Team Bonus Points Per Individual

Classwork Average + Test Average ÷ 2 Plus Bonus Points

This CycleStrategy Goal

Team Goal

Previous Cycle

Strategy Goal

Team Goal

Current average for this grading period

© 2013 Success for All Foundation SFAF0513 34246

Student Name: ____________________________________ Date: _________________________ Team Name: __________________________________

Your Scores For

Level _____

Cycle _____

Unit Name:

Classwork TestsRead and Respond Teamwork

Individual Final Cycle Score

Strategy Use

Graphic Organizer/

NotesTeam Talk

OralTeam Talk Written Summary

Fluency (rubric) Word Power

Classwork Average Comprehension Writing Vocabulary

Cycle Test Average Tally

Final Team Cycle Score

Team Bonus Points Per Individual

Classwork Average + Test Average ÷ 2 Plus Bonus Points

This CycleStrategy Goal

Team Goal

Previous Cycle

Strategy Goal

Team Goal

Current average for this grading period

10/25/2013 Music ManiacsRocky S. Roller

80 90 90 90 80 86 88 89 85 87 6 94 3 89

80 80 90 90 90 100 90 88 75 80 95 83 4 93 3 88

78 83 88 88 90 100 85 85 77 81 90 82 4 92 1 94

61

Interpret Information Cycle 1

Summarizing – Informational

Summary

Clarifying – Informational

Team Talk Oral

!Super

T e a m S t a t u s


Levels of Use/Snapshot Reflection Questions

Directions: Use the questions below to reflect on the Levels of Use chart and the Success for All Snapshot. Be prepared to share responses.

1. How can the use of data tools help to propel a school from routine to refinement?

2. What structures would you put in place for this to happen?

3. At the refinement level, what might you hear at a Reading Edge component team meeting for teachers that is focused on connections between instruction (process) and student achievement (results)?

4. If interaction with data amongst administrators, facilitators, and teachers is key to dramatic gains in achievement, how might this concept apply to students?

5. How would you involve students with data?


[Pro

d: th

is is

the

LoU

cha

rt fr

om th

e Le

ader

ship

Gui

de, i

sola

ted

from

the

text

(see

ZZ4

835

pp. 4

–7)]

Leve

ls o

f Use

Leve

l D

escr

iptio

n Po

ssib

le W

ays t

o H

elp

Mov

e St

aff M

embe

rs fr

om O

ne S

tage

to

the

Nex

t Le

vel 0

: N

onus

e St

aff m

embe

rs a

re u

naw

are

of p

rogr

ams o

r hav

e no

invo

lvem

ent

with

them

.

Prov

ide

info

rmat

ion

abou

t the

sele

cted

pro

gram

s as a

pr

ecur

sor t

o a

form

al a

war

enes

s pro

cess

. Le

vel 1

: O

rient

atio

n St

aff m

embe

rs a

re le

arni

ng a

bout

a n

ew p

rogr

am, e

xplo

ring

prog

ram

re

quire

men

ts, a

nd e

valu

atin

g th

e pr

ogra

ms’

ove

rall

valu

e an

d fit

w

ith th

eir s

choo

l.

M

ake

liter

atur

e av

aila

ble

to n

ew s

taff

mem

bers

. Mak

e su

re th

at

info

rmat

ion

is av

aila

ble

to a

ll m

embe

rs o

f the

scho

ol

com

mun

ity.

Leve

l 2:

Prep

arat

ion

The

scho

ol h

as a

dopt

ed o

ne o

r mor

e pr

ogra

ms a

nd is

pre

parin

g fo

r a

first

-tim

e im

plem

enta

tion.

Sch

ool l

eade

rs a

nd o

ther

s hav

e pa

rtic

ipat

ed in

initi

al tr

aini

ng. T

each

ers a

re st

udyi

ng c

urric

ulum

m

ater

ials

and

orga

nizin

g th

eir c

lass

room

s. L

eadi

ng fo

r Suc

cess

team

m

embe

rs h

ave

been

sele

cted

and

trai

ned.

Tut

ors h

ave

been

sele

cted

an

d tr

aine

d. P

rogr

am sc

hedu

ling

and

mat

eria

ls or

gani

zatio

n is

com

plet

e.

As

sist w

here

pos

sible

with

get

ting

the

nece

ssar

y m

ater

ials

to

teac

hers

and

Sch

oolw

ide

Solu

tions

mem

bers

in a

tim

ely

fash

ion.

Expl

ain

the

proc

ess f

or re

ques

ting

mat

eria

ls an

d ge

ttin

g an

swer

s to

ques

tions

.

Visit

teac

hers

, and

ask

wha

t else

they

mig

ht n

eed

befo

re

gett

ing

star

ted.

Sche

dule

initi

al tr

aini

ng a

nd su

ppor

t for

teac

hers

and

Sc

hool

wid

e So

lutio

ns m

embe

rs.

o

Adju

st th

e sc

hedu

les f

or th

e Sc

hool

wid

e So

lutio

ns

coor

dina

tor a

nd S

choo

lwid

e So

lutio

ns te

am m

embe

rs to

at

tend

mee

tings

and

impl

emen

t pro

gram

ess

entia

ls.

o

Crea

te a

scho

ol c

alen

dar t

o in

clud

e Le

ader

ship

team

m

eetin

gs, S

choo

lwid

e So

lutio

ns te

am m

eetin

gs,

inst

ruct

iona

l com

pone

nt te

am m

eetin

gs, t

each

er c

oach

ing

sess

ions

, par

ent o

rient

atio

n, tu

torin

g se

ssio

ns, a

nd

quar

terly

Lea

ding

for S

ucce

ss m

eetin

gs.

Leve

l 3:

Mec

hani

cal

Teac

hers

beg

in to

teac

h th

e pr

ogra

m. F

irst a

ttem

pts m

ay re

sult

in

disj

oint

ed o

r aw

kwar

d in

stru

ctio

n. T

each

ers m

ay fe

el c

lum

sy, h

ave

paci

ng p

robl

ems,

or f

ollo

w m

anua

ls ve

ry c

lose

ly. S

choo

lwid

e se

rvic

es

are

sett

ing

up th

eir s

uppo

rt a

ctiv

ities

. Eve

ryth

ing

is ne

w a

nd

awkw

ard.

Thi

s lev

el c

oinc

ides

with

the

stor

min

g ph

ase

in th

e Tu

ckm

an m

odel

. Tea

cher

s and

oth

er st

aff o

ften

exp

erie

nce

disc

omfo

rt d

urin

g th

is st

age

beca

use

of th

e st

ress

of t

ryin

g to

mas

ter

new

mat

eria

l and

rout

ines

. As a

con

sequ

ence

, the

y ne

ed a

hig

h le

vel

of su

ppor

t and

reas

sura

nce.

Ex

erci

se p

atie

nce,

and

dem

onst

rate

a w

illin

gnes

s to

help

.

Reas

sure

teac

hers

and

Sch

oolw

ide

Solu

tions

staf

f tha

t the

ir fe

elin

gs a

re a

nor

mal

and

exp

ecte

d pa

rt o

f the

cha

nge

proc

ess,

bu

t be

firm

in a

skin

g th

em to

stic

k w

ith th

e pr

ogra

m.

Re

view

trai

ning

con

tent

and

mat

eria

ls as

nee

ded.

Prov

ide

a lo

t of s

uppo

rt, c

oach

ing,

and

enc

oura

gem

ent.

Ce

lebr

ate

smal

l suc

cess

es a

nd g

ains

oft

en!

Co

nduc

t Q&

A se

ssio

ns d

urin

g co

mpo

nent

team

mee

tings

, and

co

ntac

t you

r pro

gram

coa

ch fo

r una

nsw

ered

que

stio

ns.


Leve

l 4:

Rout

ine

The

piec

es a

re st

artin

g to

com

e to

geth

er. T

each

ers a

re m

ovin

g sm

ooth

ly th

roug

h le

sson

s and

pla

nnin

g an

d im

plem

entin

g pr

ogra

m

esse

ntia

ls, a

nd sc

hool

lead

ers a

re c

omfo

rtab

le fi

eldi

ng q

uest

ions

and

of

ferin

g su

ppor

t. Te

ache

rs a

nd o

ther

staf

f oft

en fe

el a

cer

tain

am

ount

of r

elie

f now

that

they

are

thro

ugh

thei

r ini

tial d

iscom

fort

. Th

eir f

ocus

rem

ains

mor

e on

pro

cess

than

on

stud

ent o

utco

mes

, on

teac

hing

rath

er th

an o

n st

uden

t lea

rnin

g. S

choo

l lea

ders

nee

d to

m

ake

sure

that

the

scho

ol d

oes n

ot st

agna

te a

t a ro

utin

e le

vel,

but

that

it se

eks t

o m

ake

a st

rong

er c

onne

ctio

n be

twee

n in

stru

ctio

n an

d ac

hiev

emen

t.

En

cour

age

staf

f mem

bers

to u

se fo

rmal

and

info

rmal

dat

a on

st

uden

t ach

ieve

men

t as a

way

to a

sses

s whe

re th

ey n

eed

to

focu

s the

ir te

achi

ng e

ffort

s.

U

se te

am m

eetin

gs to

exp

lore

a to

pic,

and

hav

e pa

rtic

ipan

ts se

t in

divi

dual

goa

ls an

d be

nchm

arks

. At s

ubse

quen

t mee

tings

, hav

e th

em re

port

on

thei

r pro

gres

s, u

sing

clas

sroo

m d

ata

as

evid

ence

.

Prov

ide

ampl

e co

achi

ng to

hon

e in

stru

ctio

n, a

nd b

egin

to

conn

ect s

tude

nt d

ata

to in

stru

ctio

n. B

egin

ask

ing

ques

tions

like

: Ho

w w

ill th

is he

lp st

uden

ts?

Wha

t im

pact

will

it h

ave

on

achi

evem

ent?

How

will

we

know

that

it is

wor

king

? o

M

ake

sure

that

Sch

oolw

ide

Solu

tions

ess

entia

ls ar

e in

pla

ce

and

effe

ctiv

ely

impl

emen

ted.

o

Le

adin

g fo

r Suc

cess

mee

tings

shou

ld h

appe

n re

gula

rly, a

nd

paci

ng sh

ould

be

brisk

. The

Lea

ders

hip

team

nee

ds to

en

sure

that

scho

olw

ide

achi

evem

ent d

ata

is pr

esen

ted

and

that

eac

h te

am re

port

s the

resu

lts o

n th

eir t

eam

targ

ets.

Le

vel 5

: Re

finem

ent

Teac

hers

focu

s on

the

conn

ectio

ns b

etw

een

inst

ruct

ion

(pro

cess

) an

d st

uden

t ach

ieve

men

t (re

sults

). Th

ey a

re a

ble

to a

djus

t in

stru

ctio

n to

mee

t the

nee

ds o

f ind

ivid

ual s

tude

nts,

usin

g fo

rmal

an

d in

form

al a

sses

smen

t dat

a as

thei

r gui

de. A

s tea

cher

s rea

ch th

e re

finem

ent l

evel

, the

ir st

uden

ts w

ill st

art t

o sh

ow d

ram

atic

gai

ns in

ac

hiev

emen

t. Sc

hool

wid

e So

lutio

ns te

ams a

re c

reat

ing

effe

ctiv

e pr

ogra

mm

ing

for c

omm

on sc

hool

pro

blem

s and

adj

ustin

g es

sent

ials

to m

eet t

he n

eeds

of t

heir

scho

ol p

opul

atio

n. L

eadi

ng fo

r Suc

cess

te

ams a

re fo

rum

s for

real

revi

ew o

f dat

a on

goa

ls an

d ta

rget

s and

be

ginn

ing

of a

lignm

ent b

etw

een

inst

ruct

iona

l and

Sch

oolw

ide

Solu

tions

targ

ets.

Re

mem

ber t

hat r

efin

emen

t is y

our g

oal,

but n

ot a

ll st

aff w

ill

achi

eve

this

leve

l at t

he sa

me

time.

Wor

k w

ith in

divi

dual

s and

sm

all g

roup

s to

prov

ide

targ

eted

supp

ort.

In

volv

e te

ache

rs in

the

plan

ning

of g

rade

-leve

l mee

tings

and

Le

adin

g fo

r Suc

cess

mee

tings

, and

rota

te th

e re

spon

sibili

ty fo

r co

nduc

ting

the

mee

tings

.

Send

teac

hers

and

Sch

oolw

ide

Solu

tions

staf

f to

ongo

ing

prof

essio

nal d

evel

opm

ent o

r ens

ure

that

the

prog

ram

pro

vide

r co

ntin

ues w

ith o

n-sit

e pr

ofes

siona

l dev

elop

men

t in

need

ed

area

s.

o

The

Lead

ing

for S

ucce

ss m

eetin

g sh

ould

be

brisk

, and

all

team

s sho

uld

deve

lop

targ

ets a

nd a

ctio

n pl

ans.

All

team

s ha

ve d

ata

on th

e re

sults

of t

heir

targ

ets,

leve

rage

poi

nts,

an

d ac

tions

. Lea

ders

hip

is ch

alle

ngin

g te

ams t

o th

ink

abou

t be

tter

alig

nmen

t. Fo

r exa

mpl

e, if

Roo

ts is

wor

king

on

fluen

cy, t

he P

aren

t and

Fam

ily In

volv

emen

t tea

m m

ight

be

chal

leng

ed to

ada

pt R

ead

and

Resp

ond

so p

aren

ts c

an h

elp

mon

itor f

luen

cy a

t hom

e.


Leve

l 6:

Inte

grat

ion

Teac

hers

and

oth

er st

aff c

ombi

ne e

ffort

s to

achi

eve

a co

llect

ive

impa

ct o

n st

uden

t per

form

ance

. Tea

cher

s disc

uss s

tude

nt d

ata

and

stra

tegi

es to

indi

vidu

alize

inst

ruct

ion,

and

they

dev

elop

an

inte

rest

in

oth

er c

ompo

nent

s. T

he fo

cus i

s no

long

er o

n th

eir o

wn

stud

ents

or

thei

r ow

n ar

ea o

f exp

ertis

e, b

ut o

n co

llabo

ratin

g w

ith o

ther

staf

f m

embe

rs to

ens

ure

the

succ

ess o

f eve

ry st

uden

t. Re

al a

lignm

ent

amon

g al

l sch

ool r

esou

rces

hap

pens

her

e. A

ll SF

A co

mpo

nent

s fu

nctio

n se

amle

ssly

toge

ther

to p

rom

ote

grad

e-le

vel p

erfo

rman

ce

for e

very

stud

ent.

Pr

omot

e an

d re

war

d te

am le

arni

ng. H

elp

teac

hers

arr

ange

for

colla

bora

tive

mee

tings

to st

udy

part

icul

ar st

rate

gies

or t

opic

s.

En

cour

age

all p

arts

of t

he sc

hool

com

mun

ity to

alig

n th

eir

effo

rts f

or m

axim

um p

rogr

am e

ffect

iven

ess.

o

En

sure

that

Lea

ding

for S

ucce

ss m

eets

regu

larly

and

that

Sc

hool

wid

e So

lutio

ns te

ams a

re a

ligni

ng th

eir t

arge

ts w

ith

inst

ruct

iona

l tea

m g

oals

and

targ

ets.

o

Le

ader

ship

team

revi

ews a

nd e

valu

ates

all

scho

ol p

rogr

ams

and

activ

ities

for e

ffect

iven

ess a

nd a

lignm

ent w

ith sc

hool

go

als a

nd ta

rget

s.

Leve

l 7:

Rene

wal

Sc

hool

s see

k m

ajor

way

s to

impr

ove

the

impl

emen

tatio

n of

pr

ogra

ms a

cros

s all

part

s of t

he sc

hool

com

mun

ity, f

ocus

ing

on

scho

olw

ide

goal

s and

ben

chm

arks

. A c

ultu

re o

f mut

ual

acco

unta

bilit

y ex

ists a

mon

g co

mpo

nent

s, g

rade

leve

ls, te

ache

rs,

tuto

rs, a

nd sc

hool

lead

ers.

Thi

s is t

he st

age

whe

n ch

ange

bec

omes

se

lf-su

stai

ning

. Str

uctu

res h

ave

been

put

into

pla

ce so

the

prog

ram

is

now

how

the

scho

ol d

oes b

usin

ess,

and

the

busin

ess i

s to

prom

ote

achi

evem

ent f

or e

very

stud

ent t

hrou

gh th

e th

ough

tful

eng

agem

ent

of a

ll sc

hool

per

sonn

el.

Re

gula

rly a

ckno

wle

dge

and

cele

brat

e su

cces

s to

mai

ntai

n th

e m

omen

tum

.

Enco

urag

e te

ache

rs a

nd st

aff t

o ex

plor

e th

eir o

wn

solu

tions

and

in

nova

tions

, alw

ays w

ith a

n ey

e to

war

d th

e im

pact

on

stud

ent

achi

evem

ent.

Co

ntin

ue to

use

form

al a

nd in

form

al st

uden

t dat

a to

set

scho

olw

ide

or in

divi

dual

goa

ls.

Ex

pect

and

supp

ort c

ontin

uous

lear

ning

am

ong

all s

taff.

Leve

ls o

f Use

(LoU

) Le

vel 7

Le

vel 6

Le

vel 5

Rene

wal

In

tegr

atio

n Re

finem

ent

Leve

l 4

Leve

l 3

Leve

l 2

Leve

l 1

Leve

l 0

Rout

ine

Mec

hani

cal

Prep

arat

ion

Orie

ntat

ion

Non

use


B 1 2 3 4 IP = In place; S = Startup expectations met; N = Not in place

Aggressive Placement

➊➊ Cross-grade regrouping is used each grading period in all grades except pre-K and kindergarten. (24)

➊➊Multiple measures are used to determine placement. (25)

➊➋ Placement is aggressive; students performing below grade level are placed at the highest level at which they can be successful. (26)

Tutoring

➊➊ Capacity exists to tutor 30% of first-grade students, 20% of second-grade students, and 10% of third-grade students. (27)

➊➊ A certified teacher-tutor coaches other tutors. (28)

➊➊ Tutoring is provided daily for each tutored student. (29)

➊➋ One of the SFAF tutoring programs is used. (30)

Leading for Success

➊➌ The Leadership team meets monthly to review schoolwide data, monitor teams, and prepare for the quarterly meetings. (31)

➊➌Members of the school Leadership team know the number and percentage of students achieving at grade level and meeting quarterly proficiency goals. (32)

➊➋ Quarterly meetings are held at the start of school and quarterly to review schoolwide progress toward achievement goals and team reports. (33)

CC

➊➋ Instructional component teams set SMARTS targets based on program data, chart progress, and work collaboratively to meet their targets. (34)

KC

RR

RW

REMS

REHS

M

➊➌ The facilitator uses the GREATER coaching process to support continuous improvement of student achievement through high-quality implementation. (35)

Attendance

➊➋ Schoolwide Solutions teams set SMARTS targets based on program data, chart progress, and work collaboratively to meet their targets. (36)

Intervention

Cooperative Culture

Community Connections

Parent and Family Involvement

➊➌ The Schoolwide Solutions coordinator supports Schoolwide Solutions teams to identify student-achievement targets that guide the teams’ efforts. (37)

➊➌ All Leading for Success teams set targets that are aligned with schoolwide quarterly goals. (38)

Please Note: The shaded areas indicate objectives that may not be rated at your school until the 2015–2016 school year.

Priorities for implementation: ➊➊mechanical ➋➊routine ➌➊refined

Minimal expectations for start-up schools: S

S

S

S

S

S

S

S

S

S

B 1 2 3 4 IP = In place; S = Startup expectations met; N = Not in place

Fundamentals

➊➊ All leaders and staff have received essential training. (1)

➊➊Materials necessary for program implementation are complete. (2)

➊➊ Schoolwide Solutions coordinator has been identified and given time to fulfill Solutions responsibilities. (3)

➊➊ The facilitator is full time (reading) and/or part time (math). (4)

➊➋ Classes in Reading Roots do not exceed twenty students. (5)

➊➊ A ninety-minute (elementary) or sixty-minute (secondary) uninterrupted reading block exists. (6)

➊➊ The principal is fully involved with SFA implementation. (7)

➊➊ Instructional component teams meet regularly to address professional-development needs and connect teachers to online and print resources for program support. (8)

➊➊ All Schoolwide Solutions teams have been identified and meet regularly as specified. (9)

➊➊ Getting Along Together structures are in place in every classroom (Class Council meetings, Peace Paths, Think-It-Through sheets). (10)

➊➋ Getting Along Together structures are in place schoolwide (Peace Paths; Think-It-Through sheets; using conflict stoppers in cafeteria, on playground, in hallways, etc.). (11)

➊➊ Attendance plans are complete and effectively implemented. At least 95% of children are in school on time every day. (12)

➊➊ The Intervention team meets weekly and uses the Solutions Sheet process to create individualized achievement plans. (13)

➊➋ Read and Respond forms are collected each week, and return is celebrated. Return rate is 80% or better. (14)

➊➋ Parent involvement essentials are in place. (15)

➊➋ Volunteer listeners are in place. (16)

➊➌ School climate is positive, calm, and orderly, or a positive schoolwide behavior plan (e.g., PBIS, Winner’s Circle, CMCD) is in place and used consistently. (17)

➊➌ A community-supported vision program is in place. (18)

Assessment

➊➊ An accurate Grade Summary Form is maintained for every grading period. (19)

➊➊ Formal reading-level and/or math-benchmark assessments with consistent measures are conducted at the beginning of the year and at the end of each grading period. (20)

➊➊ Teacher cycle record forms or weekly record forms are used by all teachers to record classroom data throughout the grading period. (21)

➊➋ A Classroom Assessment Summary is submitted quarterly by each teacher. (22)

➊➌Member Center (or equivalent) data-collection and reporting tools are used consistently. (23)

S

S

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Schoolwide Structures

Success for All Snapshot



✓ B 1 2 3 4

CC

➊➊ Teachers use the basic lesson structure and objectives. Teachers use available media regularly and effectively. (1)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➌ Active instruction is appropriately paced and includes modeling and guided practice that is responsive to students’ understanding of the objective. (2)

KC

RR

RW

REMS

REHS

M

WW

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➊➋ Teachers use Think-Pair-Share, whole-group response, Random Reporter (or similar tools that require every student to prepare to respond) frequently and effectively during teacher presentation. (3)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➌ Teachers restate and elaborate student responses to promote vocabulary mastery at a high standard of oral expression. (4)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➋ Teachers provide time for partner and team talk (and lab/plan & play activities in preschool and kindergarten) to allow mastery of learning objectives by all students. (5)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➌ Teachers facilitate partner and team discussion (and student interaction in labs/plan & play activities) by circulating, questioning, redirecting, and challenging students to increase the depth of discussion and ensure individual progress. (6)

KC

RR

RW

REMS

REHS

M

WW

RW ➊➋ Following Team Talk or other team study discussion, teachers conduct a class discussion in which students are randomly selected to report for their teams; rubrics are used to evaluate responses, and team points are awarded. (7)

REMS

REHS

M

WW

✓ B 1 2 3 4

RW➊➌ During class discussion, teachers effectively summarize, address misconceptions or inaccuracies, and extend thinking through thoughtful questioning. (8)

REMS

REHS

M

WW

RW ➊➌ During class discussion, teachers ask students to share both successful and unsuccessful use of reading strategies, such as clarifying, questioning, predicting, and summarizing, and graphic organizers or mathematical thinking. (9)

REMS

REHS

M

WW

RR

➊➋ Teachers calculate team scores that include academic achievement points in every instructional cycle and celebrate team success in every cycle. (10)

RW

REMS

REHS

M

WW

RR

➊➌ Teachers use team scores to help students set goals for improvement, and students receive points for meeting goals. (11)

RW

REMS

REHS

M

WW

CC

➊➋ Read and Respond forms are collected each week, and return is celebrated. Return rate is 80% or better. (12)

KC

RR

RW

REMS

REHS

GAT

➊➌ Teachers complete Getting Along Together lessons and/or conduct Class Council meetings weekly. The atmosphere is open, and relevant class issues are addressed effectively. (13)

GAT all day

➊➌ Teachers facilitate the use of emotion-control and conflict-resolution strategies throughout the day (including use of the Stop and Stay Cool steps, Think-It-Through sheets, the Feelings Thermometer, and the Peace Path). (14)

Fill in:

✓ = Area of focus

P = Power schoolwide – Objective is verified for 95% of teachers.

M = Mastery – Objective is verified for 80% of teachers.

S = Significant use – Objective is verified for 40% of teachers.

L = Learning – Staff members are working toward verification of this objective.

* Verified by observation or artifacts such as team score sheets, facilitator observation records, videos, audio records, transcripts of instruction, or teacher records of student responses. Leave blank if documentation is not yet available.



Instructional Processes*


✓ B 1 2 3 4

CC

➊➊ Students are familiar with routines. (1)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➌ Students speak in full, elaborate sentences when responding to teacher questions. (2)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➋ Student talk equals or exceeds teacher talk. (Each student should be engaged in partner/team discussion as a speaker or active listener during half of class time.) (3)

KC

RR

RW

REMS

REHS

M

WW

CC

➊➋ Students are engaged during team/partner practice and labs/plan & play activities. If needed, strategies such as talking chips or role cards are in use. (4)

KC

RR

RW

REMS

REHS

M

WW

KC

➊➌ Partners assist each other effectively with difficult words and use retell every day during partner reading. (5)

RR

RW

REMS

REHS

KC

➊➌ Students use rubrics to meet expectations during partner or team practice. (6)

RR

RW

REMS

REHS

M

WW

✓ B 1 2 3 4

RW ➊➌ Teams are engaged in highly challenging discussions, in which students explain and offer evidence from the text or their work to support their answers, or, for writing, students offer thoughtful responses during the revision process. (7)

REMS

REHS

M

WW

RR

➊➋ Students value team scores and work daily to ensure that team members are prepared to successfully report for the team during Random Reporter and to succeed on tests. (8)

RW

REMS

REHS

M

WW

RW ➊➌ Students use strategy cards to assist one another during reading and discussion, or Think Like a Mathematician guidelines, or revision guides to offer helpful feedback during the writing process. (9)

REMS

M

WW

RR ➊➌ Students know their reading levels and can articulate what they need to do to increase their reading achievement, or, for writing, students know their writing strengths and what they need to do to improve their writing. (10)

RW

REMS

REHS

WW

GAT all day

➊➌ Students use win-win decision-making skills to solve problems that arise through the use of the Peace Path, conflict stoppers, and Think-It-Through sheets. (11)

GAT all day

➊➌ Students can identify the intensity of their feelings and use self-control strategies (Stop and Stay Cool) when needed. (12)

Fill in:

✓ = Area of focus

P = Power schoolwide – Objective is verified for 95% of teachers.

M = Mastery – Objective is verified for 80% of teachers.

S = Significant use – Objective is verified for 40% of teachers.

L = Learning – Staff members are working toward verification of this objective.

* Verified by observation or artifacts such as team score sheets, facilitator observation records, videos, audio records, transcripts of instruction, or teacher records of student responses. Leave blank if documentation is not yet available.


© 2014 Success for All Foundation ZZ4526 HBP0817

Student Engagement*


Classroom Data Scenario for Ms. Smith’s Class

Directions: With your teams, read Ms. Smith’s comments regarding her level 6 Reading Edge class. Use these comments, Ms. Smith’s classroom data, and various resources that target instruction and student outcomes in the Reading Edge to discuss possible interventions. Use the guiding questions provided to inform your thinking. Be prepared to share responses.

Ms. Smith reports the following regarding her level 6 Reading Edge class: • The school has 50‑minute reading blocks.

• Attendance reports show that 70 percent of students were in school on time last quarter.

• Ms. Smith has trouble getting to Lightning Round because of the 50‑minute reading block.

• She has implemented a homework incentive program. After only one cycle, the number of students completing their Read and Respond has increased.

• She is concerned that the overall results of the comprehension portion of the cycle test have not improved.

• Students are going through the motions of team discussion. Individual team members share responses. Team members are respectful but they are not building on each other’s ideas, asking questions, adding information, or challenging responses. Active listening amongst team members is occurring at a superficial level.

• Students are not consistent during partner reading or when restating or retelling what their partner has just read.

• Only one team receives scores of 90 or above for the Team Talk rubric score.

• Students are struggling with academic language.

• Students are not using the most relevant evidence from the text to justify responses.


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Guiding Questions—Classroom Data Scenario for Ms. Smith’s Class

Directions: Use the questions below to facilitate conversation. Use the curriculum resources and information from the teacher cycle record form to guide your thinking. Be prepared to summarize your responses with the entire group.

During the Thursday Reading Edge levels 4–8H component team meeting, Ms. Smith would like to discuss ways to increase student‑achievement results on the comprehension portion of the cycle test.

1. What further questions might you ask her?

2. According to Ms. Smith, what are students struggling with?

3. What could Ms. Smith go after first?

4. What resources could Ms. Smith use to increase student learning transfer?

5. What target could Ms. Smith set and what instructional actions could she take?

6. How Ms. Smith involve the students?

7. How Ms. Smith monitor progress?

8. What documentation would Ms. Smith need to bring to the next Reading Edge component team meeting to show progress with the established target?

9. How else might Ms. Smith use classroom data to connect instructional process with student outcomes to support and inform student achievement?


Additional Ideas to Support Student Learning Transfer • Post Academic Language Charts.

• Post Anchor Charts with 100‑point Team Talk written responses.

• Post Anchor Charts for Targeted Skill (definition of skill, example, and key words associated with skill).

• Fishbowl team discussion

• Lightning Round—teams use rubrics to score Random Reporter.

• Other:


Strategy UseThe Random Reporter:

Team Talk (oral and written)The Random Reporter:

100gives a 90-pt. response andexplains how using the strategy helped in better understanding the text.

100gives a 90-pt. response and connects the answer to the supporting evidence and uses academic language.

90gives an 80-pt. response and describes a problem and a strategy that was used to solve the problem.

90gives an 80-pt. response and includes supporting evidence and examples (from the text or from experience).

80 identifies a problem that a team member had understanding the text. 80 uses full sentences to clearly and

correctly answer the question.

Word PowerThe Random Reporter:

FluencyThe Random Reporter:

100

gives a 90-pt. response and expands on the meaning, for example, identifies• relatedwords• asecondmeaning• awordconnotation• anantonym

100gives a 90-pt. response and reads smoothly and with expression (shows emotion and changes with punctuation and dialogue).

90gives an 80-pt. response andexplains the meaning in a definition and a meaningful sentence.

90gives an 80-pt. response and reads at just the right pace to understand the text—not too slow and not too fast.

80tells a word or phrase added to the word power journal and why it was added (what makes it important or interesting).

80 reads a short passage and pronounces most of the words correctly.

Summary The Random Reporter:

Graphic Organizer/Notes The Random Reporter:

100 gives a 90-pt. response and uses key vocabulary correctly. 100

gives a 90-pt. response andexplains how the graphic organizer helped in understanding the text.

90gives an 80-pt. response and clearly connects relevant ideas in a logical order.

90gives an 80-pt. response andincludes main points or events and important details.

80presents main ideas and important details in his or her own words and without personal opinion.

80 selects a graphic organizer that is appropriate for the text.

Rubrics

© 2020 Success for All Foundation 737 | Using Classroom Data to Drive Instruction in the Reading Edge | 21 © 2013 Success for All Foundation 7600 | The Reading Edge Middle Grades 2nd Edition | 73

Appendix

Team Cooperation Goals and Related Behaviors

Practice Active Listening • Look at the speaker.• Stay with the group.• Acknowledge others.• Request additional

information.• Restate ideas.• Use “I” statements.

• Concentrate.• Paraphrase.• Extend another’s response.• Generate questions.• Challenge ideas, not people.

Explain Your Ideas/Tell Why • Give information or ideas.• Elaborate on own ideas

and those of others.• Tell why and/or how.

• Give personal evidence.• Relate past learning to

present learning.• Give textual evidence.

Complete Tasks • Restate tasks.• Stay on task.• Complete individual tasks.• Check partner’s work.• Follow directions.• Use student routines.

• Call attention to time limits.• Restate goal or purpose

of assignment.• Use rubrics to check work.• Avoid off-task behaviors

(arguing, telling jokes).

Everyone Participates • Take turns.• All team members

contribute.• Use role cards, talking

chips, or equity sticks well.

• Rotate role of discussion facilitator.

• Integrate all ideas into a single response.

Help and Encourage Others • Use first names.• Talk in a soft voice.• Share materials.• Help everyone on the

team learn.• Offer encouraging words.• Help peers do things

for themselves.• Find out what peers think.• Invite one another

to participate.

• Acknowledge one another’s contributions and ideas.

• Restate directions for activity.• Summarize what has been read

and/or discussed.• Seek accuracy by calling

attention to ideas or facts summarized incorrectly.

• Seek clever ways to remember important ideas and facts.

• Request that team members use Think Alouds.

• Refer teammates to specific strategies they might use.

• Ask for justification.


The Reading Edge 2nd Edition Teacher’s Guide 245

1. When you don’t know or understand something…STOP!

2. Mark it with a sticky note.

3. Use strategies to figure it out.

4. When you clarify it, put a check mark on the sticky note.

If you still don’t understand…

5. Take the sticky-note problem to your team for help.

© 2013 Success for All Foundation 34236 MPC0513

ClarifyingTo pronounce an unfamiliar word:

• breakthewordintochunks. • blendit. • lookforabaseword. • rereadit.

To figure out a word’s meaning:

• rereadorreadaheadtofindclues in the text.

• lookforfamiliarwordparts. • picturewhatisgoingonin

the text. • usebackgroundknowledge. • useaglossaryordictionary.

Questioning1. Ask Right There questions about

what you read. Use Right There question words:

• Who? • What? • When? • Where? • Why? • How?

2. Challenge yourself with Think questions. Use Think question starters:

• Whatdoyouthinkabout…? • Howdoyouknowthat…? • Whyorwhynot? • Whatdoyoupredict…? • Whatconclusioncanyoudraw…? • Howdoesthiscompareto…?

3. Why is this question important to yourunderstandingofthetext?

Right There questions:

• canbeansweredusingonlythe story or text.

• canbeansweredfromonepassage or page.

Think questions:

• areansweredusingacombination of information from different parts of the text and/or by connecting relevant background knowledge to the text.

Strategy Cards


246 © 2013 Success for All Foundation

PredictingInformational Text

1. Before you read, ask: What clues can help me predict whatthistextisabout?

• titles • headings • boldtext • captions • sidebars • pictures

2. Use clues to predict the topic of the text. Be prepared to explain your thinking.

3.Canyouconfirmyourprediction?

Literature

1. As you read, ask: What clues can help me predict what might happen?

• setting

• events

• character’sactions,thoughts,feelings

• dialogue

2. Use clues to predict possible outcomes. Be prepared to explain your thinking.

3. Read on to find out if your prediction is confirmed.

SummarizingInformational Text

1. Think: What clues can help you identify the important events orideas?

• titles • headings • boldtext • captions • sidebars

2. As you read, make notes about important points and supporting details from the text.

3. Use your notes to briefly restate the important ideas or events in your own words.

4. Keep it short.

Literature

1. As you read, note what you learn about:

• maincharacters • setting • storyproblemorconflict • importantevents • solutionandending

2. Use your notes to briefly retell the main events of the story in your own words.

3. Keep it short.


The Reading Edge 2nd Edition Teacher’s Guide 249

Read the question.1. Read the question to

your teammates.

2. Make sure everyone practices active listening.

3. Ask if everyone heard and understood the question.

4. Identify the right rubric.

© 2013 Success for All Foundation 34234 MPC0513

First

Answer the question.1. Restate the question in your

own words.

2. Use the rubric to form your answer.

3. Tell and explain your answer.

4. Ask if everyone heard your answer.

Second

Agree OR disagree.1. Restate your teammate’s

answer.

2. Agree and add additional information, OR disagree and explain why.

3. Ask if everyone heard your answer.

Third

Summarize.1. Restate the group’s

agreed-upon answer.

2. Check to make sure each teammate understands the answer.

3. Make sure each teammate is ready for the Lightning Round.

4. Pass the role cards to the right.

Finally

Discussion Role Cards Clarifying Strategies and Substrategies

Clarifying – Literature

Wor

d P

ronu

ncia

tion

Le

vel

Sound Blend

Chunk familiar word parts

Look for base word

Reread

Ask for help

Wor

d M

eani

ng

Leve

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Reread

Ask for help

Use context

Read on

Use other resources (dictionary/thesaurus)

Sen

tenc

e

Leve

l

Reread

Ask for help

Use context

Read on


Use background knowledge

Use literary text structures

Par

agra

ph

Leve

l

Reread

Ask for help

Use context

Read on





Wor

d P

ronu

ncia

tion

Le

vel

Sound Blend


Look for base word

Reread

Ask for help

Wor

d M

eani

ng

Leve

l

Reread

Ask for help

Use context

Read on


Sen

tenc

e

Leve

l

Reread

Ask for help

Use context

Read on



Use informational text structures

Par

agra

ph

Leve

l

Reread

Ask for help

Use context

Read on





Clarifying Strategies and Substrategies

Clarifying – Literature

Wor

d P

ronu

ncia

tion

Le

vel

Sound Blend


Look for base word

Reread

Ask for help

Wor

d M

eani

ng

Leve

l

Reread

Ask for help

Use context

Read on


Sen

tenc

e

Leve

l

Reread

Ask for help

Use context

Read on




Par

agra

ph

Leve

l

Reread

Ask for help

Use context

Read on





Wor

d P

ronu

ncia

tion

Le

vel

Sound Blend


Look for base word

Reread

Ask for help

Wor

d M

eani

ng

Leve

l

Reread

Ask for help

Use context

Read on


Sen

tenc

e

Leve

l

Reread

Ask for help

Use context

Read on



Use informational text structuresPar

agra

ph

Leve

lReread

Ask for help

Use context

Read on





Questioning Strategies and Substrategies

Questioning – LiteratureAsk a question

Ask questions about who, what, when, where, why, and how

Ask Right There questions.

Ask Think questions.

Show where text answers Right There questions

Explain reasons or text evidence that answer Think questions

Remind partner/team to ask questions about what they read

Ask and answer Right There and/or Think questions about story elements with reasons and/or evidence.

Main Characters

Right There

Think

SettingRight There

Think

ProblemRight There

Think

Most Important Events

Right There

Think

SolutionRight There

Think

Ask a variety of questions about story elements

Ask compare/contrast questions

Ask cause and effect questions

Ask sequence questionsRemind partner/team members to ask questions using other strategies

Questioning – InformationalAsk a question


Ask Right There questions

Ask Think questions


Explain reasons or text evidence that answer Think questions.


Ask and answer Right There and/or Think questions about content with reasons and/or text evidence.

Main IdeasRight There

Think

Supporting Details

Right There

Think





Questioning Strategies and Substrategies

Questioning – LiteratureAsk a question


Ask Right There questions.

Ask Think questions.


Explain reasons or text evidence that answer Think questions


Ask and answer Right There and/or Think questions about story elements with reasons and/or evidence.

Main Characters

Right There

Think

SettingRight There

Think

ProblemRight There

Think


Right There

Think

SolutionRight There

Think

Ask a variety of questions about story elements




Questioning – InformationalAsk a question


Ask Right There questions

Ask Think questions


Explain reasons or text evidence that answer Think questions.


Ask and answer Right There and/or Think questions about content with reasons and/or text evidence.

Main IdeasRight There

Think

Supporting Details

Right There

Think




Predicting Strategies and Substrategies

Predicting – Literature

Bef

ore

Rea

ding Story

Ideas

Preview text and predict story ideas

Explain story predictions with logical thoughts and text elements.

As

You

Rea

d

Story Ideas

Revise predictions about the story while readingExplain predictions about future story eventsFind information that supports a predictionNotice story turning points that change a predictionAsk questions supporting partner/team predictions about story ideas

Story Elements

Predict main characters, setting, problem, events, and solution.Explain predictions about story elementsRevise predictions as new information is readAsk questions supporting partner/team predictions about story elements

Author’s Intent

Predict the author’s intentDiscuss prediction about author’s intent with partner/teamUse predictions to critique stories with partner/teamUse predictions to consider story alternatives with partner/teamAsk questions supporting partner/team predictions about author’s intent

Predicting – Informational

Bef

ore

Rea

ding

Topic

Preview the text and predict what the text will be aboutExplain topic predictions with logical thoughts and text featuresAsk questions supporting partner/team predictions about topic

As

You

Rea

d

MI/SDPredict the main idea

Explain predictions about main idea

TS Predict text structure

Main Idea/Supporting Detail

Find information that proves a prediction was rightExplain which main ideas support a predictionNotice main ideas that change a predictionAsk questions supporting partner/team predictions about main idea

Text Structure

Notice information that supports a text structure predictionNotice information that changes a text structure predictionExplain how the text structure improved understanding of what was readAsk questions supporting partner/team predictions about text structure


Summarizing Strategies and Substrategies

Summarizing – Literature

Par

agra

ph

Read and restate (retell)

Pag

e Read and restate (retell)

Identify most important story informationO

W

Sec

tion


Identify most important story informationO

W

Leave out less important detailsO

W

Summarize important story informationO

W

Who

le T

ext Create a story map for

story elements

Main Characters

O

W

SettingO

W

ProblemO

W


O

W

SolutionO

W

Summarize the storyO

W

Identify theme O

Summarizing – Informational

Par

agra

ph


Pag

e


Identify main ideas (written on an organizer)O

W

Identify supporting detailsO

W

Summarize main ideas (written on an organizer)O

W

Sec

tion


Identify main ideasO

W

Identify supporting details for the idea treeO

W

Summarize main ideas and supporting detailsO

W

Who

le T

ext

Identify most important main ideasO

W

Identify supporting detailsO

W

Summarize main ideas and supporting detailsO

W

Identify topic for informational text


The

Rea

din

g E

dg

e M

idd

le G

rad

es 2

nd

Ed

itio

n In

stru

ctio

nal

Pro

cess

—In

form

atio

nal

Tex

t

© 2

01

3 S

ucce

ss for

All

Foun

datio

n 34229

HB

P0213

Act

ive

Inst

ruct

ion

(TP

)

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8

Op

enin

g •PosttheBigQuestion.•Studentswriteresponsesastheyarriveforclass.

•Displaythevocabularywords.•Partnervocabularystudy•SpotcheckReadandRespondforms.

•Sameaslesson2 •Sameaslesson2 •Sameaslesson2 •Sameaslesson2 •DisplaytheTwo-MinuteEdit.•Studentswritecorrectionsastheyarriveforclass.•UseRandomReportertocheckcorrections.•Awardteamcelebrationpoints.

•Sameaslesson7

Voca

bul

ary

•Teamsdiscussvocabularyratings.•Introducethevocabularywords.•RandomReportersuseawordina

newsentence.•ReviewtheVocabularyVault.•TeachWordPowerlesson(level2-3)

•Teamsdiscussvocabularyratings.•RandomReportersuseawordina

newsentence.•Modelexploringawordinaword

powerjournal.•ReviewtheVocabularyVault.•TeachWordPowerlesson(level2-3)

•Teamsdiscussvocabularyratings.

•RandomReportersuseawordinanewsentence.

•ReviewtheVocabularyVault.

•TeachWordPowerlesson(level2-3)

•Sameaslesson4 •Partnersreviewandratevocabularywordsagain.

•AskteamsforVocabularyVaultwords.•Awardteamcelebrationpoints.

Set

the

Stag

e

•DiscusstheBigQuestion.•Teamsreviewthecyclegoal.•Postandpresentthereadingobjective.•Referstudentstopagesinthetext.•Partnersidentifythetextasliterature

orinformational.•TIGRRS:Reviewtheprocessasnecessary.•TIGRRS:Partnerssurveytextfeaturesto

determinethetopicandtheauthor’sintent.•TIGRRS:Studentsidentifythegraphicorganizer

thattheywillusetomakenotes.•Studentsidentifystrategiesthattheyuseto

preparetoreadinformationaltext.

•Teamsreviewthecyclegoal.•Postandpresentthereadingobjective.•Referstudentstopagesinthetext.•Partnersidentifythetextasliterature


determinethetopicandtheauthor’sintent.•TIGRRS:Studentsidentifythegraphic

organizerthattheywillusetomakenotes.•Teamsdiscusstheirpreviewandexplain.•Buildbackgroundaboutthetopic.

•Sameaslesson2 •Sameaslesson2 •Teamsreviewthecyclegoal.•Postandpresentthewritingobjective.•Introducethewritingproject.•Readthepromptaloud.•Studentsidentifythepurpose

forwriting.•Reviewtheappropriatewriter’sguide.•Highlightthewritingobjective.•Identifythewritingprojectaspractice

forpartIIofthecycletest.

•Teamsreviewthecyclegoal.•Postandpresentthereadingand

writingobjectives.•ReviewtheVocabularyVault.

•Teamsreviewthecyclegoal.•Connectthecyclereadingobjectivetostudents’

homeworkselections.•Remindstudentstothinkofstrategiesandskills

usedduringtheirself-selectedreading.•Remindstudentstoaddnotestotheir

ReadandRespondformsinpreparationfortheirpresentations.

Inte

ract

ive

Rea

d A

loud

•Remindstudentsofthereadingobjective.•TIGRRS:Read/thinkaloudtomodeluseofthe

targetskillorstrategywithintheTIGRRSprocess.•TIGRRS:Restateimportantideas,andaddnotes

tothegraphicorganizer.•TIGRRS:Partnerpairsread/thinkaloudto

practiceuseoftheskill/strategy.•TIGRRS:Partnerpairsreview,reread,andaddto

theirgraphicorganizer.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1

Mod

el a

Ski

ll

•Modelpartofthewritingprocess.

Prep

are

Stud

ents

for

th

e Te

st

Part

ner

Revi

ew •Remindstudentsofthetargetskillorstrategythattheyhavebeenpracticingthiscycle.

•Partnersreviewtheirnotesandwordpowerjournals.

Cel

ebra

te/S

et G

oals

•Distributethescoredcycletests.•Distributeteamscoresheetsand

celebrationcertificates.•Celebrateteamsuccesseswithaclasscheer.•Teamssetgoalsfornextcycle.•Awardteamcelebrationpoints.

Test

Dir

ecti

ons •Distributethetest,andexplain

thedirections.•Studentspreviewthequestions

andidentifykeywordsandphrasesintheindicatedskillquestion.

•Introducethetextthatstudentswillread.

Team

wor

k (T

P)Pa

rtn

er P

rep

•Studentsuseroutinesforpartnerreading,wordpower,andfluency.

•TIGRRS:Partnersread,clarify,andrestate.[SR]•Partnerspracticefluencyandgivefeedback.[SR]•Partnersaddwordstotheirwordpower

journals.[SR]•Circulate,andgivefeedback.


Ind

epen

den

t W

ork

•Studentswritefor10minutes.

Test

•Tellstudentsthattheyhave30minutesforthetest.

•Givea5-minutewarning.

Cla

ss C

oun

cil

•Shareclasscompliments.•Reviewprogresstowardthepreviousgoal.•Discussanewconcernorchooseascenario.•Haveteamsdiscuss.UseRandomReporter

toshareresponses.•Clarifyclassgoalandmeasureofprogressto

bediscussedatthenextClassCouncil.

Team

Dis

cuss

ion

•StudentsuseroutinesforstrategyuseandTeamTalkdiscussions.

•RemindstudentstoreviewrubricsfortheLightningRound.

•PreviewtheTeamTalkquestions,andguidestudentreflectiononthe“(Write)”question.

•Teammembersdiscussquestionsandindividuallywritetheanswertothe“(Write)”question.

•Teamsdiscussstrategyuse,graphicorganizers,andwordpowerjournals.

•Teamsrefertorubricsandmakesureeverymemberispreparedtoreportontheteamdiscussion.

•Circulate,andgivefeedbacktoteamsandstudents.Recordindividualscoresontheteachercyclerecordform.

•Awardteamcelebrationpoints.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1•TIGRRS:Studentswrite

summaries,usingthesummaryrubricasaguide.

Team

Dis

cuss

ion

•Monitordiscussionsaspartnersandteamsgivefeedback.

•Studentsreviseandedittheirwritingprojects.

•Studentssharetheirdraftsandusethepeerfeedbackchecklisttogetfeedbackfromtheirpartners/teammates.

•Eachteamputstheirwritingprojectsinapileinthemiddleoftheirtableforrandomselection.

•Teamsdiscusstheiranswerstothetestquestions.

•Monitorandpromptthinkingaboutimportantideasinthereadingandabouttheskillsandstrategiesthatstudentshavebeenpracticing.

•Studentsprepare,share,andrevisetheirpresentationsoftheirself-selectedreading.

•Circulatetostudentswhoneedscores.Pointoutsuccesses,andgivefeedbackforimprovement.

•Checkforhomeworkcompletion.•Enterscoresontheteachercyclerecordform.•Makesurestudentshavereadingselectionsand

ReadandRespondformsfornextcycle.

Bra

in G

ames

•Chooseabraingamefromthecardset.•Studentsplaythebraingame.•Usequestionstodebriefandremind

studentsofself-regulatorystrategies.

Cla

ss D

iscu

ssio

n (

TP)

Lig

htn

ing

Rou

nd

•RandomReportersshareteams’strategyusediscussions,oralandwrittenTeamTalkresponses,wordpowerdiscussions,andfluency.

•Userubricstogivefeedback.Recordindividualscoresontheteachercyclerecordform.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1•TIGRRS:Studentsreview

theirwrittensummaries,usingthesummaryrubricasaguide.

Lig

htn

ing

Rou

nd •Displayandevaluaterandomly

selectedwritingprojects,usingtheappropriatewriter’sguide.

•Awardpointstoteamswhosewritingprojectsmeetthecriteria,andrecordontheposter.

•RandomReportersshareteamdiscussionsofatestquestion.

•Collecttestanswers.

•TeamsreporttheirreviewofthetextsandReadandResponddiscussions.

•Userubricstoevaluateresponses,givespecificfeedback,andawardpoints.

Refl

ecti

on

on W

riti

ng •Studentsreflectonthewritingprocess.

Cel

ebra

te

•Celebrateteamsuccessesbytallyingscoresontheposter.

•Allowthetopteamtochooseacheer.•Remindstudentsaboutthe

ReadandRespondhomework.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1 •Sameaslesson1 •Sameaslesson1 •Tallyallcyclescores.•Tellstudentsthattheirtestswillbereturnedat

thebeginningofthenextlessonandthatteams’pointsandtestscoreswilldetermineteamstatus.

•Recordteamcelebrationpointsontheteachercyclerecordform.

•CollecttheReadandRespondforms.

•Sameaslesson1


The

Rea

din

g E

dg

e M

idd

le G

rad

es 2

nd

Ed

itio

n In

stru

ctio

nal

Pro

cess

—In

form

atio

nal

Tex

t

© 2

01

3 S

ucce

ss f

or A

ll Fo

unda

tion

34229

HB

P0213

Act

ive

Inst

ruct

ion

(TP

)

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8

Op

enin

g •PosttheBigQuestion.•Studentswriteresponsesastheyarriveforclass.

•Displaythevocabularywords.•Partnervocabularystudy•SpotcheckReadandRespondforms.

•Sameaslesson2 •Sameaslesson2 •Sameaslesson2 •Sameaslesson2 •DisplaytheTwo-MinuteEdit.•Studentswritecorrectionsastheyarriveforclass.•UseRandomReportertocheckcorrections.•Awardteamcelebrationpoints.

•Sameaslesson7

Voca

bul

ary

•Teamsdiscussvocabularyratings.•Introducethevocabularywords.•RandomReportersuseawordina

newsentence.•ReviewtheVocabularyVault.•TeachWordPowerlesson(level2-3)

•Teamsdiscussvocabularyratings.•RandomReportersuseawordina

newsentence.•Modelexploringawordinaword

powerjournal.•ReviewtheVocabularyVault.•TeachWordPowerlesson(level2-3)

•Teamsdiscussvocabularyratings.

•RandomReportersuseawordinanewsentence.

•ReviewtheVocabularyVault.

•TeachWordPowerlesson(level2-3)

•Sameaslesson4 •Partnersreviewandratevocabularywordsagain.

•AskteamsforVocabularyVaultwords.•Awardteamcelebrationpoints.

Set

the

Stag

e

•DiscusstheBigQuestion.•Teamsreviewthecyclegoal.•Postandpresentthereadingobjective.•Referstudentstopagesinthetext.•Partnersidentifythetextasliterature


determinethetopicandtheauthor’sintent.•TIGRRS:Studentsidentifythegraphicorganizer

thattheywillusetomakenotes.•Studentsidentifystrategiesthattheyuseto

preparetoreadinformationaltext.

•Teamsreviewthecyclegoal.•Postandpresentthereadingobjective.•Referstudentstopagesinthetext.•Partnersidentifythetextasliterature


determinethetopicandtheauthor’sintent.•TIGRRS:Studentsidentifythegraphic

organizerthattheywillusetomakenotes.•Teamsdiscusstheirpreviewandexplain.•Buildbackgroundaboutthetopic.

•Sameaslesson2 •Sameaslesson2 •Teamsreviewthecyclegoal.•Postandpresentthewritingobjective.•Introducethewritingproject.•Readthepromptaloud.•Studentsidentifythepurpose

forwriting.•Reviewtheappropriatewriter’sguide.•Highlightthewritingobjective.•Identifythewritingprojectaspractice

forpartIIofthecycletest.

•Teamsreviewthecyclegoal.•Postandpresentthereadingand

writingobjectives.•ReviewtheVocabularyVault.

•Teamsreviewthecyclegoal.•Connectthecyclereadingobjectivetostudents’

homeworkselections.•Remindstudentstothinkofstrategiesandskills

usedduringtheirself-selectedreading.•Remindstudentstoaddnotestotheir

ReadandRespondformsinpreparationfortheirpresentations.

Inte

ract

ive

Rea

d A

loud

•Remindstudentsofthereadingobjective.•TIGRRS:Read/thinkaloudtomodeluseofthe

targetskillorstrategywithintheTIGRRSprocess.•TIGRRS:Restateimportantideas,andaddnotes

tothegraphicorganizer.•TIGRRS:Partnerpairsread/thinkaloudto

practiceuseoftheskill/strategy.•TIGRRS:Partnerpairsreview,reread,andaddto

theirgraphicorganizer.


Mod

el a

Ski

ll

•Modelpartofthewritingprocess.

Prep

are

Stud

ents

for

th

e Te

st

Part

ner

Revi

ew •Remindstudentsofthetargetskillorstrategythattheyhavebeenpracticingthiscycle.

•Partnersreviewtheirnotesandwordpowerjournals.

Cel

ebra

te/S

et G

oals

•Distributethescoredcycletests.•Distributeteamscoresheetsand

celebrationcertificates.•Celebrateteamsuccesseswithaclasscheer.•Teamssetgoalsfornextcycle.•Awardteamcelebrationpoints.

Test

Dir

ecti

ons •Distributethetest,andexplain

thedirections.•Studentspreviewthequestions

andidentifykeywordsandphrasesintheindicatedskillquestion.

•Introducethetextthatstudentswillread.

Team

wor

k (T

P)Pa

rtn

er P

rep

•Studentsuseroutinesforpartnerreading,wordpower,andfluency.

•TIGRRS:Partnersread,clarify,andrestate.[SR]•Partnerspracticefluencyandgivefeedback.[SR]•Partnersaddwordstotheirwordpower

journals.[SR]•Circulate,andgivefeedback.


Ind

epen

den

t W

ork

•Studentswritefor10minutes.

Test

•Tellstudentsthattheyhave30minutesforthetest.

•Givea5-minutewarning.

Cla

ss C

oun

cil

•Shareclasscompliments.•Reviewprogresstowardthepreviousgoal.•Discussanewconcernorchooseascenario.•Haveteamsdiscuss.UseRandomReporter

toshareresponses.•Clarifyclassgoalandmeasureofprogressto

bediscussedatthenextClassCouncil.

Team

Dis

cuss

ion

•StudentsuseroutinesforstrategyuseandTeamTalkdiscussions.

•RemindstudentstoreviewrubricsfortheLightningRound.

•PreviewtheTeamTalkquestions,andguidestudentreflectiononthe“(Write)”question.

•Teammembersdiscussquestionsandindividuallywritetheanswertothe“(Write)”question.

•Teamsdiscussstrategyuse,graphicorganizers,andwordpowerjournals.

•Teamsrefertorubricsandmakesureeverymemberispreparedtoreportontheteamdiscussion.

•Circulate,andgivefeedbacktoteamsandstudents.Recordindividualscoresontheteachercyclerecordform.

•Awardteamcelebrationpoints.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1•TIGRRS:Studentswrite

summaries,usingthesummaryrubricasaguide.

Team

Dis

cuss

ion

•Monitordiscussionsaspartnersandteamsgivefeedback.

•Studentsreviseandedittheirwritingprojects.

•Studentssharetheirdraftsandusethepeerfeedbackchecklisttogetfeedbackfromtheirpartners/teammates.

•Eachteamputstheirwritingprojectsinapileinthemiddleoftheirtableforrandomselection.

•Teamsdiscusstheiranswerstothetestquestions.

•Monitorandpromptthinkingaboutimportantideasinthereadingandabouttheskillsandstrategiesthatstudentshavebeenpracticing.

•Studentsprepare,share,andrevisetheirpresentationsoftheirself-selectedreading.

•Circulatetostudentswhoneedscores.Pointoutsuccesses,andgivefeedbackforimprovement.

•Checkforhomeworkcompletion.•Enterscoresontheteachercyclerecordform.•Makesurestudentshavereadingselectionsand

ReadandRespondformsfornextcycle.

Bra

in G

ames

•Chooseabraingamefromthecardset.•Studentsplaythebraingame.•Usequestionstodebriefandremind

studentsofself-regulatorystrategies.

Cla

ss D

iscu

ssio

n (

TP)

Lig

htn

ing

Rou

nd

•RandomReportersshareteams’strategyusediscussions,oralandwrittenTeamTalkresponses,wordpowerdiscussions,andfluency.

•Userubricstogivefeedback.Recordindividualscoresontheteachercyclerecordform.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1•TIGRRS:Studentsreview

theirwrittensummaries,usingthesummaryrubricasaguide.

Lig

htn

ing

Rou

nd •Displayandevaluaterandomly

selectedwritingprojects,usingtheappropriatewriter’sguide.

•Awardpointstoteamswhosewritingprojectsmeetthecriteria,andrecordontheposter.

•RandomReportersshareteamdiscussionsofatestquestion.

•Collecttestanswers.

•TeamsreporttheirreviewofthetextsandReadandResponddiscussions.

•Userubricstoevaluateresponses,givespecificfeedback,andawardpoints.

Refl

ecti

on

on W

riti

ng •Studentsreflectonthewritingprocess.

Cel

ebra

te

•Celebrateteamsuccessesbytallyingscoresontheposter.

•Allowthetopteamtochooseacheer.•Remindstudentsaboutthe

ReadandRespondhomework.

•Sameaslesson1 •Sameaslesson1 •Sameaslesson1 •Sameaslesson1 •Sameaslesson1 •Tallyallcyclescores.•Tellstudentsthattheirtestswillbereturnedat

thebeginningofthenextlessonandthatteams’pointsandtestscoreswilldetermineteamstatus.

•Recordteamcelebrationpointsontheteachercyclerecordform.

•CollecttheReadandRespondforms.

•Sameaslesson1


Actions

Directions: Based on what you’ve learned today, list two or three actions that you will take when you return to your schools.


Appendix


Appendix

Coo

per

ativ

e L

earn

ing

– L

evel

s of

Use

Gu

idel

ines

Rea

ding

Win

gs a

nd T

he R

eadi

ng E

dge*

*Ita

liciz

ed t

ext

refe

rs t

o te

amw

ork

in t

he R

eadi

ng E

dge.

Cre

atin

g P

osit

ive

Inte

rdep

end

ence

Th

rou

gh

Tea

m R

ecog

nit

ion

an

d E

qu

al O

pp

ortu

nit

ies

for

Succ

ess

Lev

els

of U

seG

ener

al

Des

crip

tion

Mec

han

ical

Rou

tines

and

pro

cedu

res

are

in

plac

e an

d ut

ilize

d.

Rou

tin

eTe

ache

r us

es the

coo

pera

tive-

lear

ning

rou

tines

and

pro

cedu

res

to m

anag

e an

d fa

cilit

ate

stud

ent en

gage

men

t.

Refi

ned

Coo

pera

tive

lear

ning

is the

too

l tha

t en

able

s ev

eryo

ne to

succ

eed

acad

emic

ally.

S

tude

nts

are

taki

ng o

wne

rshi

p of

the

ir le

arni

ng a

nd o

f tea

chin

g on

e an

othe

r.

Structures/Foundational Understandings

Th

ink

-Pai

r-Sh

are

(T-P

-S)

•Th

is s

truc

ture

is u

sed,

but

one

of

the

step

s is

som

etim

es le

ft ou

t. •Q

uest

ions

are

kno

wle

dge

base

d or

su

perfi

cial

ly c

ompr

ehen

sion

bas

ed

(Rig

ht T

here

que

stio

ns).

•Al

l par

ts o

f T-P

-S a

re u

sed

corr

ectly

with

ade

quat

e th

ink

time

prov

ided

for s

tude

nts.

•Q

uest

ions

beg

in to

requ

ire h

ighe

r lev

els

of th

inki

ng (a

pplic

atio

n,

synt

hesi

s, a

naly

sis,

and

eva

luat

ion)

. •T-

P-S m

ay b

e us

ed fo

r nea

rly e

very

que

stio

n. •Stu

dent

s kn

ow th

at a

nyon

e m

ay b

e ca

lled

on to

resp

ond

(han

ds

aren

’t ra

ised

).

•Al

l par

ts o

f T-P

-S a

re u

sed

to d

eepe

n st

uden

t und

erst

andi

ng o

f con

cept

s an

d/or

to

prov

ide

oppo

rtun

ities

for c

ogni

tive

elab

orat

ion

and

mas

sed

prac

tice.

•Te

ache

r ask

s ch

alle

ngin

g qu

estio

ns th

at s

pur p

urpo

sefu

l dis

cuss

ion

amon

g st

uden

t pa

rtne

rshi

ps; s

tude

nts

gain

gre

ater

cla

rity

and

dept

h of

und

erst

andi

ng o

f strat

egie

s,

skill

s, a

nd te

xts,

whi

ch le

ads

to im

prov

ed s

tude

nt o

utco

mes

. •Stu

dent

s be

gin

to c

halle

nge

one

anot

her a

s w

ell,

with

out p

rom

ptin

g.

Ran

dom

R

epor

ter

•Te

ache

r ran

dom

ly c

alls

on

a st

uden

t to

ans

wer

a q

uest

ion.

•Stu

dent

s so

met

imes

are

n’t g

iven

tim

e to

fully

dis

cuss

a q

uest

ion.

•Stu

dent

s so

met

imes

rais

e th

eir

hand

s to

ans

wer

a q

uest

ion.

O

ther

stu

dent

s sh

ow re

luct

ance

or

avoi

danc

e be

havi

ors.

•Stu

dent

s so

met

imes

don

’t re

spon

d or

resp

ond

with

inco

rrec

t or p

oorly

th

ough

t-out

ans

wer

s. •Th

ere

is s

uper

ficia

l (if

any)

use

of

the

rubr

ics.

•Te

ache

r cal

ls o

n st

uden

ts ra

ndom

ly to

ans

wer

a q

uest

ion

afte

r st

uden

ts h

ave

had

an o

ppor

tuni

ty fo

r dis

cuss

ion.

•M

ost s

tude

nt re

spon

ses

are

corr

ect,

if so

met

imes

sup

erfic

ial.

•Rub

rics

are

used

with

teac

her a

nd s

tude

nt fe

edba

ck.

•Te

ache

r mon

itors

and

sup

port

s st

uden

ts w

ho s

trug

gle.

•A

com

plet

e an

swer

to th

e qu

estio

n is

sho

wn

to s

tude

nts

eith

er

to m

odel

rub

ric u

se o

r to

sum

mar

ize

stud

ent r

espo

nses

.

•Te

ache

r cal

ls o

n st

uden

ts ra

ndom

ly. •Stu

dent

s in

team

s us

e fe

edba

ck b

ased

on

rubr

ics

to p

repa

re o

ne a

noth

er to

be

calle

d on

and

to g

ive

high

-leve

l res

pons

es.

•D

urin

g te

am d

iscu

ssio

n, te

ams

know

wha

t the

sco

res

for t

heir

resp

onse

s w

ould

be

and

why

. •D

urin

g cl

ass

disc

ussi

on s

tude

nts

prov

ide

feed

back

to o

ther

team

s ba

sed

on ri

goro

us

inte

rpre

tatio

n of

rub

rics.

•Stu

dent

s ar

e ea

ger t

o be

cal

led

on to

spe

ak fo

r the

ir te

ams.

•Th

ere

are

no fr

ee ri

ders

or k

now

-it-a

lls.

•Te

ams

supp

ort s

tude

nts

who

str

uggl

e. •Te

am le

arni

ng is

evi

dent

, and

all

team

mat

es h

ave

sim

ilar h

igh

scor

es.

Cel

ebra

tion

•Te

am c

eleb

ratio

n po

ints

are

use

d,

but t

heir

use

may

be

inco

nsis

tent

. •Te

ache

r may

aw

ard

poin

ts w

ithou

t ap

prop

riate

, spe

cific

feed

back

an

d/or

whe

n st

uden

ts g

ive

corr

ect

answ

ers.

•Te

ache

r aw

ards

a lo

t of p

oint

s,

mos

tly fo

r bas

ic ro

utin

es a

nd

beha

vior

s. •Th

e us

e of

che

ers

is e

vide

nt, b

ut

not f

requ

ent.

•Stu

dent

s an

d te

ams

occa

sion

ally

re

ceiv

e ce

lebr

ator

y fe

edba

ck.

•Te

am c

eleb

ratio

n po

ints

are

aw

arde

d ba

sed

on te

amw

ork.

•Th

e Te

am C

eleb

ratio

n Po

ints

pos

ter i

s vi

sibl

e to

all

stud

ents

. •Te

ache

r pro

vide

s be

havi

oral

feed

back

whe

n aw

ardi

ng p

oint

s. •Th

e ac

cum

ulat

ion

of p

oint

s is

con

nect

ed to

rew

ards

that

are

lin

ked

to s

tude

nt m

otiv

atio

n (o

n a

scal

e fro

m e

xtrin

sic

to

intrin

sic)

. •Te

ache

r is

awar

e of

whe

re te

ams

are

rega

rdin

g th

eir m

otiv

atio

n an

d ad

just

s te

am re

war

ds a

ccor

ding

ly. •Te

ache

r int

ersp

erse

s ch

eers

and

cel

ebra

tory

sta

tem

ents

th

roug

hout

the

less

on.

•Te

ams

unde

rsta

nd w

hy th

ey re

ceiv

e po

ints

with

resp

ect t

o ho

w

the

team

wor

ked

toge

ther

to g

et th

e re

spon

ses

they

repo

rt.

•Te

am c

eleb

ratio

n po

ints

are

use

d to

enc

oura

ge a

nd m

otiv

ate

stud

ents

bas

ed o

n rig

orou

s ac

adem

ic le

arni

ng o

utco

mes

/100

-poi

nt res

pons

es.

•Te

ache

r ski

llful

ly u

ses

poin

ts a

s a

way

to e

mph

asiz

e ne

w le

arni

ng/b

ehav

iors

and

to

sca

ffold

inst

ruct

ion

to h

elp

stud

ents

dev

elop

incr

easi

ngly

dee

per c

onne

ctio

ns to

le

arni

ng o

utco

mes

. •Stu

dent

s ar

e m

otiv

ated

, eng

aged

, and

inte

rest

ed in

thei

r suc

cess

. The

y en

joy

the

succ

ess

and

team

reco

gniti

on.

•Te

ache

r fee

dbac

k co

nnec

ts th

e qu

ality

of r

espo

nses

to te

am p

repa

ratio

n. •Te

am c

eleb

ratio

n po

ints

con

nect

ed to

lear

ning

out

com

es m

otiv

ate

stud

ents

to

achi

eve

high

er te

am s

core

s. •Te

ache

r and

stu

dent

s na

tura

lly a

nd fr

eque

ntly

inte

grat

e ce

lebr

atio

n an

d re

cogn

ition

co

nnec

ted

to le

arni

ng o

utco

mes

thro

ugho

ut e

ach

part

of t

he le

sson

for i

ndiv

idua

ls,

team

s, a

nd th

e w

hole

cla

ss.

•Cel

ebra

tions

pro

vide

spe

cific

beh

avio

ral f

eedb

ack

for s

ucce

ss.

•Stu

dent

s en

cour

age/

cong

ratu

late

team

spo

kesp

erso

ns a

nd a

re in

vest

ed in

the

qual

ity o

f the

ir te

ams’

resp

onse

s. •Te

ache

r aw

ards

few

er te

am c

eleb

ratio

n po

ints

bec

ause

exp

ecta

tions

are

hig

her n

ow.

•U

ltim

atel

y, al

l tea

ms

are

able

to a

chie

ve s

uper

team

sta

tus.

Tea

m

Eff

ecti

ven

ess

•Te

am s

core

she

ets

are

prin

ted

out

each

cyc

le.

•D

ata

in th

e te

am s

core

she

ets

may

be

spot

ty.

•Th

e te

am s

core

she

et is

n’t u

sed

for g

oal s

ettin

g co

nsis

tent

ly, if

at

all.

•Te

ams

choo

se th

eir l

owes

t sco

res

and

have

a s

tand

ard

form

ula

for

impr

ovem

ent (

e.g.

, 5 a

dditi

onal

po

ints

or 5

% im

prov

emen

t for

the

next

cyc

le).

•G

ood,

gre

at, a

nd s

uper

team

s ar

e id

entif

ied

each

cyc

le.

Cer

tific

ates

are

aw

arde

d (o

r som

e fo

rm o

f rec

ogni

tion

is

util

ized

). •D

ata

in th

e te

am s

core

she

et (T

SS) i

s en

tere

d co

nsis

tent

ly. •Stu

dent

s us

e th

e TS

S to

reco

rd th

eir d

ata.

•Stu

dent

s us

e te

am d

ata

to re

flect

on

thei

r per

form

ance

and

se

lect

an

area

to im

prov

e. •Stu

dent

s re

cogn

ize

gaps

but

may

not

kno

w h

ow to

dea

l w

ith th

em.

•G

oal s

ettin

g is

mec

hani

cal a

nd ro

te; s

tude

nts

have

not

take

n ow

ners

hip

of th

is ta

sk.

•Te

ache

r for

ms

hete

roge

neou

s te

ams

usin

g hi

gh-m

ediu

m-lo

w

form

ulas

.

•Sup

er te

am s

tatu

s is

impo

rtan

t to

each

team

. •Stu

dent

s ha

ve a

cces

s to

the

data

in th

e te

am s

core

she

ets

and

use

it to

mon

itor

and

cele

brat

e th

eir o

wn

grow

th a

nd th

at o

f the

ir te

ams

and

to s

et te

am g

oals

. •Stu

dent

s kn

ow h

ow th

ey im

prov

ed a

nd s

peci

fical

ly w

hy th

ey a

re s

uper

, gre

at, o

r goo

d te

ams.

The

y ca

n ar

ticul

ate

wha

t the

y di

d an

d w

hat t

hey

need

to d

o to

mai

ntai

n or

in

crea

se th

eir s

core

s. •Stu

dent

s kn

ow w

hat f

ello

w te

am m

embe

rs a

re g

ood

at a

nd w

hat t

hey

need

hel

p w

ith to

pre

pare

for t

he n

ext c

ycle

to m

aint

ain

or m

ove

up to

sup

er te

am s

tatu

s. •Te

am g

oals

are

bas

ed o

n rig

orou

s, s

peci

fic fe

edba

ck fr

om th

e te

ache

r and

te

amm

ates

, who

use

lang

uage

from

the

rubr

ics

and

othe

r ass

essm

ent d

ata.

•Stu

dent

s kn

ow w

here

the

gaps

in th

eir p

erfo

rman

ce a

re a

nd w

hat t

hey

mus

t do

to

fill t

hem

. Tea

mm

ates

kno

w h

ow to

sup

port

one

ano

ther

to a

ddre

ss th

e ga

ps.

•Stu

dent

s ar

e in

vest

ed in

team

suc

cess

.


Appendix

Ind

ivid

ual

Acc

oun

tab

ilit

y —

Wit

hin

th

e te

am s

cori

ng

cyc

le, i

nd

ivid

ual

stu

den

ts m

ust

dem

onst

rate

lear

nin

g f

or t

he

team

. Als

o, m

any

dat

a p

oin

ts a

re u

sed

for

ind

ivid

ual

acc

oun

tab

ility

, in

clu

din

g m

easu

res

on t

he

TSS

, th

e C

AS,

th

e T

CR

F, p

ortf

olio

s, s

tud

ent

wor

k sa

mp

les,

tea

cher

ob

serv

atio

ns,

etc

.

Lev

els

of U

seG

ener

al

Des

crip

tion

Mec

han

ical

Rou

tines

and

pro

cedu

res

are

in p

lace

an

d ut

ilize

d.

Rou

tin

eTe

ache

r us

es the

coo

pera

tive-

lear

ning

rou

tines

and

pr

oced

ures

to

man

age

and

faci

litat

e st

uden

t en

gage

men

t.

Refi

ned

Coo

pera

tive

lear

ning

is the

too

l tha

t en

able

s ev

eryo

ne to

succ

eed

acad

emic

ally.

Stu

dent

s ar

e ta

king

ow

ners

hip

of the

ir le

arni

ng a

nd o

f te

achi

ng o

ne a

noth

er.


Stor

y T

est/

Com

pre

hen

sion

T

est

•Stu

dent

s co

mpl

ete

the

stor

y te

st g

iven

du

ring

each

cyc

le.

•Stu

dent

s m

ay n

ot g

et re

sults

bac

k qu

ickl

y. •Te

ache

r doe

s no

t hig

hlig

ht th

e ta

rget

ed

skill

que

stio

n (T

SQ

) for

stu

dent

s as

th

ey p

revi

ew th

e te

st.

•Stu

dent

s ge

t the

resu

lts o

f the

test

in ti

me

to s

et g

oals

for

the

next

cyc

le.

•Te

ache

r lea

ds a

dis

cuss

ion

on th

e co

rrec

t ans

wer

s af

ter t

he

test

is tu

rned

in.

•Stu

dent

s re

view

the

stor

y te

st q

uest

ions

. •Stu

dent

s m

ay o

r may

not

sco

re w

ell o

n th

e ta

rget

ed s

kill

ques

tion

(TSQ

). •Th

e di

scus

sion

som

etim

es fo

cuse

s on

the

TSQ

ans

wer

s.

•Stu

dent

s ca

n ap

prop

riate

ly a

naly

ze th

e st

ory

test

/com

preh

ensi

on te

st

ques

tions

bef

ore

resp

ondi

ng.

•Stu

dent

s ha

ve a

n op

port

unity

to re

flect

on

and

edit

thei

r ow

n re

spon

ses

to

the

stor

y te

st/c

ompr

ehen

sion

test

to e

nhan

ce th

eir l

earn

ing

and

te

st-ta

king

ski

lls.

•Stu

dent

s co

nsis

tent

ly s

core

wel

l on

the

TSQ

. •Bas

ed o

n th

e st

ory

test

resu

lts, s

tude

nts

know

wha

t the

y ne

ed to

wor

k on

an

d w

hat t

hey

need

hel

p w

ith fr

om th

eir t

eam

s. •Stu

dent

s st

rive

to im

prov

e th

eir r

esul

ts o

n th

e st

ory

test

/com

preh

ensi

on te

st.

Rel

ease

of

Res

pon

sib

ilit

y

•Th

ere

is m

ore

teac

her t

alk

than

st

uden

t tal

k. •Te

ache

r ow

ns m

ost o

f the

inst

ruct

ion

and

feed

back

. •Te

ache

r mon

itors

by

givi

ng fe

edba

ck

abou

t the

task

s to

be

com

plet

ed ra

ther

th

an fo

cusi

ng o

n st

uden

t lea

rnin

g an

d pa

rtne

r wor

k.

•Th

e ra

tio o

f tea

cher

talk

to s

tude

nt ta

lk is

50/

50.

•Te

ache

r del

iver

s th

e in

stru

ctio

n, a

nd te

ams

proc

ess

lear

ning

ac

tiviti

es to

geth

er w

hile

the

teac

her m

onito

rs.

•Te

ache

r mon

itors

and

som

etim

es g

ives

stu

dent

s fe

edba

ck o

n th

eir l

earn

ing.

•Th

ere

is m

ore

stud

ent t

alk

than

teac

her t

alk.

•Te

ache

r fac

ilita

tes

and

asks

que

stio

ns to

ext

end

lear

ning

. •Stu

dent

s ow

n re

spon

sibi

lity

for t

heir

own

lear

ning

and

see

k he

lp fr

om

team

mat

es a

s ne

eded

. •Stu

dent

s co

ach

one

anot

her a

nd ta

ke re

spon

sibi

lity

for o

ne a

noth

er’s

le

arni

ng to

mee

t tea

m g

oals

and

incr

ease

thei

r tes

t sco

res.

Tea

m C

oop

erat

ion

Goa

ls

Lev

els

of U

se

Gen

eral

D

escr

ipti

on

Mec

han

ical

Rou

tines

and

pro

cedu

res

are

in p

lace

an

d ut

ilize

d.

Rou

tin

eTe

ache

r us

es the

coo

pera

tive-

lear

ning

rou

tines

and

pr

oced

ures

to

man

age

and

faci

litat

e st

uden

t en

gage

men

t.

Refi

ned

Coo

pera

tive

lear

ning

is the

too

l tha

t en

able

s ev

eryo

ne to

succ

eed

acad

emic

ally.

Stu

dent

s ar

e ta

king

ow

ners

hip

of the

ir le

arni

ng a

nd o

f te

achi

ng o

ne a

noth

er.


Eve

ryon

e p

arti

cip

ates

.

•Ev

eryo

ne o

n a

team

take

s tu

rns

and

take

s re

spon

sibi

lity

for c

ontrib

utin

g to

the

conv

ersa

tion.

•Ea

ch p

artn

ersh

ip/t

eam

mak

es s

ure

ever

yone

has

a

chan

ce to

par

ticip

ate

in th

e di

scus

sion

. Rol

e ca

rds

may

be

use

d to

faci

litat

e th

e di

scus

sion

.

•Ea

ch te

am m

embe

r act

ivel

y pa

rtic

ipat

es in

dis

cuss

ion,

free

ly e

xpre

sses

ag

reem

ent/

disa

gree

men

t, el

abor

ates

on

and/

or c

halle

nges

idea

s, a

nd

offe

rs e

vide

nce

for r

espo

nses

.

Exp

lain

you

r id

eas/

tell

wh

y.

•Stu

dent

s ex

plai

n th

eir i

deas

and

tell

why

with

pro

mpt

ing.

•Stu

dent

s ex

plai

n th

eir i

deas

, tel

l why

, and

cite

evi

denc

e. •Stu

dent

s ex

plai

n id

eas,

tell

why

, and

mak

e su

re p

artn

ers/

team

mat

es

unde

rsta

nd a

nd k

now

the

evid

ence

to re

port

out

and

repr

esen

t the

te

am s

ucce

ssfu

lly.

Pra

ctic

e ac

tive

li

sten

ing

.

•Stu

dent

s us

e an

act

ive-

liste

ning

po

stur

e to

hea

r par

tner

s (e

yes

on p

artn

er, s

light

ly le

anin

g to

war

d pa

rtne

r, et

c.).

•Stu

dent

s lis

ten

so th

ey c

an re

tell

wha

t the

ir pa

rtne

rs h

ave

said

and

refle

ct o

n w

hat h

as b

een

said

. •Stu

dent

s lis

ten

to h

ear w

hat t

heir

part

ners

do

and

do n

ot u

nder

stan

d to

hel

p th

eir p

artn

ers

succ

eed

on te

sts

and

task

s an

d su

cces

sful

ly

repr

esen

t the

ir te

ams

for r

epor

ting

out.

Hel

p a

nd

en

cou

rag

e ot

her

s.

•Stu

dent

s ph

ysic

ally

sho

w

enco

urag

ing

beha

vior

: loo

k at

sp

eake

r, m

ake

eye

cont

act,

nod,

etc

.

•Stu

dent

s af

firm

and

ela

bora

te o

n w

hat p

artn

ers/

team

mat

es h

ave

said

. •Stu

dent

s he

lp p

artn

ers/

team

mat

es w

ho a

re s

trug

glin

g w

ith c

erta

in

task

s/sk

ills

so e

very

one

can

succ

eed

on th

e te

st a

nd w

hen

repo

rtin

g ou

t.

Com

ple

te t

ask

s. •Stu

dent

s m

ake

sure

thei

r ow

n w

ork

is c

ompl

eted

. •Stu

dent

s m

ake

sure

thei

r ow

n an

d th

eir p

artn

ers’

/tea

ms’

ta

sks

are

com

plet

ed.

•Stu

dent

s m

ake

sure

thei

r ow

n an

d th

eir p

artn

ers’

/tea

ms’

task

s ar

e co

mpl

eted

and

und

erst

ood

at th

e hi

ghes

t rub

ric le

vel f

or s

ucce

ss o

n te

sts

and

whe

n re

port

ing

out f

or th

e te

am.


Appendix

11/18/2019

1

737

ZZ4836 0120 © 2

020

Suc

cess

for A

ll Fo

unda

tion

Using Classroom Data to Drive Instruction in the Reading Edge

1

Agenda

Goal: Use Edge data to inform Instructional Process and Student Engagement behaviors to increase student achievement.

• Review student learning transfer.

• Review Edge data forms.

• Explore Levels of Use and the Snapshot to support instructional strategies.

• Review purpose of component team meetings.

• Explore a classroom data scenario to determine strategies and behaviors to increase student achievement.

• Identify next steps.

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Transfer of Student Learning

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Rubric

ComprehensionTest

Benchmark Assessment

State Assessment

Rehearsal/Guided Practice

Practice

Teach/Model

Plan

Individual Accountability

Team Processes

Skills

Goal Setting


Appendix

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Reading Hierarchy

Fluency Rubric, WCPM

Strategy Cards, Word Power, Clarifying Rubric

Level 1

Rubrics, Strategy Cards, Discussion Role Cards

1. How does Edge support the monitoring of skill mastery?2. What data points align with the Reading Hierarchy?3. What’s hard about using data to inform instruction?4. When you think about your current students and their data,

how will you narrow the focus and what will the focus be?

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Activity: Levels of Use Reflection

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Levels of Use (CBAM) Snapshot Data Refinement Level 5

“Teachers focus on the connections between instruction (process) and student achievement (results). They are able to adjust instruction to meet the needs of individual students, using formal and informal assessment data as their guide.”

Instructional Processes

Student Engagement

Classroom Measures (Rubrics)

Cycle Tests

Targeted Skill Question

WCPM

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Classroom data…

• generates inquiry, discussion, analysis, and meaning within a component team that results in student achievement.

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Classroom Scenario

• Guiding questions for the classroom data scenario

• Data • Resources

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Actions

Identify one or two actions you can take when you get back to school?How do you see these actions supporting student achievement?

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HBP0120O737

737 Using Classroom Data to Drive Instruction in the Reading Edge

Documents

Transcript of 737 Using Classroom Data to Drive Instruction in the Reading Edge