Response to instruction interventions
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Response to Instruction/Interventions. ESEA NCLB IDEIA. Shifts in the LAWS…. ESEA/NCLB School improvement Greater accountability Adequate yearly progress IDEIA 2004 Effective instruction with HQ teachers Progress monitoring Early intervening services.

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Shifts in the LAWS…

  • ESEA/NCLB

    • School improvement

    • Greater accountability

    • Adequate yearly progress

      IDEIA 2004

    • Effective instruction with HQ teachers

    • Progress monitoring

    • Early intervening services


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3-Tier Academic/Behavior RtI

TIER 1

Universal Interventions

80-90% of students

TIER 2

Strategic Interventions

10-15%

TIER 3

Intensive

1-5%


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Tier 1: UNIVERSAL INSTRUCTION

Curriculum: Scientifically research-based core academic curriculum implemented with fidelity CONSISTENCY

Instruction: Differentiated instruction (teaching flexibly and matching instruction to student need to maximize the potential of all students) SUCH AS 90-MIN READING BLOCK, grouping students by levels instead of grade

Assessment:

  • Benchmark/Universal screening (AIMSWEB)

  • Formative assessment ACFA to make sure students are mastering standards/skills and to inform instruction


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Tier2: STRATEGIC INSTRUCTION

Curriculum: Core curriculum + supplemental instruction on targeted skills

Instruction: Small group (3-4 students) with re-teaching core skills using supplemental materials for an additional 15-20 min./3x week

Assessment:

  • Benchmark/universal screening

  • Formative assessment (Alaska Comprehensive Formative Assessments ACFA)to assure students are mastering standards/skills and to inform instruction

  • Program monitoring (Aimsweb) to determine whether students are responding adequately to targeted instruction (monthly)


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Tier 3 INTENSIVE INSTRUCTION

Curriculum: Core instructional programs or replacement core program + targeted supplemental interventions

Instruction: Problem-solving team develops a plan to guide data-based instructional interventions; Face-to-face instruction with highly qualified teachers. Increased opportunities for oral respond; systematic and direct instruction; explicit and immediate corrective feedback

Assessment:

  • Benchmark/Universal screening (AIMSWEB)

  • Formative Assessment (ACFA)to make sure students are mastering standards/skills and to inform instruction

  • Progress monitoring more frequently (weekly) to determine whether students are responding adequately to intensified instruction

  • Individualized diagnostic assessment to determine the problem and inform instruction/intervention (KeyMath,WJRMT, TOWL)


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ACADEMIC

BEHAVIOR

Tier 1

Universal

80-90%

Tier 2

Strategic

10-15%

Tier 3

Intensive

1-5%


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Tier 1: Universal

Curriculum: School-wide expectations

Responsible Thinking Program

Instruction/intervention: Teach process to students and maintain throughout school activities

Assessment:

  • Fidelity of implementation measures

  • Systematically collect, analyze and review incident data

    • Identify“Frequent flyer” list

    • “Tease out” incident trends by the setting, time of day,etc.



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Tier 2: Strategic

Curriculum:

  • Explicit lessons for “frequent flyers” PRIM

  • Positive Behavioral Interventions: stressing success over failure

    Instruction/intervention:

  • Small group social skills lessons (lunch bunch, mentors, family component)

  • Check-in/check-out program with an adult in the school building, quality time

  • Improved classroom structure (e.g. cueing, individually designed signals)

  • Linking school to family support

  • Self-management systems, daily logs/grades where behavior is the focus

    Assessment:

    CONFIRM physical condition of student: vision, hearing, hunger, sleep

  • Continue to evaluate the fidelity of universal supports

  • Daily observation, looking for successes

  • Analyze behavior incident data to identify further need, when, where, why

    Progress monitoring with AIMWEB to inform instructional changes for students receiving strategic behavioral interventions

http://www.sesa.org


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Ful-

fillment

Self-esteem,

Self-respect

BELONGING, LOVE

SAFETY, PROTECTION

HUNGER, SLEEP


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Tier 3: Intensive

  • Assessment:

  • Gather information, Conduct student/teacher/parent surveys

  • Conduct a functional behavior assessment (FBA)

  • Determine need for referral to treatment professionals: BBAHC Mental Health counselors

    Curriculum: Develop an individualized Behavior Intervention Plan (BIP) that defines the function of the problem behavior: avoidance, control.

    Instruction/interventions:

  • Implement BIP with CONSISTENCY

  • Help student define vocabulary to express him/herself

  • Debrief episodes of misconduct: How are you feeling? What caused you to feel this way? What would help you right now? What do we need to make this situation work?

  • Assessment: Monitor progress through objective measure such as AIMSWEB

  • Revisit and revise BIP as necessary.



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State of RtI at SWRSD

ACADEMIC

BEHAVIOR

Reading

Open Court

RTP

Tier 1

Universal

Tier 2

Strategic

Coordinate

Tier 3

Intensive


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