Four Tier Intervention Pyramid
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The Four Tier Intervention Pyramid provides a framework for schools to ensure collaborative responses to student needs beyond classroom instruction. It establishes four tiers of intervention with Tier 1 being foundational classroom instruction, Tier 2 being interventions provided by the classroom teacher, Tier 3 being supports from other professionals, and Tier 4 being individualized intensive interventions that may include outside resources and diagnostic testing. The pyramid is intended to articulate differentiated strategies across classrooms and support inclusive practices.
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To instil in the graduates a sense of belongingness and security which result when a school continues to seek the advancement and satisfaction of its alumni.
To analyse the effectiveness of the school curricula.
To secure occupational information.
To secure data for the curriculum revision.
To secure data for the prevention of school drop-outs.
To train the students in the needs of community enterprises.
To offer citizenship training that makes for satisfied and adjusted members of the community.
To offer proper graduate guidance education.
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help students make good adjustments.
diminishes the number of drop-outs.
Out-of-school Follow-up
help administrators and curriculum makers to better adjust instructional offerings to the needs of the students.
serve to encourage students by letting them know that their school is following their careers and is concerned with their success in their chosen life work.
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1. Inclusive early childhood education has been influenced by various disciplines and shaped by societal trends and legislation over time.
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1. The document discusses inclusive education presented by Abul Hasan from Aligarh Muslim University. It provides a brief history of inclusive education from eras of isolation to current inclusive education settings.
2. Key reports and developments that shaped inclusive education in India are summarized, including the Sergent Report of 1944 and Kothari Commission of 1964-66.
3. Barriers to inclusive education are outlined, along with specific targeted measures to promote inclusion in areas like curriculum, teaching methods, and teacher training.
4. Problems students face in non-inclusive settings like inferiority complex and adjustment issues are briefly covered.
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This document discusses the concept of transfer of learning. Transfer of learning refers to applying knowledge or skills learned in one context to a new context. There are different types of transfer, including low-road transfer which involves automatic application of well-practiced skills, and high-road transfer which involves consciously applying abstract knowledge. Factors like similarity between contexts, depth of understanding, and emphasis on metacognition can affect how well transfer occurs. The document also discusses common misconceptions about transfer and provides suggestions for teaching to promote students' ability to transfer knowledge.
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The document discusses three main challenges of inclusion in education: 1) Structural issues in the education system that can reproduce social inequalities; 2) Developing teacher identity and challenging assumptions about disability; 3) Choosing classroom methodologies that facilitate diversity rather than just adding special needs accommodations. Successful inclusion requires whole-school participation, parental involvement, positive staff attitudes, collaborative teaching among staff, and classroom strategies that utilize student diversity. However, inclusion in practice remains complex with concerns about resources, curriculum, and balancing academic and social goals.
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This document provides guidance on effective classroom management strategies for teachers. It discusses establishing clear rules and consequences, preparing engaging lessons, maintaining organized routines and transitions, and gaining parental support. The key aspects of classroom management include having an effective discipline plan with rewards for positive behavior and penalties for misconduct, as well as establishing consistent procedures and routines to minimize disruptions.
Disruptive behavior in schools
The document discusses disruptive behavior in schools. It identifies several types of disruptive behavior including ADHD, ODD, CD, and PTSD. Potential causes can be internal factors like cognitive disorders or hormonal imbalances, or external factors like parenting styles, trauma, teaching styles, and peer influences. To address disruptive behavior, the document recommends remaining proactive, redirecting off-task behavior, reinforcing positive behavior, improving classroom management, and modifying the curriculum. It also suggests various institutional interventions and strategies for teachers to employ.
Constructivism ppt
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
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This document provides an overview of different approaches and strategies for teaching values education. It begins with definitions of values and values education, then discusses the following approaches: values clarification, moral development, values analysis, action learning, inculcation, and transpersonal approaches. For each approach, the document outlines the underlying principles, classroom strategies, and the teacher's role. It also provides examples of values dilemmas that could be used for discussion. Overall, the document serves as a guide for understanding different philosophies of values education and how to implement them in the classroom.
The Teacher as a leader
Teacher is a leader for his students. He inspires them. He cares for him. Most importantly, he drives them to work hard for studies. A teacher therefore has to see himself as a leader and lead his students for the excellence in the teaching learning process.
Guidance and Counselling: Guidance Services
To instil in the graduates a sense of belongingness and security which result when a school continues to seek the advancement and satisfaction of its alumni.
To analyse the effectiveness of the school curricula.
To secure occupational information.
To secure data for the curriculum revision.
To secure data for the prevention of school drop-outs.
To train the students in the needs of community enterprises.
To offer citizenship training that makes for satisfied and adjusted members of the community.
To offer proper graduate guidance education.
In-school Follow-up
help students make good adjustments.
diminishes the number of drop-outs.
Out-of-school Follow-up
help administrators and curriculum makers to better adjust instructional offerings to the needs of the students.
serve to encourage students by letting them know that their school is following their careers and is concerned with their success in their chosen life work.
teaching all children (inclusive education)
1. Inclusive early childhood education has been influenced by various disciplines and shaped by societal trends and legislation over time.
2. Creating a positive social-emotional climate is important for all children's learning and development. Teachers must be aware of factors influencing children's behavior and implement strategies at multiple levels.
3. Developing cultural competence allows teachers to better support diverse children and collaborate with families.
Creating a Positive Learning Environment
The document provides tips for effective classroom discussion and student engagement. It recommends that instructors encourage all students to participate, maintain control of discussions but allow different viewpoints, address students by name, give feedback to students, and respond clearly to questions without sarcasm or humor. It also suggests setting expectations for respect and avoiding issues that divide students.
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Professional school counselors have several roles: they help students with social/emotional, academic, and career development needs through individual counseling, classroom lessons, and crisis response. They also consult with teachers and parents. Their duties include supporting students' academic plans and career/college readiness. Counselors use data to evaluate their comprehensive school counseling programs and ensure all students' needs are met.
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Transfer of Learning
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
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This document outlines a 4-step process for establishing team norms within professional learning communities. It involves individuals first identifying potential norms, then consolidating in partners and small groups to develop an agreed upon list of norms. Finally, the full staff works to further consolidate all suggested norms into a final list through discussion and consensus building. The goal is for teams to develop protocols and commitments to guide their collaborative work in effectively addressing student needs.
Intervention Model Summary - Julia Kiniski School
The staff at Julia Kiniski School committed to using the Collaborative Response Model to strengthen collaborative teams and regularly discuss student growth. Teachers created intervention pyramids with color-coded student names and move students between tiers based on progress. These discussions help teachers better support students and share strategies. The process is evolving as they refine their approach, but many students are showing growth from successful interventions discussed in meetings every 4-6 weeks. The school is exploring how to sustain this collaborative time and grouping students more flexibly for targeted interventions.
Assessment planning template
Template to assist in planning school-wide assessments to support a Collaborative Response Model. For more information, visit http://jigsawlearning.ca
Learning agenda - Canadian Rockies (13-05-17)
The agenda outlines a full day workshop exploring a collaborative response model to intervention. The day includes introductions, deconstructing the model through examining components like assessments and interventions, sharing local insights from other places using the model, lessons learned, examining literacy interventions and determining barriers and solutions, and outlining next steps before concluding in the afternoon. The workshop aims to focus on response to intervention and establishing systemic structures to support student success.
Embedding time for collaboration chart
The document discusses ways to provide time for teacher collaboration in schools. It asks how schools currently provide collaboration time for staff and provides ideas for doing so. Some potential ways to make time for collaborative team meetings are discussed, with a link provided to access an organizer with additional resources on the topic.
Sample collaborative team meeting record
Sample Collaborative Team Meeting Record - email jigsawlearning@shaw.ca to receive a Word copy of the template. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Collaborative Team Meeting Record (Template)
Revised collaborative team meeting record template. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com.
Intervention Description Template
Template to assist schools in articulating interventions and identifying which tier they are associated within the Pyramid of Interventions. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com.
Meeting Notes Template
Template for recording minutes at team meetings, including space for team priorities and norms (for regular review and reminders). More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Examining Intervention Strategies - Template
Template to examine possible school-wide interventions already in place or to be considered. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Smart Goal Checklist
Checklist to support teams when developing a team SMART goal. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Collaborative Team Meeting Cycle
An overview of the Collaborative Team Meeting Cycle, illustrating the work of grade-level teams on the weeks between regularly scheduled Collaborative Team Meetings. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Reflection on School Wide Student Transitions
A template for gathering staff perceptions and planning next steps to effectively plan for student entry and transitions school-wide. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
DIBELS: One Piece of the Puzzle (handout)
Handout for Horizon School Division AISI PD Day presentation. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
DIBELS: One Piece of the Puzzle
Presentation for the Horizon School Division AISI PD Day, regarding the utilization of DIBELS within a Collaborative Response Model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Essential Cultural Shifts Analysis - Survey
Survey to determine the belief versus reality of key cultural shifts in moving to a responsive school culture. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Essential Cultural Shifts - Change Index
The document compares a traditional school model to a student-response school model across several criteria on a scale of minor to major change. A traditional school provides reactive student support and focuses on overall school performance, while a student-response school provides proactive student support and focuses on individual performance. Additionally, a traditional school uses informal collaboration and summative assessments, whereas a student-response school uses formal collaboration focused on learning and ongoing formative assessments to drive instruction.
Collaborative Response Model - Action Plan Template
An action planning templates to use for leaders or school teams to determine next steps in establishing a collaborative response model in schools. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
More from Jigsaw Learning (20)
Criteria and considerations with determining a benchmark assessment
Criteria and considerations with determining a benchmark assessment
Collaborative Response Model - Action Plan Template
Collaborative Response Model - Action Plan Template
Four Tier Intervention Pyramid
- 1. Four Tier intervention Pyramid The Four Tier Intervention Pyramid, referenced in the Collaborative Response Model, provides a framework within which to articulate interventions to respond to the needs of students beyond foundational classroom instruction. By establishing a school-wide pyramid of interventions, schools can ensure a collaborative response to support inclusive practices. Tier 4 Intensive School Interventions Intensive interventions at the Tier 4 level are individualized and determined by an individual program plan developed for students by a collaborative team. At this Tier, outside resources, agencies and diagnostic testing may be accessed. Tier 3 School Interventions Tier 3 interventions are supports delivered by professionals other than the classroom teacher. These can be designed to support students across multiple classes and grade levels and ideally are designed to be delivered inclusively in the classroom. Tier 2 Classroom Interventions Tier 2 interventions are provided to students by the classroom teacher, inclusive in the classroom. By articulating these interventions school-wide, teachers essentially collaborate to share differentiated strategies that work for students. Tier 1 Classroom Instruction Effective research-based instruction is foundational for success for students and essential when implementing school-based intervention models. Tier 1 honors and recognizes the essential work of teachers in the classroom. Copyright Jigsaw Learning 2012 Four Tier Intervention Pyramid