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RESPONSE TO INTERVENTION CO-TEACHING CHALLENGE BASED LEARNING

Presenters: Tracey I. Maccia , Director of Special Education Dr. Pam Lowry, Consultant with NJCIE Jennifer Beine , Consultant with November Learning. RESPONSE TO INTERVENTION CO-TEACHING CHALLENGE BASED LEARNING. SESSION OBJECTIVES.

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RESPONSE TO INTERVENTION CO-TEACHING CHALLENGE BASED LEARNING

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  1. Presenters: Tracey I. Maccia, Director of Special Education Dr. Pam Lowry, Consultant with NJCIE Jennifer Beine, Consultant with November Learning RESPONSE TO INTERVENTIONCO-TEACHING CHALLENGE BASED LEARNING

  2. SESSION OBJECTIVES • To identify legislation related to general education and special education supporting the need for collaboration, including response to intervention (RtI) • To provide a rationale for collaboration in instruction (Co-teaching and problem based teams) • To discuss a tool that can promote instructional connections between general education, special education, and other programs (Challenge based Learning and PBT)

  3. What is RTI? • A multi-tiered approach to providing academic and behavioral support to struggling learners • Ensures that all children have access to high quality instruction • Identifies, supports, and serves struggling learners early and effectively • Uses learning rate over time and level of performance to make educational decisions

  4. Tiers of Instruction

  5. It’s not just about identification… • IDEIA and NCLB are companion laws. • They are mutually referential. • Together, they envision a seamless system of supports, based on the use of scientifically based instruction, in both general and regular education. • The mission is the development of proficiency in basic skills (particularly reading) for all students.

  6. Regarless of what we call it… • All students are all our responsibility • All students can make progress when provided with the amount and kind of support needed • Teaching to the middle doesn’t meet all students needs • Resources must be used in new, different and collaborative ways to ensure each student is as successful as possible

  7. Eliminate Practices that Manufacture Low Achievement • Low Expectations • Blaming Families • Ineffective Instruction • Tracking / Retention / Pullouts • Miss-assigning Special Education

  8. Reorganize Time, Space, and Transitions • Must increase quality instruction time for low achieving students • Must provide time for collaboration • Must ensure successful transitions for every student (RTI, Problem solving teams, CBL) – FOCUS)

  9. Focusing on Student and Professional Learning • Teach Reading & Teach Math • Re-teach/Accelerate • Extend Learning • Ensure a Personal Connection “Basic skills are the foundation of all learning and nothing is as important as reading.”

  10. SHARED RESPONSIBILITY • DISTRICTS SUCCESSFUL IN RAISING STUDENT ACHIEVEMENT HAVE ESTABLISHED A CULTURE OF SHARED RESPONSIBILITY. • HIGH EXPECTATIONS ARE LINKED CLOSELY TO STUDENT ACHIEVEMENT. • DISTRICTS WITH WELL ORGANIZED INTERVENTION SYSTEMS TEND TO ACHIEVE HIGHER SUCCESS FOR ALL STUDENTS.

  11. What is collaboration? • “It is an interactive process that enables teachers with diverse expertise to focus on providing quality services to students with a range of academic and social needs, including students with disabilities who are in the general education classroom.” (Idol, Nevin, & Paolucci-Whitcomb, 2000;West & Idol, 1990)

  12. Why collaborate? • Many students who are struggling with learning to read and compute receive reading/math-related instruction from more than one teacher: a core reading/math teacher, special education teacher, speech therapist, Title I teacher, etc.

  13. Why collaborate? (cont.) • Struggling students are the least able to “put together” the different approaches to instruction provided by several teachers • These students benefit from instruction provided by teachers who are collaborating and “on the same page”

  14. How does legislation support collaboration in reading/math instruction? No Child Left Behind Act (NCLB) of 2001 • NCLB directs federal efforts in K–12 education toward closing the achievement gap between disadvantaged and minority students and their peers • The goal of NCLB is to ensure that every student can read at or above grade level by the end of third grade and continue reading at or above grade level throughout his or her schooling.

  15. How does legislation support collaboration in reading instruction? (cont.) Individuals with Disabilities Education Improvement Act (IDEA) 2004 • Addresses the provision of a free and appropriate public education to individuals 3-21 who have disabilities • Focuses on providing Early Intervening Services (EIS) to at-risk students to promote the prevention of learning difficulties • Provides all students with scientifically based literacy instruction

  16. IDEIA • For students who have a specific learning disability (SLD) in reading/meth, IDEIA requires that educators: • Use assessment data to design an individualized education program (IEP) that closes the student’s performance gap through reading intervention • Deliver scientifically based literacy and math instruction in reading/math interventions • IDEA requires professional development and administrative support frameworks that address intervention

  17. To Summarize… NCLB and IDEA 2004 both: • Focus on prevention • Fund intervention for at-risk students • Use assessment to drive instruction • Provide instruction for all K–12 students, including special education

  18. How can we efficiently communicate student response to intervention? • Ensure that student’s understand the importance of data for their academic and behavioral growth. • Meet to review student progress with the student and problem solving teams • Use a tool to document student response to intervention to inform instructional providers

  19. ESSENTIAL COMPONENTS OF RTI • TIER 1-CORE INSTRUCTION • UNIVERSAL SCREENING • ON-GOING PROGRESS MONITORING • TIER 2-TIERED INTERVENTIONS • DATA-BASED DECISION MAKING

  20. TEACHING WITHIN THE RTI FRAME • Tier 1 instruction-whole group instruction (20-25 minutes). Ongoing formative assessment used to monitor student progress. • Tier 2 and Tier 3 interventions-small group instruction. • Challenge Based Learning for students who master content.

  21. Goals • To improve student achievement • Targeted strategies based on data • Reducing D’s AND F’s or O’S • Positive Behavior Interventions and Supports • Two year commitment through on-going professional development.

  22. PROBLEM SOVLING APPROACH • STUDENT-CENTERED PROBLEM SOVLING APPROACH. • STUDENTS TAKE AN ACTIVE ROLE IN DATA TRACKING. • USE OF MULTIPLE MEASURES WHEN TRACKING DATA. • PROBLEM SOLVING TEAMS AT EACH BUILDING.

  23. http://www.wikispaces.com/site/signin?goto=http%3A%2F%2Fwww.wikispaces.com%2Fhttp://www.wikispaces.com/site/signin?goto=http%3A%2F%2Fwww.wikispaces.com%2F Chapter 5-Video

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