Tier 2 Instructional Strategy BAU Quick Checks One component of Excellent Instruction Teacher's responsiveness through differentiation, remediation, & enrichment Backward design ID outcomes, create assessments, design instruction Yellow Zone When a student feels frustrated, worried or wiggly Interactive Learning Structure Inside / Outside Circle CQ2 How will we know if they have learned it? Concrete Math Model Student uses plastic bears to build an addition problem solution Tier 3 Instructional Strategy Highly targeted, intensive instruction Tier 1 Instructional Strategy For all students by the GE teacher Parallel Teaching Students taught same content at same time by 2 teachers CQ1 What do we want all students to learn? Stages of Collaboration Forming, Norming, Storming, Performing Blue Zone When a student feels sad, sick or tired LWT #4 Teacher communicates high expectations LWT #2 DoDEA adopted materials are used to support student learning Red Zone When a student is angry, ecstatic, or terrified Green Zone Student is happy, calm, and focused Representational Math Model number line CQ3 How will we respond when they do not learn? CQ4 How will we extend learning for students who are already proficient? Student Engagement Strategy "Share" portion of Morning Meeting LWT #13 Support of written/spoken opinions with text evidence LWT #9 Tasks require productive struggle, problem solving, & reasoning Alternative Teaching Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson Tier 2 Instructional Strategy BAU Quick Checks One component of Excellent Instruction Teacher's responsiveness through differentiation, remediation, & enrichment Backward design ID outcomes, create assessments, design instruction Yellow Zone When a student feels frustrated, worried or wiggly Interactive Learning Structure Inside / Outside Circle CQ2 How will we know if they have learned it? Concrete Math Model Student uses plastic bears to build an addition problem solution Tier 3 Instructional Strategy Highly targeted, intensive instruction Tier 1 Instructional Strategy For all students by the GE teacher Parallel Teaching Students taught same content at same time by 2 teachers CQ1 What do we want all students to learn? Stages of Collaboration Forming, Norming, Storming, Performing Blue Zone When a student feels sad, sick or tired LWT #4 Teacher communicates high expectations LWT #2 DoDEA adopted materials are used to support student learning Red Zone When a student is angry, ecstatic, or terrified Green Zone Student is happy, calm, and focused Representational Math Model number line CQ3 How will we respond when they do not learn? CQ4 How will we extend learning for students who are already proficient? Student Engagement Strategy "Share" portion of Morning Meeting LWT #13 Support of written/spoken opinions with text evidence LWT #9 Tasks require productive struggle, problem solving, & reasoning Alternative Teaching Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson
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BAU Quick Checks
Teacher's responsiveness through differentiation, remediation, & enrichment
ID outcomes, create assessments, design instruction
When a student feels frustrated, worried or wiggly
Inside / Outside Circle
How will we know if they have learned it?
Student uses plastic bears to build an addition problem solution
Highly targeted, intensive instruction
For all students by the GE teacher
Students taught same content at same time by 2 teachers
What do we want all students to learn?
Forming, Norming, Storming, Performing
When a student feels sad, sick or tired
Teacher communicates high expectations
DoDEA adopted materials are used to support student learning
When a student is angry, ecstatic, or terrified
Student is happy, calm, and focused
number line
How will we respond when they do not learn?
How will we extend learning for students who are already proficient?
"Share" portion of Morning Meeting
Support of written/spoken opinions with text evidence
Tasks require productive struggle, problem solving, & reasoning
Small group of students work with 1 teacher on a different lesson while all others work with another teacher on a planned lesson
