Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello
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Presentation explains components of literacy intervention, levels and courses, assessment and placement, and scheduling options. Designed for San Francisco Unified School District based on need to connect literacy intervention to program scheduling for middle and high school assistant principals. Contact if interested in having a literacy intervention presentation designed for your school or district.
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![Workshop designed for San Francisco Unified School District Pupil Services Department ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Dr. Patricia Fioriello, Education Consultant, March 11, 2008](https://image.slidesharecdn.com/adolescent-literacy-intervention-programs-presentation-by-dr-fioriello-2008-1218320364552101-8/85/Adolescent-Literacy-Intervention-Programs-Dr-Patricia-Fioriello-1-320.jpg)
![Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Dr. Patricia Fioriello, Education Consultant, March 11, 2008](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Math gr 4 strategic intervention material
This document provides guidance on solving 1-2 step word problems involving addition and subtraction of decimals, including money problems. It lists the key steps to take which are: identifying what is asked, the given facts, the operation(s) needed to solve it, writing the mathematical sentence, calculating the solution, and identifying the correct answer. It then provides examples of word problems to solve and the questions needed to answer to arrive at the right solution.
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This document summarizes key points about peer groups from childhood through adolescence. It discusses how peer groups evolve from simple playmates in early childhood to more complex social organizations in school-age years and adolescence. Peer groups provide social support and influence development by encouraging social skills, values, and behaviors. Both positive and negative outcomes can result from peer group interactions, such as collaboration or bullying/gangs. The document also examines characteristics of bullies and victims as well as reasons why gangs may form.
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This teaching guide lesson introduces students to the major organelles and structures found within cells, including the endomembrane system, mitochondria, chloroplasts, cytoskeleton, and extracellular matrix. Students will demonstrate their understanding by constructing 3D models of whole cells using local materials that show the endomembrane system, mitochondria, and chloroplasts. The models aim to help students understand the structures and functions of these organelles.
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Rti For Cec
This document discusses considerations for implementing Response to Intervention (RTI) models with culturally and linguistically diverse students. It emphasizes that Tier 1 instruction must be culturally responsive and include ongoing progress monitoring. Tier 2 interventions should be individualized and provided by teachers with expertise in English language acquisition. A Child Study Team should collect diverse data to determine how to alter a student's support and develop new instructional objectives. An effective RTI model ensures culturally and linguistically diverse students receive opportunities to learn through high-quality, culturally responsive instruction and support at each tier.
Eunetra Ellison-Simpson
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PVAMU, Member of the Texas A&M University System
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NOTES3 Tiers of Response to Intervention (RTI).pdf11262.docx
NOTES/3 Tiers of Response to Intervention (RTI).pdf
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 2/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 3/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 4/7
11/26/2018 3 Tiers of Response to Intervention (RTI)
https://www.understood.org/en/school-learning/special-services/rti/at-a-glance-3-tiers-of-rti-support 5/7
What’s Next
Get answers to FAQs about RTI.•
Read about the difference between RTI and MTSS.•
See a list of questions to ask your child’s school about the RTI
process.
•
About the Author
NOTES/A Systematic Approach to Implementing RTI in 3 HS's.pdf
Linking Research and Resources
for Better High Schools
A Systemic Approach to
Implementing Response
to Intervention in Three
Colorado High Schools
By Helen Duffy and Jenny Scala
National High School Center at the
American Institutes for Research
March 2012www.betterhighschools.org
1
betterhighschools.org
T H E C H A L L E N G E
T A K E A WA Y S
Create a coherent vision and structures
that support implementation:
Build effi cient data systems that provide
timely access to data:
Develop fl exible interventions:
Provide professional development:
I N T R O D U C T I O N
1
3
1 tiered
interventions
RTI
3
betterhighschools.org
2
B A C K G R O U N D
National High School Center Prior Work on RTI
Meeting the Needs of Signifi cantly Struggling
Learners in High School: A Look at Approaches to Tiered Intervention
Tiered Interventions in High Schools: Using Preliminary “Lessons
Learned” to Guide Ongoing Discussion
betterhighschools.org
3
THE NATIONAL CONTEXT FOR RTI
4
THE COLORADO CONTEXT
4
betterhighschools.org
4
5
Indicators of
School Readiness for RTI: A Self-Assessment Tool
all
6
5
6
Colorado has identifi ed six components that support implementation of RTI:
Leadership:
Problem Solving:
Curriculum and Instruction:
Assessment and Progress Monitoring:
Positive School Climate and Culture:
Family and Community Engagement:
betterhighschools.org
5
DISTRICT 189 BEGINS RTI
betterhighschools.org
6
AN EARLY PORTRAIT OF TIERED INTERVENTIONS AT THE HIGH SCHOOL LEVEL
District 189 Demographics:
betterhighschools.org
7
RTITHREE YEARS LATER
betterhighschools.org
8
Table 1. Student Demographics of Visited High Schools (2010–11)
betterhighschools.org
9
betterhighschools.org
10
“Lessons Learned”
A S P E C T S T H A T S U P P O R T I M P L E M E N T A T I O N O F R T I
LEADERSHIP
Leadership at the State Level
evaluation data-based
decision making
betterhighschools.org
11
Leadership at the District Level
betterhighs ...
Rti Booklet
This document provides an overview of Response to Intervention (RTI) and Illinois' RTI plan. It defines RTI as a general education initiative that uses data to provide targeted instruction to students based on their needs. The key components of RTI are a three-tier model of intervention, a problem-solving model for decision making, and an integrated data system. Illinois requires all districts to have an RTI plan and provides guidelines for funding and evaluating the process. The goals of RTI include identifying struggling students early and improving student outcomes through collaborative, data-driven decision making.
Collaboration and communication action plan template part 1
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Social promotion and retention
This document discusses social promotion and retention in education. Social promotion is advancing students to the next grade level even if they have not met the standards for their current grade, while retention is making a student repeat a grade. The text outlines the advantages and disadvantages of both approaches. It then suggests five solutions to address the issues raised by social promotion and retention: intensifying learning, assessing students to inform teachers, expanding learning options, intervening early and often, and providing professional development for teachers.
Avoiding the "Velcro Effect" Determining When a Student Requires Paraeducato...
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A program evaluation on the effectiveness of tlar reading intervention using ...Department of Education-Lipa/ Philippine Normal University
The document provides an introduction and methodology for evaluating the TLAR reading intervention program at Tibig Elementary School using the CIPP evaluation model. The evaluation aims to serve as a basis for reimplementing, improving, and modifying the program. The introduction discusses the importance of reading skills and interventions to address weaknesses. Previous studies that evaluated other reading programs using CIPP are also summarized. The methodology explains that a descriptive-evaluative qualitative approach will be used to assess the program's effectiveness, with some quantitative data. Random sampling of stakeholders will minimize bias. The evaluation will analyze the program's context, inputs, processes, and products.Ccss mtss lesh_grillo 2013
The document discusses implementing the Common Core State Standards (CCSS) within a Multi-Tiered System of Supports (MTSS) framework. It outlines learner outcomes related to understanding CCSS and MTSS and using a problem-solving process. It then provides details on CCSS, MTSS tiers, assessment, and essential questions for aligning instruction across tiers to support all students in meeting higher standards. The document emphasizes aligning supplemental and intensive instruction with core instruction to ensure coordinated support across tiers.
research articles in the fields of special education andor intern.docx
research articles in the fields of special education and/or internationally underserved populations and select one article to write about using APA citation of the article, a summary of the purpose of the research, analysis of the research, a personal reflection on the research. The article must be from research-based journal. Topics include but are not limited to national and international special education policies, practices, Response to intervention (RtI), Positive behavioral interventions and supports (PBiS), American with disabilities act (ADA), Parental Rights. Technology, technology implementation limitations, Assessment, Special Education Students, Instructional Strategies, At-Risk Students, International Issues, and English Language Learners (ELL).
The “I” in RTI Research-Based Factors
Name
Marymount University
ED-541
Dr. Hauth
2/13/2017
The “I” in RTI Research-Based Factors
In the research article, The “I” in RTI Research-Based Factors for Intensifying Instruction, Harlacher, Walker, and Sanford (2010) address the changes in the
2004 Individuals with Disabilities Improvement Act (IDEA), that widened the use of response to intervention (RTI). As a model for identifying students with learning disabilities, the legislative changes coincided with school wide reforms, which implemented research-based instruction and promoted the response for students who needed support (Harlacher, Walker, & Sanford, 2010). With a new way students’ difficulties are viewed, this called for new skills for educators in improving student outcomes. The purpose of their research is stated in the following question, “What research-based instructional factors can educators modify to intensify students’ instructional support? (Harlacher, Walker, & Sanford, 2010 p. 30).”
RTI: Background and Description
Response to Intervention (RTI) is a multi-tiered approach in providing services to students that match the students’ level of academic need to corresponding level of instruction (Harlacher, Walker, & Sanford, 2010). With the RTI model, schools create a range of levels in instructional support and teachers place students into these levels based off of screenings and progress monitoring data. Within the three tiers, all students receive Tier 1 with base core curriculum and in Tier 2, students who have mild skill deficits and need more instructional time each day. Tier 3 support, is the most intensive level of support. Students in Tier 3, receive instructional groups of three or four students. RTI is that all students receive research-based instruction that matches their need for support and continuously monitoring students' progress toward their goals.
Running head: THE “I” IN RESPONSE TO INTERVENTION 3
THE “I” IN RESPONSE TO INTERVENTION 6
The Effects of RTI in Special Education
For students who receive additional support, RTI is essentially important to intensify instruction. Teachers must ensure research-based instruction be.
TEACHINGANDLEARNINGSTRATEGIESTOGETCHILDRENEXCITEDABOUTLEARNING (1)
The document discusses strategies for improving fourth grade students' reading comprehension. It analyzes research showing that implementing graphic organizers and differentiated instruction can help engage students and improve test scores. The author proposes using graphic organizers across subjects to help students organize information and focus on quality work. Research cited supports that graphic organizers facilitate critical thinking skills and comprehension. The document concludes that as a committed teacher, the author will use various strategies like graphic organizers to continue improving students' reading skills.
EPT429 Research Summary
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
SLP\'s and RTI, Aye! Aye!
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
INTS3300_L8-RP_DPA
This paper examines how to improve education for gifted students through an interdisciplinary approach combining Political Science and Information Technology. Political Science provides insights into education policy and funding, while Information Technology can enhance education through data-driven personalized learning tools. The paper analyzes challenges such as identifying and challenging gifted students regardless of income level. It proposes using technology to customize curricula while increasing difficulty over time. Political reforms and teacher training could help implement these changes to better develop gifted students' potential and strengthen the workforce.
Educational Challenges Of Native Americans
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Response To Intervention - Tier One Strategies
Response to Intervention (RtI) uses a multi-tiered approach to provide high-quality classroom instruction and monitor student progress. Tier 1 involves research-based core instruction for all students, ongoing assessment to identify struggling learners, and professional development for teachers. Effective Tier 1 instruction eliminates inadequate instruction as a reason for students' learning difficulties. Recommended Tier 1 instructional strategies include Marzano's comprehension techniques and brain-based strategies from Eric Jensen focusing on relaxation, environment, color, memory, organization, intuition, and movement.
Culver city seeds
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
Ventura counseling presentation 12 1 3
This document discusses funding and compliance changes in California schools resulting from the Local Control Funding Formula (LCFF). It notes that funding will be based on the number of English learners, low-income students, and foster youth. Schools will be required to improve services for these student groups. Compliance changes include meeting standards in subject areas, testing, graduation rates, and access to courses. The timeline for the new Local Control Accountability Plans is provided. School counselors can help identify student needs and direct resources to support at-risk groups. Their involvement in professional development and using data to target these populations can help ensure funding goes toward improving student outcomes.
Assistive technology web quest
Individualized education programs (IEPs) provide specialized instruction and accommodations for students with disabilities. The IEP is developed by a team including parents and specifies the student's academic and functional goals as well as the services needed to achieve these goals. Students may require an IEP if they have conditions such as learning disabilities, ADHD, autism, or other issues that impact their education. The IEP process involves referral, evaluation to determine eligibility, and developing an individualized plan with academic goals and support services tailored to the student's needs. Assistive technologies can help students with disabilities function and participate independently by aiding with tasks like movement, communication, and learning.
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Adolescent Literacy Intervention Programs, Dr. Patricia Fioriello
- 13. Basic Components of a Literacy Program Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 17. Pupil Services Components Structure Strategy Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 23. Assessment & Placement Multiple Measures to Assess Students Multiple Measures to Place Students District Placement Criteria Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 26. Use of District Placement Criteria Recommendations are just that- recommendations. It is important for each district to go through the process of establishing assessment and placement guidelines that will work for their schools! What is your district placement criteria for intervention students? Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 38. Mapping out Intensive Intervention (ELA, Mathematics, or both) and ELD course requirements and 4-5 year program plans will help make decisions when trying to decide scheduling priorities. Example in Packet Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 39. Extended Learning Opportunities Do You Agree With The Following Statements? Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 43. Extended Learning Opportunities Your “YES” or “NO” answers will determine your approach to new and different learning opportunities. Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 44. Integration of Areas Many times we only look at the end result (a master schedule that works) but first we must understand that components are dependent on each other. It is an integrated process and to get the best results we must be comprehensive in our approach. Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 45. Integration of Areas Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 48. Common Placement Issues “ Students are not appropriately placed in reading intervention classes.” “ What about EL and Sp Ed students?” “ No diagnostic test results are available for incoming 9 th graders.” “ Students are in intervention class for too long but they have not mastered the skills necessary to move forward.” Dr. Patricia Fioriello, Education Consultant, March 11, 2008
- 51. Common Program Issues “ How can I graduate intervention students in 4 years?” “ The master schedule does not allow me to place intervention students in classes.” “ The academic literacy class at our school is different than other schools, and in fact, varies from class to class in our school!” “ We do not offer a support class for strategic students.” Dr. Patricia Fioriello, Education Consultant, March 11, 2008
Editor's Notes
- Dr. Patricia Fioriello