The inclusive classroom, Summaries of Science education

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D. Sobel, S. Alston,

The inclusive classroom

MTSS (multi-tiered system of support:

• Provides targeted support to struggling readers
• Screens all students and aims to address behavioral as well as academic issues
• Goal is to intervene early so students can catch up to their peers Progress monitoring allows teachers to see if students are on track to meet their goals Progress Monitoring: the process of collecting and analyzing data over time to measure student performance and evaluate the effectiveness of instruction. 8 features of effective progress monitoring:

1. Progress monitoring is conducted in all tiers of instruction
2. Progress monitoring measures are based on and directly relevant to the curriculum, as well as the grade level and tier level of RTI
3. In order to facilitate data collection, measures must be easy to administer and effective
4. Results should be displayed in a manner that makes interpretation simple and efficient, for example, in charts or line graphs
5. Rules for decision making must be determined for all aspects of progress monitoring data, including cut scores for level (performance score, slope (change in performance over time), and percentage of mastery
6. Cut scores and decision rules must have a clear rationale
7. Progress monitoring measures must be collected frequently enough to inform instructional and placement decisions. Frequency of administration may differ across different tiers, and guidelines for these should be specified.
8. Results of progress monitoring, although important, should be considered only one of several sources that inform instructional decision making. Tier 1 Progress Monitoring

• Purpose is to determine whether students are making adequate progress in general education classes.
• Culturally response progress monitoring Tier 2 Progress Monitoring
• Intensive supports
• Still struggling to meet achievement expectations Tier 2 - 3 Teacher Assistance Teams
• Overlaps with Tier 2
• Considers support by individual student Tier 3 - 4: Special Education
• Tailored to individual needs of student
• No specific ending date

Very few students do not respond to Tier 1 or Tier 2 interventions. If student does not respond to Tier 3 services, they will be referred for Special Education services Intensive intervention – designed to address severe and persistent learning and/or behavior difficulties Intensive Intervention IS Intensive Intervention IS NOT A process A program A sustained and ongoing level of support A quick fix Individualized to student need More of the same Tier 2 interventions Data-based relying on progress monitoring and diagnostic data Based on anecdotal information For a small subset of students For all students who score poorly on a screening measure Intensive Intervention is intended to help students who:

• Are not making adequate progress
• Are not meeting IEP goals
• Have persistently low academic achievement
• Have high intensity/frequency behavior
• Have not responded to evidenced-based interventions delivered with fidelity The Date-Based individualized Process (DBI) Step 1: Validated Intervention Progress (Tier 2) Step 2: Progress Monitor Step 3: Diagnostic Data Step 4: Intervention Adaptation Step 5: Progress Monitor Assessment – the process of gathering information through methods both formal and informal to measure student performance. Type/Purpose Definition Examples Diagnostic Assessment Pre-assessment Essays, work samples, informal reading assessments Formative Ongoing evaluation of student learning Exit tickets, pop quizzes, progress monitoring measures Summative After instruction (^) Year end standardized tests, unit tests, research papers Ste Two types of progress monitoring:

1. Mastery measurement (mm) –
2. General outcome measurement or curriculum-based measurement GOM process:

• Select a measure
• Create a graph
• Create a goal line
• Administer, score, and graph
• Make a data-based instructional decision
• Communicate progress Above the goal line – increase the goal Below the goal line – chance instruction Around the goal line – make no changes GOM Steps Step Keep in Mind Select a measure • Measure should align with grade-level reading skills.
• Measure should be reliable and valid
• Measure should have sufficient alternate versions Create a graph (^) • A graph creates a visual representation of the data.
• A graph allows a teacher and student to see the relationship between the student’s effort and performance. Create a line goal • A goal line helps establish a visual representation of the student’s expected progress Administer, score, and graph • Every progress monitoring probe has specific administration and scoring guidelines that teachers should carefully follow to ensure fidelity and accuracy of measurement. Make date-based instructional decisions • At least six data points are needed to create a clear picture of how the student is performing
• Evaluate by using the 4 point method Communicate progress • Meaningful conversations There are two types of data in the data-based individualization process:

progress monitoring Please choose the correct ending to the statement. Intensive instruction is important because. a. It is only available to students enrolled in special education b. Some students continue to struggle even with tier 2 interventions and require more rigorous individualized programming c. All students benefit form tier 1 and tier 2 d. It is a core component of basic curriculum Intensive intervention is the last tier. Often called Tier 3 and the highest level of support for students. 7 dimensions of the taxonomy of intensive intervention

1. Dosage – the number of opportunities for the student to answer questions and interact with the teacher
2. Individualization – using DBI
3. Behavioral support – self-regulation and executive functioning components
4. Attention to transfer – the dimension that addresses being able to make connections across contexts
5. Strength – the dimension that addresses the efficacy of the intervention in terms of calculated, statistical effect size.
6. Alignment – how well the intervention addresses only targeted, but not mastered, skills and focuses on grade level standard
7. Comprehensiveness – the degree of explicit instruction Reading is probably the most important academic skill students will learn in school The three components of written language:
8. Handwriting
9. Spelling
10. Composition Self-regulated strategy development Interactive or team teaching – take turns presenting and leading classroom activities One teach, one drift – one delivers instruction, the other assists One teach, one observe – one teachers, one observes to improve instructional strategies Parallel teaching – class divided by ability and a different teacher teaches each group Alternative teaching – one teacher leads, one teacher provides extra practice

You are co-teaching new information to a classroom of 16 students. The information will be difficult and something that the students will need to grasp to pass the upcoming state assessments. Which three co- teaching approaches would help to ensure your students could grasp this new, important, and challenging information? a. Alternative teaching; parallel teaching; one teach, one assist b. Station teaching; parallel teaching; one teach, one assist c. Station teaching; one teach, one assist; one teach, one observe d. Alternative teaching; one teach, one observe; and station teaching How can a teacher determine is a student’s problem is resolved as a result of tier 3 intervention? a. Collect data on the targeted student outcome b. Compare scores on a recent assessment of the rest of the class c. Ask the student if he or she feels ready to move into small-group instruction d. Confer with the parents to see if they are noticing progress on the targeted outcomes at home Which instructional component would progress monitoring for a student in tier 3 provide specific information that would justify the consideration of issuing a change? a. Location and environmental selections b. Placement to a less restrictive option c. Changes in types of specialists used d. Software and data-based app usage Which grouping type scenario aligns with the expected parameters of tier 2 instructional approaches? a. One instructor with a single student b. One instruction with 2 - 5 students with various learning differences c. One instructor with 2 - 5 students with similar learning difficulties d. One instruction with 2 - 5 students by same slope scores While providing tier 3 interventions, which data collection approach should be used to ensure alignment of data results? a. Continue to plot data using the measures from tiers 1 and 2 b. Continue to share learning changes with the student’s parents c. Continue to design opportunities appropriate to the student’s age, ability, and culture d. Continue to use universal design by learning methods Mr. Patel is reflecting n the effectiveness of reading fluency interventions he implemented for a struggling student. Which area of taxonomy is Mr. Patel reflecting upon? a. Strength b. Dose c. Tier 2 d. Tier 1

5. Begin lessons with clear statements of the lesson’s goal and expectations
6. Review prior skills and knowledge
7. Provide step by step demonstrations
8. Use clear and concise language
9. Provide an adequate range of examples and non-examples
10. Provide guides and supported practice
11. Require frequent responses
12. Monitor student performance closely
13. Provide immediate affirmative and corrective feedback
14. Deliver the lesson at a brisk pace
15. Help students organize knowledge
16. Provide distributed and cumulative practice Six teaching functions of explicit instruction
17. Review
18. Presentation
19. Guided practice
20. Corrections and feedback
21. Independent practice
22. Weekly and monthly reviews Four key components of explicit instruction
23. Collaboration
24. Assessment
25. Social/emotional/behavioral
26. Instruction The delivery of feedback can either help or hinder the instructional process. Please choose the best answer to the following multiple choice questions. Research done by Hattie and Timperly shows that the two levels of feedback that are most helpful are . a. Feedback about quality of work and feedback about qualities of student personally b. Feedback about quality of work and feedback about strategies used to do work c. Feedback about the task and feedback about the strategies used to do the work d. Feedback about self-regulation and feedback about the task Systematic Instruction – evidenced based method for teaching individuals with disabilities; the process of breaking a skill down into individual components Key components to systematic instruction
27. Measurable learning goals
28. Sequence lessons
29. Structured learning

SCREAM variables of systematic instruction Structure Clarity Redundancy Enthusiasm Appropriate rate Maximized engagement Use an upbeat tone of voice, rapid presentation rate, and varied inflection

X

Discuss w/students the purpose of your lesson.

X

Select material that is at the correct level of difficulty. Select material that is motivating and interesting.

X

Continue to reemphasize key concepts, procedures, and rules during the lesson.

X

Speak clearly to the objective of the lesson.

X

Does your answer contain appropriate pacing to keep lessons interesting

X

A. Qualitative based, behavior focused, in fluid B. Student driven, teacher applied, and non judgmental C. Learner focused, outcome based, an on going D. Mutually beneficial, time based, and relevant miss Lee assessor students after each major instructional milestone is taught in her mathematics class. Which systematic approach is miss Lee utilizing with her mathematics class? A. Systematically evaluating student outcomes B. Redundancy C. Systematically teaching (SCREAM) D. Enthusiasm Mr. Miller provides gestures when verbally instructing his class for physical transitions such as lining up to leave the classroom, moving into groups, or other transitions within the room.Mr. Miller does this to help a student who requires gesturing to better understand transitional needs Which screen variable is Mr. Miller using? A. clarity B. Redundancy C. Appropriate rate D. Enthusiasm providing instruction quickly and then following up with the questions to assess student retention describes which screen variable? A. Clarity B. Redundancy C. Enthusiasm D. appropriate rate Mr Garcia lead small group instruction for two socially striking struggling students in her classroom.They practice approaching friends. Which strategy is Mr Garcia utilizing? A. material review B. role play C. accommodation D. modification miss Yoshida reward students for correct behaviors when they are unaware they are being observed. Which strategy is Michelle cheetah utilizing? A. Indiscriminant contingency B. self monitoring C. role play

D. accommodation Which procedure will provide enough data to initiate any instructional changes, if needed, when calculating student’s progress? a. Calculating rate of progress after a minimum of 8 weeks b. Calculating students’ self-assessed data points after 10 days c. Calculating the result of commercially available assessment d. Calculative performance level after a minimum of 3 weeks Teachers at a school want to be effective at identifying when instructional changes are needed for a student with a suspected educational disability. What needs to be ensured when conducting progress monitoring? a. The measurement is related to the curriculum being taught b. The classroom is environmentally conducive to the student c. The student is accurately placed in the correct classroom d. The teachers of the classroom are highly qualified educators Which of the following is a description of how effective the intervention should be for a student in achieving a learning goal? a. Comprehensiveness b. Dosage c. Strength d. Alignment Mr. Patel implemented an intensive reading intervention for a Tier 2 student. The student did not make a meaningful gains so Mr. Patel changed the reading materials and added a reading intervention to improve the outcome. What classification apples to the changes Mr. Patel implemented? a. Tier change: From Tier 2 indiviudalized, or Tier 1 instruction b. Mixed metho changes: instruction time and instruction environment c. Qualitative changes: cognitive instruction and instruction delivery d. Quantatiative changes: instruction dosage and instruction environment Mr. Phan has a Tier 2 intervention reading group with four students. After the reading achievement test, one of the students is still not making gains so Mr. Phan intensified the intervention with additional time spent on reading skills for this student. What best describes the intervention Mr. Phan used? a. Tier 2 intervention b. Special education testing c. Data-based intervention and individualization d. Tier 1 intervention

What co-teaching method could general and special education teachers employ with the whole class to introduce and model how metacognition works while reading? a. Station teaching: both teachers periodically rotate stations that include reading behavior tasks, which students practice b. One assist, one teaches: one models reading behavior to the whole class, while the orders quietly 1:1 with students with IEP c. Team teaching: one models reading behavior aloud, while the other provides instruction of concepts on board d. Parallel teaching: one models reading behavior with students of IEP’s, while the other models with the rest of the class Which co-teaching option is appropriate to use if only one teacher is familiar with a specific technique to solve a math equation? a. One teaches, one assists b. Use a new equation c. Station teaching d. Parallel teaching A teacher is working with a new paraeducator who has minimal experience in a classroom setting. Which factors must the teacher consider when planning? a. The technical contribution that paraeducator can provide b. The level of detail that should be shared with the paraeducator c. The amount of information and training the paraeducator needs d. The appropriateness of including the paraeducator initially Which factor does a teacher need to consider when determining the level of direct supervision of paraeducator? a. Whether the paraeducator is accurately trained and knowledgeable b. Whether the paraeducator has suitable coursework in special education c. Whether the paraeducator is fully trained in risk management strategies d. Whether the paraeducator has experience with diverse working styles A paraeducator is drafting written directions for a specific activity for a student with a disability. Which information would help the paraeducator to be most effective? a. The lists of materials that must be collected by the student daily b. The order of the tasks, how and when to prompt, and allowable changes c. The outline, scope, and function of some of the work needed d. The student’s specific emotional and behavioral reports from prior years