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...