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  • Interventions

    1. 1. Interventions to Learning Ron Acheson
    2. 2. Can all kids learn? <ul><li>Most school districts have the mantra that all students can learn </li></ul><ul><li>” The district focuses on the belief that every child can learn and proudly offers a comprehensive, visionary curriculum with coordinated, sequential outcomes, goals, and objectives, K through 12.” </li></ul>
    3. 3. All kids can learn <ul><li>Many schools/educators have different assumptions as to the validity of this belief </li></ul>
    4. 4. The Charles Darwin School <ul><li>“ We believe all kids can learn…based on their ability.” </li></ul>
    5. 5. The Pontius Pilate School <ul><li>“ We believe all kids can learn…if they take advantage of the opportunity we give them to learn.” </li></ul>
    6. 6. The Chicago Cub Fan School <ul><li>“ We believe all kids can learn… something, and we will help all students experience academic growth in a warm and nurturing environment.” </li></ul>
    7. 7. The Henry Higgins School <ul><li>“ We believe all kids can learn… and we will work to help all students achieve high standards of learning.” </li></ul>
    8. 8. NCLB “All kids will learn or else…” <ul><li>Attempts to ensure high levels of learning for all students </li></ul><ul><li>Imposed sanctions if NCLB standards are not met (motivation through fear) </li></ul>
    9. 9. <ul><li>How does a school effectively ensure that all kids can learn? </li></ul><ul><li>Focus has to change from “All kids can learn” to “Learning for all” </li></ul>
    10. 10. 3 Critical Questions <ul><li>1. Exactly what is it we want kids to learn? </li></ul><ul><li>2. How will we know if they learned the essential knowledge and skills? </li></ul><ul><li>3. What happens in our school when a student does not learn? </li></ul>
    11. 11. What do we want kids to learn? <ul><li>Clear understanding of what the essential learner objectives are for each grade and subject area. </li></ul><ul><li>“ Power standards”/ “Viable Curriculum” </li></ul>
    12. 12. How will we know if they learned it? <ul><li>Assessment needs to be done on a timely, ongoing basis </li></ul><ul><li>Don’t use nationally normed tests </li></ul><ul><li>Utilize formative assessments instead of summative </li></ul><ul><li>Assessment must be on-going </li></ul>
    13. 13. What happens when they don’t learn? <ul><li>Stop waiting for students to fail </li></ul><ul><li>Don’t leave the response up to individual teachers </li></ul><ul><li>Develop consistent, systematic procedures that guarantee that students will receive additional time and support </li></ul>
    14. 14. Approach to Intervention <ul><li>Based on INTERVENTION instead of remediation </li></ul><ul><li>Response is SYSTEMATIC </li></ul><ul><li>Response is TIMELY </li></ul><ul><li>Response is DIRECTIVE </li></ul>
    15. 15. Response to Intervention (RTI) <ul><li>Prevention-based model to provide early and effective assistance to struggling learners </li></ul><ul><li>Systematic method of instruction and assessment of students </li></ul><ul><li>Data-based process of designing learning disabilities </li></ul>
    16. 16. RTI core assumptions <ul><li>1. Educational system can effectively teach all students </li></ul><ul><li>2. Early intervention is critical </li></ul><ul><li>3. Implementation of a multi-tiered service delivery model is necessary </li></ul><ul><li>4. A problem solving model should be used to make decisions between tiers </li></ul>
    17. 17. <ul><li>5. Research based interventions should be implemented to the extent possible </li></ul><ul><li>6. Progress monitoring must be implemented to inform instruction </li></ul><ul><li>7. Data should drive decision making </li></ul>
    18. 18. Tier 1 (Benchmark) <ul><li>Universal instruction and assessment of all students </li></ul><ul><ul><li>(the general education curriculum) </li></ul></ul><ul><li>Students are demonstrating at least the levels of knowledge and skill expected for their age and grade </li></ul>
    19. 19. Tier 2 (Strategic) <ul><li>Students are identified as not succeeding in the Tier 1 and are in need of some support </li></ul><ul><li>Provide with additional “pull out” or “push in” selected instructional activities and assessments </li></ul>
    20. 20. Tier 3 (Intensive) <ul><li>Very focused content specific learning in areas of need </li></ul><ul><li>Steps are taken to determine if there is a disability that requires Special Education services </li></ul>
    21. 21. Why is RTI important? <ul><li>Ensures all kids have equal educational opportunities </li></ul><ul><li>Provides mechanisms for instructional support without a disability label </li></ul><ul><li>Don’t have to wait for students to fail </li></ul><ul><li>Reduces the number of Special Ed placements </li></ul><ul><li>Provides improved academic outcomes for students at risk </li></ul>
    22. 22. IDEA 2004 <ul><li>The use of the discrepancy formula is no longer required for qualification for Special Education services </li></ul><ul><li>Schools can use evidence of failure to respond to instructional interventions as part of the data documenting a specific learning disability </li></ul>
    23. 23. Logistical Challenges <ul><li>Time and Money </li></ul><ul><li>Expectations for staff </li></ul><ul><li>Rethink approach to Special Education </li></ul><ul><li>From a Focus on Teaching to a Focus on Learning </li></ul>
    24. 24. <ul><li>From working in isolation to working collaboratively </li></ul><ul><li>From focusing on Activities to focusing on Results </li></ul><ul><li>From Fixed Time to Flexible Time </li></ul><ul><li>From Average Learning to Individual Learning </li></ul><ul><li>From Punitive to Positive </li></ul>
    25. 25. <ul><li>Failure is not an option </li></ul>