Supporting The Tier I Vision In The Tier II Space

• Setting the Stage

• What’s up in San Jose?

• A template of basic components

• What’s up in your city/school?

Agenda

Setting the Stage

• Tier I: Designed to support everyone in the group and to address the needs of the class/school as a whole.

• Tier II:Targeted support provided to specific students who have been identified as in need of additional support.

• Interventions:Specific strategies or services provided to students in order to get them back on track.

Key terms

Tier II interventions are some of the most labor intensive structures in a school, and are where many (if not most) resources are allocated. It is essential that these resources be allocated in service to the vision for success of students and the school as a whole.Guiding Questions for our work:

– How do we engage our service partners in the conversation about their tier 1 vision?

– How do we use the tier 1 vision to support the tier 2 space?

Rationale

What’s Up in San Jose?

Results Oriented Cycle Of Inquiry

Set common goals with

teachers for students

Create common planning time with teachers twice monthly

Carry out tier 1 and tier 2

interventions

Regularly use formative and summative assessments to

monitor progress

Use data to inform next steps

Results Oriented Cycle Of Inquiry

District leaders and City Year set

student achievement

goals together

District leaders and City Year

planned interventions

frameworks to support the tier 1 vision

City Year implements tier 2 intervention

model.

District hold quarterly cycle reviews in order to review all the

assessment data

District leaders, CBO’s and other

partners convene to review the

data and adjust preactices

How do we connect the Tier 1 vision in the Tier 2 space?

Learning and Collaboration Centers

•90 minute block

•Teachers and CM’s collaborate

•Teachers model and plan

•Small group centers

Lesson and Center Support

•CM and teacher “charter”

•CM pushes into classroom

•CM support whole group instruction through small groups

•CM helps run centers

•Teacher provides Tier 2 interventions

Lesson and Center Support

Time Lesson Component Teacher Role CM Role Tier

20 Min Intro Whole Group InstructionLesson Introduction

Small Group AssistanceModel Note Taking*

T1

15 Min30 Minute rotation

that includes differentiated

Instruction provided in small

groups

Center AData prescribed activities utilizing T1

topics/concepts

Center CData prescribed activities utilizing T1

topics/conceptsT1

15 MinCenter B

Data prescribed activities utilizing T1 topics/concepts

Center DData prescribed activities utilizing T1

topics/conceptsT1

10 Min Closure Whole Group InstructionLesson Summary/Assessment

Support InstructorFacilitate Exit Ticket T1

Tools for Lesson and Center Support

Learning and Collaboration Centers

Time Activity

15 min CM’s and teachers share student data

45 min Teachers plan, reflect and adjust

30 min

Observe CM’s, model for CM’s and each other,

observe master teachers, provide small group

interventions

Time Activity

30 min

CM’s and teachers share student data,

exchange lesson plans and standards

60 minCM’s provide T2

interventions with their focus list students

Time Activity

30 min Rotation 1: Reading Centers

30 min Rotation 2: Writing Centers

30 min Rotation 3: Math Center

Teachers Grade Level CM’s Remainder of CM Team

What’s Up in Your City/School?

Revisiting the Guiding Questions:– How do we engage our service partners in the conversation about

their tier 1 vision?– How do we use the tier 1 vision to support the tier 2 space?

•Given the earlier ROCI graphic– What parts exist in your school?– What parts do you have access to (goal setting, planning, acting, etc.)?

•What parts are missing from your component list?– Build action steps around each piece that is missing.

Discussion/Activity

Hans Schmtiz – Associate Director, Impacthschmitz@cityyear.org

Deborah Woo – Program Managerdwoo10@cityyear.org

Thank You!