RTI meeting with AEA -

1. precursor - grading system; extra credit;
--using I can statements / success criteria
    -list of essentials for success and creating learning goals
**learning goals - need to be specific

PLC - grouping in interest?  has to incorporate characteristics of effective instruction - submit approval of group of interest
Invest time to how to take back to staff -


Critical attributes
1. learning progressions
2. clear learning goals and success criteria and formative assessments and teaching for learner differences
-initiate PBIS, learning differences, learning goals
**year one**

3. instructional modifications based on evidence
4. descriptive feedback
5. self and peer assessment
6. collaborative classroom climate
7 planning - assessment for learning
8. instructing
9. assessement and evaluation

Goals for the upcoming years --

okay, so - i don't feel we have fully developed PLC - steps of planning PLC done? how do PLC development look like as compared to RTI


11/12/12 meeting with AEA - end goal - walk out with a plan
NORMS set and discussed
What is it that we want to accomplish?
-whose responsibility - parents teachers students, community
-need to educated with statistics from surveys to the community
*needs to be structured plan --
team purpose - define core --- RTI through the venue of RTI
-work char of eff instruction and such into the teaching strategiy to being better teacher
-RTI system - years ofwork

Clear, systemic plan of RTI

is first step - look at the core - look at consistency/curriculum/collaboration among teachers
-skill set: what do we want all students to have by the end of freshman year, sophomore year, junior / senior.
  -what does the core look like outside the content area -- what does writing look like in the ag room/spanish room, etc
-should expectations for literacy look different in various classes - or literacy statements that cover across all areas -
? are we going to have 1 poster for all 9th grade or all different between classes? -
NEED -- commonality of the literacy statements

lack of motivation v lack of skill -- true rti fluidity
-RTI time / focused on content and realize what the problem is - skill issues or motivation --
-study hall vs prep time
Develop schedule M is work on

SCHEDULE -- 3:15 - 4:00 time for structured time -- sarah L's postville site --

Google site -- with all plc notes on it......... so RTI can see how well the groups are doing

I can statements -- Literacy / Social Studies /  --  Freshman will know ....

NEED for PD day
**10 anchor standards --

- 10 anchor standards / content standards / supporting / assess  - if assess ---  / need i can statement for that topic (alignment document)

-show examples / this is what you should know as a freshman -- sophomore -- junior -- senior

11/26/12

taking Iowa core and breaking it up and creating I Can statements

College and Career Readiness Anchor Standards for Reading
The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

IF support and ASSESS -- should create an I Can Statement
**How to create
I Can statements done and posted in classroom - by end of school year would be 32 I can statements --

-Need to realize connection between PLC / RTI - teacher quality improvement --

Start with the WHY before the WHAT...  What is the WHY???
-4 questions of the PLC.....

Focus for inservice?
I Can for literacy
1/5 START - characteristics of effective instruction

PD Meetings
1. Norms for PD....
2. ice breaker - team building activity
3. why we are doing this -- factual data / grade level - ITEDs score / review of connection between PLC/RTI- discuss
-why is literacy work needed?
4. I can statement work - worktime - pen holding idea - all voices have to be heard.
5. ticket out the door - follow up - next steps - specific work they have done.

RTI - p 41 curriculum and instruction
NEED to find PLC checklist of what we need to do -- align with RTI.
focus on content and monitoring of effective instruction is at the heart of effective instruction
DI with this whole I Can statement thing -- teaching to the middle??
What about the 4 questions - with the first Big Idea - what want to learn -- 1st step.

? if i assess it i have to have an I Can statement - not to overthink -
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