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April 10 TOSA Newsletter

April 10 TOSA Newsletter

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Published by Cheryl Dick

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Published by: Cheryl Dick on Apr 01, 2010
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RTI and Differentiated InstructionGo Hand-in-Hand
Response to Intervention
integrates assessment and interven-tion within a multi-level prevention system to maximize studentachievement and to reduce behavior problems. With RTI, schoolsidentify students at risk for poor learning outcomes, monitor stu-dent progress, provide evidence-based interventions and adjust the
intensity and nature of those interventions depending on a student’s
responsiveness, and identify students with learning disabilities orother disabilities.http://www.rti4success.org/ 
Differentiated Instruction
is a way to plan/deliver the curricu-
lum in Tier 1 of RTI’s multi
-level prevention system. In the first tier,teachers should be using research-based, differentiated instructionto meet the needs of 80-90 percent of their learners. DifferentiatedInstruction includes [but is not limited to] assessment, learningprofiles, multiple intelligences, cooperative learning, tiered instruc-
tion and flexible grouping. It’s consistently and proactively creating
different pathways to help all students become successful.
 Volume 4, Issue 6
TOSA Tribune
 April 2010
Nixa Public Schools
RTI and DI Go Hand-in-Hand1Proactive PlanningDifferentiated Seating Arrangement2Differentiated Ap-pointment Partners3 Anchor Activities 4
Inside this issue:
 April, already? Where has the year gone?
TOSA TribuneIntermediate
Proactive Planning
 A Differentiated Seating Arrangement
In the seating arrangement above, students are in groups of four. The Early Readiness [ER] learnersare seated next to Readiness [R] learners. The Advanced Readiness [AR] learners are seated next toReadiness [R] learners. When the teacher asks shoulder partners to work together, the students areseated with peer tutoring in mind. When the teacher asks face partners to work together, the studentsare also seated with peer tutoring in mind. In this seating arrangement, the Advanced Readiness[accelerated] students are not face partners or shoulder partners with the Early Readiness [struggling]students. Students are also numbered from 1-4. Notice that all the 1s are Early Readiness, all the 2s areReadiness, all the 3s are Readiness and all the 4s are Advanced Readiness. When the teacher calls fornumbers to meet, he/she knows that the number 1s will need more teacher direction than the 3s.Considerations:
 When you change seating arrangements, rotate the readiness levels so students don’t associate
Number 1s with Early Readiness.Readiness levels vary subject to subject. You may want to base the seating chart on reading readi-ness levels and use appointment calendars [a.k.a. clock partners] for math.If you prefer a two-by-two seating arrangement, students can all be facing forward. In seconds, they can push their desks together or pull them apart to form a group of four.
 Volume 4, Issue 6Page 3
 Appointment partners easily allow for flexiblegrouping beyond the seating arrangement. To dif-ferentiate your appointments, allow students tochoose three or four partners [ see random part-ners below]. The rest can be filled in at a later date by the teacher with student ability in mind.
Differentiated Appointment Partners
 When the teacher asks 11:00 appointments[similar ability] to meet, he/she will know that theearly readiness [struggling] partners need moreassistance. This is a perfect time to pull a smallgroup of early readiness appointments togetherfor an intervention group because the other stu-dents will already be paired with advanced readi-ness [high/high] and readiness [medium/medium].
*Students should not be made aware of how ap-pointments are labeled; they simply need to know  who their partners are. Their appointments have
names; the teacher’s appointments have ‘codes’
like the ones to the left.*Gradually add partners and your appointmentcalendars will last for months.*A secondary teacher told me she imported herappointments into Excel Spreadsheets to elimi-
nate students ‘losing’ their appointments.

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