This document provides an overview of Multi-Tiered Systems of Support (MTSS) for Compass Montessori - Golden Campus. It discusses that MTSS is a framework that highlights student needs, risks, and opportunities to identify next steps to support students. It describes the tiers of support - Tier 1 being core instruction for all students, Tier 2 being targeted interventions for some students, and Tier 3 being intensive interventions for few students. The document gives examples of academic and behavioral supports at each tier and emphasizes frequent progress monitoring to guide intervention design. It also clarifies the differences between accommodations, interventions, and modifications in providing student support.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and provides multiple means of representation, expression, and engagement. It encourages teachers to understand learner variability, use flexible methods and materials, and foster learner motivation and interest through tapping into their "sparks". The goal is to design inclusive learning environments that can accommodate diverse needs from the beginning rather than making accommodations later.
Universal Design for Learning (UDL) is a framework for curriculum development that provides all students equal opportunities to learn. [1] UDL was inspired by mandates requiring education of all students in general education. [2] UDL's three principles are providing multiple means of representation, action/expression, and engagement. [3] Technology plays an important role in UDL by increasing access and flexibility. [4] UDL supports diversity and reduces barriers for students of all backgrounds.
The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.
This document discusses teaching diverse students and provides strategies for addressing different types of student diversity in the classroom. It addresses socioeconomic differences, cultural differences, gender differences, sexual orientation differences, developmental differences, personality differences, learning styles, multiple intelligences, learning aptitudes, interests, and implications for teachers. The key strategies discussed include early intervention for low-SES students, respecting cultural diversity, ensuring equal opportunities for all genders, discussing sexuality openly, tailoring instruction to student development levels, accounting for different learning styles and intelligences, mainstreaming special needs students, and meeting students' interests.
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
The document discusses strategies for differentiating instruction to meet the needs of diverse learners. It provides examples of differentiating by content, process, product, and learning environment. It also discusses how digital technologies can make content more flexible and accessible to a variety of learners through features like annotation, hyperlinks, multimedia, and options for modifying content.
The document discusses thematic planning for an English immersion preschool program. Thematic planning organizes the curriculum around themes to integrate different subject areas and help children understand that learning is connected to life. When selecting themes, educators should consider whether children can have direct experiences with the topic and if the concepts are developmentally appropriate. Themes are explored in depth over several weeks through activities like dramatic play, art, music, field trips, and blocks. Educators adapt their teaching environment and assessments to include all children. Families are also involved through newsletters and opportunities to support their child's learning.
Instructional planning involves forecasting and visualizing the teaching-learning process, including what will be taught, why it will be taught, and how it will be taught. A variety of instructional materials and media can be selected and produced, including non-projected visual aids like chalkboards and pictures, as well as projected visual aids like slides and videos. Instructional materials and media can be integrated into presentations, multimedia kits, modules, and learning centers to enhance the teaching and learning experience.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and provides multiple means of representation, expression, and engagement. It encourages teachers to understand learner variability, use flexible methods and materials, and foster learner motivation and interest through tapping into their "sparks". The goal is to design inclusive learning environments that can accommodate diverse needs from the beginning rather than making accommodations later.
Universal Design for Learning (UDL) is a framework for curriculum development that provides all students equal opportunities to learn. [1] UDL was inspired by mandates requiring education of all students in general education. [2] UDL's three principles are providing multiple means of representation, action/expression, and engagement. [3] Technology plays an important role in UDL by increasing access and flexibility. [4] UDL supports diversity and reduces barriers for students of all backgrounds.
The document discusses the Multi-Tiered System of Supports (MTSS) framework. It explains that MTSS aims to provide an integrated systemic approach to meeting the needs of all students using resources efficiently. MTSS involves reviewing current practices, addressing gaps, and replacing ineffective approaches with evidence-based practices. The framework provides different tiers or levels of support including core instruction for all students, supplemental instruction for some students, and intensive interventions for few students.
This document discusses teaching diverse students and provides strategies for addressing different types of student diversity in the classroom. It addresses socioeconomic differences, cultural differences, gender differences, sexual orientation differences, developmental differences, personality differences, learning styles, multiple intelligences, learning aptitudes, interests, and implications for teachers. The key strategies discussed include early intervention for low-SES students, respecting cultural diversity, ensuring equal opportunities for all genders, discussing sexuality openly, tailoring instruction to student development levels, accounting for different learning styles and intelligences, mainstreaming special needs students, and meeting students' interests.
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
The document discusses strategies for differentiating instruction to meet the needs of diverse learners. It provides examples of differentiating by content, process, product, and learning environment. It also discusses how digital technologies can make content more flexible and accessible to a variety of learners through features like annotation, hyperlinks, multimedia, and options for modifying content.
The document discusses thematic planning for an English immersion preschool program. Thematic planning organizes the curriculum around themes to integrate different subject areas and help children understand that learning is connected to life. When selecting themes, educators should consider whether children can have direct experiences with the topic and if the concepts are developmentally appropriate. Themes are explored in depth over several weeks through activities like dramatic play, art, music, field trips, and blocks. Educators adapt their teaching environment and assessments to include all children. Families are also involved through newsletters and opportunities to support their child's learning.
Instructional planning involves forecasting and visualizing the teaching-learning process, including what will be taught, why it will be taught, and how it will be taught. A variety of instructional materials and media can be selected and produced, including non-projected visual aids like chalkboards and pictures, as well as projected visual aids like slides and videos. Instructional materials and media can be integrated into presentations, multimedia kits, modules, and learning centers to enhance the teaching and learning experience.
This document discusses inquiry-based learning, which involves students gathering information by asking questions to expand their knowledge. It is used to engage students and encourage independent learning compared to traditional fact-based teaching. The importance of inquiry-based learning is that it develops students' questioning, research, communication, problem-solving and collaboration skills. Applying inquiry-based learning in class involves leading discussions around student questions and debates without interrupting to encourage critical thinking.
The document discusses collaborative learning, which involves people learning together through activities like group projects, problem solving, debates, and study teams. It describes several collaborative learning activities and techniques including think-pair-share, three-step interviews, and one minute papers. Collaborative learning allows students at different performance levels to work in small groups toward a common goal and helps promote discussion, idea sharing, and active engagement among learners.
This document discusses creative teaching and explores ways to foster creativity in the classroom. It identifies several key characteristics of creative teachers, including having a questioning stance, making connections across disciplines, promoting student autonomy and ownership, and modeling creativity. Creative teaching is seen as an art that involves developing personal qualities like curiosity, taking risks with new ideas, and having a flexible teaching style. The document provides tips for teachers to develop creativity in their students, such as rewarding creative ideas, allowing mistakes, and teaching self-responsibility. Overall, the document advocates for teaching approaches that encourage curiosity, flexibility, and student-driven learning to bring out creativity.
Merrill’s four principles of instructionUma Kumari
The document outlines Merrill's Four Principles of Instruction which are activation of prior experience, demonstration, application, and integration. It describes each principle, including activating learners' existing knowledge through discussion or testing, demonstrating concepts rather than just explaining, having learners apply knowledge to varied problems with decreasing assistance, and integrating new skills into everyday life through reflection and sharing.
4 facts, concepts and generalizations jan 19kelsey02
This document discusses teaching concepts, facts, and generalizations in social studies. It defines each term and provides examples. Facts are specific pieces of information, concepts are abstract ideas, and generalizations are relationships between two or more concepts. The document encourages using classroom experiences like activities and projects to help students build knowledge in these three areas to better understand social studies content.
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
1. There are three kinds of knowledge: physical knowledge gained through discovery by manipulating objects, logical-mathematical knowledge gained through invention by acting on objects, and social knowledge gained through interactions with other people.
2. Physical knowledge involves discovering physical properties like size, shape, and weight by directly acting on objects like sand. Logical-mathematical knowledge involves constructing concepts like numbers by active experiences arranging and ordering objects.
3. Social knowledge involves constructing cultural rules, laws, and language by interacting with other people, not just listening to them. Accurate knowledge in all three areas requires direct action and experience, not just reading or listening.
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
This document discusses the foundations of teaching methods and the relationship between teaching and learning. It provides a history of teaching methods from traditional to modern approaches. Key points discussed include:
1. Traditional teaching methods included telling/showing and exercise/imitation. Modern philosophers advocated for learner-centered approaches including Rousseau, Pestalozzi, and Froebel.
2. Teaching and learning are interrelated processes where the teacher organizes learning and the learner actively constructs knowledge. Theories from Piaget and Vygotsky emphasized the social aspects of learning.
3. Components of the teaching-learning process include objectives, instructional strategies, resources, assessment, and addressing learner needs. The teacher
The document describes different formats for writing test questions and their advantages and disadvantages. It discusses true/false, matching, multiple choice, short answer, essay, oral exams, student portfolios, and performance-based questions. For each format, it provides tips on how to effectively write questions to assess student understanding.
This document discusses differentiation in the science classroom. It defines key terms like differentiated instruction and assessment and explains they allow teachers to meet the varying needs of students. The teacher's role is to gather data on students' interests, skills and intelligence profiles to plan lessons accordingly. Examples are provided of using flexible grouping, choice boards, tiered lessons and technology to challenge all students. Reflective questions help students take ownership of their learning.
Conservative and Progressive functions of Education report.pptxAllyzaFaeDavid1
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
Constructivism and social constructivism view learning as an active process where learners construct knowledge based on their prior knowledge and experiences as well as social and cultural influences. Key theorists include Piaget, who saw learning occurring through assimilation and accommodation, Bruner who emphasized discovery learning, and Vygotsky who highlighted the role of social and cultural contexts. Instruction based on these theories uses discovery learning, collaborative learning, individual exploration tools, and collaborative tools to facilitate student-directed learning.
The document discusses the constructivist theory of learning. It defines constructivism as a philosophy that individuals construct their own understanding through experiences and reflection. Key aspects of constructivism include: (1) knowledge is actively constructed rather than passed on, (2) learning requires meaningful engagement and interaction, (3) prior knowledge influences new learning. The document contrasts traditional and constructivist classrooms, noting constructivism emphasizes interactive, student-centered learning over repetition. It provides examples of applying constructivism such as encouraging student questions and critical thinking.
This document discusses different philosophical foundations of education, including:
1. Metaphysics, epistemology, axiology, and logic as areas of philosophy relevant to education.
2. Four major schools of educational philosophy: subject-centered perennialism and essentialism, and child-centered romanticism and progressivism.
3. Additional philosophies discussed include behaviorism, constructivism, and eclecticism.
This document outlines several key theorists in constructivism including Lev Vygotsky, Jerome Bruner, Jean Piaget, and John Dewey. Vygotsky believed that social interactions are important for cognitive development. Bruner thought learning occurs through doing activities. Piaget proposed children learn in stages through experiences. Dewey felt learning should relate to students' lives. Constructivism posits that learning is active and students build new ideas from past knowledge.
Tiered instructions in a response to intervention model.Harjyot Malhotra
The document provides an overview of Response to Intervention (RTI), a multi-tiered framework used to provide early intervention for students struggling academically or behaviorally. It describes the key components of RTI, including universal screening, progress monitoring, and increasingly intensive interventions at three tiers. Tier 1 involves quality classroom instruction and monitoring, while Tiers 2 and 3 involve more targeted small group and individualized interventions. The document emphasizes the importance of collaboration between teachers, specialists, and parents in implementing RTI to support students' needs.
The document discusses strategies and interventions for use in the classroom. It begins with an activity to distinguish between strategies and interventions, noting that strategies are general teaching methods while interventions specifically target deficiencies. It then explains Response to Intervention (RTI) as a multi-tiered approach using evidence-based practices to improve student outcomes. Teachers are encouraged to monitor students and implement targeted interventions for those struggling. The rest of the document provides examples of strategies and interventions that could be used, including a video example, and has teachers practice applying interventions to case studies of struggling students.
This document discusses inquiry-based learning, which involves students gathering information by asking questions to expand their knowledge. It is used to engage students and encourage independent learning compared to traditional fact-based teaching. The importance of inquiry-based learning is that it develops students' questioning, research, communication, problem-solving and collaboration skills. Applying inquiry-based learning in class involves leading discussions around student questions and debates without interrupting to encourage critical thinking.
The document discusses collaborative learning, which involves people learning together through activities like group projects, problem solving, debates, and study teams. It describes several collaborative learning activities and techniques including think-pair-share, three-step interviews, and one minute papers. Collaborative learning allows students at different performance levels to work in small groups toward a common goal and helps promote discussion, idea sharing, and active engagement among learners.
This document discusses creative teaching and explores ways to foster creativity in the classroom. It identifies several key characteristics of creative teachers, including having a questioning stance, making connections across disciplines, promoting student autonomy and ownership, and modeling creativity. Creative teaching is seen as an art that involves developing personal qualities like curiosity, taking risks with new ideas, and having a flexible teaching style. The document provides tips for teachers to develop creativity in their students, such as rewarding creative ideas, allowing mistakes, and teaching self-responsibility. Overall, the document advocates for teaching approaches that encourage curiosity, flexibility, and student-driven learning to bring out creativity.
Merrill’s four principles of instructionUma Kumari
The document outlines Merrill's Four Principles of Instruction which are activation of prior experience, demonstration, application, and integration. It describes each principle, including activating learners' existing knowledge through discussion or testing, demonstrating concepts rather than just explaining, having learners apply knowledge to varied problems with decreasing assistance, and integrating new skills into everyday life through reflection and sharing.
4 facts, concepts and generalizations jan 19kelsey02
This document discusses teaching concepts, facts, and generalizations in social studies. It defines each term and provides examples. Facts are specific pieces of information, concepts are abstract ideas, and generalizations are relationships between two or more concepts. The document encourages using classroom experiences like activities and projects to help students build knowledge in these three areas to better understand social studies content.
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
1. There are three kinds of knowledge: physical knowledge gained through discovery by manipulating objects, logical-mathematical knowledge gained through invention by acting on objects, and social knowledge gained through interactions with other people.
2. Physical knowledge involves discovering physical properties like size, shape, and weight by directly acting on objects like sand. Logical-mathematical knowledge involves constructing concepts like numbers by active experiences arranging and ordering objects.
3. Social knowledge involves constructing cultural rules, laws, and language by interacting with other people, not just listening to them. Accurate knowledge in all three areas requires direct action and experience, not just reading or listening.
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
This document discusses the foundations of teaching methods and the relationship between teaching and learning. It provides a history of teaching methods from traditional to modern approaches. Key points discussed include:
1. Traditional teaching methods included telling/showing and exercise/imitation. Modern philosophers advocated for learner-centered approaches including Rousseau, Pestalozzi, and Froebel.
2. Teaching and learning are interrelated processes where the teacher organizes learning and the learner actively constructs knowledge. Theories from Piaget and Vygotsky emphasized the social aspects of learning.
3. Components of the teaching-learning process include objectives, instructional strategies, resources, assessment, and addressing learner needs. The teacher
The document describes different formats for writing test questions and their advantages and disadvantages. It discusses true/false, matching, multiple choice, short answer, essay, oral exams, student portfolios, and performance-based questions. For each format, it provides tips on how to effectively write questions to assess student understanding.
This document discusses differentiation in the science classroom. It defines key terms like differentiated instruction and assessment and explains they allow teachers to meet the varying needs of students. The teacher's role is to gather data on students' interests, skills and intelligence profiles to plan lessons accordingly. Examples are provided of using flexible grouping, choice boards, tiered lessons and technology to challenge all students. Reflective questions help students take ownership of their learning.
Conservative and Progressive functions of Education report.pptxAllyzaFaeDavid1
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
Constructivism and social constructivism view learning as an active process where learners construct knowledge based on their prior knowledge and experiences as well as social and cultural influences. Key theorists include Piaget, who saw learning occurring through assimilation and accommodation, Bruner who emphasized discovery learning, and Vygotsky who highlighted the role of social and cultural contexts. Instruction based on these theories uses discovery learning, collaborative learning, individual exploration tools, and collaborative tools to facilitate student-directed learning.
The document discusses the constructivist theory of learning. It defines constructivism as a philosophy that individuals construct their own understanding through experiences and reflection. Key aspects of constructivism include: (1) knowledge is actively constructed rather than passed on, (2) learning requires meaningful engagement and interaction, (3) prior knowledge influences new learning. The document contrasts traditional and constructivist classrooms, noting constructivism emphasizes interactive, student-centered learning over repetition. It provides examples of applying constructivism such as encouraging student questions and critical thinking.
This document discusses different philosophical foundations of education, including:
1. Metaphysics, epistemology, axiology, and logic as areas of philosophy relevant to education.
2. Four major schools of educational philosophy: subject-centered perennialism and essentialism, and child-centered romanticism and progressivism.
3. Additional philosophies discussed include behaviorism, constructivism, and eclecticism.
This document outlines several key theorists in constructivism including Lev Vygotsky, Jerome Bruner, Jean Piaget, and John Dewey. Vygotsky believed that social interactions are important for cognitive development. Bruner thought learning occurs through doing activities. Piaget proposed children learn in stages through experiences. Dewey felt learning should relate to students' lives. Constructivism posits that learning is active and students build new ideas from past knowledge.
Tiered instructions in a response to intervention model.Harjyot Malhotra
The document provides an overview of Response to Intervention (RTI), a multi-tiered framework used to provide early intervention for students struggling academically or behaviorally. It describes the key components of RTI, including universal screening, progress monitoring, and increasingly intensive interventions at three tiers. Tier 1 involves quality classroom instruction and monitoring, while Tiers 2 and 3 involve more targeted small group and individualized interventions. The document emphasizes the importance of collaboration between teachers, specialists, and parents in implementing RTI to support students' needs.
The document discusses strategies and interventions for use in the classroom. It begins with an activity to distinguish between strategies and interventions, noting that strategies are general teaching methods while interventions specifically target deficiencies. It then explains Response to Intervention (RTI) as a multi-tiered approach using evidence-based practices to improve student outcomes. Teachers are encouraged to monitor students and implement targeted interventions for those struggling. The rest of the document provides examples of strategies and interventions that could be used, including a video example, and has teachers practice applying interventions to case studies of struggling students.
NOTES3 Tiers of Response to Intervention (RTI).pdf11262.docxvannagoforth
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 ...
Response to Instruction (RTI) is a multi-tiered framework that uses core instruction, assessment, and intervention to increase student achievement and reduce behavior problems. It involves all school staff, parents, and sometimes outside providers working collaboratively to identify student needs and provide targeted academic and behavioral interventions. Student progress is monitored through data to evaluate the effectiveness of interventions and make decisions about future instruction. The goal is to provide early and well-matched support to struggling students in order to prevent academic and behavioral issues.
The document discusses strategies and interventions for helping struggling students in the classroom using Response to Intervention (RTI). It begins with defining the difference between strategies, which are research-based teaching methods, and interventions, which specifically target identified deficiencies. The document then explains RTI as a multi-tiered approach using effective instruction and targeted help to improve student outcomes. Examples of strategies and interventions are provided and teachers participate in an activity to distinguish between the two. The goal of RTI is to help all students succeed through prevention and early intervention rather than waiting for failure.
Key Elements in An Accountability SystemIwan Syahril
The four key elements in education accountability are: meaningful learning, professional accountability, resource accountability, and continuous improvement. The implications for an education system are:
1) A common vision of learning must be agreed upon;
2) A political commitment is needed to deliver this vision to ALL students;
3) All elements in the education system must be designed, aligned, and/or modified, based on this vision of learning.
Response to Intervention (RTI) is a multi-tiered system of support for providing high-quality instruction and interventions matched to student needs in order to improve learning for all students. It involves three tiers of intervention with increasing levels of intensity, with 80% of students receiving core instruction at Tier 1, 15% receiving supplemental interventions at Tier 2, and 5% receiving intensive interventions at Tier 3. The goals of RTI include preventing academic problems by addressing skill gaps early and determining eligibility for special education. Data on student progress is collected throughout the tiers to make decisions about instruction and intervention.
Response to Intervention (RTI) is a multi-tiered system of support for providing high-quality instruction and interventions matched to student needs in order to improve learning for all students. It involves three tiers of intervention with increasing levels of intensity, with 80% of students receiving core instruction at Tier 1, 15% receiving supplemental interventions at Tier 2, and 5% receiving intensive interventions at Tier 3. The goals of RTI include preventing academic problems by addressing skill gaps early through differentiated instruction and targeted interventions, and determining eligibility for special education. Progress is closely monitored at all tiers to determine students' responses to interventions.
This document discusses Response to Intervention (RTI) approaches for English learners. It notes that implementing RTI for culturally and linguistically diverse students requires understanding their backgrounds and needs. Tier 1 interventions involve classroom modifications and accommodations with documentation. Tier 2 adds further modifications and progress monitoring. Tier 3 provides intensive, small group instruction by highly trained teachers with weekly monitoring. Secondary English learners face challenges with academic literacy, but effective Tier 1 instruction incorporates socioculturally aware practices, rich texts, vocabulary instruction and differentiation. Organizing RTI with options like sheltered instruction observation protocol can help secondary English learners access grade-level content.
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The document provides information about the gifted and talented programs in the South Orangetown Central School District. It discusses the district's mission and goals for gifted education. It also outlines the identification process, programming options at different grade levels, and strategies like differentiation, enrichment activities, and acceleration. RTI is discussed as a framework to meet the needs of gifted learners through tiered interventions. National guidelines and definitions of giftedness from organizations like NAGC are also referenced.
Collaboration and communication action plan template part 1 ARIV4
The document outlines an action plan template to address concerns about a student named John in a gifted English language arts class. The plan includes developing one long-term goal and four short-term goals. Each short-term goal identifies implementation strategies, resources, timeline, persons responsible, and evidence of success. The special education teacher will use the template to create an action plan to assist the principal with improving John's experience in the gifted class and collaboration between the gifted teacher and IEP team.
This document discusses Response to Intervention (RTI) and its importance for classroom teachers. It begins by addressing common myths about RTI, clarifying that RTI is a collaborative process involving general and special education to help all students early on, rather than just a pre-referral for special education. The document then explains that RTI research shows that 94-98% of students can meet benchmarks with appropriate general education interventions. It emphasizes that RTI promotes special education as one part of a school's overall intervention strategy to assist students.
This document provides an overview of the topics that will be covered in an education course on cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth on the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, and research on effective teachers are also summarized. The document concludes by discussing future teaching practice and having students consider theories of learning and their impact and questions as future educators.
This document provides an overview of the topics that will be covered in an education course about cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth about the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, issues in the field, and research on effective teachers are also examined. The document encourages reflection on students' and teachers' experiences and concludes with a discussion on learning theories to inform future practice and additional resources.
This document provides an overview of the topics that will be covered in an education course about cognition and exceptional learners. It begins with introductions and outlines the agenda, which includes discussing foundations of educational psychology and special education, the present context of special education programs and students, and future teaching practice. It then delves into more depth about the past foundations, providing details on the history and theories of educational psychology, cognitive psychology, and the development of special education. Current contexts such as special education programs, categories of exceptionalities, and research on effective teachers are also examined. The document emphasizes applying learning from the course to future teaching practice and engaging students in discussion about related questions.
The document discusses the importance of dispositions for early childhood education preservice teachers and how teacher preparation programs should focus on developing positive teacher dispositions from the start of training. It notes that dispositions reflect a teacher's beliefs and attitudes and influence how they interact with students. The author argues teacher educators must be intentional in helping preservice teachers reflect on their own beliefs to develop appropriate professional dispositions for working with young children.
This document discusses various aspects of guidance and counselling including:
- Common misconceptions about guidance and counselling
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Montessori 101 - A Parent Education Evening Seth D. Webb
The document outlines an evening event for new parents to learn about the Montessori method of education. It will include an overview of Maria Montessori's life and philosophy, a discussion of the planes of child development and human tendencies, and explanations of key Montessori concepts like the prepared environment, grace and courtesy, and peace education. The goal is to introduce parents to Montessori's vision of supporting each child's innate drive for learning and independence within a just and peaceful social system.
"Cosmic Education in the Montessori Classroom: A Parent Education Evening" -...Seth D. Webb
This document outlines an evening presentation for parents on cosmic education in the Montessori classroom. It includes an overview of the agenda which covers philosophical principles, the planes of child development, the role of imagination, and the presentation of the First Great Lesson. It also discusses how cosmic education helps children develop morality and character by making connections between themselves, the universe, and their place within it.
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This document outlines topics to be covered in staff development days for Compass Montessori School. It discusses changing education paradigms and key ideas from books on motivation. It introduces Abraham Maslow's hierarchy of needs and Gordon Tredgold's circles of concern, relating them to the fundamental and human needs and tendencies. The importance of student and teacher motivation and knowing why activities are done is emphasized. Qualities like being observant, intentional and mindful are presented as ways to provide authentic opportunities for student autonomy, mastery and purpose. Resources on human tendencies, preventing exclusion, and intrinsic motivation in Montessori students are provided.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
4. “[A]n intending Montessori teacher… must
keep her imagination alive… constantly
looking for a child who is not there… must
have the kind of faith that the child will
reveal himself through work.”
- The Absorbent Mind, p. 251
15. “It is not sufficient to have merely a
theoretical knowledge of education… We
must be taught and we must be willing to
accept guidance if we wish to become
effective teachers.”
- The Secret of Childhood, p. 149
19. RTI
● Response to Intervention
(RTI) is a process that
guides instruction for all
students.
20. RTI
● The RTI process is a multi-step
approach to providing services and
interventions to students who struggle
with learning at increasing levels of
intensity.
21. RTI
● The RTI process is a multi-step
approach to providing services and
interventions to students who struggle
with learning at increasing levels of
intensity.
● The progress students make at each
state of intervention is closely
monitored. Results of this monitoring
are used to make decisions about the
need for further research-based
instruction and/or intervention in
general education, special education,
or both.
22. RTI
● The RTI process has the potential to
limit the amount of academic or social
failure that any student experiences
and to increase the accuracy of
special education evaluations.
●
23. RTI
● The RTI process has the potential to
limit the amount of academic or social
failure that any student experiences
and to increase the accuracy of
special education evaluations.
● Its use could also reduce the number
of children who are mistakenly
identified as having learning
disabilities when their learning
problems are due to cultural or
socio-economic factors, or lack of
adequate instruction. (National Center
for Learning Disabilities, 2006)
29. RTI Tier 1: Core Instruction
● Represents general or core instruction
by a highly qualified teacher, research
based instructional strategies and
differentiation to meet the needs of all
students.
30. RTI Tier 1: Core Instruction
● Represents general or core instruction
by a highly qualified teacher, research
based instructional strategies and
differentiation to meet the needs of all
students.
● All students should receive this direct
instruction including GT, 504, SpED,
and English Language Learners (ELL).
31. RTI Tier 1: Core Instruction
● Represents general or core instruction
by a highly qualified teacher, research
based instructional strategies and
differentiation to meet the needs of all
students.
● All students should receive this direct
instruction including GT, 504, SpED,
and English Language Learners (ELL).
● It may meet the needs of
approximately 80-90% of the
students.
33. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
34. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
● This might include change in process
or product for the student, as well as
additional programming.
35. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
● This might include change in process
or product for the student, as well as
additional programming.
● Remember that Tier 2 interventions
are in addition to the core instruction.
36. RTI
Tier 2: Targeted Intervention
● Provides supplemental (2nd
dose) to
students that did not respond to Tier 1
instruction.
● This might include change in process
or product for the student, as well as
additional programming.
● Remember that Tier 2 interventions
are in addition to the core instruction.
● Tier 2 interventions may be
appropriate for of approximately
10-15% of your students.
38. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
39. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
● Remember that Tier 3 interventions
are in addition to the core instruction.
40. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
● Remember that Tier 3 interventions
are in addition to the core instruction.
● Tier 3 interventions may be
appropriate for of approximately 1-5%
of your students.
41. RTI
Tier 3: Intensive Intervention
● In the event that students do not
respond to Tier 1 or 2 interventions,
they may require an additional (3rd
dose) of intensive instruction.
● Remember that Tier 3 interventions
are in addition to the core instruction.
● Tier 3 interventions may be
appropriate for of approximately 1-5%
of your students.
● These students receive a “all hands
on deck” approach to their needs.
43. RTI
RTi Works Best When...
● Interventions are truly seen as
coordinated layers, each reinforcing
the others so to deepen the student’s
experience and open multiple
pathways to learning.
44. RTI RTi Works Best When...
● Interventions are truly seen as
coordinated layers, each reinforcing
the others so to deepen the student’s
experience and open multiple
pathways to learning.
46. RTI: A Cautionary Tale... Tier 1: Core Instruction
● Often, a lack of clarity about what
constituted “core” curricula meant
that our foundation was not a true
foundation for all students.
47. RTI: A Cautionary Tale... Tier 1: Core Instruction
● Often, a lack of clarity about what
constituted “core” curricula meant
that our foundation was not a true
foundation for all students.
● Inconsistent curricular expectations,
lack of consistent instructional
practices, and a lack of common
assessments often left students
sidelined.
49. RTI: A Cautionary Tale... Tier 2: Targeted Intervention
● Interventions were often solely
dependent upon a particular
teacher’s skill set, versus our collective
knowledge about the best practices
related to an observed root cause.
50. RTI: A Cautionary Tale... Tier 2: Targeted Intervention
● Interventions were often solely
dependent upon a particular
teacher’s skill set, versus our collective
knowledge about the best practices
related to an observed root cause.
● Targeted instruction was often
delivered as “slower and louder”.
51. RTI: A Cautionary Tale... Tier 2: Targeted Intervention
● Interventions were often solely
dependent upon a particular
teacher’s skill set, versus our collective
knowledge about the best practices
related to an observed root cause.
● Targeted instruction was often
delivered as “slower and louder”.
● Often, the intervention became the
sole instruction for a child - rather
than a second dose, presented
differently.
53. RTI: A Cautionary Tale...
Tier 3: Intensive Intervention
● A default to “remediation and referral”
was a common response, leaving the
most needy students waiting for help.
56. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
57. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
58. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
59. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
Federal Law
60. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
Federal Law
● Every Student Succeeds Act (ESSA)
● IDEA 2004 /Disability Identification
61. RTI: A Cautionary Tale... On the National Stage
RTI Practices
● Conflicting definitions
● Uneven implementation
● Seen as a SpED responsibility
State Level School Improvement
● READ Act
● School Turn-Around
● Low Performance of Student Growth
Federal Law
● Every Student Succeeds Act (ESSA)
● IDEA 2004 /Disability Identification
62. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
63. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
● Improved educational outcomes for all students, including those at-risk for
emotional and/or behavioral difficulties, as well as students already
identified as having an emotional disability.
64. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
● Improved educational outcomes for all students, including those at-risk for
emotional and/or behavioral difficulties, as well as students already
identified as having an emotional disability.
● Implementation of an MTSS problem-solving framework, using
evidence-based practices for screening, prevention, and early support of
students’ emotional and academic needs.
65. Individuals with Disabilities Education Act (IDEA)
IDEA 2004 included a heightened emphasis on effective core instruction and
universal interventions:
● Improved educational outcomes for all students, including those at-risk for
emotional and/or behavioral difficulties, as well as students already
identified as having an emotional disability.
● Implementation of an MTSS problem-solving framework, using
evidence-based practices for screening, prevention, and early support of
students’ emotional and academic needs.
● The integration of an RTI process increases the chances that appropriate
services are being provided prior to formal referral and identification for
students in need.
71. MTSS: What is it?
Multi-Tiered System of Supports
(MTSS) is a framework, a way of
thinking, a mindset...
72. MTSS: What is it?
Multi-Tiered System of Supports
(MTSS) is a framework, a way of
thinking, a mindset...
...through which we can of
highlight student needs, risks, and
opportunities - and then identify
the next steps to employ in service.
73. MTSS: What is it?
Multi-Tiered System of Supports
(MTSS) is a framework, a way of
thinking, a mindset...
...through which we can of
highlight student needs, risks, and
opportunities - and then identify
the next steps to employ in service.
*MTSS is not a pathway to SpED.
74. MTSS: What is it?
● Multi
● Tiered
● Systems
● Support
75. MTSS: What is it?
● Multi Varied
● Tiered
● Systems
● Support
76. MTSS: What is it?
● Multi Varied
● Tiered Differentiated
● Systems
● Support
77. MTSS: What is it?
● Multi Varied
● Tiered Differentiated
● Systems Organized
● Support
78. MTSS: What is it?
● Multi Varied
● Tiered Differentiated
● Systems Organized
● Support Child-Centered
89. MTSS - In Practice: Tier 1(Core Instruction)
ALL
90. MTSS - In Practice: Tier 1(Core Instruction)
Behavior
● All students, all
settings.
● Positive behavioral
expectations explicitly
taught and reinforced.
● Consistent approach to
discipline.
ALL
91. MTSS - In Practice: Tier 1(Core Instruction)
Behavior
● All students, all
settings.
● Positive behavioral
expectations explicitly
taught and reinforced.
● Consistent approach to
discipline.
Academics
● Consistent and proven
core curriculum and
instruction.
● Assessment system &
data-based decision-
making.
ALL
92. MTSS - In Practice: Tier 2 (Targeted Intervention)
SOME
93. MTSS - In Practice: Tier 2 (Targeted Intervention)
SOME
Behavior
● Supplemental,
target-based
interventions.
● Small group or
individual support.
● Frequent progress
monitoring to guide
intervention design.
94. MTSS - In Practice: Tier 2 (Targeted Intervention)
SOME
Behavior
● Supplemental,
target-based
interventions.
● Small group or
individual support.
● Frequent progress
monitoring to guide
intervention design.
Academics
● Supplemental targeted
skill interventions.
● Small groups.
● Frequent progress
monitoring to guide
intervention design.
95. MTSS - In Practice: Tier 3 (Intensive Intervention)
FEW
96. MTSS - In Practice: Tier 3 (Intensive Intervention)
FEW
Behavior
● Student-centered
planning.
● Customized
function-based
interventions
● Frequent progress
monitoring to guide
intervention design.
97. MTSS - In Practice: Tier 3 (Intensive Intervention)
FEW
Behavior
● Student-centered
planning.
● Customized
function-based
interventions
● Frequent progress
monitoring to guide
intervention design.
Academics
● More intense
supplemental targeted
skill interventions.
● Customized
interventions.
● Frequent progress
monitoring to guide
intervention design.
101. Clarity on Supports
Accommodation:
• Changes made to instruction and/or assessment intended to help students
fully access the general education curriculum without changing the
instructional content. An accommodation eliminates obstacles that would
interfere with a student’s ability to perform or produce at the same standard
of performance expected of typical students. Accommodations do not
change or reduce the learning expectations in regard to the goal being
addressed or assessed.
• Tier 1: Core Instruction
102. Clarity on Supports
Accommodation:
• Changes made to instruction and/or assessment intended to help students
fully access the general education curriculum without changing the
instructional content. An accommodation eliminates obstacles that would
interfere with a student’s ability to perform or produce at the same standard
of performance expected of typical students. Accommodations do not
change or reduce the learning expectations in regard to the goal
being addressed or assessed.
• Tier 1: Core Instruction
103. Clarity on Supports
Intervention:
• An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral). This often involves a change in
instruction or providing additional instruction to a student in the area of
learning or behavior difficulty.
• Tier 2: Targeted Intervention
104. Clarity on Supports
Intervention:
• An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral). This often involves a change in
instruction or providing additional instruction to a student in the area
of learning or behavior difficulty.
• Tier 2: Targeted Intervention
105. Clarity on Supports
Modification:
• Alterations made to instruction and/or assessment that change, lower, or
reduce learning or assessment expectations. Modifications change or
reduce the learning expectations or state standard in regard to the goal
being addressed or assessed. The resulting student product is not equal to
the student product without modifications.
• Modifications are reserved for students that are not cognitively able to
meet the state standards.
• Tier 3: Intensive Intervention & SpED Services
106. Clarity on Supports
Modification:
• Alterations made to instruction and/or assessment that change, lower, or
reduce learning or assessment expectations. Modifications change or
reduce the learning expectations or state standard in regard to the goal
being addressed or assessed. The resulting student product is not equal to
the student product without modifications.
• Modifications are reserved for students that are not cognitively able
to meet the state standards.
• Tier 3: Intensive Intervention & SpED Services
108. Clarity on Supports: Our Focus?
Intervention:
• An intervention is a specific skill-building strategy implemented and
monitored to improve a targeted skill and achieve adequate progress in a
specific area (academic or behavioral). This often involves a change in
instruction or providing additional instruction to a student in the area
of learning or behavior difficulty.
• Tier 2: Targeted Intervention
112. Core Values & Practices
• Targeted to the Skill(s)
Tier 2 & Tier 3 Interventions:
112
113. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
Tier 2 & Tier 3 Interventions:
113
114. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
Tier 2 & Tier 3 Interventions:
114
115. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
Tier 2 & Tier 3 Interventions:
115
116. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
• Progress Monitoring of Skill
Development
Tier 2 & Tier 3 Interventions:
116
117. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
• Progress Monitoring of Skill
Development
• Fidelity to Duration and Frequency
Tier 2 & Tier 3 Interventions:
117
118. Core Values & Practices
• Targeted to the Skill(s)
• Evidenced Based
• Fidelity to Accuracy and Precision
• Small Group or 1:1
• Progress Monitoring of Skill
Development
• Fidelity to Duration and Frequency
• Maximize Instructional Time
Tier 2 & Tier 3 Interventions:
118
119. Tier 2 & Tier 3 Interventions: How Do We Begin Them?
119
120. • Observe
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
120
121. • Observe
• Identify the Root Cause
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
121
122. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
122
123. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
123
124. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
124
125. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
125
126. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
• Implement & Experiment
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
126
127. • Observe
• Identify the Root Cause
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
• Implement & Experiment
• Observe
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
127
128. • Observe
• Identify the Root Cause?
• Align Interventions to Address the Skill Gap - OR Strength!
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach
• Implement & Experiment
• Observe
• Refine, Retool, and Reteach...
Tier 2 & Tier 3 Interventions: How Do We Begin Them?
128
129. Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
129
130. • Progress Monitor Every Two Weeks
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
130
131. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
131
132. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
132
133. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
133
134. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
134
135. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
• Universal Screeners (MAP, DIBELS, etc.)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
135
136. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
• Universal Screeners (MAP, DIBELS, etc.)
• Diagnostics (targeted skill assessments, etc.)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
136
137. • Progress Monitor Every Two Weeks
• Consult with Colleagues on a Regular Basis
• Be continuously building a Robust Body of Evidence:
• Staff Observations
• Student Inquiry (goal setting conferences, etc.)
• Universal Screeners (MAP, DIBELS, etc.)
• Diagnostics (targeted skill assessments, etc.)
• Summative Assessments (SDLs, POLs, PARCC/CMAS)
Tier 2 & Tier 3 Interventions: How Do We Sustain Them?
137
139. Building the Body of Evidence: Data Collection
● Core Instruction:
○ Effect/Alignment
140. Building the Body of Evidence: Data Collection
● Targeted Intervention:
○ Effect/Alignment
○ Targeted Support
○ Duration/Frequency
○ Accommodations vs. Targeted
Intervention Support
141. Building the Body of Evidence
● Intensive Intervention:
○ Effect/Alignment
○ Targeted Support
○ Duration/Frequency
○ Consulting with SpED
143. Timeline & Levels of Support: First Semester
September October November DecemberAugust
144. Steps to Success
September October November December
Tier 1: Core Instruction
(6-8 weeks)
August
Timeline & Levels of SupportTimeline & Levels of Support: First Semester
145. Steps to Success
September October November December
Tier 1: Core Instruction
(6-8 weeks)
August
Fall MAP
Data Review
(9/22/2017)
Timeline & Levels of SupportTimeline & Levels of Support: First Semester
146. Steps to Success
September October November December
Tier 1: Core Instruction
(6-8 weeks)
Tier 2: Targeted Intervention
(6-8 weeks)
August
Fall MAP
Data Review
(9/22/2017)
Timeline & Levels of SupportTimeline & Levels of Support: First Semester
147. Steps to Success
February March April MayJanuary
Timeline & Levels of SupportTimeline & Levels of Support: Second Semester
148. Steps to Success
February March April May
Tier 2: Targeted Intervention
January
Timeline & Levels of SupportTimeline & Levels of Support: Second Semester
149. Steps to Success
February March April May
Tier 2: Targeted Intervention
Tier 3: Intensive Intervention
& Referral to SpED
January
Timeline & Levels of SupportTimeline & Levels of Support: Second Semester
150. Steps to Success
February March April May
Tier 2: Targeted Intervention
Tier 3: Intensive Intervention
& Referral to SpED
January
Timeline & Levels of Support
Winter MAP Data Review (2/16/2018)
Timeline & Levels of Support: Second Semester
151. Steps to Success
February March April May
Tier 2: Targeted Intervention
Tier 3: Intensive Intervention
& Referral to SpED
January
Timeline & Levels of Support
Winter MAP Data Review (2/16/2018)
SpED Assessment & Evaluation
Timeline & Levels of Support: Second Semester
154. MTSS Protocol & Action Steps
TIER 1:
• Observe Evidence of a Suspected Need
• Document (“record-keep”) Evidence of the Need & Possible Root Cause(s)
• Design & Implement Accommodation Strategies
• Document Reception to Accommodation Strategies
155. MTSS Protocol & Action Steps
TIER 2:
Part One -
• Observe & Document Repeated Attempts at Accommodating Student
Need
• Consult with Previous Guides & Review Student’s Cumulative Files
• Fill out the “MTSS Body of Evidence Overview” form
• Open a Need in the JeffCo’s School Online Assessment Reporting System
SOARS
• Consult, as needed, with appropriate members of our SpED team.
156. MTSS Protocol & Action Steps
TIER 2:
Part Two -
• Address the MTSS Body of Evidence Overview form in your SGT:
• Discuss Accommodation(s) Attempted
• Brainstorm and Design Intervention(s) to Employ
• Continually Revisit the Student/Need in your SGT bi-weekly
• Schedule a Meeting with the Student’s Family
• Program Director will Bring the Concern and MTSS Body of Evidence
Overview form to the Monthly PD Meeting
157. MTSS Protocol & Action Steps
TIER 3:
• Complete all of the Tier 1 and 2 Action Steps
• Consult with the SpED team about the Referral & Identification process
(*Note: If the answer to any of the following four questions is “Yes”, it is very
unlikely that a student will be eligible for SpEd services:
1. Is the student’s lack of progress due to Lack of Instruction?
2. Is the student’s lack of progress due to Cultural Concerns?
3. Is the student’s lack of progress due to Socio-Economic Factors?
4. Is the student’s lack of progress due to Limited English Proficiency?)
170. Selected Sources
- Illyce Kaarto, DCS Montessori, Special Education in a Montessori School,
4/29/17
- Amy Allen, Assistant Director Jeffco Special Education, and Kevin Caroll,
SpED Through the Lens of the Principal, 6/6/17
- Rachel Gurian,M.Ed, CLCS Consultant, MTSS 1.0, 6/19-20/17
172. RTI
● RTI is the practice of providing
high-quality instruction and
interventions matched to student
needs, monitoring progress frequently
to make decisions about changes in
instruction or goals and applying
student response data to important
educational decisions. (National
Association of State Directors of
Special Education, 2008)
175. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
176. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
177. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
● Student Assessment with Classroom
Focus
178. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
● Student Assessment with Classroom
Focus
● Continuous Progress Monitoring
During Interventions
179. RTI
Six Key Elements of RTI
● Universal Screening of Academics
and Behavior
● High-Quality and Research-Based
Instruction
● Implementation of Targeted Support
● Student Assessment with Classroom
Focus
● Continuous Progress Monitoring
During Interventions
● Teaching with Fidelity and Effective
Duration