Webinar 5

1. Webinar 5 Tier 3:Intensive and Individual Interventions

2. Tier 3:Intensive and Individual Interventions • Reconsider the Learning Problem in Context (ICEL) • Tertiary Prevention (Individualized) • Suspecting a Disability/Comprehensive Evaluation

3. Re-defining the Learning Problem • Remember to consider ICEL when considering and evaluating interventions in place • Instruction • Curriculum • Environment • Learner

4. Special Education • Comprehensive Evaluation • Integration of data into the eligibility decision

5. When We Are Intervening Systemically, We Will Have What We Need To: Plan a comprehensive evaluation Determine eligibility Make the next right instructional step for students with disabilities

6. Comprehensive Evaluation Must Evolve our Picture of What is Needed • ProvideAccess to general curriculum • Accelerateskill acquisition • Facilitate Progress towards • proficiency Suspected Processes from Problem Statements

7. Screening Instructional Decision Monitoring Progress Determining Eligibility In Handouts

8. We Balance Demands of the Regular Classroom with Special Education Programming Results of Evaluation Should Help us Balance Access with Intensive Instruction InstructionalLevel Content Enrolled Grade Level Content • Analyze grade-level content standards • Map routes of understanding • Differentiate instruction • Content • Process • Product • Provide accommodations • Match learning context with needs • Provide extra doses of instruction

9. Evidence-based Practices that Strengthen Special Education Instruction in LRE • Alignment • Preparedness • Assistive Tech

10. Summary of Critical Features of a Multi-Tiered System

11. Use All the Data for Decision Making Levels of Analysis School-wide Grade or classroom Group Individual SRBI 1 SRBI 2 Evaluation for Special Education Standards-based IEP Data feeds forward

12. Summary Idea: Assessment Data Used Properly Increases Student Achievement Job #1 = progress towards grade level content standards . . . Eligibility Determination