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R esults- B ased M odel Core Training

State of Idaho Bureau of Special Education. R esults- B ased M odel Core Training. Idaho State Department of Education Revised by Wayne Callender July 2003. Results-Based Model. Unit 2: Identifying the Problem. I nstruction. E nvironment. C urriculum. L earner.

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R esults- B ased M odel Core Training

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  1. State of IdahoBureau of Special Education Results-Based Model Core Training Idaho State Department of Education Revised by Wayne Callender July 2003

  2. Results-Based Model Unit 2:Identifying the Problem

  3. Instruction Environment Curriculum Learner Verify & Contexualize the Problem: Four Domains: I.C.E.L. Consider the impact of each domain relative to the “problem”...

  4. Teacher characteristics Teacher performance/effectiveness Instruction

  5. Instructional Domain • Selection of materials • Placement of student in materials • Clarity of instruction • Communication of expectations • Direct instruction with explanations • Sequence lessons to promote success • Practice activities • Pace presentation of new content

  6. Curriculum • Reading level of material • Organization of material • Visual layout

  7. Curriculum Domain • Alignment of Curriculum to standards • Long range direction for instruction • Instructional philosophy/approach • Instructional materials • Stated outcomes for the course of study • Content of the course of study • Arrangement of the content/instruction • Pace of the steps leading to the outcomes

  8. Environment • School district • Within school/class • Family, neighborhood and community

  9. Environmental Domain • Physical arrangement of the room, furniture, equipment • Rules • Management plans • Routines • Expectations • Peer Context • Peer and family influence • Task pressure

  10. Learner • Learner characteristics • Learner academic behavior

  11. Learner Domain • Last domain to consider when planning intervention • Assumptions: • curriculum and instruction are appropriate • environment is positive • This domain includes student performance data: • Academic • Social/behavioral • Special skills, affinities, styles, or characteristics

  12. R eview All existing data I nterview Those pertinent to the problem O bserve Formal & informal T est/Assess Using Functional Assessments Techniques: R.I.O.T.

  13. Pre-Planning PracticeActivity Refer to case study (Dan Brady) at the end of Unit 2. Complete a Referral to Problem Solving, a Pre-Planning ICEL/RIOT Rubric, and an ICEL/RIOT checklist. Consider what information you will need and what supporting documents you may use to assist in collecting the information.

  14. State of IdahoBureau of Special Education Results-Based Model Core Training Idaho State Department of Education Revised by Wayne Callender July 2003

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