INDIVIDUALIZATION AND

TECHNICAL TOPICS

Presented by Shaylon Walker

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AGENDA⦿Four Essential Questions⦿ Individualization⦿Response To Intervention⦿Core Instructional Practices⦿Problem Solving Process⦿Tier II Supports⦿Grade Level Team

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RICK DU FOUR

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4 ESSENTIAL QUESTIONS⦿What is it we want students to learn?⦿How will we know if each students has

learned it?⦿How will we respond when some

students do not learn it?⦿How can we extend and enrich the

learning for students who have demonstrated proficiency?

Rich Du Four

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UNIQUE DESIGN

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PRESENTATION/CONTENT, PROCESS, PRODUCT

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HOW DO YOU PLAN TO INDIVIDUALIZE YOUR CORE INSTRUCTION TO ADDRESS ALL STUDENT NEEDS?HOW CAN YOU BE A RESOURCE OR SUPPORT TO OTHERS ON YOUR GRADE LEVEL TEAM?

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RESPONSE TO INTERVENTION

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QUESTIONS TO CONSIDER?⦿How is Response To Intervention used at

CLCC?⦿Who implements student interventions?⦿Can Response To Intervention be useful

toward addressing PLPs?

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CORE INSTRUCTION AND INTERVENTION⦿ Core Instruction: Those instructional strategies that are

used routinely with all students in general education setting is considered ‘core instruction.’ High-quality instruction is essential and forms the foundation of RTI academic support. NOTE: While it is important to verify that good core instructional practices are in place for a struggling student, those routine practices do not ‘count’ as individual student interventions.

⦿ Intervention: An intervention is used when a student is unable to demonstrate that he/she as learned a skill, concept, or behavior. An academic strategy is used to teach the skill, build fluency in a skill, or encourage a child to apply an existing skill to a new situations or settings. An intervention leaves a student with stronger skills.

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ACCOMMODATIONS⦿ Accommodations: An accommodation is intended to help

the student to fully access and participate in the general education curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). Accommodations change the way an assignment or assessment is given or taken to allow access to the materials. An accommodation is intended to remove barriers to learning while still expecting that students will master the same instructional content as their peers. Accommodations do not improve skills like interventions do.

⦿ Example: An accommodation for students who are slow readers, for example, may include having them supplement their silent reading of a novel by listening to the book on tape. An accommodation for unmotivated students may include breaking larger assignments into smaller ‘chunks’ and providing students with performance feedback and praise for each completed ‘chunk’ of assigned work.

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MODIFICATIONS⦿ Modifications: A modification changes the expectation

of what a student is expected to know or do, typically by lowering the academic standards. An example of a modification would be giving a student fewer math problems or spelling words for practice in comparison to what the other students are expected to do. Modifications should only be made with students who have IEP’s and Section 504 plans. By changing or lowering the academic expectations with modifications, a student will never ‘catch up’ academically. Modifications are generally not included in student’s RTI intervention plans; the working assumption is that the student can be successful in the curriculum with appropriate interventions and accommodations alone.

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CASE STUDY AND CLASSROOM EXAMPLES

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Case Scenario ExampleSusie has an intellectual disability. She receives academic support, and has been participating in general education classes. Susie’s 4th grade general education teacher has required her to participate in spelling tests. Susie received a failing grade for the past 4 spelling tests. The teacher has decided to reduce the number of spelling words on Susie’s list. She is only responsible for the single syllable words on the spelling list each week.

Is this an example of an accommodation or modification?

Are there other ways to address this student’s need?

How?

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PEP TALK

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JAKE, 3RD GRADE

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QUESTIONS TO CONSIDER?⦿How would you address the unique

needs of Jake within your class?⦿What supports would provide you with

the best opportunity to successful service Jake?

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THREE CHARACTERISTICS OF TIER II⦿Evidence-based (clear, practice,

feedback)⦿Small group instruction (3-5 x wk.)⦿ Intervention with fidelity

Evelyn Johnson, Ed. D, Boise State University19

FIVE ELEMENTS OF FIDELITY⦿ Student Engagement: How engaged and involved

are the students in this intervention or activity?⦿ Adherence: How well do we stick to the

plan/curriculum/assessment?⦿ Exposure/Duration: How often does a student

receive an intervention? How long does an intervention last?

⦿ Quality of Delivery: How well is the intervention, assessment, or instruction delivered? Do you use good teaching practices?

⦿ Program Specificity: How well is the intervention defined and different from other interventions?

National Center on Response to Intervention20

MATHEMATICS HAS 6 INSTRUCTIONAL PRINCIPLES: ⦿ Instructional explicitness⦿ Instructional design that eases the

learning challenge⦿A strong conceptual basis for

procedures that are taught⦿An emphasis on drill and practice⦿Cumulative review as part of drill and

practice⦿Motivators to help students regulate

their attention and behavior and to work hard

Lynn Fuchs, Vanderbilt University21

WHAT NOW?

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INTERVENTION REQUEST FORMS⦿Grade Level Team Form⦿Problem Solving Team Form

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TOOLS FOR INDIVIDUALIZATION/DIFFERENTIATION

Presentation Process Product

How is it taught?•Teacher or student centered•Whole group instruction•Stations•Cooperative groups

How is it done?•Traditional pencil/paper•Cooperative groups•Compacting•Independent Contracts•Choice opportunities

How to demonstrate knowledge?•Traditional assessments•Written reports/papers•Art/video projects•Oral reports/presentations•Power Point Presentations•Skits/Songs/Dances

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STUDENT-TEACHER-PARENT TOOL

Symbaloo.com/mix/cppms7

Math Reading English Language Arts

Science

Khan AcademyNWEA Math HelpMath Support VideosIXL Math HelpGeometry Workbook

NWEA Reading Help

Writing LabFree RiceIXL Help

Khan AcademyGrade 7 Science

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GROUP ASSESSMENT1. Who is responsible for implementing student

interventions?General education teachers.2. If a student is not responding to your core

instruction (Tier I), what is your next course of action?

Provide targeted interventions.3. True/False—Routine instructional practices

count as individual student interventions?False.4. Which tier addresses targeted interventions

geared toward meeting grade level targets?Tier II.

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