Tier!1!Instruc-on!Maers!!! C.LeeGoss,Psy.D.,NCSP ... -...

Tier 1 Instruc-on Ma1ers! C. Lee Goss, Psy.D., NCSP

RTI Summer Academy

30 June 2011

© C. Lee Goss, 2011

Objec-ves for Session

•  Integra-on of RTI A & B: The Big 3 •  Why Tier 1 Ma1ers? •  Best Prac-ce Instruc-on Methods •  Forma-ve Assessment to Inform Efficacy of Tier 1 Instruc-on and Instruc-onal Needs

•  Instruc-on IS Interven-on


© C. Lee Goss, 2011 OK135S067

Long Term Growth

5

General Academic Instruction

& Assessment

Supplementary Academic

Instruction & Assessment

Intensified Instruction

& Assessment

DATA

D A T A

D A T A

DATA

S P E C I A L E D U C A T I O N

15% 15%

80% 80%

5%

Positive Behavioral

Interventions & Supports

Supplementary Social Skills Instruction

& Assessment


RTI = A + B: Literacy, Math, & Behavior

•  There are two equal parts to RTI: A and B •  RTI A = RTI for Academics •  RTI B = RTI for Behavior •  The Big 3 at all 3 Tiers:

•  Literacy = Academics • Math = Academics •  Behavior = PBIS

•  Big idea: academic skills and pro-‐social behaviors are both equally essen-al for school success


Many students need explicit instruc-on in prosocial skills

Teaching prosocial skills improves opportuni-es to learn other skills and learning environments

Effec-ve instruc-on of academic skills improves students’ pro-‐social behaviors and reduces problem behaviors

Academic skill instruc-on at a student’s learning level reduces problem behaviors


Academic Chicken or Behavior Egg?

(Mased & Bracken, 2010; Todd, Maureen, Terrance, Paul, Brian, & Ann-‐Marie, 2010; Par-n, Robertson, Maggin, Oliver, & Wehby, 2010; Spaulding, Irvin, Horner, May, Emeldi, Tobin, et al., 2010)

(Kimball, 2011)

Preven-on? Early Interven-on? Or, Wait to Fail?


TIER I: Core

9

GOAL: 100% of students achieve

at high levels Tier I: Begins with clear goals: 1. What do we expect all students to know, understand and do as a result of our instruction?

2. How will we know if these goals are met?

3. How will we respond when students do not meet the goals with initial instruction?

4. How will we respond when some students have already met the goals?


TIER II: Supplemental

10

Tier II < 20% of students

Core +

Supplemental

To Achieve Benchmarks

1. Where are the students performing now? 2. Where do we want them to be? 3. How long do we have to get them there? 4. How much do they have to grow per year/month to get there? 5. What resources will move them at that rate? 6. How will we monitor the growth of students receiving supplemental instruction?


TIER III: Intensive, Individualized

11

Tier III < 5% of Students

Core

+ Supplemental

+ Intensive Individual InstrucBon

…to achieve benchmarks

1.  Where is the student performing now?

2.  Where do we want him/her to be?

3.  How long do we have to get him/her there?

4.  What supports has he/she received?

5.  What resources will move him/her at that rate?

6.  How will we monitor and evaluate the student’s growth?


Always Begin with TIER I: Core

12

Effective interventions must be built on a solid foundation of effective core instruction School and district resources should be directed first and foremost to improve Tier 1 core instruction We CANNOT intervene our way out of a core instructional problem This approach leads only to overtaxed intervention providers and diluted, ineffective intervention programs


•  Review of research syntheses found five common components of a research-‐based instruc-on:

•  Correctly targeted •  Explicit instruc-on •  Appropriate challenge •  Opportuni-es to respond •  Immediate feedback

– With posi-ve reinforcement Burns, VanDerHeyden, & Boice (2009).


• Effec-ve instruc-on is matched to the

student’s current learning stage


•  If instruc-on is too easy, students won’t learn

•  If instruc-on is too hard, students will give up

•  Instruc-on needs to be just right level of challenge

Students Need an Appropriate Level of Challenge: Goldilocks Rule



Pace of Instruc-on

•  Teacher presents at a pace that the learners can follow

•  Intensive “massed” prac-ce of new material is provided during early stages of learning

•  Incorporate judicious review of previously learned knowledge and skills at regular intervals

High Opportuni-es to Respond

•  Research has consistently found that Time in instruc-on and providing more student opportuni-es to learn and respond enhances student outcomes (OTR; Greenwood, Delquadri, & Hall, 1984)

•  Increasing the number of presenta-ons while rehearsing new items led to improved reten-on of the newly learned items (Burns, 2004).


Student Response Feedback •  Feedback

–  Should match the stage of learning. –  The earlier the student is in skill development (i.e., acquisi-on phase), the more immediate and explicit the feedback should be.

•  Correct student responses are reinforced by the teacher with verbal praise or specific reinforcers

•  Incorrect student responses are addressed immediately during the lesson and followed with student rehearsal of correct response

•  If mistakes are not addressed immediately, they are harder to correct later



Forma-ve Assessment: Is it Working?

•  Students are assessed con-nuously during the lesson and daily student performance data are recorded

•  Forma-ve data about student progress is reviewed at least weekly to determine if instruc-onal changes are needed

•  Students engage in the assessments so they know how they are doing


Treatment Integrity

•  Refers to the extent to which an instruc-onal program was implemented as intended

•  Program implementa-on must be monitored and measured frequently to ensure that programs are used correctly

•  Without Integrity data, it’s impossible to know whether a program really worked

•  Even a highly respected evidence-‐based effec-ve program could be implemented poorly (or not at all)

•  This can begin with teacher self-‐reports of how the instruc-on was done


What is Scien-fically-‐Based Instruc-on?

•  Both NCLB and IDEIA s-pulate scien-fically-‐based instruc-on

•  Scien-fically-‐based instruc-onal programs require two components: –  Incorpora-on of the research-‐based prac-ces outlined in the previous slides

– Data from mul-ple peer-‐reviewed research studies that show the efficacy of the program when implemented as intended

Factors Influencing Achievement School Opportunity to learn

Time Monitoring Pressure to achieve Parent involvement School climate Leadership Cooperation

Teacher Instruction Curriculum design Planning

Student Home atmosphere Prior knowledge Aptitude Interest

Marzano, 2003 © C. Lee Goss, 2011

Factor Avg. Effect Size Percentile Gain

Opportunity to Learn

.88 31

Time .39 15

Monitoring .30 12

Pressure to Achieve .27 11

Parental Involvement

.26 10

School Climate .22 8

Leadership .10 4

Cooperation .06 2 © C. Lee Goss, 2011

A Shir in Thinking

Targeted Instruction + Time = Learning Variable Variable Constant

Targeted Instruction + Time = Learning

Constant Constant Variable

DuFour © C. Lee Goss, 2011


Tier 1 Reading Instruc-on Findings from the Na-onal Reading Panel (NRP)

•  5 essen-al components of effec-ve reading instruc-on: Ø Phonemic Awareness Ø Phonics Ø Fluency Ø Vocabulary Ø Comprehension Strategies

Iden-fying words Accurately and Fluently

Construc-ng Meaning Once Words are Iden-fied Accurately & Fluently


Essen-al Components of Reading Elementary Level vs. Secondary Level Component Elementary Secondary Phonemic Awareness P Word Study P P

(Advanced) Fluency P P Vocabulary P P Comprehension P P Motivation P P

(www.centeroninstruc-on.org)


Tier 1: Core Class Instruc-on

Focus All students Curriculum Scientific-based reading instruction w/

emphasis on explicit instruction and application of 5 critical elements of reading identified by NRP

Grouping Multiple grouping formats matched to student needs

Time 90 minutes per day or more Assessment CBM benchmark assessment 3x/year Interventionist General Education Teacher

Setting General Education Classroom

Assess Fluency Fluent?

Focus on Comprehension

Assess Phonetic Skills Adequate?

Assess Phonemic Awareness Adequate?

Fluency Intervention Accuracy or Proficiency

Phonemic Awareness Intervention

Phonics Intervention Accuracy or Proficiency

START HERE

YES

NO

YES

YES

NO

NO


Differen-ated Instruc-on: What is/are the instruc-onal need(s)?



Iden-fying the “vital signs” of a student’s educa-onal health

The first thing we have to decide is what to measure

SummaBve Assessment: Characterized as assessment of learning. FormaBve Assessment: Characterized as assessment for learning. (Cita-on: h1p://en.wikipedia.org/wiki/Summa-ve_assessment)

SummaBve assessment tells you what happened. FormaBve assessment tells you what’s happening.

SummaBve & FormaBve Assessment

(Shinn & Shinn, AIMSweb) © C. Lee Goss, 2011

At-‐a-‐Glance Views of Student Ranking & Growth

www.AIMSweb.com


RTI Training Slides: Tier 1 34

Tables like this provide data for sedng target scores and target rates of improvement (ROI) based on norma-ve data from na-onally aggregated scores across grades


C W B M Y K F E O T Z J X S R L I U D N H P Q A V G0

10

20

30

40

50

60

70

80

90

100

Target Score = 54 9/26, or 35% of Students Mee-ng

Target Score


L H P E O V Z G W C U A J X M R I D N Y K F Q B T S0

10

20

30

40

50

60

70

80

90

100

Target Score = 54 21/26, or 81% of Students Mee-ng

Target Score


Differen-ated Instruc-on: Reading Fluency Example

Diagnos-c Assessment Ques-ons •  “Why is the student not performing at the expected level?”

•  “What is the student’s instrucBonal need?”


Why Focus on Reading Fluency?

A

Self-Perpetuating

Cycle

Labored, inefficient reading

Lack of Fluency

Lack of motivation

Lack of Practice

Smaller Vocabulary

Declining Comprehension

Limited knowledge of academic language


Fluency

Fluency is not an end to itself but is the “gateway to comprehension.”


•  Comprehension is hindered by low accuracy.

Accurate and Fluent Reading of Connected Text


ELEM = 95% ADOL= 98%

Ac-vity : Accuracy •  Task: Read the sec-on from the book, The Call of the Wild.

•  This selec-on provides the reader with 90% of the words. Is 90% accuracy enough to comprehend the text?


Buck did not read the ______, or he would have known that ______ was brewing, not only for himself, but for every -de-‐water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the ______ darkness, had found a yellow _______ and because steamship and transporta-on companies were ______ the find, thousands of men were ______ into the ______. These men wanted dogs, and the dogs they wanted were _______ dogs, with strong muscles by which to toil, and ______ coats to protect them from the ______. Buck lived at a


Instructional “Focus” Continuum

Accurate at Skill Fluent at Skill Able to Apply

Skill

IF no, teach skill. If yes, move to fluency

If no, teach fluency/ automaticity If yes, move to application

If no, teach application If yes, the move to higher level skill/concept


Organizing Fluency Data: Making the Instruc-onal Match

Group 1:

Accurate and Fluent

Group 2: Accurate but Slow Rate

Group 3:

Inaccurate and Slow Rate

Group 4:

Inaccurate but High Rate

Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Group 3: Conduct an error analysis to determine instruc-onal need. Teach to the instruc-onal need paired with fluency building strategies. Embed comprehension checks/strategies. Group 4: Conduct Table-‐Tap Method. If student can correct error easily, teach student to self-‐ monitor reading accuracy. If reader cannot self-‐ correct errors,complete an error analysis to Determine instruc-onal need. Teach to the instruc-onal need.


Group 1 •  Ques.ons:

*Is the student performance on an every day basis consistent with this data?

(Accurate and Fluent Reader) –  If NO, further assess –  IF YES, ask *Does the student have problems

with reading comprehension on a regular basis?

–  If No, move to higher level concepts

–  If Yes-‐Dig deeper for reading comprehension barriers (vocabulary, a1en-on, mo-va-on, etc.)

Group 1:

Accurate and Fluent

Group 2:

Accurate but Slow Rate

Group 3: Inaccurate and

Slow Rate

Group 4:



Group 1

Instruc-onal Recommenda-ons for Comprehension Review

Explicit Vocabulary Instruc-on Ac-ve and Reflec-ve Reading Before, During, and Arer Strategies Reciprocal Teaching Story Maps and Seman-c Webbing Pre-‐reading Ques-oning Cri-cal Reading Monitoring for Meaning Collabora-ve Strategic Reading

Group 1:

Fluent and Accurate

Group 2:



Slow Rate

Group 4:


References

CBE materials Vaughn, 2001; Howell & Nolet, 2000; Billmeyer, 1998


Group 2

Ques.on: *Is the student performance on an every day basis consistent with this data? If NO, further assess IF YES, check rate: Consider valida-ng the student is “truly accurate”..

Phonics assessment tools Also consider raising expecta-ons to 98% accuracy.

Once accuracy is validated-‐Go to building fluency!

Group 1:

Accurate and Fluent

Group 2:



Slow Rate

Group 4:



Group 3

Group 1:

Accurate and Fluent

Group 2:



Slow Rate

Group 4:


Sight Word Needs

Basic Decoding Needs

Multi-syllabic Decoding Needs


Group 3

Group students according to similar needs: MulB-‐syllabic Error PaUern

Basic Decoding Skills

Sight Word DifficulBes

Teach to instrucBonal needs

Add Fluency Building AcBviBes ConBnue to embed comprehension checks/

strategies

Group 1:

Accurate and Fluent

Group 2:



Slow Rate

Group 4:



Group 4 Instruc-onal Recommenda-ons for Building Monitoring Skills

Assisted Self-‐Monitoring Assisted Monitoring If student doesn’t improve accuracy with assisted monitoring, use strategies from Group 3 to teach decoding skills.

Group 1:

Fluent and Accurate

Group 2:



Slow Rate

Group 4:


References

CBE materials; Howell & Nolet, 2000


Fluency Con-nuum

•  Prac@ce needs to occur at the appropriate level.

Connected Text Phrase Level Word Level Letter & Letter-Sound Correspondence


Why Tier 1 Math Instruc-on Ma1ers?

•  Math skills are no longer op-onal; essen-al for school and life success

•  A student’s math skills at the end of grade 8 are highly predic-ve of high school comple-on

•  Students who complete 2+ years of high school algebra go to college

•  Research on math provides guidance •  Outcomes from math research studies show RTI methods and evidence-‐based math instruc-on works


Research on Math

•  Two major research compila-ons have pushed math instruc-on to the forefront:

•  Adding it Up (Na-onal Research Council) •  Founda@ons for Success (Na-onal Mathema-cs Research Panel, 2008)

•  Addi-onal informa-on comes from the Trends in Interna@onal Science and Math Study (TIMSS)



Strand Sample Skills 1. Conceptual

understanding a)  Understanding that a quantity of items matches the same

quantity as represented by numerals b)  Understanding that some math operations make things

bigger and others make things smaller 2. Procedural fluency a)  Using accurate and automatic addition, subtraction,

multiplication, and division skills b)  Using mathematical symbols such as parentheses, plus,

and minus signs with accuracy 3. Strategic competence a)  Using rules related to the order in which specific problems

need to be completed (e.g., PEMDAS) b)  Using different ways of representing values such as

fractions and decimals 4. Adaptive reasoning a)  Using mathematical skills for different everyday activities

such as cooking and sewing b)  Adapting mathematical skills for use in new settings such

as stores and workplaces 5. Productive disposition a)  Using learned math skills independently

b)  Using learned math skills to develop additional skills for solving problems

Adding it Up (Na-onal Research Council)

Key Research Findings

• Differen-a-ng instruc-on • Fluency ma1ers • Progress monitoring • Peer-‐based learning • Booster sessions


Fluency Ma1ers

•  As with reading, fluency is important for math proficiency

•  Teaching math fluency helps all students and can make a huge difference for those who are struggling

•  Source: Axtell et al., 2009; NMAP, 2008


Booster Sessions

•  Students who are struggling in math need addi-onal instruc-on

•  This can be provided through Tier 2 and Tier 3

•  Source: Bryant et al., 2008


Screening Indicates Math Problem Grades 3 to 5

Do We Have a Problem With Our Core?

3rd Grade MathAddition & Subtraction

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Am

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Dav

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Becky

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Third Grade Math AddiBon and SubtracBon

About 21% Mee-ng minimum proficiency


4th Grade MathMultiplication 0-9

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

101

102

Dig

its C

orre

ct T

wo

Min

utes

Fourth Grade Math

About 32% MeeBng Minimum Proficiency

Screening Indicates Math Problem Grades 3 to 5

Do We Have a Problem With Our Core?



RTI B: Behavior (PBIS)


Posi-ve Behavioral Interven-ons and Supports (PBIS)

•  3-‐Tier RTI Framework for Behavioral, Social, & Emo-onal Supports

•  Posi@ve Behavioral Interven@ons and Supports (PBIS) has been par-cularly effec-ve in helping students with emo-onal and behavioral challenges stay on track and experience success (Sugai et al., 1999).

•  Data Management Systems for RTI: Behavior Data –  School-‐Wide Informa-on System (SWIS) h1p://www.swis.org/ -‐AIMSweb: Behavior h1p://www.AIMSweb.com

1. Common purpose & approach to discipline 2. Clear set of posi-ve expecta-ons & behaviors 3. Procedures for teaching expected behavior 4. Con-nuum of procedures for encouraging expected

behavior 5. Con-nuum of procedures for discouraging

inappropriate behavior 6. Procedures for on-‐going monitoring & evalua-on

School-‐Wide Posi-ve Behavior Systems (SWPBS)



RTI B: PBIS Tier 1

•  Professional development with trained PBIS Facilitator for effec-ve implementa-on

•  Develop staff Consensus & Consistency on school-‐wide posi-vely stated behavior expectatons (3-‐5)

•  Develop Posi-ve Culture/School Climate •  Focus on Preven@on & Proac@ve Response •  Focus on Explicit Teaching, ANen@on, & Posi@ve Reinforcement of Expecta-ons & Desired Behaviors Across All school sedngs –  If we expect it, we teach it!


RTI B: PBIS Tier 1

•  Develop 3-‐5 Posi-vely Stated School Rules –  Opera-onalize and explicitly teach the school rules across all school sedngs

–  Ex: Be Safe: What does Safe behavior look like on the Bus? Hallway? Bathroom? Cafeteria? Playground? Classroom Centers? Library? Computer Lab?

–  SET: Baseline and PBIS Implementa-on Progress Data •  When interviewed at least 80% of randomly selected staff and students should be able to state the school rules and provide examples


PBIS: Tier 1 – Universal, Cont’d

•  Reward Posi-ve Behaviors – Universal Posi-ve Behavior Support System/Rewards

– “Catch Them Being Good!” – Frequent & Intermi1ent Posi-ve Reinforcement for Classrooms, Groups, Individual Students AND Staff for:

•  Acts of Kindness •  Evidence of Posi-ve Behaviors

Universal Proac-ve Founda-on

•  Family involvement •  Effec-ve classroom management •  Effec-ve researched based instruc-onal prac-ces

•  Tier 1 School-‐wide social skills program (Second Step)

•  School-‐wide Bully Preven-on


TIER 1 Behavior Instruc-on SWPBIS: 7 Essen-al Components

•  Expecta-ons Defined –  5 or fewer posi-vely stated

school rules/expecta-ons –  Publicly posted in 8 to 10

loca-ons •  Behavioral Expecta-ons Taught

–  There a system and the staff and students can state the rules/expecta-ons

•  System for Rewarding Behavioral Expecta-ons

•  System for Responding to Behavioral Infrac-ons

•  Monitoring and Decision-‐Making

–  ODR, Data on infrac-ons is collected and analyzed, data is shared with staff, data is used to make decisions on revising school wide behavior supports

•  Management –  Top 3 school goals, school-‐

wide team •  District Level Support


Matrix of Middle School expectations taught across school settings.


Procedures and Behavior Indicators


Molly OckeU Raider Reward Ticket

Respect yourself and others Respect property Respect the right to a safe & legal environment Be responsible for own acBons Respect the right to teach and learn

Teacher date

Riverton Community School Raccoon Reward Ticket

Respect the Right to Teach and Learn

Be Responsible Be Respec]ul Be CooperaBve Be Safe

Teacher date

Caught you BEEing Good

Bee Respec]ul of yourself others property the right to a safe school the right to teach and learn

Teacher date

Gotch ya!

Respect Ourselves Respect Others Respect Property

Teacher date

Acknowledge & Recognize


What kind of students display problema-c behavior?

All students whether they are labeled or not who are educated in general or special educa-on classrooms have the poten-al for problema-c behavior.


RTI B: Tier 1 Essen-al Components •  Classroom Management: Key to effec-ve Tier 1 preven-on and

behavior interven-on –  Arrange environment to maximize opportuni-es for

•  Academic achievement •  Social success •  Effec-ve & efficient teaching

•  Ac-ve Supervision: One of the most effec-ve evidence-‐based behavior preven-on methods across all sedngs

•  Move around •  Look around (Scan) •  Interact with students

•  Effec-ve Instruc-on: Good teaching is one of our best behavior management tools –  Ac-ve engagement –  Posi-ve reinforcement


Prevention Research & the IDEA Discipline Provisions: A Guide for School Administrators"

How effec-ve is PBIS at this school?!


Middle School


ODR Instruc-onal Benefit

2001-‐2002 2277 2002-‐2003 1322 = 955 42% improvement

= 42,975 min. @ 45 min. = 716.25 hrs

= 119 days Instruc-onal -me


“We found some minutes?”

ATer reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior interven@on plans decreased from 35 to 6.


•  Increase -me and response opportuni-es.

•  Improve core program efficacy.

•  Improve core program implementa-on.

•  Decrease group size.

•  Increase coordina-on of programming and instruc-on.

(Simmons, 2003)

Intensifying Tier 1 Core Instruction


•  Maximize academic engaged -me in cri-cal areas •  Reflect needs of students •  Maximize use of all staff •  Ensure -me allocated for Tiers 1, 2 and 3 •  Provide professional collabora-on and mee-ng -me for integra-on of -ered services

Master Schedule is Key


Best-‐Prac-ce Instruc-on for Academics & Behavior

§  Founda-on of effec-ve Tier 1 instruc-on for academics and behavior (80% response RTI A & B)

§  Grouping students for instruc-on based on student skill

§  Monitoring their progress over small periods of -me §  Adjus-ng instruc-on based on the data §  And providing students feedback on their performance is one of the most powerful sets of educa-onal prac-ces that exists

§  Instruc-on IS Interven-on


A) Which of the following is important for well-‐designed research?

1.  Federal funding 2.  Random assignment of subjects 3.  Hypothesis 4.  None of the above


A) Answer: #2

Random assignment of subjects


B) What of the following are important features of effec-ve instruc-on?

1.  Teacher preference, cost, assessment 2.  Feedback, grading policy, presenta-on 3.  Benchmarking, progress monitoring, exploring

solu-ons, defining, iden-fica-on 4.  Explicit instruc-on, opportuni-es to respond,

immediate feedback


B) Answer: #4

Explicit instruc-on, opportuni-es to respond, immediate feedback


C) What are the 5 stages of learning?

1.  Acquisi-on, Prac-ce, Adapta-on, Generaliza-on, Maintenance

2.  Prac-ce, Prac-ce, Prac-ce, Prac-ce, Prac-ce 3.  Acquisi-on, Proficiency, Maintenance,

Generaliza-on, Adapta-on 4.  None of the above


C) Answer: # 3

Acquisi-on, Proficiency, Maintenance, Generaliza-on, Adapta-on


D) What is the best star-ng point for iden-fying reading instruc-on needs?

1.  Comprehension 2.  Fluency 3.  Vocabulary 4.  Phonemic Awareness


D) Answer: #4

Fluency


E) What type of teaching do students need:

1.  Frustra-on level 2.  Instruc-onal level 3.  Independent level 4.  None of the above


E) Answer: #2

Instruc-onal Level


Big Ideas To Take Home •  Tier 1 Instruc-on Ma1ers! •  Na-onal data have shown that many U.S. students have

deficits in basic academic and behavior skills highly predic-ve of future academic achievement, school, and employment success

•  RTI is based on a founda-on of scien-fically-‐based effec-ve Tier 1 academic and behavior instruc-on

•  Instruc-on should be selected on the basis of effec-ve methods and students’ instruc-onal level

•  All instruc-onal materials must be reviewed cri-cally to determine evidence of efficacy

•  How instruc-on is delivered must be checked oren to ensure accuracy

•  Effec-ve Tier 1 Instruc-on IS Preven-on and Interven-on


The person who says it can not be done should not interrupt the person doing it.

~Ancient Chinese Proverb

Remember….


We must Be the change we wish to see in the world.

~Ghandi


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