3. Based on 7 Core Beliefs Students with BD can learn. The use of scientifically based instructional programs and procedures are especially important for students with BD. Students with BD experience the worst social, academic and vocational outcomes relative to all other disability groups. Universal screening benefits all students. The use of multitiered models of service delivery, in which each tier represents increasing levels of support based on learner need(s) benefits all students. Decisions about learner interventions happen within a problem solving team approach and are based on tri-angulated data.
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5. Optimal Learning…occurs in students when instruction is carefully designed to help them master and then overlearn basic skills to the point that they can apply them fluently. Cognitive Resources Used to Master Basic Skills vs. When Fluent
6. Effective MasteryInstruction Components From Simple to Complex Complexity of Skill Instructional Sessions Solid Scope and Sequence is Required, aka task analysis
7. Effective Mastery Instruction Components Cont. The instructor starts with modeling the skill being taught and immediately ask the students to copy the modeled example. You take the student through the solid scope and sequence providing them multiple models and repeated lessons to achieve mastery. We know teachers’ instructional presentation is more effective when: …….....see next slide please! It is critical teachers detect errors immediately and reteach the skill. Always prompt a “try again” approach because as in everything in life ‘practice makes perfect.’ Share your examples of ‘practice makes perfect’ with your students.
14. Effective Fluency Instruction Components; Six Steps Cont. Establish daily performance standards in conjunction with your student, this should be reset daily as an interactive activity. Conduct a series of short, timed instructional trails. Small groups are likely used in Tier II while Tier III may likely be more 1:1 or 1:2 instruction in a multi-tiered prevention model. Students chart their progress and work toward their contracted reinforcement. {that is tied to performance} Progress should be charted in ways that allow our students to learn skills that will help them succeed in a 21st Century world. Our limits should not be our students’ limits; we should show our kiddos how to grow their strengths and their weaknesses, this is a life-time endeavor if we do it right.
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16. Problem Analysis: Question to Address >>> Why is there a discrepancy between current and expected performance? Focus >>>> Identifying the mismatch between current instruction and those needed for the student to master the skill. Teams need to center on the factors that schools can control, such as instructional delivery methods. Here the student’s rate of learning must be established as well.
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18. Plan Evaluation: Question to Address >>> Are the changes made in instruction and interventions working?Focus >>>> Systematic, frequent (weekly or bi-weekly) progress monitoring is conducted. Student rate of progress, relative to the goal set, is analyzed. In the case of a downward trend, new intervention must be planned.
