1 / 63

System of support for diverse learners- Part II

Responding Educationally to All Learners. System of support for diverse learners- Part II. Objectives for this Module-Day 2.

graham
Download Presentation

System of support for diverse learners- Part II

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Responding Educationally to All Learners System of support for diverse learners- Part II

  2. Objectives for this Module-Day 2 • To understand how effective instruction, effective behavior management and accurate progress monitoring support diverse students by preventing difficulties before they occur • To examine strategies for providing early intervention to students who experience difficulty, including clinical teaching and campus-based problem solving

  3. Opening Thoughts Take a minute to review the following: • Critical Components of SOS Teams

  4. In a small town, one weekend a group of school staff decided to go fishing together at a popular fishing spot. A Fishing Story Story adapted from Center for Mental Health in Schools

  5. Not long after they arrived, the teachers noticed a child caught in the rapids calling for help. A Fishing Story Story adapted from Center for Mental Health in Schools

  6. A teacher jumped in and quickly pulled the child to the shore. A Fishing Story Story adapted from Center for Mental Health in Schools

  7. The Fishing Story Some time later, there was another child caught in the current. One of the teachers jumped in again. Soon the teachers noticed more children coming down the river. Story adapted from Center for Mental Health in Schools

  8. The teachers worked together to pull out the children from the river and worked to resuscitate those who needed the help but… A Fishing Story Story adapted from Center for Mental Health in Schools

  9. A Fishing Story … the harder they worked, the more kids floated by in the river. For every one they saved, several more floated by. In the midst of the frenzy, one of the teachers got out of the river and walked away. Story adapted from Center for Mental Health in Schools

  10. The colleagues were angry and amazed that this teacher could just walk away in a time of need. When the teacher returned they asked, “How could you leave us in a time of need?” A Fishing Story Story adapted from Center for Mental Health in Schools

  11. A Fishing Story The teacher replied: I went upstream to see what was causing so many children to fall into the water. What I found was that the bridge was missing several planks. Some children were trying to jump over the gap but fell through into the river… Story adapted from Center for Mental Health in Schools

  12. A Fishing Story …so I had someone fix the bridge. Story adapted from Center for Mental Health in Schools

  13. Reflection JournalPage 11 13

  14. What is PREVENTION? pre·ven·tion\pri-ven(t)-shən\ –noun • to deal with beforehand; • take advance measures against something possible or probable; • to anticipate or get ahead so as to stop or interrupt something in its course Adopted from Webster’s Dictionary

  15. What is INTERVENTION? in·ter·ven·tion-ven(t)-shən\ noun • To involve oneself in a situation so as to alter or hinder an action or development • An attempt to compel a subject to "get help" for a problem • A term used for maintenance and repair

  16. Prevention Prevention involves: • Effective Instruction • Early Intervention • Positive Behavioral Supports • Accurate Progress Monitoring

  17. Reflection JournalPage 12 17 17

  18. Prevention: Effective Instruction • Is highly responsive to students’ language(s)/ dialect(s), cultures, and background knowledge

  19. Prevention: Effective Instruction • Incorporates universal design principles: • Equitable Use • Flexibility in Use • Simple and Intuitive • Perceptible Information • Tolerance for Error • Low Physical Effort • Size and Space for Approach and Use • Community of Learners • Instructional Climate (Shaw, Scott & McGuire, 2001)

  20. Early Intervention • Occurs as soon as the teacher perceives a difficulty • Moves from interventions that are designed and implemented by the classroom teacher to efforts which involve other school personnel

  21. Effective Early Interventions • Occur in a context of quality instruction • Provide access to the general curriculum • Use evidence-based strategies (Moll, 2003; Stetson, 2003; Capper et al., 2000; Cole, 1995;Stainback & Stainback, 1990)

  22. Effective Early Interventions • Incorporate academic and behavioral support • Create self-responsibility and a sense of efficacy in educators and students • Are matched to the student’s individual characteristics and needs • Include collaboration across people and programs (Moll, 2003; Stetson, 2003; Capper et al., 2000; Cole, 1995; Stainback & Stainback, 1990)

  23. Using the Clinical Teaching Cycle to Provide Early Intervention (University of Texas Center for Reading and Language Arts and Texas Education Agency, 2003) 24

  24. Prevention:Positive Behavioral Supports Classroom behavior plans are part of a school-wide system. Classroom behavior expectations are defined and explicitly taught. Appropriate behaviors are acknowledged. (Adapted from OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2004)

  25. Prevention: Positive Behavioral Supports Behavioral errors are corrected proactively. Unwanted behaviors receive little attention. (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2004) 26

  26. Prevention: Accurate Progress Monitoring “A scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction” (National Center on Student Progress Monitoring, 2004) 27

  27. Using Structured Early Reading Interventions: Considerations for Diverse Students The language of intervention should match the language of instruction. Previously successful modifications or accommodations should be used. Reading materials should be culturally relevant. Reading materials should be chosen considering the student’s proficiency in standard English. (Brice & Roseberry-McKibbin, 2001; Montgomery, 2001) 28

  28. Types of Struggling Students Type I The student’s difficulties result from a teaching/learning environment that does not meet the student’s needs; the student is typically developing. (Adapted from Adelman, 1971) 29

  29. Types of Struggling Students Type II The student’s difficulties result from a lack of accommodations and/or modifications; the student has a condition or experiences that require instructional modifications. (Adapted from Adelman, 1971) 30

  30. Types of Struggling Students Type III The student has special needs resulting from a disability and requires special education services. The instructional program for a Type III student will be based on goals and objectives from an Individual Family Service Plan, Individual Educational Plan and/or Individual Transition Plan, and will require collaborative planning between general and special education. (Adapted from Adelman, 1971) 31

  31. Using Campus-Based Problem-Solving Teams to Support Students who Struggle Teams may design interventions for individual students, for all students in a class or for a whole school. Teams go by many names. (Pysh & Chalfant, 1993) 32

  32. Using Campus-Based Problem-Solving Teams to Support Students who Struggle No matter which name is used, the team’s purposesshould be to: Document difficulties Identify strategies, interventions or other supports that can be used in general education classroom Gather data to support the intervention Develop a written plan for implementation ( Adapted from the National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003) 33

  33. Using Campus-Based Problem-Solving Teams to Support Students who Struggle No matter which name is used, the team’s purposesshould be to: Assess outcomes by collecting data Monitor the student’s progress for a significant period of time Identify students for whom learning or behavioral difficulties persist after intervention ( Adapted from the National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003) 34

  34. How to Implement Campus-Based Teams Meet with school faculty Have them elect team members Hold a second meeting to explain how team will operate Field-test procedures Refine procedures Hold team meetings as needed Evaluate effectiveness (Chalfant, Pysh & Moultrie, 1979 ) 35

  35. Team Membership The teacher or individual requesting assistance A teacher who acts as the team coordinator Three or four elected members Invited members (Adapted from Pysh & Chalfant, 1993) 36

  36. Academic achievement Behavior difficulties Organization/ personal responsibility Attendance/ tardiness Social difficulties Emotional growth Mental health issues Suspicion of drug or alcohol abuse Health concerns Other issues of concern What kinds of concerns are addressed by the team? 37

  37. Reflection JournalPage 13 38 38

  38. The Problem-Solving Meeting: Reaching Consensus Read the list of descriptors on the handout. With your group, draw arrows between those you think may belong together. Think of a name for this cluster. Be ready to share. (Adapted from Chalfant, Pysh & Moultrie, 1979) 39

  39. 40

  40. Team Operating Procedures Teacher requests support/collaboration Team Coordinator reviews the request Problem-solving meeting is held Follow-up meeting(s) is held Effectiveness of Intervention(s) is evaluated (Chalfant, Pysh & Moultrie, 1979) 41

  41. 1. Teacher Request for Support/Collaboration The teacher completes a Request for Support/Collaboration form. When the student is an ELL, data about oral proficiency and literacy levels in the native language and in English, and about the current language of instruction should be provided or collected. When the student is culturally diverse, data about the student’s and family’s level of acculturation should be provided or collected. (Bilingual Education Program UT Austin, 2003; Chalfant, Pysh & Moultrie, 1979) 42

  42. 2. Team Coordinator Reviews the Request for Support/Collaboration Arranges a classroom observation or talks with teacher Requests additional information, if needed Plans for the involvement of the family in the team process Schedules team meeting (Chalfant, Pysh & Moultrie, 1979) 44

  43. 4a. The Problem-Solving Meeting: Developing Interventions Steps: Formulate a measurable, observable objective the teacher wants to address Brainstorm possible research based interventions Decide on an effective intervention that the teacher is willing to implement (Adapted from Chalfant & Pysh, 1993) 45

  44. 4b. The Problem-Solving Meeting: Refining the Intervention The team should assure that the teacher and all others who will implement the intervention understand its procedures. The teacher and team should set a criterion for success that is observable and measurable. The team should design a plan for collecting follow-up data. The length of time for which the intervention will be implemented should be set. (Bartels & Mortenson, 2002; Marston, Muyskens, Lau & Carter, 2003) 46

  45. 5. Evaluating Success during the Follow-up Meeting The teacher should provide: Details regarding the implementation of the intervention Evidence of whether the intervention achieved the preset criteria for success Any other evidence important to evaluating success (Developed by Garcia from Wilkinson, Kushner and Trainor, 2002; Rock and Zigmond,2001) 47

  46. 5. Evaluating Success during the Follow-up Meeting Based on all evidence, the team may close the case, design and evaluate another intervention or begin considering a special education referral. The team should develop a plan for informing other/the next year’s teachers about successful interventions. (Developed by Garcia from Wilkinson, Kushner and Trainor, 2002; Rock and Zigmond, 2001) 48

  47. Family Roles in Campus-Based Problem Solving Describing strategies that have worked with the student at home Describing strategies that have not been successful at home Attending team meetings or meeting with the teacher and/or team coordinator (Adapted from National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003; Office of Bilingual Education, 2003) 49

  48. Family Roles in Campus-Based Problem Solving Sharing information about the student’s strengths, and interests Sharing information about the student’s needs Providing information about the student’s health and educational history Providing information about the family’s language and/or cultural background (Adapted from National Alliance of Black School Educators (NASBE) & ILIAD Project, 2003; Office of Bilingual Education, 2003) 50

  49. Select Team Roles Case Liaison-introduces the case to the team and provides critical information and provides support to the teacher throughout Facilitator- summarizes group’s thoughts intermittently Recorder- keeps the minutes Time Keeper- follows the meeting agenda and keeps the group focused Referring Teacher 51

  50. Reflection JournalPage 14 52 52

More Related