Transcript of 1. PLANNING AND TEACHING FOR UNDERSTANDING. Who are students with learning and behavior problems?...
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- 1. PLANNING AND TEACHING FOR UNDERSTANDING
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- Who are students with learning and behavior problems? Poor
academic performance Attention problems Hyperactivity Memory Poor
language abilities Aggressive behavior Withdrawn behavior Bizarre
behavior
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- 15 to 25 percent of all students have some type of learning or
behavior problem, 6% of the student population are special
education. Learning disabilities are five times more prevalent than
behavior disorders.
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- Factors to Consider when Determining Seriousness of Problem
Persistence of the problem Severity of the problem Speed of
progress Motivation Parental response Other teachers responses
Relationship with the teachers Instructional modifications Adequate
instruction Behavior-age discrepancy Other
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- Effective Instruction for Students with Learning and Behavior
Problems Individually planned Specialized Intensive Goal-directed
Employ research-based methods Guided by student performance (Heward
2003)
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- Learning and Educational Environments Most students with
learning and behavior problems are educated in the general
education classroom. In many schools, reading or math specialists
assist students with learning problems. Some classroom teachers
have a teaching assistant who provides supplemental instruction for
students with learning problems. Students with disabilities receive
services through special education.
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- Including Students with Learning and Behavior Problems
(continued) Almost 47 percent of students identified as severely
learning disabled spent 80 percent of their time in general
education classrooms, whereas only 29 percent of students
identified as seriously emotionally disturbed were in regular
classrooms for that same amount of time.
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- More on Inclusion Lawmakers intended for students with special
needs who are included in the general education classroom to
receive accommodations for their learning and/or emotional needs
within the classroom.
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- Roles of Special Education Teacher and General Classroom
Teacher The special education teacher, as consultant/collaborator
with the general education classroom teacher, is to facilitate the
implementation of the students IEP and then promote effective
practices and planning to assure appropriate instruction. Working
cooperatively with the special education teacher, the general
classroom teacher is responsible for planning, monitoring, and
delivering the instruction or intervention the student needs.
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- Identifying Students with Learning Disabilities Typically,
individuals with learning disabilities have been identified through
referral by classroom teachers or families. these assessments
included an IQ and an achievement test. If the students IQ scores
were a certain number of points above their achievement scores
(large discrepancy between IQ and achievement scores), the student
would be identified as having a learning disability due to their
unexpected underachievement."
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- Alternatives to the IQ-Achievement Discrepancy Model The most
frequently suggested alternative is response to intervention (RTI).
RTI typically involves a multi-tiered system of interventions a
data collection system that informs decision making ongoing
progress monitoring
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- RTI Provides a preventative approach to special education.
Promotes early screening and interventions. Addresses concerns
about the IQ- achievement discrepancy.
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- IDEA 2004 & RTI The 2004 reauthorization of IDEA, the
Individuals with Disabilities Education Improvement Act, recommends
that states and schools abandon the IQachievement discrepancy to
identify students with learning disabilities and instead use an RTI
approach. However, IDEA 2004 does not require that schools use
RTI.
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- Teaching Students with Learning and Behavior Problems Key
players in teaching-learning process: Learner Teacher
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- Response to Intervention RTI is the most current model for
screening students and using their response to intervention as a
data source to facilitate identifying students who need special
education services. (Burns, Griffiths, Parson, Tilly, &
VanDerHayden, 2007; Glover & Vaughn, 2010)
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- Why Use RTI? PAST/TRADITIONAL An increase in more than 200%
since the category was established. Questionable procedures for
determining learning disabilities through emphasis on
IQ-achievement discrepancy and processing disorders. Students
identified using a wait to fail model rather than a
prevention-early intervention model. Subjectivity in student
referral for services with teachers and others perceptions
sometimes weighing too heavily in the process.
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- Past Challenges (continued) Students opportunities to learn not
adequately considered during the referral and identification
process. Considerable variation from state to state concerning
identification procedures and prevalence rates for learning
disabilities. An identification process that provides little
information to guide instruction decision-making. Problematic
assessment practices, particularly for culturally and
linguistically diverse students. Disproportionate numbers of
culturally and linguistically diverse students inappropriately
identified for and served in special education.
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- https://www.youtube.com/watch?v=ApzX15 USq2w
https://www.youtube.com/watch?v=uNjYVz bWrzE
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- Challenges to Implementing an RTI Approach Questions about who
provides the more intensive secondary and tertiary interventions
and the extent to which validated instructional practices exist in
academic areas other than reading, such as math or writing.
Defining response to intervention so that school districts are able
to determine Responders from non-responders The necessary
professional development for practicing professionals The role of
families.
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- Other Issues and Perceived Barriers to Implementation of RTI
Personnel may not be adequately trained to implement RTI.
High-quality instruction in early reading is well understood,
however, research based practices for implementing instruction in
other domains (e.g., math, writing) are less well delineated.
Leaders at the school, district, and state levels are inadequately
prepared to implement RTI practices.
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- Other Issues and Perceived Barriers to Implementation of RTI
(continued) Many folks perceive RTI as a special education
initiative rather than a combined general and special education
initiative. Inadequate local and state level policies and resources
may compromise effective implementation of RTI. Effective practices
models for implementing RTI at the secondary level are less well
developed making it difficult for middle and high school personnel
to implement RTI models.
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- IDEIA 2004 Based on these initiatives, Congress passed the
Individuals with Disabilities Education Improvement Act (IDEIA
2004). The new law promoted RTI as a means for preventing learning
difficulties and furthering accurate identification of students
with learning disabilities.
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- Critical Elements of RTI Screening and progress monitoring
Implementation of effective classroom instructional practices so
that all students have an opportunity to learn (Tier 1) Provision
of secondary intervention (Tier 2) when students fall behind
Provision of a more intensive individualized intervention for
students for whom secondary intervention is inadequate (Tier
3)
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- 4 Key Components of RTI Models They implement high-quality,
research-based instruction matched to the needs of students. They
provide universal screening to identify students at risk and
monitor students learning over time to determine their level and
rate of performance (for ongoing decision making) They provide
interventions of increasing intensity when students continue to
struggle. They make important educational decisions based on
data.
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- Using Progress Monitoring in the Classroom Why use progress
monitoring? To keep track of student learning To identify students
who need additional help To assist in arranging small-group
instruction To design instruction that meets individual student
needs To refer and identify students for special education based on
data gathered during progress monitoring
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- Progress Monitoring (continued) How do I monitor student
progress? (continued) Assess progress by comparing learning goals
with actual student progress. Students who are making adequate
progress should still be assessed approximately three times a year
to ensure that they are learning and continue to achieve at grade
level.
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- Three Tiers of Intervention RTI models often discuss
instruction or intervention in terms of tiers. As students move
through the tiers, the intensity of the interventions they receive
increases. Some RTI models include 3 tiers, and others include a 4
th tier.
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- Implementing Interventions Standard treatment protocol Used for
all students with similar problems Evidence based interventions
Instructional decisions follow a standard protocol Problem-solving
method More individualized or personalized approach
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- Implementing Interventions Problem-Solving Method (Continued)
Problem solving team: Classroom teacher School psychologist Special
education teacher Other key educational stakeholders (e.g., parent,
speech and language therapist)
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- Implementing Interventions: Problem-Solving Method (Continued)
Process: Define the problem. Analyze the problem. Develop a plan.
Implement a plan. Evaluate the plan.
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- Decision-Making Teams Should include members with relevant
expertise One team member must have expertise in learning
disabilities. Another should be an expert in the targeted area of
concern (e.g., reading, math, behavior) Another should have
expertise in language acquisition, and if relevant, bilingual
education (for English language learners).
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- RTI Camden, NJ http://www.youtube.com/watch?v=uNjYVzbWrzE
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- How Team Members Facilitate RTI Reviewing progress monitoring
data of students in interventions and for grade levels and the
school as a whole. Observing classroom instruction to ensure that
research- based instruction is occurring. Providing professional
development to teachers and other key educators. Assisting with
data collection and monitoring. Facilitating instructional decision
making. Organizing intervention groups and monitoring their
effectiveness. Communicating with parents and professionals.
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- RTI for Students Who are Culturally and Linguistically Diverse
ELLs benefit from teachers who are highly interested in ensuring
that their students make adequate progress in reading and that they
themselves have the knowledge and skills to provide appropriate
instruction.
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- RTI for Students Who are Culturally and Linguistically Diverse
(continued) ELLs will be better served if teachers and school
personnel do not expect or accept low performance and if they do
not view students as undeserving of effective interventions. ELLs
who exhibit learning disabilities may be underidentified and
undertreated because school personnel may not have the knowledge
and skills needed to identify and treat these students.
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- Working With Families Family involvement is required in all
aspects of identifying students with disabilities. If schools are
using RTI models, families must be informed and involved in the
process. Families can request a formal evaluation for a disability
at any time. The Council for Exceptional Children suggests that
schools let families know about their childs participation in the
RTI process at least by Tier 2.
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- Role of Teachers Identify students who need intervention.
Provide evidence-based interventions. Monitor the effects of the
intervention. Make decisions, in consultation with other key
professionals, about the need for more or less intensive
intervention. Meet regularly with interested stakeholders (parents,
other teachers, school psychologist). **The teacher plays the most
important roles in implementing an RTI model.
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- Using RTI Data to Identify Students with Disabilities You are
likely to work in a school or district that uses data from
screening, progress monitoring, and other records related to
students progress in primary and secondary interventions to
influence decision making about identifying students with learning
disabilities.
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- 3. Learning Theory This chapter highlights some of the critical
features about how we learn that apply to delivering effective
instruction and providing classroom management. Models and theories
of learning can assist teachers in understanding and explaining how
students learn.
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- Common Features of Cognitive Strategy Instruction Strategy
steps Modeling Self-regulation Verbalization Reflective thinking **
See next slide for example of how CSI is used in a resource science
class to help students understand the science concepts and
textbook.
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- Sociocultural Theory Sociocultural theory (Vygotsky, 1978) is
similar to cognitive strategy instruction in that it highlights the
importance of modeling and the use of language to facilitate
learning. However, the theory assumes that learning is socially
constructed and, as a social activity, is highly influenced by the
funds of knowledge that learners bring to situations. Knowledge is
meaningfully constructed in these social activities. (Lantolf &
Thorne, 2006; Moll, 1990; Tharp, Estrada, Dolton, and Yamauchi,
1999)
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- Sociocultural Theory (continued) Three concepts that are
particularly important for teaching students who may have special
needs or are from diverse cultural and linguistic backgrounds: the
use of resources the social nature of learning (including the use
of interactive dialogue), and the use of scaffolded
instruction.
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- Schema Theory Whereas applied behavior analysis focuses on
observable behaviors and views learning as establishing functional
relationships between a students behavior and the stimuli in the
environment, cognitive learning theory focuses on what happens in
the mind, and views learning as changing the learners cognitive
structure. Schemas
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- Teaching Implications of Schema Theory When teaching, think
about how you can modify your teaching and the learning environment
to facilitate directing students attention to relevant stimuli and
their perception of incoming information. How can you teach
students to use executive functioning to coordinate the various
learning and memory strategies? (See next slide for general
implications.)
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- Teaching Implications of Schema Theory (continued) Provide cues
to students so they can be guided to the relevant task(s) or
salient features of the task. Have students study the critical
feature differences between stimuli when trying to perceive
differences. Have the students use the context to aid in
perception. Facilitate the activation of schemas, and provide
labeled experiences. Teach students how to be flexible thinkers and
to solve problems, thereby encouraging them to use executive
functioning.
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- Review Primary Instruction Tier 1 Who are the key players?
Secondary Instruction Tier 2 Who are the key players? Tertiary
Instruction Tier 3 Who are the key players?
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- Universal Screening Universal screening in reading, and
sometimes in math, is an essential component of RTI models at the
Tier 1 level. It involves administering same test to all students
to determine who is likely to be at risk for academic difficulties.
In many schools, screening is carried out 3 times a year. Screening
instruments usually have few items and are short in duration.
Screening is used to determine whether additional testing is
needed. Screening involves providing a reliable and valid measure
that can be easily and quickly administered to large numbers of
students to determine whether these students have academic
difficulties.
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- Progress Monitoring Progress monitoring involves frequent and
ongoing measurement of student knowledge and skills and the
examination of student data to evaluate instruction. How do I
monitor student progress? Assess all students at the beginning of
the year in the critical areas for their grade level Use
assessments to identify students who need extra help and to create
goals for learning. Once you determine which students require extra
help, you can plan small- group instruction. Monitor the progress
of students in small groups more frequently (weekly or monthly) in
the specific skill or area being worked on.
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- Group Activity List the Screening Instruments used at your
school. How often are they administered? How are the result made
available to teachers? List the Monitoring methods you use in your
classroom. How often are they used? Describe how they are used.
Describe how you keep a record of the results?
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- Features of Effective Instruction Will benefit all students but
particularly helpful for students with learning and behavior
problems: Assessing progress Designing instruction Determining
goals of instruction Flexible grouping Adaptations Scaffolding
Careful use of instructional time Delivering instruction Quick
pacing Sufficient opportunities for student response Error
correction
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- The Mini Lesson
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- Stages of Learning in Acquiring Proficiency in Learning First
stage of learning entry Second stage acquisition Third stage
proficiency Fourth stage maintenance Fifth stage generalization
Sixth stage application
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- Role of Special Education Teacher Once a student has been
identified as needing additional assistance, the special education
teacher may be consulted. The special education teacher plays
several important roles in a multitiered RTI model.
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- Role of Special Education Teacher (continued) Collaborating
with general education teachers and providing consultation
services. Helping to identify children with disabilities. Offering
intensive interventions to Tier 3 students. Helping Tier 3 students
access the general education curriculum. **Special educators may
work with struggling students who have not been labeled as having
disabilities.
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- Applied Behavior Analysis Manipulating Antecedents
Instructional Content Classroom Schedule Classroom Rules Room
Arrangement Peer Interactions
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- Applied Behavior Analysis (continued) Increasing Desirable
Behaviors through Consequences Progress monitoring Reinforcement
Intrinsic vs. Tangible Secondary reinforcement Shaping The Premack
Principle Group contingencies Contingency contracting
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- Applied Behavior Analysis (continued) Decreasing undesirable
behaviors through consequences Extinction Differential
reinforcement Response cost Punishment Time-Out
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- Identifying Why Students Do Not Respond to Instruction Before
concluding that a student is a non responder who needs more
intensive services, consider that there are many reasons the
student may not be responding to instruction, such as: The method
is not an effective one with this student, and a different approach
would yield better results. The level of instruction might not be a
good match for the student. The environment might not be conducive
to learning.
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- Responders and Non-responders to Intervention Responders or
high responders students who respond well to interventions
Non-responders students who make minimal or no gains after being
taught with high-quality validated interventions
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- Cognitive Strategy Instruction Cognitive strategy instruction
(CSI) integrates ideas from behavioral, social, and cognitive
learning theories and assumes that cognitive behavior (thinking
processes), like observable behaviors, can be changed.
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- Example of CSI Strategy steps Teacher selects the steps she
wants the students to use when they read their science text. She
and the students discuss the strategies they currently use and
their effectiveness. They discuss the importance of improving their
skills and the payoff for improvement. Modeling Teacher tells
students about the steps she uses when she reads. She reads and
explains what she is thinking.
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- Example of CSI (continued) Modeling (continued) Teacher talks
them through the steps as the students try them. Self-regulation
Verbalization Teacher gives students lots of opportunities to
practice the steps when reading their textbooks, encouraging them
to say the steps aloud as they work through them.
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- Example of CSI (continued) Reflective thinking Teacher provides
feedback on how they are doing, and she teaches them how to
evaluate their own performance.
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- Executive Functioning or Metacognition The specific processes
in the information-processing system (i.e., attention, perception,
working memory, and long-term memory) are controlled or coordinated
by what has been referred to as executive functioning (also
referred to as metacognition).