Common Formative Assessment Book Study Chapter 7
Chapter 7 - Now What? Using Data to Make a Difference
Why are Tiers 2 and 3 responses important? How have you addressed students who haven't mastered an important learning target after initial instruction?
Tier 2 and 3 are important because it is smaller numbers of student and are an addition to classroom time. You are able to focus on the needs a hand and can closely observe their understanding.
ReplyDeleteWhen a student has not mastered an important learning target after instruction, I have brought them into tutorials 2-3 days a week.
SPILLMAN TAKES THE LEAD!
DeleteTiers are a tricky thing at our school. Often it seems as if the 3 Tier pyramid is upside down compared to what it should be. 80% of our students are suppose to be on Tier 1 and require only Large group instuction. Instead I think we have more of a Diamond with 80% of our student on Tier 2 requiring weekly/ bi-weekly intervention, leaving 10% on Tier 1 and 10% on Tier 3 requiring daily interventions to be successful. Tier 2 and 3 are important and need more interventions then there is time in the week. This issue needs to be addressed in both our math PLC and our grade level PLC
ReplyDeleteGreat observation Ms. Fraser! We will be discussing this at the begining of the year in great detail!
ReplyDelete"Why are Tiers 2 and 3 responses important? How have you addressed students who haven't mastered an important learning target after initial instruction?"
ReplyDeleteThe tier responses are critical because if we leave learners behind, their learning gaps continue to grow and grow. We must find the time, strategies and personnel to fill these gaps that so many of our students have. In addition to interventions I mentioned in the previous response, my PLC frequently would "go back into best-practice research" and use summarizing, nonlinguistic representations and cooperative learning to allow students to help themselves and their peers.
Question 1:
ReplyDeleteThe common formative response teams importance: development and implementations to support learning, gathering the data to identify the learning target(s) for each student and for having future data conversations; following protocols…of course.
Question 2:
See blog post for question 6...
Tiers 2 and 3 Responses are important because a team, school, school district etc. are only as strong as their "weakest link". The train breaks apart if the caboose is left at the station. NCLB means just that.
ReplyDeleteAs an interventionist, I address students who have not mastered (reading)learning targets, on a daily basis. Small group interventions, different approaches that vary from the first introduction and one one one tutoring are just a few ways this is addressed. You must meet the learner where they are, even if it is at 4th grade reading level and bring them up to speed. This has and can be done.
Students at Tier 2 and 3 are experiencing the most problems with learning in the classroom. They should be monitored more to ensure learning is taking place. Interventions I've used include, tutorials and alternate modified assignments.
ReplyDeleteTiers 2 and 3 responses are extremely important in math because every concept is a building block to a more difficult concept. If the student cannot graph a point on a coordinate grid, then they also can’t list a point of a translated point. If we leave these students behind and fix their mistakes and misconceptions they will have a very difficult time being successful on future concepts. An example of this that I have addressed is when the students are expected to find unit rate of an item. The students are required to divide with decimals to find how much it cost for one of the units. If the student is unable to do the division it is impossible for the student to find unit rate. I will have students tell me exactly what they need to do but don’t know how to divide to do so. When I face this in the year I give the students that can divide the unit rate assignment while I gather all the other students trying to learn to divide with decimals. I teach them this skill in class and sometimes even in tutorials.
ReplyDeleteEspecially because math is constantly building upon itself, Tiers 2 and 3 are important because the students who don't understand a concept the first time will just be more and more behind as the school year goes on.
ReplyDeleteI mainly use tutorials to catch those kids up who don't understand the first time. However, in class I also like to give little mini-quizzes in the middle of our notes that I can use to split the class between those ready for the assignment and those in need of more instruction.
Tiers 2 and 3 seem to be the ones that students have the most problems. More intervention and monitoring must take place.
ReplyDeleteI have utilized tutorials and small peer groups. ( Modified assignments and check quizzes to see who is comprehending and who isn't) Keep monitoring & don't give up on these students!
This is definitely one of the most difficult challenges at our school, since we have such large numbers that fall in Tier 3 for both math and reading.
ReplyDeleteHaving daily tutorials, constant communication with parents of those that fall in Tier 2 and 3, and creating specialized camps for the students objective need are the ways I attempt to help the student close their learning gap.
As a campus, our responsibility is to make sure we have enough teachers to facilitate small numbers in Reading Improvement and Math Enrichment classes, so the teachers can effectively do their jobs.
Tiers 2 & 3 are an additional piece of continual program/ student evalation. Prsonally, I've had on-going before/after school tutorials. Also, conferring with other teachers, to decide a "best" approach for a particular student, has been invaluable.
ReplyDeleteI look forward to school day, small group instruction, which would be a tremendous help to those students whose home life does not support before or after school tutorials.
Step 2 "reviewing the proficiency level you established for each learning target to determine if it was set at the appropriate level" was tough last year. We used question stems to create tests, and Ms. Saucedo and I both tended to think that many times the tests were too tough, since they appeared to know the content in class, but could not perform on the tests.
ReplyDeleteStep 3 was when I would have students in for morning tutorials to address re-teaching, since there wasn't much time built into our curriculum for it.
Since Tier 2 & 3 are usually smaller groups, it is easier to monitor their individual problems and set goals with them. We usually did this during weekly tutorials or sometimes during a lab activity.
ReplyDeleteWhy are Tiers 2 and 3 responses important? How have you addressed students who haven't mastered an important learning target after initial instruction?
ReplyDeleteTier 2 and 3 students need the most support and additional help. Libby and I worked together last year to help those students who needed additional instruction. We had after school and before school tutorials. We split our classes with students who needed additional help in one room and those that mastered the concept in the other room. We had students correct and retake their assessments after tutorials to see if they still needed additional help.
I think it is important because it provides those students who may need more time and/or support to learn the material beyond the core instruction time. The smaller groups should help students master the concepts. Students have been addressed through re-teaching, tutorials, re-takes, differentiated follow-up activities.
ReplyDeleteTier 2 and 3 groups create smaller target numbers to allow for more individualized interventions. We would address these tiers by tutorials, station work during class, and splitting classes
ReplyDeleteA lack of basic understanding can compound as new material builds upon that concept. We have used before/after school tutorials, class time access to computer program tutorials, and science boot camps to help address problems.
ReplyDeleteTiers 2 and 3 responses are important primarily because of the danger struggling students may have of falling into the tier below. If the responses aren’t effective, the prospect for that fall is not only possible, but probable.
ReplyDeleteBecause of the special education population we’re tasked with helping be academically successful, we spend a great deal of time assisting students who have difficulty mastering important learning targets. We do this by using student-specific accommodation strategies such as reading guides, colored transparencies, note summarizations, behavioral support, and the use of multiplication charts and calculators; and by modification strategies, such as focusing, in small groups or one-on-one, on the most critical parts of important learning targets, either in the general classroom, during tutorials, or both.
Nancy and I were successful last year when we split our classes to allow students who did not master a concept to have additional instruction time and enrichment for students who were successful. During fifth period Tracy helped with the resource students so we had more one on one time. We used before/after school tutorials and test retakes.
ReplyDeleteWorking with our subject grade level teachers to group students during the school day is a great way to provide those students that need more time working with particular concepts.
ReplyDeleteTier 2 and 3 responses are important because we, as teachers, must ensure that students get the support they need to master the essential learning outcomes. Through the Data Analysis Protocol process in our PLCs, we have developed plans for helping students who need extra help. Typically, students attend after-school tutorials to get one-one-one or small group instruction. For whole classes that haven't mastered a learning target, we re-teach the concept using different strategies.
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