Here are some suggestions for providing interventions in a high school setting:
- Use connections/advisory periods for targeted small group or 1:1 interventions.
- Work with administration to see if intervention blocks can be added to the master schedule.
- Use lunch/study hall periods for progress monitoring and additional practice with teacher.
- Provide before/after school tutoring opportunities.
- Consider co-teaching models or support facilitation to provide differentiated instruction within the regular class period.
- For behavior, start with universal supports and positive behavior systems. Tier 2 may include behavior contracts, check-in/check-out. For Tier 3, a behavior intervention plan or functional behavior assessment may be
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
How's Class? Using Informal Early FeedbackLaura Hahn
Informal Early Feedback is a tool instructors can use to survey students about their impressions and start a dialog about teaching and learning in their classrooms.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Improving behaviour through explicit teaching - the FAST approach (ResearchEd...Bertram Richter
Behaviour is learned, so needs to be taught. This presentation from ResearchEd 2021 (London) shows how a large comprehensive adopted the principles of Tom Bennet's and Doug Lemov's work and created a whole-school behaviour approach based on the explicit teaching and practising of four core routines through a dedicated registration programme and lessons. It also covers the validation process used to evidence how this approach addresses the academic and pastoral impact of recent disruptions to education. It finally outlines steps towards a behaviour curriculum which eventually will sit alongside the academic.
Improving behaviour through explicit teaching - the FAST approachBertram Richter
Behaviour is learned, so needs to be taught. This session shows how a large comprehensive adopted the principles of Tom Bennet's and Doug Lemov's work and created a whole-school behaviour approach based on the explicit teaching and practising of four core routines through a dedicated registration programme and lessons. It also covers the validation process used to evidence how this approach addresses the academic and pastoral impact of recent disruptions to education. It finally outlines steps towards a behaviour curriculum which eventually will sit alongside the academic.
Improving behaviour through explicit teaching - the FAST approach (ResearchEd...Bertram Richter
Behaviour is learned, so needs to be taught. This presentation from ResearchEd 2021 (London) shows how a large comprehensive adopted the principles of Tom Bennet's and Doug Lemov's work and created a whole-school behaviour approach based on the explicit teaching and practising of four core routines through a dedicated registration programme and lessons. It also covers the validation process used to evidence how this approach addresses the academic and pastoral impact of recent disruptions to education. It finally outlines steps towards a behaviour curriculum which eventually will sit alongside the academic.
Improving behaviour through explicit teaching - the FAST approachBertram Richter
Behaviour is learned, so needs to be taught. This session shows how a large comprehensive adopted the principles of Tom Bennet's and Doug Lemov's work and created a whole-school behaviour approach based on the explicit teaching and practising of four core routines through a dedicated registration programme and lessons. It also covers the validation process used to evidence how this approach addresses the academic and pastoral impact of recent disruptions to education. It finally outlines steps towards a behaviour curriculum which eventually will sit alongside the academic.
Some brief information about how the new SEN Code of Practice will affect the way classroom teachers and SENCOs carry out their day to day job.
Thanks to @ChrisChivers2 and the NASEN website for their useful info/blogs.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Tiers – A Quick Review
Universal
Screening
80-100% of
Students
Tier 1
Differentiated Instruction
Data
Teams
Teach standards with
materials at different
readability levels
Re-teaching and
remediation of
Standards
Flexible
Grouping
Tiered assignments
and assessments Positive Behavior
Supports
Multiple
Formative
Assessments
Fidelity of
Instruction
Standards-
Based
Instruction
School-Wide Discipline
Plan
3. 8 students or less in
intervention group
Intervention 3-5 days of week
for at-least 15 minutes
Targeted Intervention
Strength Based
Targeted Intervention
Skill Gaps
10-15% of Students
Tier 2
Progress-Monitoring
every other week
Basic Skills
Fidelity of Instruction Targeted Behavior Interventions
Data Teams
4. Response to Instruction and
Intervention – and SST?
• SST – Student Support Team
– Small Part of RTI² - Less than 10% of students
– SST Chair – facilitates process for students in Tier 3
for skill deficit intervention
5. 4 students or less in
intervention group
Intervention 4-5 days a week for
approximately 30+ minutes
Intensive Intervention Strength Based
Intensive Intervention
Skill Gaps
Tier 3
Weekly Progress-Monitoring
Basic Skills
Fidelity of Instruction
SST
Data Teams
Less than 10%
of students
Intensive
Behavior
Interventions
6. Tier 3
SST Driven Learning in Georgia
• SST is a permanent commitment by the state
of Georgia to federal district court as a result
of Marshall vs. Georgia, 1984.
• Prior to the lawsuit, special education testing
was the only “strategy” for struggling
students.
• The SST’s original purpose was to prevent
inappropriate referrals to Special Education.
7. 5% or Less of Students
Fidelity of Instruction
Tier 4
Specially Designed Instruction
8. Student Support Team Process
- After Tier 2 interventions, teachers can request SST.
- SST Chair collects documentation, sends required
forms to parents, schedule s meeting, facilitates
meetings
- SST meetings – use problem-solving process
- Students participate in interventions 4-5 days a week
for at least 30 minutes
- SST meets to monitor progress every 4-6 weeks
9. Required Documentation
At Tier 2
Tier 1 and Tier 2 Documentation Form
Language Checklist
STAR/DIBELS/SRI/SOS Graphs
Skills Inventory/Behavior Skills Inventory
Teacher gives above documentation to SST Chairperson
If student does not
respond to
interventions, SST is
requested
10. RTI Documentation FormsFulton County
Schools RTI Documentation Form
Academic.docx
New Language ChecklistsGrade 5 Language
Checklist.pdf
RTI Documentation FormsFulton County
Schools Behavior Skills Inventory.docx
Fulton County Schools Skills Inventory.docx
11. Tips - Required Documentation
• Only accept complete files
• Schedule SST meeting upon receipt of
complete file
• Record/Document each time incomplete file is
given
• Provide coaching to staff when file is missing
information
12. SST Chairperson – Next Steps
• Schedule SST Meeting
– Discuss with administration – when are SST
meetings to be scheduled?
– Coverage?
– Keep an organized schedule
• Notify Staff Members
– Who is on the team?
– Staff notification method
13. Members of the Tier 3 SST
Tier 3 SST meetings require the following:
• A minimum of 3 school personnel in attendance, one of whom must be the
student’s classroom/referring teacher for the subject area of concern. Other
members who are recommended to attend include:
• Tier 3 Chairperson (ES/MS/HS) – for all Tier 3 meetings
• Curriculum Support Teacher (ES)– for all Tier 3 academic concerns
• Assistant Principal (ES)– for all Tier 3 behavior concerns
• Curriculum Assistant Principal (MS/HS) – for all Tier 3 academic concerns
• Assistant Principal for the student (MS/HS) – for all Tier 3 discipline
concerns
• Other members may include principal, counselor, school psychologist, ESOL
teacher, EIP/REP teacher, Special Education teacher, school social worker,
speech and language pathologist, central office personnel, or other appropriate
personnel.
• Parents must be invited but are not required to attend.
14. SST Chairperson – Next Steps
• Send Parent Documentation
• SST Parent Notification Meeting (Initial) or SST
Review Meeting Notification (Review/Follow-
Up)
• Parent Consent for Hearing and Vision
Screening
• Parent Questionnaire
• US Mail
15. RTI Documentation FormsParent Notification
Letter - SST Initial Meeting.doc
RTI Documentation FormsParent Notification
Letter - Review Meeting Announcement SST.doc
RTI Documentation FormsParent Consent for
Vision and Hearing Screening.doc
RTI Documentation FormsTier 3 SST Parent
Questionnaire.doc
16. SST Chairperson – Next Steps
• Upon receipt of Parent Consent for Hearing and
Vision Screening
– Hearing and Vision Screening form given to staff
member responsible for screening
• Varies by school - discuss process with
administration
PASS
• Results valid for one year
• Form stored in file
FAIL
Rescreen
Pass
Send Failure Letter
17. RTI Documentation FormsHearing and Vision
Screening Form.doc
Parent Notice of Hearing Screening Failure.doc
Parent Notice of Vision Screening Failure.doc
18. Facilitating SST Meetings
• Opening of meeting
• Introductions
• Purpose of Initial SST/Review
• During meeting
• SST Chairperson should facilitate the meeting and keep discussion
focused on each step of the problem-solving process
• Another SST member should record meeting minutes
• At close of meeting
• Schedule follow-up meeting
• Print a copy of “Meeting Summary” for all participants
19. SST Meeting
Use the Problem-Solving Process
1. Identify Specific Concern
2. Gather Information and Analyze Data
3. Specify Instructional Objective
4. Develop Educational and Monitoring Plan
5. Monitor and Evaluate Progress
21. Meeting Summary
• The Meeting Summary is NOT meeting Minutes
• Brief summary statements
• Key points
• Not meant to capture every word
• Parents cannot change or amend the document (can provide
additional comments or dissenting statements)
22. Current Open Files
• Do an “inventory”
• Notify teachers
• Teachers review files
• Schedule in order of need, starting 4-6 weeks into school
• SST is not RTI, RTI is not the new SST
• SST is problem-solving, data-utilization, and research-based
intervention monitoring for students who need intensive
interventions.
26. Your Questions
STAR
• STAR Academy dates and times
• How long do assessments take on computer
• When will teachers be able to use computer
for monitoring
• RTI Module for FultonConnect
• Pilot Schools
• Full Roll-Out
27. Model Schools – RTI
• With table partners, discuss current
practices and current implementation
• Share out to group
28. Tier 2 Documentation
• RTI Documentation form – completed by teacher
at team meeting
• Language Checklist – Follow directions for follow-
up
• Data-Collection
• How long in Tier 2?
• Sharing with feeder or transfer school?
29. Tier 3 Required Documentation
FROM TEACHER – To start SST
– RTI Documentation Form
– Language Checklist
– Data Collection
– Behavior and/or Skills Inventory
30. THEN
• Schedule Meeting
• Send Parent Documentation
• SST Parent Notification Meeting (Initial) or SST
Review Meeting Notification (Review/Follow-Up)
• Parent Consent for Hearing and Vision Screening
• Parent Questionnaire
• Screen Hearing and Vision when consent returned
• Follow procedure for failures
• Notify staff
31. Members of the Tier 3 SST
Tier 3 SST meetings require the following:
• A minimum of 3 school personnel in attendance, one of whom must be the
student’s classroom/referring teacher for the subject area of concern. Other
members who are recommended to attend include:
• Tier 3 Chairperson (ES/MS/HS) – for all Tier 3 meetings
• Curriculum Support Teacher (ES)– for all Tier 3 academic concerns
• Assistant Principal (ES)– for all Tier 3 behavior concerns
• Curriculum Assistant Principal (MS/HS) – for all Tier 3 academic concerns
• Assistant Principal for the student (MS/HS) – for all Tier 3 discipline
concerns
• Other members may include principal, counselor, school psychologist, ESOL
teacher, EIP/REP teacher, Special Education teacher, school social worker,
speech and language pathologist, central office personnel, or other appropriate
personnel.
• Parents must be invited but are not required to attend.
32. Regarding Evaluations
• IST and Psychologist
• Involve in SST as much as feasable
• Must attend if testing is being considered
• Informed Consent
• Given by IST or School Psychologist
• Direct Parent Referrals
• MUST still have meeting
• MUST provide interventions if needed
• MUST collect data
• Evaluation does NOT equal eligibility
• Private Evaluations
• MUST still have meeting
• MUST provide interventions if needed
• MUST collect data
• Evaluation does NOT equal eligibility
33. Intervention, Intervention,
Intervention…
• How do teachers find time for intervention in the high school
setting?
• How do we provide interventions when the school does not
have an intervention block? Connections? Lunch?
• How do we choose the right intervention?
• Students with behavior problems
• And no academic issues
• Behavior interventions by Tier