response to intervention (rti) · students who are not performing well and considered at risk. the...

HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT

RESPONSE TO INTERVENTION

RTI

DISTRICT PLAN Revised September 2015

HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT RESPONSE TO INTERVENTION

DISTRICT PLAN The goal of the Hardin-Jefferson Independent School District is to provide all students with a quality academic foundation. It is our belief that all students can learn. Unfortunately, the academic process may become a struggle for several of our students. When a student meets an unforeseen academic or behavioral hurdle, it is the responsibility of our educators to provide a seamless problem-solving process, using frequent data collection, to guide all decisions regarding the student’s academic and behavioral progress. Response to Intervention (RTI) is most effective when a student’s academic and behavior struggles are identified early, when problems are small. It is far easier and more effective to intervene using researched-based strategies when a problem is first developing rather than waiting until larger deficits require more intensive forms of intervention. The District Response to Invention Plan will serve as a guiding document for all campuses. Campuses have the freedom to modify the District RTI Plan in order to meet their individual campus needs. Student assessments, screenings, progress monitoring tools, and intervention strategies will vary from campus to campus. An RTI program can be a three-tiered instructional process. Each tier of instruction is designed to meet the instructional needs of all students who are struggling within the general education classroom. Research-based intervention strategies are effective teaching strategies that can benefit all students by meeting their individual learning styles. Interventions and curricula are based on research that is scientifically validated, as required by NCLB and IDEA. Student’s progress is monitored by frequent data collection and this data is used to determine the effectiveness of the interventions that have been implemented. Decisions concerning a student’s progress are all driven by data collected from assessments within each tier. This is a critical feature and the one that is very difficult to implement with fidelity. Fidelity meaning the degree to which something is carried out as designed, intended, or planned. Parent communication is a key component to the RTI district plan. If a student is receiving research-based intervention strategies in TIER I, TIER II, and/or TIER III, it is extremely important to communicate with parents. These communications may include:

• Emails: All email will be formal and professional. As a caution, this form of communication can be forwarded and saved.

• Phone conferences: All phone conversations will be documented. • Letter: You may choose the principal, or the designee review your letter prior to sending

to a parent. • Parent conference: Have samples of the student’s work and research-based data to

show the parent where and why the student is having difficulties. Notes (documentation) of the meeting content should be kept and a copy given the principal.

HARDIN-JEFFERSON INDEPENDENT SCHOOL DISTRICT RESPONSE TO INVENTION BY DEFINITION

“Response to Intervention” (RTI) is an alternative to traditional methods of identifying those students requiring special education services based on a learning disability. The premise is that traditional methods have mistakenly identified many students as individuals with disabilities without first determining whether their learning difficulties could have been overcome through interventions in the general education classroom. RTI is a process that includes the provision of systematic, research-based instruction and interventions to struggling learners. It assumes that the instruction/interventions are tailored to meet individual student’s needs and that the monitoring of progress is continuous. Furthermore, RTI is designed as an early intervention to prevent long-term academic failure. A student who is struggling with the grade-level curriculum must have the opportunity to receive individualized research-based interventions before considering services through special education. RTI is considered a general education service, but can also be implemented in special education settings. It is the responsibility of Hardin-Jefferson ISD to ensure that our staff is properly training and they have the classroom resources necessary to provide research-based, individualized interventions a reality.

Response to Intervention and the Law

When the U.S. Congress modified the Individuals with Disabilities Education Act (IDEA) in 2004, it sought to change methods used to identify students with specific learning disabilities. No longer would schools “be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability.” Instead, the U.S. Department of Education is promoting the use of research-based intervention models that encourage early identification of students who may be at risk for learning difficulties. This approach seeks to ensure that a student’s academic progress is monitored frequently to see if those interventions are sufficient to meet the students’ individual needs. Commonly referred to as Response to Intervention, this method is applied typically in the general education setting as schools assist struggling students prior to and potentially in place of a referral to special education. Failure to “respond to intervention” can be viewed as evidence of an underlying learning disability. The U.S. Department of Education Regulations permits the use of the RTI process to “ensure that underachievement if a child suspected of having a specific learning disability is not due to lack of appropriate instruction:” (34 C.F.R. 300 & 301, 2006). The regulations require that “appropriate” instruction in general education settings has been delivered by highly qualified personnel and that data-based documentation of repeated assessment at reasonable intervals has been collected. The Texas Education Code (TEC 29.082) requires compensatory or accelerated programs for students who are not performing well and considered at risk. The Texas Administrative Code (19 TAC 89.1011) states that students experiencing difficulty in the regular classroom should be considered for all support services available to all students. These services include tutorial, remedial/compensatory programs and other services.

MAJOR COMPONENTS OF THE RTI PROCESS Data-Based Decision Making – Critical educational decisions are based on assessment results. Data will be carefully analyzed to determine what academic or behavioral problem exists. Screening – Screenings are assessments administered to all students to determine as early as possible, which students are at risk or not meeting academic benchmarks. Tiered Model of Delivery - The RTI process incorporates a tiered model of delivery of instruction. The tiers reflect increasing levels of intensive interventions to meet the individual needs of students. Interventions: Any process that has the effect of increasing learning or modifying student’s behavior. The strategies that have been documented to produce positive results when used with fidelity by highly qualified teachers will be implemented. A plan for intervention identifies strategies/programs to be used, probes to be administered, and a time line to ascertain if a student is making academic progress. Continuous Progress Monitoring – Progress monitoring is a scientifically research-based practice that shows data about student growth over time. Progress monitoring will be used to determine the effectiveness of instruction and/or interventions. Frequent measurement of student progress in a brief, repeatable, reliable, and scientific valid way; usually performed at predetermined intervals to allow for timely modification of instructional design to suit the student’s needs. Fidelity of Implementation – Fidelity of implementations is the delivery of instruction in the way in which it is designed to be delivered. Fidelity must also address the integrity with which screening and progress monitoring procedures are completed. A need to intervene is indicated when:

• Frustration and anxiety are interfering with learning and assimilation of ideas. • A student is unable to demonstrate their complete knowledge because of the format or

modality of the assignment. • A student’s basic reading, writing, and spelling skills are not automatic enough to be

smoothly integrated with higher order thinking and organizational skills. • The readability level of the material exceeds the reading level of the students although

he can readily understand the concepts. What area(s) do you address when you intervene?

Attitudes Activities Interactions Daily Assignments Environment Materials Expectations Format Quality Interactions Materials Presentation

ELEMENTS OF A THREE-TIER RTI APPROACH

RTI Components by TIER

Description

Procedures for Implementation

TIER I • Screening • Diagnostics • Progress Monitoring High-quality instructional and behavioral supports are provided for all students in general education.

• Collection and sharing of

benchmark data among teachers, principals, district staff, and parents (data are collected in fall, winter, and spring)

• Specific, objective measure of problem area, not anecdotal information or opinions

• School personnel conduct

universal screening of academic and behavioral skills.

• Teachers implement a variety of research-supported instructional strategies.

• Ongoing curriculum-based assessment (continuous progress monitoring) is used to guide highly-quality instruction.

• Students receive differentiated instruction based on data from ongoing assessments.

TIER II • Baseline data collection • Diagnostics • Progress monitoring • Written plan of accountability • Comparison of pre- and post-

intervention data Students whose performance and rate of progress lag behind those of peers in their classroom, school, or district receive more-specialized prevention or remediation within general education.

• Curriculum-based measurement

(CBM) to determine whether a problem area is an issue with the student or the core curriculum

• Which interventions will be tried that are different? Who will do them? When? Where? For how long?

• Frequent collection of a variety of data to examine student performance over time and evaluate interventions in order to make data-based decisions

• Data-based decision making for intervention effectiveness

• Curriculum-based measures

are used to identify which students continue to need assistance with specific kinds of skills.

• Collaborative problem solving is used to design and implement instructional support for students that may consist of more-individualized strategies and interventions.

• Student progress is monitored frequently to determine intervention effectiveness.

• Systematic assessment is conducted to determine the fidelity with which instruction and interventions are implemented.

• Parents are informed and are involved in planning.

• General education teachers receive support (training, consultation, direct services).

TIER III • Increased intensity of

interventions Tier 3 includes all the elements of Tier 2. The difference between Tier 2 and Tier 3 is the frequency and group size of the intervention treatment.

• The most intensive phase of RTI • Fidelity of intervention ensured by

documentation • If progress monitoring does not

establish improvement after intervention phase is implemented, referral for multidisciplinary assessment for special education is warranted

• Procedures are consistent with

those of Tier 2 • Intensity of interventions

increases; treatment time and group size vary with intervention.

Source: Adapted from a chart developed by Andrea Ogonosky, Gail Cheramin, and Carol Booth, 2006

HARDIN-JEFFERSON I.S.D. THREE-TIER RTI PROCESS

Academic screening Screening is the process by which a student is assessed in order to measure current levels of achievement and progress in reading and math. The screening will take place in TIER I. The instrument used for grades K-2 is the TPRI. Screening on the secondary campuses will vary. School-wide screening process The RTI team is responsible for overseeing the implementation of the screening process. The classroom teacher is responsible for conducting the screenings and reporting the findings to the RTI Committee. Careful documentation of screening results is important for accurate identification of students’ needs. The committee may be composed of an administrator, teachers, school counselor, diagnostician and/or other staff as needed. If the results of a screening suggest that an individual student is performing below standards, then interventions need to be developed and implemented at TIER I. Interventions are used to prevent students from becoming at risk of failing to meet academic and/or behavioral expectations, thus requiring more targeted and intensive interventions. The principle of interventions is to proactively teach and support desired academic and social behavior for all students. Confidentiality must be safeguarded, although screening records should be accessible to teachers and staff who work with a student. Note: screening is not considered to be an individual evaluation and therefore does not require prior parent notice or consent.

TIER I Process

The majority (80+%) of school-aged students respond successfully to quality instruction in the general education classroom. However, a teacher may recognize that some students are struggling to learn the core curriculum and/or are having difficulty maintaining appropriate behavior. A screening will identify students in need of intervention. Before making a referral to the RTI committee, the teacher should contact the parent to obtain input. At this point, the RTI committee supports the classroom teacher in implementing TIER I differentiated instruction to the struggling learner. Tier I Focus • All students are provided high-quality core instructional and behavioral supports in

the general education setting. All instruction is delivered by the teacher on grade level and is aligned with the Texas Essential Knowledge and Skills (TEKS)

• Students will be serviced in TIER I if they score below average or below on the state assessment the previous year.

• The classroom teacher collects, organizes, and analyzes data from student assessments, then compiles a list of students in need of intervention(s).

• A committee approach is used to analyze and screen data to identify any problem areas in curriculum, instruction, environment, or learners.

• Using the problem-solving model, the problem is defined in concrete, measurable terms.

• All instructional strategies must be research based. • Differentiated instruction is used. Student response to the instruction is monitored. • Adjustments in instructional strategies for all students in the classroom are reflected

through whole and small group differentiated instruction. • Identified students are provided interventions based on data from ongoing

assessments. • Identified students receive interventions usually in small, teacher-led flexible groups.

The intervention occurs during the regular school day in the general education. • The intervention schedule is based on how frequently the teacher needs to meet with

and provide direct instruction to each group per week. • Campus administrators monitor fidelity and integrity of classroom

instruction/interventions. • If TIER I strategies are not met with success and a teacher determines that TIER II

interventions are necessary. • Interventions and progress are documented in the student’s RTI folder. Critical areas need to be addressed in classroom interventions Individuals with Disabilities Improvement Act of 2004 (IDEA) and No Child Left Behind (NCLB) advocate the use of interventions and instruction based on scientifically-based research. Both require effective reading and mathematics that result in improved student performance and fewer students needing special education services. NCLB, influenced by the 2000 National Reading Panel Report, states that scientifically-based reading instruction includes the essential components of reading that have been identified through research: Area of Interventions: Reading

• phonemic awareness/instruction • reading comprehension • vocabulary development • fluency

Area of Interventions: Mathematics • Mathematics Calculation • Mathematics Problem Solving • Math Concepts and Applications • Math Computations

TIER II Tier II is designed to provide secondary interventions through early identification and assistance for a small percentage (5-10%) of students who are performing below standards in academic and/or behavioral domains. Interventions for these students are provided either as targeted individual interventions in one or more areas (such as through an intervention plan designed by the RTI committee or through a specialized school program that includes small group instruction and/or additional time.) TIER II interventions are provided in addition to the quality instruction provided in TIER I. TIER II Focus

• Tier II instruction/interventions are delivered inside the classroom or outside the classroom in a pull-out setting to students who are not achieving state and grade-level standards through core instruction and interventions.

• Identified students are provided scientifically research-based interventions based on data from ongoing assessments.

• Small, flexible, teacher-led instructional groups are formed based on student data and observations.

• Students with similar instructional needs are grouped together, limiting the size of the group based on the intensity of instruction needed.

• Academic instructional time is increased. How often and how long the teacher meets with each small group varies depending on student needs.

• Campus administrators monitor fidelity and integrity of classroom instruction/interventions.

• Students’ progress is monitored frequently to determine intervention effectiveness and the students’ responsiveness to the intervention(s).

• Instruction is adjusted based on each student’s response to the provided intervention.

• Interventions and student progress are documented in the TIER II Intervention Plan.

• The collaborative RTI committee analyzes assessment data, determines the progress that has or has not been made, develops individualized interventions, monitors interventions, and identifies students who need further support provided at TIER III or special education.

TIER III Students who are not successful in TIER II and show little or no progress are provided more individualized, intensive interventions at TIER III, targeting the skill deficits for a longer time period than previously provided. Tier III Focus

• Individualized, intensive targeted instruction is provided in addition to core instruction in the general education classroom.

• Multiple interventions and services are delivered by specially trained staff. • Student-teacher ratio is reduced. • The intensity and/or support services are adjusted as students achieve targeted skills.

Students continue to move fluidly between and among the tiers. • The instructional time is increased. Students will receive individualized, intensive

instruction daily, in addition to the core reading and/or math instruction. • Students’ progress is closely monitored weekly to determine intervention effectiveness

and the students’ responsiveness to the intervention(s). • Campus administrators monitor fidelity and integrity of classroom instruction and

interventions. • If the student is not successful after the utilization of TIER III interventions, the RTI Team

may determine that referral to special education is warranted. The completed RTI Team documentation will be attached to the special education referral packet and sent to the Special Education Diagnostician.

How is it determined if a student should continue with interventions in the tiered-model or be referred to special education? The ultimate goal is to assist the student in succeeding within the general education setting with the standard curriculum. In spite of a school’s best effort at delivering quality TIER I instruction and Tier II and Tier III interventions, a few students may not demonstrate a significant and positive response to intervention. In this case, those students may remain in Tier III for continued support. If a student demonstrates severely limited progress, the team determines if a referral is needed to special education.

RTI CAMPUS TEAM MEETING INTERVENTION STRATEGIES

TIER I After the student assessment or screening, this form should be completed for the student receiving above and beyond intervention strategies within the general education classroom. Student’s Name:

Grade:

Campus:

Referring:

TIER I INTERVENTIONS: Target Behavior:

Level of Performance Prior to TIER I Intervention:

Intervention Goal:

Intervention(s) utilized: (If necessary, attach additional pages)

Beginning Date of Intervention:

Ending Date:

Frequency:

Progress Monitoring Data:

(Attach copies of data) I certify that the above-noted intervention(s) was (were) conducted as described. _____________________________________ ___________________ Signature of Administrator Date Intervention Status: (Check one)

Problem resolved; exit TIER I Problem(s) not resolved, redesign or modify intervention at TIER I Student remains below the 20th percentile AND growth level remains below that of average peers; initiate

TIER II Intervention.

RTI Committee Signatures Position RTI Committee Signatures Position __________________ _______________ __________________ _____________ __________________ _______________ __________________ _____________


TIER II Student’s Name

Grade

Campus

Referring Teacher

TIER II INTERVENTIONS: (Must be a minimum of 9 weeks) Target Behavior:

Level of Performance Prior to TIER II Intervention:

Intervention Goal:



Ending Date:

Frequency:



Problem resolved; exit TIER II Problem not resolved, redesign or modify intervention at TIER II Student remains below 10th – 15% percentile AND growth level remains below that of average peers;

initiate TIER III Intervention. Student has shown progress but resources needed to maintain intervention are beyond what is

available in the general education classroom, refer to Special Education.

RTI Committee Signatures Position RTI Committee Signatures Position __________________ _______________ __________________ _____________ __________________ _______________ __________________ _____________ __________________ _______________ __________________ _____________


TIER III Student’s Name:

Grade:

Campus:

Referring Teacher:

TIER III INTERVENTIONS: (Must be a minimum of 9 weeks) Target Behavior:

Level of Performance Prior to TIER III Intervention:

Intervention Goal:



Ending Date:

Frequency:



Problem resolved; exit TIER III Problem not resolved, redesign or modify intervention at TIER III Student remains below 5th – 10th percentile AND growth level remains below that of average peers; initiate

possible special education referral.


RTI Team Recommendation Meeting/Conference Minutes

Student:

School:

Grade:

Area(s) of concern: Reading Math Behavior Briefly explain:

Date(s) of parent contact(s):

Method of parent contact (Check all that apply):

telephone call signed/returned note mailed letter email conference Parent Recommendations:

The RTI Team has met to review and utilize all of the possible resources within the school and/or district to meet the needs of the above referenced student. The RTI Team has recommended the following options:

Special Education Referral After school tutorial program Dyslexia Referral ESL Referral Section 504 Referral Referral to the campus counselor Special assignment class No referral Behavior intervention plan other

For the following reasons:

Initial Date: _______ Follow up Date: ______


Date:

Regarding: Academic concerns and/or Behavioral concerns To the Parent of: Please be informed that extensive Tier I interventions will begin with your child,

, beginning on

. Your child’s teacher will use different researched-based strategies and/or materials with your child. Hopefully, TIER I strategies will provide more success for

. If you have any questions about the intervention team process, please contact,

at

. Additionally, if you have any concerns regarding your child’s classroom work or behavior, please contact your child’s classroom teacher. Sincerely,

Appendix A TIER I - Parent Notification Letter

Hardin-Jefferson Independent School District P. O. Box 490

Sour Lake, Texas 77659 (409) 981-6400

FAX (409) 287-2283

Date: Regarding: Academic concerns and/or Behavioral concerns To the Parent of: Please be informed that TIER II interventions will begin with your child,

, beginning on

. In TIER I interventions your child’s teacher will use different researched-based strategies and/or materials with your child. After reviewing the data, the classroom teacher has determined that an additional 30 minutes of focused instruction, three times per week for a minimum of nine weeks. Hopefully, TIER II strategies will provide more success for

. If you have any questions about the intervention team process, please contact,

at



Sour Lake, Texas 77659 (409) 981-6400

FAX (409) 287-2283

Appendix A TIER II - Parent Notification Letter

Date: Regarding: Academic concerns and/or Behavioral concerns To the Parent of: Please be informed that TIER III interventions will begin with your child,

beginning on

. In TIER I interventions your child’s teacher will use different researched-based strategies and/or materials with your child. In TIER II, an additional 30 minutes of focused instruction was provided three times per week. This intervention level did not allow

to succeed at the level necessary to maintain and achieve the state standards necessary to achieve long-term progress. In order for your child to have the best opportunity for success we will begin implementing TIER III interventions on

. TIER III intervention strategies requires an additional 30 minute sessions four times per week for the next nine weeks. If you have any questions about the intervention team process, please contact,

at



Sour Lake, Texas 77659 (409) 981-6400

FAX (409) 287-2283

Appendix A TIER III - Parent Notification Letter

APPENDIX B INTERVENTION STRATEGIES

Questioning Techniques for Reading TEKS/STAAR

Character- traits, motivations, conflicts, relationships, Who is the most important character in the story? Why? How is the main character similar to you and different from you? What is the main character motivated by? Explain what the character does, says, and what others say about him /her that reveal this motivation. What are three questions that you would like to ask the main character? How would you describe the main character to a stranger? For each trait, explain what he/she does and what others say about him/her that reveals that trait. Is the main character believable? How do you feel about him/her? Why? Setting When and where does the story take place? Why do you think the author selected this setting? Select a different location for the setting of the story. How does this change the story? How was the setting important in this story? How does the setting of the story affect the action? Select a different time period for the setting of the story. How does this change the story? Plot List three events from the story in chronological order. Are the events in this story believable? Why or why not? Which part of the story did you like best? Why? Does the main character change or learn anything as a result of what happens in the story? What was the high point or turning point of the story? Give another ending for the story without changing the plot. Problem or Conflict What was the main problem in the story? Could the main problem in this story really have happened? What other problems could the main character have encountered in this story? What does the problem in this story tell about the main character? Have you ever encountered a problem similar to the main problem in this story? Explain. Did other characters or things in the story contribute to the problem in the story? Problem Resolution How was the main problem in the story resolved? How have you resolved a similar problem? What other ways could the main problem in the story been resolved? How did the other characters in the story react to the method that was used to solve the problem? Provide evidence. Could the problem in the story really have been resolved in the manner in which it was resolved? Why or why not? Could the problem in the story be resolved in the same way today? Explain.

Context Clues In this passage the word ________ means __________ Main Idea The main idea of this text is _________________ Summarization The best summary for this selection is _______________________ Chronology What happened immediately after __________________? Cause and Effect Why did _______________ happen? What effect did _______________ have on _______________? Connect, compare, and contrast Compare and contrast (a character) with (another character) in terms of motivations, traits, conflicts, and accomplishments. Compare and contrast ______________ point of view with _____________________. Draw inferences The author provides evidence that (character) was _______________. The mood of the text can be best described as ____________________. Fact and Opinion What are two facts from the text? Why are these facts? What are two opinions for the text? Why are these opinions? What is one statement made by (a character) that was a fact? What is one statement made by (a character) that was an opinion?

INTERVENTION STRATEGIES ENVIRONMENT Preferential Seating

• To minimize auditory distractions • To minimize visual distractions • To maximize auditory input for hearing difficulties • To maximize visual input for vision difficulties • To maintain focus and academic participation • To minimize off-task behavior • To address learning style needs

Alter Physical Arrangement • Lighting • Temperature • Seating Arrangements • Muffle/baffle noisy equipment

Define Space

• Teach positive rules for personal space • Allow for different groupings • Provide a properly fitting desk

PACING Extend time requirements

• Oral response • Written response • Daily activities/assignments • Tests

Allow breaks, vary activities • Intersperse written/oral • Intersperse passive/active • Intersperse listening and discussing

Provide timelines (checklists, calendars) Assign tasks in workable' chunks' or segments Provide repetition of key concepts Provide drill and practice Provide test/re-teach/retest MATERIALS Supplementary materials (texts, worksheets, tests)

• Lower readability • Large print, highlighted • More 'white space' • Audio-recordings • Color code

Manipulatives Study aids Study guides Typed teacher materials Peer reader

It is estimated that approximately 60% of all students learn best visually, or with a multisensory approach.

HIGHLIGHTED TEXTS AND MATERIALS; VISUAL AIDS

• Use markers to highlight important material in texts or handouts. This will help make the most importation information clear to the student.

• Highlight key words or main ideas. • Highlight graphs, maps, charts, boldface type, terms, important names, dates, places, vocabulary,

and picture captions. [Color code (red for names; green for dates; etc.)] • Use markers to highlight overhead transparencies. • Use colored chalk to differentiate activities. • Teach highlighting techniques. Provide exercises which allow students to work together in

highlighting important information. • Write directions on handouts, overhead, or chalkboard and leave them for future reference. • Use charts, posters, flashcards, sentence strips, and other visual aids to increase interest and

meaning. • Have students watch television shows or video tapes which reinforce important concepts. • Have students make visual models of maps, charts, graphs and other items using play dough, clay,

or other media. ASSIGNMENTS

• Provide study sheet • Provide skeleton outline that includes main ideas (student completes supporting details while

listening in class or reading assignment) • Extra time for completing assignments. Allow student to type assignment • Reduce paper and pencil tasks • Avoid penalizing for spelling errors • Avoid penalizing for penmanship • Allow student to sub-vocalize while reading • Exemption from reading aloud in front of peers • Lower difficulty level • Task analysis of assignments • List steps in the process or activity so students will know exactly what to do • Emphasis on major points • Opportunity to respond orally or dictate answers (to teacher, peer, tape recorder) • Special projects in lieu of assignments

Shortened Assignments

• Shortened assignments provide necessary practice while allowing the student to complete work in a reasonable time period without undue pressure and frustration.

• Identify terminology, concepts, and skills that are most important and require that these items be completed first.

• Reduce the number of items to be done at one time. Shorter assignments made more frequently provide the same amount of practice.

• Cut a long worksheet (or test) into smaller segments and give the student one segment at a time. When one strip is completed, hand out the next.

Study- Sheets/Guides

• Provide students with review outlines to help them focus on the important elements of information which is to be learned.

• List steps in math process or lab activity so the student knows exactly what to do. • Have student write his own study questions after lectures, discussions, and reading assignments. • Teach students to recognize signal words in lectures and written material to guide studying.

Examples: "most of all," "a key feature," "a major event," "above all," "remember that"

INSTRUCTION

• Shorten auditory/verbal instruction • Provide visual aids (pictures, flash cards, maps, charts, photos, etc.) • Provide auditory aids (cues, tapes, etc.) • Provide an opportunity for student to write the instructions • Provide an opportunity for student to verbalize the steps needed to complete task • Provide adequate 'wait time' (extra time for oral response) • Allow extra time for written response • Provide modified reading level assignments • Simplify vocabulary • Use of manipulatives • Emphasize critical information • Allow peer tutoring/paired working arrangements • Allow oral exams, open book exams, open note exams, exams of reduced length

Note-taking Assistance

• Provide skeleton outline (advance organizer) that includes main ideas. • Provide a copy of teacher or "reliable note-taker" notes. • Allow time at the end of class for students to compare notes with classmates. • Highlight important sections of class notes (at overhead or board)

Pre-Teach Content Vocabulary Students need to learn:

• Terms that are unique to content area • Specialized meanings of common words • Unique symbols and abbreviations • Word connotations

Decide which words to teach:

• List key concepts • Pick out the most crucial terms • Find out which words are known • Teach words that will lead to the learning of additional words • Teach meaning

Decide which words to teach continued: • Avoid unrelated exercises • Teach strategies for learning new words • Use new words repeatedly in conversation • Teach ways to figure out new words • Context clues • Phonic analysis • Structural analysis Combination • Authority

TESTS • Preview language of test questions

• Vocabulary • Context • Syntax

• Short answer rather than essay • Mark key questions you want answered and have the student go back and answer the others if time permits • Word banks or a list of correctly spelled responses for the test • Typed tests

• Larger print • More white space

• Don't penalize for spelling/grammar (unless it is a spelling or grammar test!) • Allow extended time • Substitute an assignment for a test

Test Adaptations Change the format

• Short answer instead of essay. • Multiple choice instead of short answer • Matching instead of fill-in-the-blank • Fill-in-the-blank: put blank at the end of the sentence Use synonyms or shorter sentences for low

readers

Look at the visual design

• Primary type • Spacing • Bold lines to divide sections • Place multiple choice alternatives vertically

Divide long matching

• Ten or fewer consecutive matching • Type the definition on the left side of the page and the term or 'match' on the right side

Provide visual cues

• Word banks for fill-in-the-blank questions and for labeling items • Use mnemonics for difficult total retrieval questions

Add Variety

• Use more than one mode of questioning

If a student has difficulty……………………Then try this! Becoming interested…

• tell stories which relate to people's lives • establish relevancy • provide concrete experiences • read aloud a story or article to grow

interest • seat student near the teacher

Getting started…

• give cue to begin work • give work in smaller amounts ("chunks") • provide immediate feedback • sequence work • provide time suggestions (egg timer

helps) • check on progress • peer tutor

Paying attention to the spoken word...

• give explanations in small, distinct steps • provide written backup to oral directions • have student repeat directions • use buddies, tape recorder • shorten the listening time • alternate spoken with written tasks • look directly at student • place hand on student's shoulder

Following directions...

• use fewer words • provide examples • repeat • have student repeat • provide checklist • use auditory and visual directions

Keeping track of materials…

• use a notebook • use large envelope for each subject • keep extra supplies on hand • provide assignment sheets to parents,

coaches, club sponsors, special teachers write assignment on board

• give rewards for bringing supplies

Paying attention to printed word...

• highlight • underline • number • keep desk clear of extraneous materials • face desk to wall or use a carrel • use overhead projector

Reading textbooks...

• use lower level or adapted text (if

available) • use books on tape • shorten amount of required reading • have students read aloud in small groups • allow extra time for reading • omit some/all reading requirements • put main ideas on index cards • administer oral tests • use a buddy or allow group work • pre-teach vocabulary • give take-home tests • use larger print

Completing tasks on Time...

• reduce amount to be accomplished • allow more time • write schedules, timelines, calendars • provide checklists • provide closure at points along the way

(" chunking")

Staying on task...

• reduce distractions (all senses) • increase reinforcements • provide checklist • give time out/specified 'make up' time • use a time to set short periods of work

Expressing him/herself verbally...

• ask questions requiring short answers • provide prompts/cues • give rules for class discussion • allow taped (audio/video) reports • accept alternate forms of information

- written report, bulletin board, art work, exhibit, chart/graph, photos

Learning by listening...

• provide visuals (maps, photos, flash

cards) • have student close his eyes and visualize

information • spell by visualizing the whole word • teach the use of acronyms • give explanations in small, distinct steps • remove extra words • provide study guide (note taking

assistance)

Working in groups...

• provide a partner • assign responsibility or position of

leadership • provide structure by defining the roles

within the group, the tasks to be performed

Working independently...

• assign task at the student's academic

level • help student see an end to the task • give precise directions • reinforce often • provide variety of work within assignment

Understanding what is read...

• reduce reading level • become more concrete • reduce number of new ideas • provide experiences for a frame of

reference • provide study guide (guided reading) • provide organizational help • provide alternate media (i.e., books on

tape)

Writing legibly...

• use formats low on writing (multiple

choice, fill in the blank, matching, programmed)

• use graph paper • allow use of tape recorder • save papers for 2 weeks and have

student read what he wrote • teach handwriting/penmanship

Understanding cause/effect or anticipating consequences…

• use concrete examples • use real life situations • use brainstorming, role playing, simulation

Expressing him/herself in writing...

• accept alternate forms of reporting oral

reports, taped reports, maps, photo essay, panel discussion

• have student dictate work to someone else

• have student prepare only notes or outline shorten amount/length required

Drawing conclusions and making inferences…

• teach thinking skills • draw a parallel to a situation that the

student might have experienced in problem solving

Seeing relationship. . .

• directly point out relationships • draw arrows on worksheets or test to

show that the ideas are related to class discussion

• teach directly, relations of: function, category, opposition, sequence

provide headings or a partially filled in chart for an example

Remembering...

• provide a checklist • provide cues • have students make notes to self • teach memory skills • teach use of acronyms and mnemonics

Learning Styles Since people are multi-faceted, we each have more than one way of learning. But, most of us have preferred channels or approaches. There are several theories related to learning styles and multiple intelligences. Among these are:

Visual -vs- Auditory -vs- Kinesthetic

Physically -vs- Emotionally -vs- Intellectually availability for school work

Analytical -vs- Global

Simultaneous -vs- Sequential information processing

Two-dimensional -vs- Three-dimensional Materials

Concrete Sequential -vs- Abstract Sequential –

vs- Abstract Random -vs- Concrete Random

Imaginative -vs- Analytic -vs- Common Sense

-vs- Dynamic Learners 4MAT System

Linguistic -vs- Logical-Mathematical -vs- Spatial-vs- Bodily-Kinestheticvs- Musical -vs-

Interpersonal - vs- Intrapersonal -vs- Naturalist

Intelligence

VISUAL LEARNERS Visual learners need to see, watch, and observe. Their eyes are the keys to learning Strategies

• Color coding • Visual pattern of word (word families) • Visual structure of word (configuration or shape of the word) • Graphics, pictures, and written key words to support auditory information • Gestures and cues to support auditory information • Charts • Clusters • Webs • Outlines • Story maps • Diagrams • Flash cards • Maps • Films • Models • Model skill/task for the student • Puzzles • Sentence strips for sequencing information Matching activities • Seat student where they can see the speaker's mouth

• Use the sight word approach, experience stories, and whole word configurations to

teach reading

• Teach the student to visualize acronyms such as:

H Huron O Ontario M Michigan E Erie S Superior

• Repeat oral instructions as follows:

o In steps o With visual clues o Ask the student to repeat them o Touch the student

• Encourage the student to keep an assignment log

AUDITORY LEARNERS Auditory learners benefit from hearing information.

Strategies

• Verbal instruction • Self or oral reading • Lecture • Discussion • Brainstorming • Oral reports • Creative dramatics • Phonics • Poetry • Self-talk • Verbalize the steps needed • Books on tape • Listening centers • Partner activities • Oral activities prior to independent work • Sub-vocalization while reading to self • Consider an alternating seating arrangement. Seat the student to the front on

board work days and to the back on lecture days.

• Teach the student to talk through tasks

• Provide auditory and rhyming cues

• Use jingles, catchy stories, mnemonic devices, cheers, or songs to aid the student in mastery and/or retention of skills

• Color code math symbols or important written information

• Use oral tests occasionally and require oral responses

• Encourage student to use a ruler, marker, or card to complete his paper and

pencil tasks

• Allow the student to use a ruler when drawing lines for matching activities

TACTILE/KINESTHETIC LEARNERS These learners learn by doing, touching, and direct involvement. Strategies

• Hands-on activities • Projects • Manipulatives • Laboratory experiences • Performance/acting out experiences • Crafts • Drawing • Construction • Computers/technology • Tap/clap syllables • Number lines • Allow the student to trace over projected images on the wall or board

• Give instructions first, then pass out materials

• Touch the student or hold his hand while talking to him

• Color code handouts and materials

• Let the student make materials for you, run errands, pass out papers

• When possible, allow the student to move around the room as part of the

learning experience

• Cut a long worksheet into smaller segments and give the student one segment at a time

• Have the student chart his own progress: the number of books read the number

of completed assignments, his daily grades, etc.

• Keep the work period short and gradually lengthen. Vary daily activities to offset long periods of sitting because these students learn best when active.

SEQUENTIAL THINKERS Also referred to as left-brained, left-hemisphere dominant, inductive, or analytic learners, sequential thinkers learn step by step, parts to whole. The left hemisphere is thought to control the functions of:

• language (reading, writing, speaking) • mathematical thinking • sequential thinking • reasoning • literal thinking • analysis • logical thinking

Strategies

• Present material step by step, gradually approaching the overall concept or skill.

• Lead up to the big question with a series of smaller ones.

• Break the task into parts.

• Have the student verbalize what is to be learned.

• Emphasize verbal cues, directions, and memory strategies.

• Teach and rehearse the steps required to do a problem or complete a task. Continue to refer back to the details or steps already mentioned or mastered.

SIMULTANEOUS THINKERS Also referred to as right-brained, right-hemisphere dominant, deductive, or global learners, simultaneous thinkers obtain meaning from a broad concept and then focus on details. The right hemisphere is thought to control the functions of:

• simultaneous processing • pattern thinking • imagination (creativity) • spatial tasks • emotions • intuition • sense of color • metaphorical thinking (difference between what is said and what is meant) • musical abilities

Strategies Present the overall concept or question before asking the student to solve the problem. Continue to refer back to the task, question, or desired outcome.

• Help the student visualize what is to be learned.

• Emphasize visual cues, directions, and memory strategies.

• Offer a sense of the whole and be appealing to the student's visual/spatial orientation.

• The simultaneous learner may react to a picture as a whole, but may miss

details. Help the student notice the parts that contribute to the total visual image.

CONCRETE SEQUENTIAL LEARNERS These learners are organized, factual, practical, task-oriented, predictable, orderly, thoroughly, and detailed. Strategies to support this style:

• Exact directions • Routines

• Clear expectations • Hands-on activities

• Solving real problems

Abstract Sequential Learners These learners are logical, scholarly, analytical, rational, theoretical, academic, and argumentative Strategies to support this style:

• Independent activities • Debate

• Lectures • In-depth discussions

• Research papers

Abstract Random Learners These learners are imaginative, thematic, colorful, flexible, empathetic, emotional, interpretive, and very sensitive. Strategies to support this style:

• Cooperative activities

• Fantasy

• Movies, music

CONCRETE RANDOM LEARNERS These learners are daring, divergent, original, independent, curious, intuitive, and investigative. Strategies to support this style:

• Trial and error

• Challenges

("impossible" tasks)

• Simulations

MULTIPLE INTELLIGENCES

Linguistic Intelligence The capacity to use words effectively whether orally or in writing. Strategies to teach this strength:

• Lectures • Discussions • Word games • Storytelling

• Choral reading • Journal writing • Books • Tape recorders

• Typewriters • Read about it • Write about it • Talk about it • Listen to it

Logical-Mathematical Intelligence

The capacity to use numbers effectively and to reason well. Strategies to teach to this strength:

• Brain teasers • Problem solving • Science experiments • Mental calculation

• Number games • Critical thinking • Calculators • Math manipulatives

• Science equipment • Quantify it • Think critically about it • Conceptualize it

Spatial Intelligence The ability to perceive the visual-spatial world accurately and to perform transformations upon those perceptions. Strategies to teach to this strength:

• Visual presentations • Art activities • Imagination games • Mind-mapping • Metaphor • Visualization

• Graphs • Maps • Video • LEGO sets • Art materials • Optical illusions

• Cameras • See it • Draw it • Visualize it • Color it

Bodily-Kinesthetic Intelligence

Expertise in using one's whole body to express ideas and feelings and facility in using one's hands to produce or transform things. Strategies to teach to this strength:

• Hands-on learning • Drama • Dance • Sports that teach • Tactile activities

• Relaxation exercises • Building tools • Clay • Sports equipment • Manipulatives

• Tactile learning resources • Act it out • Touch it • Get a "gut feeling" of it

MUSICAL INTELLIGENCE The capacity to perceive, discriminate, transform, and express musical forms. Strategies to teach to this strength:

• Rapping • Songs that teach

• Tape recorder • Tape collection • Musical instruments

• Sing it • Rap it • Listen to it

Interpersonal Intelligence The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. Strategies to teach to this strength:

• Cooperative learning • Peer tutoring • Community involvement • Props for role plays

• Social gatherings • Simulations • Board games • Party supplies

• Teach it • Collaborate on it • Interact with respect

to it

Intrapersonal Intelligence

Self-knowledge and the ability to act adaptively on the basis of that knowledge. Strategies to teach to this strength:

• Individualized instruction • Independent study • Options in course of study

• Self-checking materials • Journals • Connect it to personal life

• Make choices

with regard to it

response to intervention (rti) · students who are not performing well and considered at risk. the...

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