Planning Grid
What Category is the most closely connected to "Assessment"?
Success Criteria (also Standards)
A student does not show up for your class for the first 15 minutes, but is marked present for the day. What do you do?
MIA form
Also document in FOCUS
Who are the primary individuals responsible for managing and following through on Tier 1 interventions?
Teachers
Admin may set standards, but teachers control/apply.
What is an example of a type of classroom activity that would be Level 1 (Remembering)?
Reciting terms, labelling diagrams, listing steps in a process, matching verbs, questions with basic recall (what is...)
Where can you find resources that would help you determine your "Content Skills"?
They are REPEATABLE
What are some ways to structure the last 5-10 minutes of class that close class off on a positive/productive note?
Revisit objectives/"I can" statements, answer essential question(s), repeated activity daily, mindful minutes, cleaning area/stacking chairs, etc.
You have noticed that even though you easily complete your planning grid - you consistently find yourself behind the pace you set. What adjustments might you make to keep pace or plan more accurately?
Keep a timer in class, inventory how long different types of assignments take, ask Mr. B. to co-teach with you,
What are some focus areas for the school that Tier 1 interventions can assist with?
MIAs (less than 5), refusal to complete work, cell phones (first warning), class interruptions.
What is an example of a type of classroom activity that would be Level 2 (Understanding)?
Summarizing a reading passage, explaining a concept, classifying into categories, interpret graphs or charts, discuss main idea/cause and effect, think-pair-share.
At what point during your planning should you be using/completing the co-planning grid?
Various answers - but something like "throughout" or "as a check in" or "as a scaffold to ensure I'm planning correctly".
What are some strategies for ensuring smooth and clear transitions in your class?
Planning for specific times to transition, brain breaks, reubus puzzles, call-and-responses, check-in questions, binder re-organization, posted timers/directions/changing visuals on screen, etc.
Should completing a C.E.R. activity considered "Applying" or "Evaluating"?
Applying - if they are simply doing a "plug and play"
Evaluating - if they are doing the intellectual work of deciding for themselves and finding evidence.
Roughly what percentage of a class or school's students should Tier 1 solutions work for/be aimed at?
Around 75-80%
What is an example of a type of classroom activity that would be Level 3 (Applying)?
Solve math problems using a formula, act out a scientific procedure, following directions for a lab, completing a new example problem based on learned strategies
What is the difference between "Multiple Means of Representation" and "Varied Ways to Demonstrate Mastery"?
MMR - using different ways to display information when presented to students. (teacher input)
VWDM - different options for how to show learning. (student output)
What are some structured/productive ways to schedule and organize your co-planning sessions with peers?
Keep an agenda/minutes, ensure standards alignment, check-in with your planning grids, backmap from an EUA, skills discussion, plan for small groups, gather questions for your DC, SDT, Mr. Myers, etc.
A student is refusing to do work in your class. What are some Tier 1 options at your disposal? (think both positive and negative)
Offer Ravens rewards/incentives, positive praise, small group assistance, reminder of expectations, calls home, seat change, framing situations as a choice, lunch detentions, etc.
What is an example of a type of classroom activity that would be Level 4 (Analyzing)?
Compare/contrast, use a chart to show relationships, draw conclusions from data, use evidence to justify reasoning.
What is the purpose of the "ML Skills" boxes?
To highlight what you are ACTIVELY coaching your students to do.
What are some habits/daily routines you currently use (or think might help in the future) that support your ML students?
Many acceptable answers: all should be repeatable strategies that address one or more of the ML skills (reading, speaking, writing, listening).
What planning/teacher decisions can help the first 10 minutes of a class go smoothly?
Routines posted and/or practiced. Daily expectation for entrance behavior, "fun" community building activities, praise/Ravens Rewards randomly given out, 2x10s, etc.
What is an example of a type of classroom activity that would be Level 5 (Evaluating)?
Peer review (rubric), Socratic seminars, defense of ideas, prioritize options based on evidence.