00:00:01:15 00:00:02:22 >> Narrator: Empowered by a 00:00:02:22 00:00:04:26 multi-level system of support, 00:00:04:26 00:00:06:10 and guided by culturally 00:00:06:10 00:00:08:19 responsive practices, 00:00:08:19 00:00:10:07 Wisconsin's vision for RtI 00:00:10:07 00:00:11:17 integrates three essential 00:00:11:17 00:00:13:21 elements: 00:00:13:21 00:00:16:17 High quality instruction, 00:00:16:17 00:00:18:21 Balanced Assessment, 00:00:18:21 00:00:21:21 and Collaboration. 00:00:21:21 00:00:22:26 This RtI story focuses 00:00:22:26 00:00:24:29 on Balanced Assessment, 00:00:24:29 00:00:26:07 as it's implemented at 00:00:26:07 00:00:28:24 Shawano Community High School. 00:00:33:09 00:00:34:27 Shawano uses a rich mix of data 00:00:34:27 00:00:36:10 to understand how teaching 00:00:36:10 00:00:37:13 can be adjusted 00:00:37:13 00:00:39:07 to improve student learning. 00:00:39:07 00:00:42:10 >> RtI is not a program. 00:00:42:10 00:00:44:05 It's not an individual. 00:00:44:05 00:00:45:08 It's a philosophy. 00:00:45:08 00:00:46:17 It's a common thread 00:00:46:17 00:00:48:16 that is done when a school 00:00:48:16 00:00:49:26 provides the best practice 00:00:49:26 00:00:51:27 and best education for students. 00:00:51:27 00:00:53:14 When RtI was introduced at 00:00:53:14 00:00:55:05 Shawano High School, we wanted 00:00:55:05 00:00:57:29 to make some choices by data. 00:00:57:29 00:00:59:12 We wanted to talk about learning 00:00:59:12 00:01:00:21 and making sure we were doing 00:01:00:21 00:01:02:01 everything we possibly could 00:01:02:01 00:01:03:07 on learning. 00:01:03:07 00:01:04:13 >> RtI didn't start 00:01:04:13 00:01:05:20 with a mandate 00:01:05:20 00:01:07:04 from our high school principal 00:01:07:04 00:01:08:21 or from our superintendent. 00:01:08:21 00:01:09:22 It didn't start from a mandate 00:01:09:22 00:01:10:28 from me, as the at-risk 00:01:10:28 00:01:12:06 coordinator. 00:01:12:06 00:01:13:22 It started with a conversation. 00:01:13:22 00:01:15:12 And it started, really, 00:01:15:12 00:01:17:16 with questions. 00:01:20:21 00:01:22:26 Why are students not growing? 00:01:22:26 00:01:24:00 Why aren't we seeing 00:01:24:00 00:01:25:07 more proficient and advanced 00:01:25:07 00:01:26:05 students? 00:01:26:05 00:01:27:22 Who are the kids who are 00:01:27:22 00:01:29:07 on the border of proficient 00:01:29:07 00:01:30:27 and advanced? 00:01:30:27 00:01:33:00 What classes did they take? 00:01:33:00 00:01:34:06 All of those questions 00:01:34:06 00:01:35:16 started coming up, because 00:01:35:16 00:01:36:28 somebody asked the question. 00:01:36:28 00:01:38:05 The more we asked, 00:01:38:05 00:01:41:02 the more we dove into the data. 00:01:41:02 00:01:42:18 Those are the starting points 00:01:42:18 00:01:43:24 for us. 00:01:43:24 00:01:45:01 I think that most districts 00:01:45:01 00:01:46:10 can start anywhere. 00:01:46:10 00:01:47:13 But it really needs to be, 00:01:47:13 00:01:48:24 somebody's got to be curious 00:01:48:24 00:01:50:18 about why 00:01:50:18 00:01:53:00 certain things are happening. 00:01:53:00 00:01:54:06 >> Each of these diamonds 00:01:54:06 00:01:56:03 is one student and look at this. 00:01:56:03 00:01:57:10 >> Narrator: These questions 00:01:57:10 00:01:58:21 were answered with data. 00:01:58:21 00:02:00:04 >> Jill and I, the assistant 00:02:00:04 00:02:02:08 principal, were looking 00:02:02:08 00:02:03:22 at a number of different 00:02:03:22 00:02:05:08 pieces of data for students 00:02:05:08 00:02:06:27 coming into ninth grade. 00:02:06:27 00:02:07:29 >> There's a number of factors 00:02:07:29 00:02:09:04 that we look at. 00:02:09:04 00:02:11:07 >> WKCEs and MAP testing. 00:02:11:07 00:02:12:18 >> We looked at 00:02:12:18 00:02:13:20 classroom scores, as well. 00:02:13:20 00:02:15:02 >> Students' progress towards 00:02:15:02 00:02:16:25 graduation, 00:02:16:25 00:02:18:19 behavioral information. 00:02:18:19 00:02:19:23 >> We looked at 00:02:19:23 00:02:20:20 socioeconomic needs. 00:02:20:20 00:02:22:10 >> Teacher feedback, 00:02:22:10 00:02:24:11 report card comments. 00:02:24:11 00:02:25:23 >> Attendance. 00:02:25:23 00:02:27:12 >> Demographic information. 00:02:27:12 00:02:28:25 >> A million questions come up 00:02:28:25 00:02:31:00 about individual student data. 00:02:31:00 00:02:33:02 >> By looking at multiple pieces 00:02:33:02 00:02:35:09 of information at one time, 00:02:35:09 00:02:36:21 including the test scores, 00:02:36:21 00:02:38:02 looking at students 00:02:38:02 00:02:39:29 longitudinally, 00:02:39:29 00:02:42:11 we found tremendous trends 00:02:42:11 00:02:43:25 in the information 00:02:43:25 00:02:47:03 that changed our direction 00:02:47:03 00:02:49:26 of what we needed to change 00:02:49:26 00:02:51:24 school-wide for students. 00:02:51:24 00:02:53:19 >> That traditional, 00:02:53:19 00:02:55:27 typical assumptions put a damper 00:02:55:27 00:02:57:04 on whether students 00:02:57:04 00:02:58:08 are going to move forward 00:02:58:08 00:02:59:17 in their academics. 00:02:59:17 00:03:00:21 It might not be a bad idea 00:03:00:21 00:03:01:22 to show everybody 00:03:01:22 00:03:03:02 what's going on here because... 00:03:03:02 00:03:04:19 >> So it wasn't necessarily 00:03:04:19 00:03:06:07 looking at it at the 00:03:06:07 00:03:08:00 intervention, the student level, 00:03:08:00 00:03:09:19 as much as, what do we need 00:03:09:19 00:03:11:05 to do at the systems level 00:03:11:05 00:03:13:05 or the core instruction. 00:03:15:14 00:03:16:16 >> Justyn has found 00:03:16:16 00:03:17:25 some information here, 00:03:17:25 00:03:19:10 utilizing our MAPS data... 00:03:19:10 00:03:20:14 >> Narrator: Justyn and Jill 00:03:20:14 00:03:21:16 met with the principal and the 00:03:21:16 00:03:23:07 English language arts educators 00:03:23:07 00:03:25:03 to discuss their findings. 00:03:25:03 00:03:26:13 >> Jill and I looked at 00:03:26:13 00:03:27:26 the difference in gains 00:03:27:26 00:03:29:02 for those students. 00:03:29:02 00:03:31:26 It's a pretty huge difference. 00:03:31:26 00:03:33:00 >> Narrator: They noticed that 00:03:33:00 00:03:34:02 students that were in 00:03:34:02 00:03:35:10 the Honors English 9 class 00:03:35:10 00:03:36:18 were making tremendous gains, 00:03:36:18 00:03:37:25 compared to students in other 00:03:37:25 00:03:39:02 English classes 00:03:39:02 00:03:40:11 who had the same test scores at 00:03:40:11 00:03:41:21 the beginning of the year, but 00:03:41:21 00:03:43:22 were not in the honors class. 00:03:43:22 00:03:44:29 Class placement 00:03:44:29 00:03:46:24 seemed to make the difference. 00:03:46:24 00:03:48:18 >> That day was scary. 00:03:48:18 00:03:50:07 We had never really looked 00:03:50:07 00:03:52:11 at the honors class, 00:03:52:11 00:03:54:01 or the kids who were at the top. 00:03:54:01 00:03:55:17 We'd been focusing for a couple 00:03:55:17 00:03:56:27 of years, really on the kids 00:03:56:27 00:03:58:07 that were struggling. 00:03:58:07 00:03:59:14 >> A couple things 00:03:59:14 00:04:01:05 that we noticed... 00:04:01:05 00:04:02:15 >> When Justyn came in 00:04:02:15 00:04:04:04 with those results, 00:04:04:04 00:04:05:23 it just really opened our eyes. 00:04:05:23 00:04:07:16 We thought, wow, we could be 00:04:07:16 00:04:10:14 pushing our kids so much more. 00:04:10:14 00:04:11:27 And change is always scary 00:04:11:27 00:04:13:09 for me, and I always seem 00:04:13:09 00:04:14:29 to be on the wrong side 00:04:14:29 00:04:17:15 of the argument, but this was 00:04:17:15 00:04:20:06 another good thing that we did. 00:04:21:21 00:04:23:00 >> Narrator: Data analysis 00:04:23:00 00:04:24:11 led to changes in Shawano's 00:04:24:11 00:04:26:04 high-quality instruction. 00:04:26:04 00:04:27:16 >> So, potentially, they should 00:04:27:16 00:04:28:29 be, if you go by MAPS scores, 00:04:28:29 00:04:30:04 they should be 00:04:30:04 00:04:31:21 in our honors program. 00:04:31:21 00:04:33:07 >> Possibly. 00:04:33:07 00:04:34:10 >> Narrator: They decided 00:04:34:10 00:04:35:13 to add more sections 00:04:35:13 00:04:36:15 of honors English 9, 00:04:36:15 00:04:37:20 and raise the academic bar 00:04:37:20 00:04:39:11 for all students. 00:04:39:11 00:04:41:12 >> Today, in "Fahrenheit 451," 00:04:41:12 00:04:43:23 we're starting to read Part 3. 00:04:43:23 00:04:45:05 >> Narrator: This change created 00:04:45:05 00:04:46:25 challenges for the educators. 00:04:46:25 00:04:48:01 >> I typically wouldn't have 00:04:48:01 00:04:49:12 any behavior problems, because 00:04:49:12 00:04:50:17 all those students 00:04:50:17 00:04:51:22 wanted to be in that class. 00:04:51:22 00:04:52:25 They were 00:04:52:25 00:04:54:23 high achieving students. 00:04:54:23 00:04:56:17 They were highly motivated 00:04:56:17 00:04:58:22 to get the work done. 00:04:58:22 00:05:00:19 So now, we have a whole variety 00:05:00:19 00:05:02:00 of kids that might not 00:05:02:00 00:05:03:27 be that motivated. 00:05:03:27 00:05:05:02 All right, what about 00:05:05:02 00:05:06:02 the Salamander? 00:05:06:02 00:05:07:06 What does that represent? 00:05:07:06 00:05:08:14 It's a firetruck. 00:05:08:14 00:05:10:11 On my part, I have to, you know, 00:05:10:11 00:05:11:16 kind of gear them up 00:05:11:16 00:05:12:24 and get them more excited 00:05:12:24 00:05:14:09 about doing the work. 00:05:14:09 00:05:15:14 >> Narrator: The English 00:05:15:14 00:05:16:29 educators had to develop new 00:05:16:29 00:05:18:09 strategies to better meet 00:05:18:09 00:05:19:22 the needs of their students. 00:05:19:22 00:05:20:24 >> So here we go. 00:05:20:24 00:05:21:28 It would go to this partner, 00:05:21:28 00:05:23:00 then to this partner, 00:05:23:00 00:05:24:02 and back to me. 00:05:24:02 00:05:25:04 >> Narrator: The school provided 00:05:25:04 00:05:26:06 professional 00:05:26:06 00:05:27:11 learning opportunities 00:05:27:11 00:05:28:19 to support the educators as they 00:05:28:19 00:05:30:15 implemented these changes. 00:05:30:15 00:05:31:19 >> One of the things that has 00:05:31:19 00:05:33:09 to happen within high school 00:05:33:09 00:05:34:24 instruction, is the teachers 00:05:34:24 00:05:36:10 have to find ways that 00:05:36:10 00:05:37:28 they can engage their students 00:05:37:28 00:05:39:13 immediately. 00:05:39:13 00:05:41:16 The techniques and strategies 00:05:41:16 00:05:43:10 that were taught, or that I had 00:05:43:10 00:05:45:06 in school, and the ones that 00:05:45:06 00:05:47:09 I used when I began teaching, 00:05:47:09 00:05:49:09 just do not do the job 00:05:49:09 00:05:51:05 in the 21st century. 00:05:51:05 00:05:52:20 What you're going to do now 00:05:52:20 00:05:54:04 is make a list of seven, and 00:05:54:04 00:05:56:05 initial whose ideas they are. 00:05:56:05 00:05:58:04 These strategies allow the 00:05:58:04 00:05:59:27 teacher to then put the student 00:05:59:27 00:06:02:07 into the center of the lesson. 00:06:02:07 00:06:04:20 >> The Bill Banks instruction 00:06:04:20 00:06:07:04 was very helpful for us 00:06:07:04 00:06:08:21 when we got into this, 00:06:08:21 00:06:11:05 because we needed to change 00:06:11:05 00:06:13:02 a lot of our teaching styles, 00:06:13:02 00:06:14:16 methods, differentiate 00:06:14:16 00:06:16:25 for different students. 00:06:16:25 00:06:19:21 Having some of these techniques 00:06:19:21 00:06:21:08 presented to us, you know, 00:06:21:08 00:06:24:06 was such a huge benefit. 00:06:24:06 00:06:25:19 We'll divide up 00:06:25:19 00:06:27:28 into groups of threes. 00:06:27:28 00:06:29:15 >> I think it's a lot more fun 00:06:29:15 00:06:30:22 than a traditional classroom. 00:06:30:22 00:06:31:27 Because in a traditional 00:06:31:27 00:06:33:01 classroom, you sit there, 00:06:33:01 00:06:34:15 you take notes, 00:06:34:15 00:06:35:27 and it gets boring. 00:06:35:27 00:06:37:06 >> I think it gets us to learn 00:06:37:06 00:06:38:24 more when we're moving, because 00:06:38:24 00:06:40:29 then we want to be part of it. 00:06:40:29 00:06:43:19 We want to be into a program, 00:06:43:19 00:06:45:12 or whatever we're doing that day 00:06:45:12 00:06:47:03 instead of just having 00:06:47:03 00:06:48:13 to sit there, because then 00:06:48:13 00:06:50:24 most people, they daydream, 00:06:50:24 00:06:52:29 or they text, or something else. 00:06:52:29 00:06:54:06 >> You'll write it out, 00:06:54:06 00:06:56:28 then he'll pass it to Nate. 00:06:56:28 00:06:58:07 >> Narrator: As these strategies 00:06:58:07 00:06:59:18 were implemented, educators 00:06:59:18 00:07:01:02 had more tools at their disposal 00:07:01:02 00:07:02:17 to help students who were 00:07:02:17 00:07:04:26 originally considered at risk. 00:07:04:26 00:07:05:28 >> When we were going through 00:07:05:28 00:07:07:01 the data, we noticed 00:07:07:01 00:07:08:10 that one of our students 00:07:08:10 00:07:09:14 was in the upper range 00:07:09:14 00:07:10:20 for our English classes. 00:07:10:20 00:07:12:00 Once we broke the data down 00:07:12:00 00:07:13:04 and looked individually 00:07:13:04 00:07:14:16 at who these kids really are, 00:07:14:16 00:07:15:17 we noticed that one of 00:07:15:17 00:07:17:03 the students was a student 00:07:17:03 00:07:19:02 identified as an at-risk kid. 00:07:19:02 00:07:20:04 Cainen! 00:07:20:04 00:07:21:04 >> Yes? 00:07:21:04 00:07:22:04 >> What two pieces of bad luck 00:07:22:04 00:07:23:04 did touching the snake skin 00:07:23:04 00:07:24:09 bring? 00:07:24:09 00:07:25:14 >> The canoe was broken. 00:07:25:14 00:07:27:01 They got separated. 00:07:27:01 00:07:28:06 >> What I also found 00:07:28:06 00:07:29:09 when I looked at his schedule, 00:07:29:09 00:07:30:22 was that we made the assumption 00:07:30:22 00:07:32:07 that because he was in 00:07:32:07 00:07:33:17 this at-risk program, 00:07:33:17 00:07:34:29 he should be in the lowest level 00:07:34:29 00:07:36:15 English class, 00:07:36:15 00:07:37:26 when in fact his scores showed 00:07:37:26 00:07:39:05 that he should be in 00:07:39:05 00:07:40:26 the honors level English class. 00:07:40:26 00:07:42:02 >> RtI played, 00:07:42:02 00:07:44:00 I think, a big role. 00:07:44:00 00:07:46:07 I had to recognize that Cainen 00:07:46:07 00:07:47:21 was quite bright, and 00:07:47:21 00:07:49:02 that was through assessment. 00:07:49:02 00:07:50:10 When he turned work in, 00:07:50:10 00:07:51:22 it was very good quality, so 00:07:51:22 00:07:53:05 I recognized that his ability 00:07:53:05 00:07:55:05 was outstanding. 00:07:55:05 00:07:56:17 I then had to say, 00:07:56:17 00:07:57:29 okay, what is the problem? 00:07:57:29 00:07:59:11 If you recognize 00:07:59:11 00:08:00:24 a student is struggling, 00:08:00:24 00:08:03:06 and you don't change anything 00:08:03:06 00:08:04:29 in your curriculum, 00:08:04:29 00:08:06:15 you don't change your method 00:08:06:15 00:08:07:21 of instruction, 00:08:07:21 00:08:08:29 you don't change 00:08:08:29 00:08:11:07 the assignments themselves, 00:08:11:07 00:08:12:24 or give students choice, 00:08:12:24 00:08:15:03 or if you neglect to do any 00:08:15:03 00:08:17:04 of those things that you know 00:08:17:04 00:08:18:12 will probably help 00:08:18:12 00:08:20:01 that particular student, 00:08:20:01 00:08:22:05 then you aren't doing any kind 00:08:22:05 00:08:24:19 of response to intervention. 00:08:24:19 00:08:26:03 It all matters, Cainen. 00:08:26:03 00:08:27:13 All of it matters... 00:08:27:13 00:08:29:21 I started doing things 00:08:29:21 00:08:32:04 to help him to be successful. 00:08:32:04 00:08:34:09 One of those things was keeping 00:08:34:09 00:08:36:26 track of what he turned in, 00:08:36:26 00:08:38:18 when he turned it in, 00:08:38:18 00:08:40:14 what was missing. 00:08:40:14 00:08:41:21 >> My favorite teacher 00:08:41:21 00:08:43:05 is probably Ms. Hoffman, 00:08:43:05 00:08:44:19 which was my freshman 00:08:44:19 00:08:46:05 English teacher. 00:08:46:05 00:08:47:25 She really believed in me, 00:08:47:25 00:08:49:05 and you know she was 00:08:49:05 00:08:50:27 really supportive. 00:08:53:06 00:08:54:10 >> Narrator: Their study 00:08:54:10 00:08:55:17 of the data led them 00:08:55:17 00:08:56:23 to make system changes 00:08:56:23 00:08:58:12 in all the English classes. 00:08:58:12 00:08:59:25 Support with professional 00:08:59:25 00:09:01:13 learning helped educators 00:09:01:13 00:09:03:08 improve instructional practices. 00:09:03:08 00:09:04:21 >> With our Special Ed students, 00:09:04:21 00:09:06:09 we've got a large number of them 00:09:06:09 00:09:07:15 who had been in pull-out 00:09:07:15 00:09:09:06 English programs before. 00:09:09:06 00:09:10:26 And now they are in this, 00:09:10:26 00:09:12:22 and getting this extra support 00:09:12:22 00:09:14:13 in a booster class 00:09:14:13 00:09:16:09 in their special education room. 00:09:16:09 00:09:18:25 Group two. 00:09:18:25 00:09:21:29 You have questions 11-20... 00:09:21:29 00:09:23:08 >> Narrator: Differentiated 00:09:23:08 00:09:24:17 instruction in Shawano 00:09:24:17 00:09:26:04 is dynamic. 00:09:26:04 00:09:27:16 Educators monitor the match 00:09:27:16 00:09:29:16 between learner and learning, 00:09:29:16 00:09:30:27 and make adjustments 00:09:30:27 00:09:31:29 as necessary. 00:09:31:29 00:09:32:26 >> She's like them type 00:09:32:26 00:09:33:23 of teachers 00:09:33:23 00:09:34:21 that go by your shoulder. 00:09:34:21 00:09:35:19 You know what I mean? 00:09:35:19 00:09:36:27 Like, they put their hand 00:09:36:27 00:09:38:00 on your back, or whatever, 00:09:38:00 00:09:39:02 and they show you everything 00:09:39:02 00:09:40:01 step-by-step, 00:09:40:01 00:09:41:00 like she's a mom or something. 00:09:41:00 00:09:41:29 >> And what does he say 00:09:41:29 00:09:42:28 to Juliet? 00:09:42:28 00:09:43:28 >> Oh, he tries to put it out 00:09:43:28 00:09:45:08 on the street. 00:09:45:08 00:09:46:12 >> There you go... 00:09:46:12 00:09:47:16 >> I'm a middle linebacker, 00:09:47:16 00:09:48:19 and I'm supposed to be, 00:09:48:19 00:09:49:18 like, mean and everything. 00:09:49:18 00:09:50:26 I don't know, but I think 00:09:50:26 00:09:51:29 I like it when teachers, like, 00:09:51:29 00:09:53:05 come up right next to you and 00:09:53:05 00:09:54:13 help you out, and everything, 00:09:54:13 00:09:55:20 because, I don't know, 00:09:55:20 00:09:57:00 I learn a lot better that way. 00:09:57:00 00:09:58:13 Like some teachers, when they 00:09:58:13 00:09:59:18 just teach the lesson real fast 00:09:59:18 00:10:00:24 up on the board, 00:10:00:24 00:10:02:04 it's kind of hard to learn. 00:10:02:04 00:10:03:09 I hate reading. 00:10:03:09 00:10:04:13 Like, I'd never read 00:10:04:13 00:10:05:15 on my free time. 00:10:05:15 00:10:06:20 Like, I wish I loved to read, 00:10:06:20 00:10:07:25 but I don't. 00:10:07:25 00:10:09:00 But the cool thing is 00:10:09:00 00:10:10:06 that she had, like, 00:10:10:06 00:10:11:21 she had like 15 books 00:10:11:21 00:10:13:04 all up on the thing, and 00:10:13:04 00:10:14:12 we got to pick whatever book 00:10:14:12 00:10:15:18 you wanted to read. 00:10:15:18 00:10:16:22 And then if, like, other people 00:10:16:22 00:10:17:27 wanted to read that same book, 00:10:17:27 00:10:19:00 you can have your own 00:10:19:00 00:10:20:02 little group. 00:10:20:02 00:10:21:01 Like, some classes, 00:10:21:01 00:10:22:02 they just give you a book 00:10:22:02 00:10:23:02 that the teacher thinks is good, 00:10:23:02 00:10:24:06 and then sometimes 00:10:24:06 00:10:25:11 if it's a really boring book, 00:10:25:11 00:10:26:29 it's hard to, like, you know, 00:10:26:29 00:10:28:15 it's hard to read along with, 00:10:28:15 00:10:30:03 like, if it's really lame, 00:10:30:03 00:10:31:26 like a lot of books are. 00:10:31:26 00:10:32:29 >> So, how did you like 00:10:32:29 00:10:34:05 this book...? 00:10:34:05 00:10:35:09 >> For me, getting to pick 00:10:35:09 00:10:36:14 a book, like, I got to pick 00:10:36:14 00:10:37:26 a book, I picked a football one. 00:10:37:26 00:10:39:06 And I'm like, into football. 00:10:39:06 00:10:40:20 It's like, a lot easier to read 00:10:40:20 00:10:41:24 when you're enjoying 00:10:41:24 00:10:42:24 what you're reading. 00:10:42:24 00:10:43:27 We have to do a book project 00:10:43:27 00:10:44:29 on it. 00:10:44:29 00:10:46:05 She gives you the choice 00:10:46:05 00:10:47:12 of three different projects. 00:10:47:12 00:10:48:15 >> Narrator: This example 00:10:48:15 00:10:49:19 of differentiation shows that 00:10:49:19 00:10:50:23 we must build bridges between 00:10:50:23 00:10:51:28 the learner and learning. 00:10:51:28 00:10:53:10 >> It means finding 00:10:53:10 00:10:56:17 the technique that best works 00:10:56:17 00:10:59:24 for each particular student, 00:10:59:24 00:11:02:29 whether it be changing the type 00:11:02:29 00:11:06:04 of assessment that you use, 00:11:06:04 00:11:07:29 whether it be changing 00:11:07:29 00:11:10:10 the lesson itself, 00:11:10:10 00:11:13:09 the mode that you're using. 00:11:13:09 00:11:14:22 You're out to get the best 00:11:14:22 00:11:16:07 possible outcome 00:11:16:07 00:11:18:05 for the student. 00:11:18:05 00:11:20:05 For a writing assignment, 00:11:20:05 00:11:22:07 I grouped the assessments 00:11:22:07 00:11:24:05 by the particular problems that 00:11:24:05 00:11:26:06 I noticed certain students 00:11:26:06 00:11:27:18 were having. 00:11:27:18 00:11:29:00 I had group conversations 00:11:29:00 00:11:30:09 with those students. 00:11:30:09 00:11:31:17 We looked at each of their 00:11:31:17 00:11:34:04 writings and had conversations 00:11:34:04 00:11:35:13 about how to improve 00:11:35:13 00:11:36:23 that writing. 00:11:36:23 00:11:39:07 That was very successful, 00:11:39:07 00:11:40:19 because it showed the students 00:11:40:19 00:11:41:23 that I thought of them 00:11:41:23 00:11:44:16 as writers, as capable writers, 00:11:44:16 00:11:46:06 and they began to respect 00:11:46:06 00:11:47:25 each other more 00:11:47:25 00:11:50:21 for that very reason. 00:11:50:21 00:11:51:25 >> Narrator: Inherent 00:11:51:25 00:11:53:00 to high quality instruction 00:11:53:00 00:11:54:13 is rigorous content delivered 00:11:54:13 00:11:55:16 through differentiated 00:11:55:16 00:11:57:00 instruction. 00:11:57:00 00:11:58:09 Instructional activities 00:11:58:09 00:11:59:27 are culturally relevant, 00:11:59:27 00:12:01:02 and put the student 00:12:01:02 00:12:02:18 at the center of learning, 00:12:02:18 00:12:03:23 with the student's needs 00:12:03:23 00:12:05:05 driving instruction, 00:12:05:05 00:12:07:10 not programs or curricula. 00:12:07:10 00:12:08:15 Shawano recognizes that 00:12:08:15 00:12:09:20 the different strengths that 00:12:09:20 00:12:11:00 students bring to the school 00:12:11:00 00:12:12:11 need to be identified, 00:12:12:11 00:12:14:01 nurtured, and utilized, 00:12:14:01 00:12:15:25 to promote student achievement. 00:12:15:25 00:12:17:02 >> We work very hard with 00:12:17:02 00:12:18:07 our teachers to make sure 00:12:18:07 00:12:19:12 that they understand dynamics 00:12:19:12 00:12:20:21 of the culture. 00:12:20:21 00:12:22:04 Teachers have really done 00:12:22:04 00:12:23:12 a great job of saying, 00:12:23:12 00:12:24:13 this is part of your culture. 00:12:24:13 00:12:25:14 I want you to bring it 00:12:25:14 00:12:26:14 into my classroom. 00:12:26:14 00:12:27:16 Show me what it looks like 00:12:27:16 00:12:28:15 when this happens. 00:12:28:15 00:12:30:00 Or, give me an example of 00:12:30:00 00:12:31:10 something else in your culture 00:12:31:10 00:12:33:17 that would relate to this topic. 00:12:33:17 00:12:34:29 >> It's really important. 00:12:34:29 00:12:36:06 It's really important 00:12:36:06 00:12:37:09 to know who you are 00:12:37:09 00:12:38:15 and where you came from. 00:12:38:15 00:12:40:03 I think I try to be, you know, 00:12:40:03 00:12:42:21 just like another guy. 00:12:42:21 00:12:43:28 But then there's some things 00:12:43:28 00:12:45:20 that I want to differentiate. 00:12:45:20 00:12:46:28 You know, 00:12:46:28 00:12:48:06 that I'm, like, I'm native, 00:12:48:06 00:12:49:24 and I'm proud of it. 00:12:49:24 00:12:50:27 But sometimes, like, 00:12:50:27 00:12:52:00 my friends step out of line, 00:12:52:00 00:12:52:29 and you know, I got to be like, 00:12:52:29 00:12:54:02 whoa, you know, 00:12:54:02 00:12:55:05 you're crossing the line. 00:12:55:05 00:12:56:06 My friends, sometimes, 00:12:56:06 00:12:57:05 they'd say stuff 00:12:57:05 00:12:58:09 that they don't think is racist. 00:12:58:09 00:12:59:19 But you know, they don't 00:12:59:19 00:13:01:05 really know from which point 00:13:01:05 00:13:04:24 that I'm coming from. 00:13:04:24 00:13:06:08 >> Narrator: Some believe 00:13:06:08 00:13:07:16 that Shawano has struggled 00:13:07:16 00:13:09:06 with a legacy of racism. 00:13:09:06 00:13:10:16 >> Just the cultural thing, 00:13:10:16 00:13:12:18 you know, like, how they don't 00:13:12:18 00:13:15:01 understand the cultures, and 00:13:15:01 00:13:16:11 you know, some of the teachers 00:13:16:11 00:13:19:24 don't understand. 00:13:19:24 00:13:21:02 I don't know if they want 00:13:21:02 00:13:22:12 to try to understand. 00:13:22:12 00:13:23:26 I work up on the res, Menominee 00:13:23:26 00:13:25:04 Reservation. 00:13:25:04 00:13:27:01 I've heard so many parents 00:13:27:01 00:13:28:02 saying, oh, I would never 00:13:28:02 00:13:30:01 send my kid there, 00:13:30:01 00:13:32:17 because they're so racist there. 00:13:32:17 00:13:35:13 They're not for the people. 00:13:35:13 00:13:36:18 >> Narrator: In Shawano, 00:13:36:18 00:13:37:24 educators are determined to 00:13:37:24 00:13:39:04 find out about their students' 00:13:39:04 00:13:40:27 culture, language, 00:13:40:27 00:13:43:05 and learning styles. 00:13:43:05 00:13:45:04 It is a work in progress. 00:13:45:04 00:13:46:10 >> We have teachers who have 00:13:46:10 00:13:47:23 taken Menominee classes, so they 00:13:47:23 00:13:49:02 can speak some of the language. 00:13:49:02 00:13:50:09 We have other teachers who have 00:13:50:09 00:13:51:29 taken some of the art classes, 00:13:51:29 00:13:53:10 so they can, you know, 00:13:53:10 00:13:54:15 weave the baskets, 00:13:54:15 00:13:56:00 and do some the beading. 00:13:56:00 00:13:57:05 Of course, we can always 00:13:57:05 00:13:58:10 do a better job, 00:13:58:10 00:13:59:14 but we're working on it. 00:13:59:14 00:14:00:20 We know that that's something 00:14:00:20 00:14:02:03 we can improve on, especially 00:14:02:03 00:14:04:06 as our staff turn over. 00:14:04:06 00:14:05:14 With new staff coming in 00:14:05:14 00:14:06:23 every year, it's important 00:14:06:23 00:14:08:16 that we're paying attention 00:14:08:16 00:14:09:27 as administrators 00:14:09:27 00:14:10:28 to who's coming in, 00:14:10:28 00:14:12:04 what do they know 00:14:12:04 00:14:13:26 about the culture in this area. 00:14:13:26 00:14:15:05 >> We've got 00:14:15:05 00:14:17:13 a couple choices here. 00:14:17:13 00:14:18:23 We've got As and Cs... 00:14:18:23 00:14:19:29 >> I think we're only getting 00:14:19:29 00:14:21:08 started implementing RtI 00:14:21:08 00:14:22:17 in this school. 00:14:22:17 00:14:24:15 We have a ton of work to do. 00:14:24:15 00:14:25:27 And you know, I think one of 00:14:25:27 00:14:27:11 the things that this district 00:14:27:11 00:14:28:24 is going to be really working on 00:14:28:24 00:14:29:29 is implementing common 00:14:29:29 00:14:31:10 assessments in the next year. 00:14:31:10 00:14:32:20 We're also going to mandate 00:14:32:20 00:14:34:10 that our classes are looking at 00:14:34:10 00:14:35:22 common assessments 00:14:35:22 00:14:37:07 to measure progress. 00:14:37:07 00:14:38:09 So, it's not going to be 00:14:38:09 00:14:39:12 just MAP testing scores, 00:14:39:12 00:14:40:25 or WKCE scores, 00:14:40:25 00:14:42:00 or last year's grades 00:14:42:00 00:14:42:29 and failures, 00:14:42:29 00:14:43:29 and all those things. 00:14:43:29 00:14:44:29 It's going to be 00:14:44:29 00:14:46:03 common assessments. 00:14:46:03 00:14:48:05 RtI is not a one-size-fits-all 00:14:48:05 00:14:49:10 model. 00:14:49:10 00:14:50:15 It's going to be different 00:14:50:15 00:14:51:17 in your district 00:14:51:17 00:14:52:16 than it is in mine. 00:14:52:16 00:14:53:19 >> I think I've had 00:14:53:19 00:14:54:26 more success. 00:14:54:26 00:14:56:13 I think my students are moving 00:14:56:13 00:14:57:14 at a pace that I wish 00:14:57:14 00:14:58:17 all my students 00:14:58:17 00:14:59:21 throughout all the years 00:14:59:21 00:15:02:08 had been able to achieve. 00:15:02:08 00:15:03:13 So, yeah, I'm very proud 00:15:03:13 00:15:05:01 of my students 00:15:05:01 00:15:06:26 and the gains they're making. 00:15:06:26 00:15:07:29 >> Students enjoy coming 00:15:07:29 00:15:09:11 to Shawano High School, 00:15:09:11 00:15:10:24 because of the relationships 00:15:10:24 00:15:12:02 that we develop. 00:15:12:02 00:15:13:05 We make sure that we look at 00:15:13:05 00:15:14:05 their specific needs 00:15:14:05 00:15:16:10 and interests. 00:15:16:10 00:15:18:23 >> I have seen an extremely 00:15:18:23 00:15:22:02 high number of past failures 00:15:22:02 00:15:24:11 become not failures. 00:15:24:11 00:15:25:19 I've seen the culture 00:15:25:19 00:15:27:11 as a freshmen group change 00:15:27:11 00:15:29:17 from that of fear and anxiety 00:15:29:17 00:15:31:20 to that of relaxation 00:15:31:20 00:15:34:12 and confidence. 00:15:34:12 00:15:36:13 I believe that if we continue 00:15:36:13 00:15:38:18 to use RtI as a model 00:15:38:18 00:15:40:17 for our academics, 00:15:40:17 00:15:42:17 you will see an extreme change 00:15:42:17 00:15:43:24 in the number of students 00:15:43:24 00:15:45:04 who don't graduate. 00:15:45:04 00:15:46:15 The data shows that 00:15:46:15 00:15:47:24 the number of freshmen failures 00:15:47:24 00:15:49:00 across the board 00:15:49:00 00:15:50:06 in our core academic classes 00:15:50:06 00:15:51:07 is down. 00:15:51:07 00:15:52:14 That means kids 00:15:52:14 00:15:53:15 are feeling good about school, 00:15:53:15 00:15:54:15 and they like coming. 00:15:54:15 00:15:55:17 Attendance is up. 00:15:55:17 00:15:56:27 Behaviors are down. 00:15:56:27 00:15:57:29 I think it all kind of 00:15:57:29 00:15:59:03 just works together. 00:15:59:03 00:16:00:22 >> We never give up on students. 00:16:00:22 00:16:01:29 They can be successful 00:16:01:29 00:16:03:18 at any level 00:16:03:18 00:16:05:14 of their educational realm 00:16:05:14 00:16:06:28 at Shawano High School. 00:16:06:28 00:16:09:11 They're going to be successful. 00:16:09:11 00:16:10:15 >> Narrator: As Shawano 00:16:10:15 00:16:12:03 continues on their RtI journey, 00:16:12:03 00:16:13:08 continuous review 00:16:13:08 00:16:14:14 of student progress 00:16:14:14 00:16:15:28 through balanced assessment 00:16:15:28 00:16:17:14 will help Shawano educators 00:16:17:14 00:16:19:11 work toward the best welfare 00:16:19:11 00:16:22:00 of its greatest assets. 00:16:22:00 00:16:23:04 >> You should have one sheet 00:16:23:04 00:16:25:04 between the two of you...