D152 Inclusive Classroom Course Notes PDF

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D152 Inclusive Classroom: Greetings, Night Owl! We encourage you to use this document (make your own copy under “File” and “Save As”) to take notes on the tested terms as you engage in our course materials. You will want to have a thorough understanding of the concepts below before taking your Objective Assessment and completing your Performance Assessment. Happy Studying!

Course Objectives:

Key words:

Student Response:

Unit 2: Individualizing and Intensifying Instructional Interventions in Inclusive Classroom Settings As teachers, we want to be able to utilize Multi Tiered Systems of Support (MTSS) to monitor students’ academic progress and be able to make instructions based on student performance data.

Multi Tiered Systems of Support (MTSS)

Multi Tiered Systems of Support (MTSS):  Provides targeted support to the students that are struggling  Aims and screens students to address academic as well as behavioral issues  The goal is to step in early so that students are able to catch up with their peers

What are key components of effective progress monitoring?

Progress Monitoring

Progress Monitoring: is regulated more often to students who need further evaluation. This is one of the most important aspects of teaching, to figure out if students will be able to meet goals. Review expected vs actual.

Describe the importance of progress monitoring. How can we use progress monitoring to improve results for students with exceptionalities? What are the types of progress monitoring data? What is the purpose and characteristics of various tiers of progress monitoring? What is the difference between screening measures and progress monitoring?

8 Features of effective progress monitoring according to Mellard and Johnson (2008): 1. Progress monitoring is conducted in all tiers of instruction. 2. Progress monitoring measures are based on and directly relevant to the curriculum as well as the grade level and tier level of RTI 3. To facilitate data collection, measures must be easy to administer and effective. 4. Results should be displayed in a manner that makes interpretation simple and efficient. For example, in charts or line graphs. 5. Rules for decision-making must be determined for all aspects of progress-monitoring data, including cut scores for level (performance score), slope (change in performance over time) and percentage of mastery. 6. Cut scores and decision rules must have clear rationale. 7. Progress monitoring measures must be collected frequently enough to inform instructional and placement decisions. Frequency of administration may differ across different tiers, and guidelines for these should specified. page 1

8.

Differentiate between tier 1, 2, and 3 instruction. Describe strategies for implementing tier 1, 2, and 3 instruction.

Response to Intervention (RTI)

Results of progress monitoring, although important, should be considered only one of several sources that inform instructional decision making.

Tier 1- is conducted in general education, with any student that is having a hard time and struggling. Progress monitoring is done. Tier 2- Skill level is determined of student and is placed into small groups. The group is not permanent but temporary. Between 2-4 students. Progress monitoring occurs more frequently, this is more focused on “skill mastery” Tier 3- This is more one on one intensive support. Progress monitoring occurs more frequently to determine if strategies are working, and goals are being met. The difference between screening measures and progress monitoring: Tier 1: Progress Monitoring  The goal is to determine whether the students are making progress in general education courses  Culturally responsive progress monitoring  Students failing below standard deviation of averages may receive frequent progress monitoring. Tier 2: Progress Monitoring  This is more of intensive support  The students are struggling to meet the achievement expectations  Frequent progress monitoring is being provided to the students Tier 2 & 3: Teacher Assistance Teams  This overlaps with Tier 2  Considers support by individual student  Additional progress monitoring yields additional concern and placement in Tier 2 is considered. Tier 3 & 4: Special Education  Adjusted to the individual needs of the student  There is no specific end date  There is frequent measurement of leaning outcomes that is taking place and immediate as well as dynamic instructional decision making. Response to Intervention (RTI): Five components of reading: 1. 2.

Phonemic Awareness Phonics development page 2

3. Reading Fluency 4. Reading comprehension 5. Vocabulary comprehension Interventions at different tiers are distinguished by specific features, such as: 1. Size of group 2. Performance Standards 3. Frequency of delivery of intervention 4. Overall duration of the specific intervention 5. Frequency of progress monitoring 6. Training of the teacher or other specialist in the content area 7. Focus of the content or skill Purpose, features, and characteristics of Tier 1 Instruction:  The largest group and the most cost effective Purpose, features, and characteristics of Tier 2 Instruction:  Students may be provided with frequent progress monitoring  Smaller group (2-5 students) who demonstrate similar areas of difficulty Purpose, features, and characteristics of Tier 3 Instruction:  Focus on what the student needs  More intensive, individualized (or very small group) instruction implemented more frequently over a longer a period. Effective interventions for Tier 2 and 3 students: Focuses on need what they:  Extra time  Small groups  Narrowed instructional focus  More frequent Assessments  Expertise Progress monitoring Calculate rate of progress after 8 weeks Six major steps in effective progress monitoring 1. Select your measurement tool 2. Determine rate of progress 3. Outline your plan for collection data and analysis 4. Collect and share data 5. Analyze results and make decisions 6. Continue progress monitoring and analyzing

What are best practices for collecting and analyzing

Data-based

Data-based Individualization/Intervention: page 3

progress monitoring and diagnostic assessment data? How is that data utilized in order to make data-based instructional decisions?

Individualization/ Intervention (DBI)

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Crucial element in response to intervention

Intensive intervention:  This is designed to address persistent and severe learning as well as behavior difficulties

Why do we need intensive intervention? Intensive Intervention INCLUDES:  A process  A sustained and ongoing level of support  Individualized to the students needs  Data-based relying on progress monitoring and diagnostic data  For a small subset of students

What are the steps of the DBI process?

What is the difference between progress monitoring data and diagnostic assessment data?

Diagnostic Assessment Data Progress Monitoring Tools

How do you graph progress monitoring data?

Four-Point Method

Explain how to use the four-point method to examine the relationship between the four most recent data points and the goal line on a progress monitoring graph.

Intensive Intervention DOES NOT include:  A program  A quick fix  More of the same Tier 2 interventions  Based on anecdotal information  For all the students who score poorly on a screening measure Intensive Intervention helps students who:  Aren’t making adequate progress  Are not meeting IEP goals  Have persistently low academic achievement  Haven’t responded to evidence-based interventions delivered with fidelity  Have high intensity/ frequency behaviors Data-based Individualization Process: 1. 2. 3. 4. 5.

Validated Intervention Progress (Tier 2) Progress Monitor – regular monitoring of data Diagnostic Data- collected and reviewed to determine why the student isn’t progressing Intervention Adaptation- data used to develop individual student plan Progress Monitor- teacher continues to collect and monitor data on a regular basis

The difference between progress monitoring data and diagnostic assessment data: Curriculum-Based Measurement

Progress Monitoring:  Easy to implement  Designed to be administered frequently  Indicates how the students are performing Diagnostic Assessment:  Make intervention adaptations that aligns with the student’s needs page 4

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Figure out why students are struggling to make progress Determine the type of change that needs to occur / be made

Four-Point Method: 4 recent points What to do if the four most recent data points are: ● Above the goal line: increase the goal ● Below the goal line: change instruction ● Around the goal line: make no changes

General Outcome Measurement

Explain how to conduct error analysis.

Qualitative adaptations: - Altering the way that content is being delivered, changing hoe a student responds, and arranging environmental variables or even adjusting the type of adult feedback that a student receives. Quantitative adaptations: - Providing more opportunities for a student to a student to respond by increasing the length or frequency of the intervention or decreasing the size of the intervention group. Curriculum-Based Measurement (CBM): - This provides educators a way to collect data regarding a student’s progress on curriculum areas. Issues related to the implementation of CBM: - Consistency & accuracy of implementation is critical to effects on the overall student’s achievement. Implementation can seem intimidating based on the number of students. General steps to implementing WB-CBM in the classroom: 1. Planning 2. Creating Accounts 3. Training 4. Administering and scoring 5. Report Questions to consider when selecting your WB-CBM: 1. What is the cost of the system? Is it per user or class license? 2. Who do I need to receive approval from in my district to purchase and implement this system? 3. What types of reports will the system create that be helpful for me? 4. Do I want my system to administer, score, and manage data? 5. How does the system ensure confidentiality? 6. Will this be easy for my students to navigate and use independently? 7. What type of technology do I have available to access this new system?

General Outcome Measurement (GOM): - Curriculum-based measurement (Progress monitoring) page 5

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GOM is an effective means of assessing and tracking student reading progress across the year.

Characteristics of General Outcome Measurements (GOMs): ● Monitor student progress over time ● Determine whether the current instruction is helping students to learn ● Identify students who are not making adequate progress and to provide additional or alternative instruction ● Determine whether the current instruction is helping students to learn ● Predict student performance on the year-end assessment ● Communicate effectively academic performance to students, parents, and others Once a teacher has decided on a progress monitoring measurement, what are the steps to follow? 1. Select a measure 2. Create a graph 3. Create a goal line 4. Administer, score, and graph 5. Make data-based instructional decisions 6. Communicate progress Error Analysis: - Teachers can conduct an error analysis. - The process of reviewing error patterns to identify a student’s skill deficits—with progress monitoring data and working samples. This can help a teacher determine what types of errors were made and why. By identifying error patterns, the teacher can identify a student’s skill deficits and can subsequently align intervention adaptations to the student’s specific needs. Explain how to appropriately intensify and individualize academic interventions to ensure the intensity of the instruction matches the student’s learning challenges.

Intensive Instruction

Explain what intensive instruction is and why it is important.

Intervention Intensity

Intensive Instruction: - This would obtain Tier 3 or higher. - May be considered special education - Weekly progress monitoring - This is more intensive than tier 2 instruction. It addresses the needs of the population of the students, for whom tier 1 and 2 are not adequate. - One model is to intensify tier 2 instruction and another model is data-based individualization

Explain the taxonomy of intervention intensity. -

Describe how intensive intervention fits within a tiered system such as MTSS.

Typically, 10-20 weeks of 20 to 45 min. sessions w/ a specialized teacher. They use the results of instruction to determine if return to tier 2 or move to tier 3 Intervention Intensity: Model 1: Intensified Tier 2 instruction - More instruction time & greater feedback - Building on foundation including explicit systematic instruction - Working on one-on-one or small group instruction page 6

Explain how intensive intervention is delivered. Apply intensive interventions to reading instruction.

Apply intensive interventions to writing instruction.

Apply intensive interventions to mathematics instruction.

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Engage knowledgeable personnel

Model 2: Data-based Individualization - Use Data-based individualization to create instruction that is individualized - The teacher begins with an “off the shelf” solution - Progress monitoring is ongoing - Progress monitoring is used to collect as well as measure scores The 7 Dimensions of the Taxonomy of Intervention Intensity: 1. Dosage- the number of opportunities for the student to answer questions and interact with the teacher 2. Individualization- using Data-Based Individualization 3. Behavioral support- self and executive functioning components 4. Attention to transfer- the dimension that addresses being able to make connection across contexts 5. Strength – How well does the program work for students with needs 6. Alignment- How well the program aligns with the student 7. Comprehensiveness- The degree of explicit instruction Strategies for implementing approaches to reading/teaching reading skills: Implementing reaching approaches: - Are the books too difficult of a level for the student? (Implement & adapt basal textbook approaches) - Adapt engagement in reading authentic literature for students with difficulty in soundsymbol relationships (implement adapt whole-language approaches) - Program widely adopted to assist in promoting early reading success. This provided students with one-on-one instruction for 30 mins a day. (Reading Recovery for Struggling Readers) - Direct instruction has proved a success for students with disabilities. (Adapt Directinstruction and code- Emphasis approaches) - Physical and motor skill limitations. (Promote access to text) - Framework for designing instruction and learning activities to accommodate all learners. (Employ Principles of Universal Design for Learning (UDL) Teaching reading skills - Prove Phonemic awareness training- the smallest sound units, such as t and i - Provide Phonics Instruction- providing instruction in the sound- symbol associations among letters and symbols - Teach structural analysis as students acquire phonic skills 1. DISSECT Strategy - Discover the context of the word - Isolate the word’s suffix - Separate the word’s suffix - Say the word’s stem - Examine the word’s stem using the 3s and 2s rule page 7

- Check with another person to see if they are correct - Try to find the word in the dictionary Promoting Reading Fluency - Use Repeated reading - Use curriculum-based Measurement - Use Class wide peer tutoring - Use Software programs Strategies for addressing difficulties with handwriting and spelling: - Handwriting problems are greatest among students who have academic difficulties - Students develop their own style of writing regardless of script taught - The teacher demonstrates as they explain how to write (Incorporate self-regulation and selfinstructional strategies) - Use materials to develop manuscript (printing) and cursive writing Teaching spelling - Select words from reading and writing activities - Apply spelling in RTI programs - Adapt spelling objectives - Provide distributed practice sessions - Use peer tutoring - Use specialized software and curriculum materials - Modify instruction based on analysis of spelling errors - Teach the cover-copy-compare strategy - Teach self-instructional and self-monitoring strategies Strategies for teaching writing: - Teach students to plan - Encourage students to think about writing - Implement self-instructional writing strategies and self-regulation - Use specialized curriculum materials and software - Adapt instruction to overcome mechanical obstacles to writing - Teach self-regulated strategy development - Provide support for written research reports - Use technology to help with the writing process Three components of written language: - Composition - Spelling - Handwriting Strategies for teaching mathematics/problem solving: 7 principles for effective remediation in mathematics: 1. Explicit instruction- where the teacher directly provides important information and systematically supports student mastery 2. Instructional design to minimize the page 8

learning challenge, which includes carefully sequenced instruction and precise explanations 3. A strong conceptual basis for mathematical procedures to promote understanding, reduce confusion and maintain integrate previously mastered content 4. Drill and practice to promote automaticity and overlearning 5. Cumulative review to promote integration and retention of learning 6. Motivators to promote effort, regulate attention, and address previous learning failures 7. Systematic, ongoing progress monitoring Strategies for teaching beginning math: - Teach early number concepts - Teach strategies for counting - Introduce geometry concepts in the early years - Reinforce one to one correspondence- different objects can be matched according to quantity Strategies for teaching addition & subtraction - Use manipulatives for teaching both addition and subtraction concepts - Use number lines to promote operations - Use strategies for number writing-show them how to write numbers correctly - Use questioning to promote understanding of SYMBOLS - Use touch math to promote addition and subtraction computation (dots on each number to represent value. - Use practice and specific strategies for addition and subtraction facts - Use Response-to-intervention strategies for early prevention and identification - Use small group tutoring as a tier 2 intervention - Use intensive as a tier 3 intervention - Use strategies for place value and regrouping - Use strategies for teaching early problem solving with addition and subtraction Strategies for teaching multiplication and division - Use manipulatives for teaching - Teach “count bys”, such as 2’s, 4’s, 5’s, etc. - Use calculators when appropriate - Reinforce arithmetic vocabulary (addend, sum, minuend, difference, product, etc.) - Use strategies for teaching multiplication and division algorithms (PEMDAS) - Long division strategies (Divide, multiple, subtract, and bring down) page 9

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Use specific strategies for teaching multiplication and division facts 1. Target the essential facts (any number multiplied by 0 is 0, or itself. 2. Use Mnemonic Strategies Strategies for teaching problem solving - Promote use of word meanings - Teach cognitive strategies for problem 1. Read the problem 2. Paraphrase the problem 3. Visualize (picture or diagram) 4. Hypothesize 5. Estimate the answer 6. Compute and check your answer - Use tier 2 problem-solving interventions Strategies for teaching money and time - Use appropriate methods and materials for teaching about time - Practice coin recognition and counting money with appropriate materials Strategies for teaching fractions an...