NSCD Standards Alignment NYS Standards Alignment Context Collaboration Students and Learning Demonstrate child development knowledge Demonstrate language acquisition knowledge Respond to diverse learning needs Acquire knowledge of students to enhance learning Respond to factors influencing learning Demonstrate technology literacy knowledge Process Data driven Content and Instructional Planning Demonstrate content knowledge Connect concepts and engage learners Use diverse instructional strategies Establish aligned goals/multiple pathways Design learning to connect prior knowledge Use curricular resources to achieve student goals Content Curriculum Instructional Practice Use researched-based practices/evidence of learning Clearly/accurately communicate with students Set high expectations/challenging learning Use a variety of approaches to meet student needs Engage students to develop multi-disciplinary skills Monitor student progress and adapt instruction Learning Environment Create a respectful/safe/inclusive environment Create an intellectually challenging environment Manage learning environment Use resources to create safe/productive environment Assessment for Student Learning Use a range of assessment tools Use assessment data to monitor progress/differentiate Communicate assessment system Evaluate assessments and modify instruction Prepare students for assessments Professional and Collaboration Uphold professional standards Engage with community to support high expectations Communicate/collaborate with families Perform non-instructional duties Comply with relevant laws and policies Professional Growth Reflect on practice to improve effectiveness Engage in ongoing professional development Communicate effectively to improve practice Remain current in content knowledge/pedagogy Topic 2: RTI processes need review to help teachers meet the needs of struggling students Goal: To provide consistent expectations for delivery of services. Objective 1: Teachers will set criteria for entrance/exit of RTI Tier 1 at each grade level and/or subject area. Essential Question: What criteria need to be set at each grade level and/or subject area? Action Plan Strategies/Activities Evaluation of Strategies/ Activities (Evidence for knowing that our strategies are successful) Data We Will Collect Responsibility Timeline Teachers will provide information on student struggles in the past based on their curriculum to their building RTI team and/or grade level/department teams. Teachers are able to identify areas of student weakness SchoolTool historical data on areas of concern. RTI historical data Teacher reflection on student areas of weakness Teachers k-12 RTI teams and or grade teams Ongoing and reviewed annually Based on student areas of weakness identified in the step above, RTI teams and/or grade A list of RTI Tier 1 exit and entrance criteria will be refined for each grade Exit and entrance criteria Teachers k-12 RTI teams and or grade Ongoing and reviewed annually
Strategy 3: These strategies should also be SMART (as defined above). Define Evaluation Criteria. Your group should decide on the measures that will be used to examine how successful each strategy was. Answer the following questions: How will we know if our strategies are successful? Strategy 1: Strategy 2: Strategy 3: What evidence will we have to show the success of our action? Strategy 1: Strategy 2: Strategy 3: b. Who will be responsible for each of these strategies? Strategy 1: Strategy 2: Strategy 3: What is the timeline for this strategy? Strategy 1: Strategy 2: Strategy 3: Make a commitment. Once your actions/strategies have been implemented, revisit the data process. Collect and analyze data to see if our PD was successful in improving student achievement. Visual Representation of this brainstorming process: Linking Adult and Student Learning (content)