Supplemental Examples of Highly Effective Performance for Response to Intervention (RTI) Teachers. Pre-Conference Observation Questions/Considerations

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1 Pre-Conference Observation Questions/Considerations 1c: Setting Instructional Outcomes 2c: Managing Classroom Procedures 3b: Questioning and Discussion Techniques 3c: Engaging Students in Learning : Using Assessment in Instruction Describe the lesson that will be observed. / Tell me what I can expect to see during the lesson. What should I expect to see in the observation that is aligned to the students weaknesses? How do you determine rigor for individual students? How do you set high expectation for the class and individuals? How do you encourage active participation of all students? How do you collaborate with instructional team members to establish learning goals (SBLC/RtI Committee)? How will you group students for instruction and use resources to effectively manage the groups? How will you incorporate technology in your lesson? What are your procedures for schedules and transitions? Are there situations (behaviors, schedule changes, assessments, assemblies) that may necessitate a change in a routine/procedure? Are there any unusual situations that may occur during instructional time? How will you enhance opportunities for student thinking and engagement? What types of questioning techniques are utilized in small group discussion? When might higher order questions be observed during the lesson? Are there considerations related to the pacing of a lesson to accommodate students learning/participation challenges? How will you incorporate modifications to curriculum to match students individual needs? What reinforcement strategies are used? How do you collect and analyze data to inform instruction (AIMSweb, daily data logs, computer record reports)? How do you incorporate multiple means of assessment within instruction (e.g. tracking, DIBELS, AIMSweb)

2 The following examples are intended to be illustrative and to provide descriptions of possible evidence of Highly Effective performance in classrooms of students who are inside regular class between 40%- 79% of the day, and aligned to each of the five components of the Compass Teacher Rubric. Component 1c: Setting Instructional Outcomes Outcomes represent high expectations and rigor based on Outcomes are written in terms of what students will learn rather than do individual student strengths and needs Teacher works with students to set individual goals Teacher relates individual student outcomes with the big ideas of reading Students work with peers to monitor and track each others progress and modify goals if needed Outcomes are differentiated to encourage individual students to take educational risks based on Students work on technology based programs that are aligned to their individual needs their support needs and gap skills Students can choose early finisher work that is part of the big idea of the lesson Students are made aware of high expectations Teacher and students go over their I Can statements daily Component 2c: Managing Classroom Procedures Students ensure that transitions and other routines are Students are familiar with routines and procedures accomplished smoothly, with visual and/or verbal prompting Students remind each other to log in quickly and stay on task during computer Students, with teacher prompting, based intervention time help to ensure that the instructional time is used productively Students work in pairs to carry out tasks and remind their partners about the expectations of the class Students distribute and collect materials independently and efficiently, with visual and/or verbal prompting Students use checklists and think aloud prompts to keep themselves on track. Students use charts to independently check attendance, check materials, check computer work etc.

3 Component 3b: Questioning and Discussion Techniques Students, with teacher guidance, initiate higher-order questions Students extend and enrich the discussion by using the teacher s visual and verbal prompts prompts With visual and verbal prompts, the students invite comments from their classmates during a discussion Students invite comments from their classmates during a discussion, by using self checklists (created by the teacher), and the teacher s visual and/or verbal Students offer a few comments about what they have just read during the minidiscussion Students are asked higher order questions and responses are discussed Component 3c: Engaging Students in Learning Virtually all students are highly engaged in the lesson, with prompting from the teacher Students are on task during interventions, when working on computer programs, and during direct instruction Students are given choices in ways to modify a learning task so it is Instruction includes a balance of teacher directed and student directed activities more meaningful or relevant to their needs Students complete fluency practice with partner, the teacher, or on the computer Students are given choices in how they complete tasks Computer based instruction is utilized to differentiate instruction Students work in pairs to pair and share, complete timed readings, and help partners complete group activities Component : Using Assessment in Instruction Students monitor their own understanding, as a result of tasks set by the teacher (for example, activities self-monitoring checklists) There is evidence that students, with teacher support, have had input in the establishing of the readers evaluation criteria Teacher and students go over their I Can statements daily The teacher is constantly observing and offering feedback during small group Individual deficit needs are addressed, such as comprehension strategies or troublesome word lists for struggling Teacher uses checklists, anecdotal notes, and/or rubrics as an informal assessment of students performance The classroom structure offers frequent

4 progress monitoring Teacher uses a clipboard with a chart of student names and tasks to informally monitor and document student progress Students use self-monitoring checklists and/or rubrics to reflect and evaluate their own assignments then meet with the teacher to discuss these Students complete timed reading charts with their partners then give feedback to one another based on the rubric

5 Component Post- Observation Conference Questions/Considerations 1. What learning took place as a result of the lesson? 2. How did you assess student performance? Please site examples of evidence of learning. What does this evidence reveal about students' learning? 3c 1c 2b 3b 3. As you reflect on the lesson, to what extent were students productively and intellectually engaged in learning? 4. Please give examples of how students needs were met. 5. How were students empowered to take responsibility for their own learning? 6. Please comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, resources, etc). To what extent were they effective in producing student learning? 3c 1c 2c 7. Did you depart from your plan? If so, how and why? How did this departure contribute to student learning? 9. If you had the chance to teach this lesson again to the same group of students, what, if anything, would you do differently? 10. Please describe your classroom procedures and your behavior management strategies?