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Copy of Differentiate for individualization-CLCC

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Copy of Differentiate for individualization-CLCC

  1. 1. INDIVIDUALIZATION AND TECHNICAL TOPICS Presented by Shaylon Walker 1
  2. 2. AGENDA ⦿Four Essential Questions ⦿Individualization ⦿Response To Intervention ⦿Core Instructional Practices ⦿Problem Solving Process ⦿Tier II Supports ⦿Grade Level Team 2
  3. 3. RICK DU FOUR 3
  4. 4. 4 ESSENTIAL QUESTIONS ⦿What is it we want students to learn? ⦿How will we know if each students has learned it? ⦿How will we respond when some students do not learn it? ⦿How can we extend and enrich the learning for students who have demonstrated proficiency? Rich Du Four 4
  5. 5. UNIQUE DESIGN 5
  6. 6. PRESENTATION/CONTENT, PROCESS, PRODUCT 6
  7. 7. HOW DO YOU PLAN TO INDIVIDUALIZE YOUR CORE INSTRUCTION TO ADDRESS ALL STUDENT NEEDS? HOW CAN YOU BE A RESOURCE OR SUPPORT TO OTHERS ON YOUR GRADE LEVEL TEAM? 7
  8. 8. RESPONSE TO INTERVENTION 8
  9. 9. QUESTIONS TO CONSIDER? ⦿How is Response To Intervention used at CLCC? ⦿Who implements student interventions? ⦿Can Response To Intervention be useful toward addressing PLPs? 9
  10. 10. CORE INSTRUCTION AND INTERVENTION ⦿ Core Instruction: Those instructional strategies that are used routinely with all students in general education setting is considered ‘core instruction.’ High-quality instruction is essential and forms the foundation of RTI academic support. NOTE: While it is important to verify that good core instructional practices are in place for a struggling student, those routine practices do not ‘count’ as individual student interventions. ⦿ Intervention: An intervention is used when a student is unable to demonstrate that he/she as learned a skill, concept, or behavior. An academic strategy is used to teach the skill, build fluency in a skill, or encourage a child to apply an existing skill to a new situations or settings. An intervention leaves a student with stronger skills. 10
  11. 11. ACCOMMODATIONS ⦿ Accommodations: An accommodation is intended to help the student to fully access and participate in the general education curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). Accommodations change the way an assignment or assessment is given or taken to allow access to the materials. An accommodation is intended to remove barriers to learning while still expecting that students will master the same instructional content as their peers. Accommodations do not improve skills like interventions do. ⦿ Example: An accommodation for students who are slow readers, for example, may include having them supplement their silent reading of a novel by listening to the book on tape. An accommodation for unmotivated students may include breaking larger assignments into smaller ‘chunks’ and providing students with performance feedback and praise for each completed ‘chunk’ of assigned work. 11
  12. 12. MODIFICATIONS ⦿ Modifications: A modification changes the expectation of what a student is expected to know or do, typically by lowering the academic standards. An example of a modification would be giving a student fewer math problems or spelling words for practice in comparison to what the other students are expected to do. Modifications should only be made with students who have IEP’s and Section 504 plans. By changing or lowering the academic expectations with modifications, a student will never ‘catch up’ academically. Modifications are generally not included in student’s RTI intervention plans; the working assumption is that the student can be successful in the curriculum with appropriate interventions and accommodations alone. 12
  13. 13. CASE STUDY AND CLASSROOM EXAMPLES 13
  14. 14. Case Scenario Example Susie has an intellectual disability. She receives academic support, and has been participating in general education classes. Susie’s 4th grade general education teacher has required her to participate in spelling tests. Susie received a failing grade for the past 4 spelling tests. The teacher has decided to reduce the number of spelling words on Susie’s list. She is only responsible for the single syllable words on the spelling list each week. Is this an example of an accommodation or modification? Are there other ways to address this student’s need? How? 14
  15. 15. PEP TALK 15
  16. 16. JAKE, 3RD GRADE 16
  17. 17. QUESTIONS TO CONSIDER? ⦿How would you address the unique needs of Jake within your class? ⦿What supports would provide you with the best opportunity to successful service Jake? 17
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  19. 19. THREE CHARACTERISTICS OF TIER II ⦿Evidence-based (clear, practice, feedback) ⦿Small group instruction (3-5 x wk.) ⦿Intervention with fidelity Evelyn Johnson, Ed. D, Boise State University 19
  20. 20. FIVE ELEMENTS OF FIDELITY ⦿ Student Engagement: How engaged and involved are the students in this intervention or activity? ⦿ Adherence: How well do we stick to the plan/curriculum/assessment? ⦿ Exposure/Duration: How often does a student receive an intervention? How long does an intervention last? ⦿ Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices? ⦿ Program Specificity: How well is the intervention defined and different from other interventions? National Center on Response to Intervention 20
  21. 21. MATHEMATICS HAS 6 INSTRUCTIONAL PRINCIPLES: ⦿Instructional explicitness ⦿Instructional design that eases the learning challenge ⦿A strong conceptual basis for procedures that are taught ⦿An emphasis on drill and practice ⦿Cumulative review as part of drill and practice ⦿Motivators to help students regulate their attention and behavior and to work hard Lynn Fuchs, Vanderbilt University 21
  22. 22. WHAT NOW? 22
  23. 23. INTERVENTION REQUEST FORMS ⦿Grade Level Team Form ⦿Problem Solving Team Form 23
  24. 24. TOOLS FOR INDIVIDUALIZATION/DIFFERENTIATION Presentation Process Product How is it taught? •Teacher or student centered •Whole group instruction •Stations •Cooperative groups How is it done? •Traditional pencil/paper •Cooperative groups •Compacting •Independent Contracts •Choice opportunities How to demonstrate knowledge? •Traditional assessments •Written reports/papers •Art/video projects •Oral reports/presentations •Power Point Presentations •Skits/Songs/Dances 24
  25. 25. STUDENT-TEACHER-PARENT TOOL Symbaloo.com/mix/cppms7 Math Reading English Language Arts Science Khan Academy NWEA Math Help Math Support Videos IXL Math Help Geometry Workbook NWEA Reading Help Writing Lab Free Rice IXL Help Khan Academy Grade 7 Science 25
  26. 26. GROUP ASSESSMENT 1. Who is responsible for implementing student interventions? General education teachers. 2. If a student is not responding to your core instruction (Tier I), what is your next course of action? Provide targeted interventions. 3. True/False—Routine instructional practices count as individual student interventions? False. 4. Which tier addresses targeted interventions geared toward meeting grade level targets? Tier II. 26
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