Chapter seven of the RTI2 book discusses three kinds of feedback, feed-up feed forward and feed forward. Creating this system of feedback is essential to monitor progress each type of feedback is described below:
Feed-up is clarifying the goal. The focus here is purpose. Students are more likely to achieve, when they are aware of the lessons goal and when they believe that their chance for success is high. The author goes on to establish a correlation to the persuasion, argumentation and facts that is an on-going theme throughout the book.
Feedback is responding to the work. The best feedback provides the students with information about their progress and the best course of action to succeed. The use of humor, questions and startling statistics will benefit the student to see their areas of strength and weaknesses.
Feeding forward is modifying instruction. This involves greater flexibility in lesson planning and delivery. We also need to include the use of data to drive instruction. Without a feed forward system we risk the use of feedback creating the need for more interventions and confused expectations for students.
Checking for expectations daily is an imperative to this process. The checks need to inform and measure. Focusing on fostering oral language and use of questioning techniques are pivotal. Compelling evidence exists that student talk is a great mechanism for learning.
Common formative Assessments will allow teachers to effectively communicate and discuss student achievement. These assessments are usually based on units of instruction and become a part of the dreaded pacing guide. This data will spur conversations and focus the discussion.
Creating formative assessments will guide future lessons and provide data to drive any interventions that might be needed. They will create a clear picture of the areas in which students are progressing. The author includes a brief section on engaging in professional discussions. In y opinion we have developed these conversations nicely in the data team process.
State assessments are also discussed in chapter seven. The authors argue that a consistent reliance on the feedback system will boost student performance on sate mandated tests.
Chapter eight deals with the idea of hardwiring excellence into our expectations school wide. Utilization of the RTI2 process n\must become accepted and institutionalized. We need to focus on three things purpose, worthwhile work, and making a difference are all components of this pursuit of excellence.
A common definition and understanding of quality work will assist both teacher and building leader improve conversations; either among peers or with students.
Family involvement in RTI2 is essential. They Are the keepers of the child’s history and can be used as experts to help school personnel to understand the learning styles and what has worked for the student in the past.
Coaching is discussed in this chapter and many of the author’s assertions were demonstrated more than adequately last year at JB. Unfortunately, this model is not as widespread as it was and we all look forward to the possibility of fully staffing this model.
In short, the final chapter of this book deals with improving the professional dialogue in meetings forming a structure that is designed to pursue excellence and including all stakeholders in the RTI process.
Joe Flaherty
