Sarah

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Sarah

  1. 1. Quality Program Indicators: Academic & Affective Education Sarah Middleton SPED 478 Moorhead State University
  2. 2. Academic Education <ul><li>A systematic approach to growth through the use of techniques and curricula that meet the individual needs of the student. </li></ul><ul><li>Curriculum is comprehensive </li></ul><ul><li>Modification/alternatives are provided when needed </li></ul><ul><li>Accommodations are used to help keep students in the LRE </li></ul><ul><li>Instruction is effective </li></ul>
  3. 3. Response To Intervention <ul><li>Response to Intervention is the systematic use of assessment data to most efficiently allocate resources in order to improved learning for all students. </li></ul><ul><li>The goal of RTI is to seek instruction and intervention that will allow a child to be successful rather than identifying children for whom previous and presumed future interventions lacked success. </li></ul>
  4. 4. Response to Intervention <ul><li>This system is based on a three tiered modal that is designed to increase intensity of service and frequency of assessment. </li></ul>
  5. 5. Tier 2 <ul><li>Approximately 15% of students </li></ul><ul><li>General education curriculum delivered in small group instruction (3-5 students) </li></ul><ul><li>The frequency of assessment is, at least, monthly </li></ul>
  6. 6. Tier 3 <ul><li>Approximately 5 % of students </li></ul><ul><li>Interventions are individualized based on problem solving models. </li></ul><ul><li>This could include special education services. </li></ul><ul><li>Frequency of assessment is at leas weekly and even more informal classroom based assessment. </li></ul>
  7. 7. Remedial Strategies education  helping to improve skills:  designed to help people with learning difficulties to improve their skills or knowledge, or relating to education designed to do this
  8. 8. Remedial Strategies: Reading <ul><li>Pre-reading Strategy </li></ul><ul><li>Brainstorming </li></ul><ul><li>Visual aide </li></ul><ul><li>Advanced organizer </li></ul><ul><li>KWL </li></ul><ul><li>Group Discussion </li></ul><ul><li>Concept or mind mapping </li></ul><ul><li>Pre-question </li></ul><ul><li>Each of these pre-reading strategies helps you to organize your thought so that you can better understand of the information that is in the reading based on a recalling prior knowledge. </li></ul>
  9. 9. Remedial Strategies: Reading <ul><li>Word Maps </li></ul><ul><li>Promotes vocabulary development </li></ul><ul><li>Provides the following information definition, synonyms, antonyms, and a picture </li></ul><ul><li>Important in developing comprehension </li></ul><ul><li>Can be used before, during and after reading </li></ul><ul><li>This strategy works well with younger children. It would be great to use cause it really addresses almost all the key component of reading. Plus they are displayed visual so students can refer to them as need and often. </li></ul>
  10. 10. Remedial Strategies: Math <ul><li>The 4 B 's strategy </li></ul><ul><li>Begin: in the ones column always. </li></ul><ul><li>Bigger: is the top or the bottom number bigger? </li></ul><ul><li>Borrow: If the bottom number is bigger then borrow. </li></ul><ul><li>Basic facts: Check all you basic facts in the problem. </li></ul><ul><li>Strategies like this use the memorization of simple tasks to help complete a more complex task. Strategies like this one can also be found for other complex problems like multiplication and division </li></ul>
  11. 11. Remedial Strategies: Math <ul><li>Solving Story Problems (SSP) </li></ul><ul><li>Read </li></ul><ul><li>What is the question being asked? </li></ul><ul><li>Reread </li></ul><ul><li>What information do I need to answer the question? </li></ul><ul><li>Think </li></ul><ul><li>Putting together=addition </li></ul><ul><li>Taking apart=subtraction </li></ul><ul><li>Do I need all the information that is given? </li></ul><ul><li>Is it more than a one step problem? </li></ul><ul><li>Solve </li></ul><ul><ul><li>Write the equation, then solve it. </li></ul></ul><ul><li>Check </li></ul><ul><li>Recalculate the problem, are the basic facts correct? </li></ul><ul><li>Label the answer. </li></ul><ul><li>Compare your answer to the question and information you found in the story problem. </li></ul>
  12. 12. Compensatory Strategies serving to offset:  serving to offset the negative effects or results of something else
  13. 13. Compensatory Strategies: Reading <ul><li>Braille </li></ul><ul><li>Assistive Technology </li></ul><ul><li>Large Print Text </li></ul><ul><li>Reading Markers </li></ul><ul><li>Pictures </li></ul><ul><li>Recorded Material </li></ul>
  14. 14. Compensatory Strategies: Math <ul><li>Manipulatives </li></ul><ul><li>Number lines </li></ul><ul><li>Assistive Technology </li></ul><ul><li>Having the text read aloud </li></ul><ul><li>Calculator </li></ul>
  15. 15. Affective Education <ul><li>Systematic instruction designed to help students acquire information, attitudes and skills that support appropriate behavior and mental health. </li></ul><ul><li>Students are provided with skills and attitudes regarding behavior </li></ul><ul><li>Curriculum covers personal, relationship and life skills. </li></ul><ul><li>Designed me fit the individual needs of the student </li></ul><ul><li>Instructional practices are employed </li></ul>
  16. 16. Strategies: Study Skills/Organization <ul><li>Organization </li></ul><ul><li>Printed Schedules </li></ul><ul><li>Checklist </li></ul><ul><li>Planners/Calendars </li></ul><ul><li>Verbal Prompts and cues </li></ul><ul><li>Using Highlighters </li></ul><ul><li>Good Home School Connection </li></ul><ul><li>Study Skills </li></ul><ul><li>Flexible Reading </li></ul><ul><li>Time Management </li></ul><ul><li>Setting goals </li></ul><ul><li>Studying in groups </li></ul>
  17. 17. Social Skills Cooperative/Collaborative Groups <ul><li>Discuss the need for a social skill </li></ul><ul><li>Select a social skill </li></ul><ul><ul><li>Taking turns </li></ul></ul><ul><ul><li>Asking for help </li></ul></ul><ul><ul><li>Participating equally </li></ul></ul><ul><ul><li>Active listening </li></ul></ul><ul><ul><li>Resolving conflicts </li></ul></ul><ul><li>Teach the skill </li></ul><ul><li>Practice the skill </li></ul><ul><li>Pause and Reflect </li></ul><ul><li>Review and Reflect </li></ul>
  18. 18. References: <ul><li>Sterns Center for Learning and Language http://www.sterncenter.org/resources/ rti </li></ul><ul><li>Burns M.K., & Gibbons K.A. (2008) Implementing Response-to-Intervention in Elementary and Secondary Schools. New York: Routledge  </li></ul><ul><li>Reading Rockets http://www.readingrockets.org/strategies   </li></ul><ul><li>Study Guides and Strategies http://www.studygs.net/preread. htm </li></ul><ul><li>  Math Strategy Index http://homepages.wmich.edu/~whitten/champaign_project/math.html </li></ul><ul><li>  Dictionay http://encarta.msn.com/dictionary </li></ul><ul><li>  About.Com http://specialed.about.com/od/teacherstrategies/a/organized. htm </li></ul><ul><li>  Teaching Resources http://home.att.net/~clnetwork/socialsk. htm </li></ul><ul><li>  Neal, R. S. Cessna, K.K. Borock, J. and Bechard, S. Quality Program Indicators for Children with Emotional and Behavioral Disorders </li></ul>

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