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Culver city seeds
- 1. Presenter: Heidi Mendenhall “ The best predictor of future behavior is a past behavior history; but small increments of progress during early intervention begin to create a new history which predicts a new future” (Bagnato & Neisworth, in press).
- 5. What do you Know? What want to know? What do you learn?
- 6. Message from the State Superintendent of Public Instruction Response to Intervention (RtI) is emerging nationally as an effective strategy to support every student . The California Department of Education (CDE) is coining the term Response to Instruction and Intervention (RtI²) to define a general education approach of high-quality instruction and early intervention, prevention, and behavioral strategies. RtI² offers a way to eliminate the achievement gap through a schoolwide process that provides assistance to every student, both high-achieving and struggling learners . It is a process that utilizes all resources in a school and school district in a collaborative manner to create a single, well-integrated system of instruction and interventions informed by student outcome data . RtI² is fully aligned with the research on the effectiveness of early intervention and the recommendations of the California P–16 Council. Access, culture and climate, expectations, and strategies are the council’s themes. Rti is cited in the reauthorization of the individuals with disabilities education act (idea) of 2004 related to the determination of a specific learning disability (sld) and in 34 code of federal regulations sections 300.307, 300.309, and 300.311. The IDEA regulations allow for the use of a process, based on a child’s response to scientific, research-based intervention, as a component to determine whether a child has an SLD. Thus, the data gained during the implementation of an effective RtI² system can be part of the process to identify students with learning disabilities. Research shows that implementation of RtI² in general education reduces the disproportionate representation of certain groups of students identified as needing special education services. Together, we can close the achievement gap and open the door to a better future for every student, without exception. I look forward to continuing our work together. JACK O’CONNELL State Superintendent of Public Instruction
- 8. Recognize/ Recognition Respond/ Response Collaborative Problem Solving
- 21. Shared leadership... is less like a an orchestra, where the conductor is always in charge, and more like a jazz band, where leadership is passed around ... depending on what the music demands at the moment and who feels most moved by the spirit to express the music.' Schlechy 2001
Notes de l'éditeur
- Recognition: Universal screening, assessing and progress monitoring. Response: Evidence based curriculum for all children, intentional teaching for all children; targeted interventions for some children who need additional supports. Develop a tiered intervention approach. Collaborative problem-solving Develop a problem solving team to support data-based decision-making
- Evidence Based Practice in Early Childhood Education is: A decision making processes that integrates the best available field evidence with teacher and family knowledge and values. Bridging this gap between research and practice. Requires analytical thinking and intentional planning.
- It may be helpful to think about the R&R approach as an intervention hierarchy for organizing instruction. The figure above shows the conceptual framework for the R&R system. Assessment and intervention are linked at every level of the system. In high quality programs, teachers should expect that most children will make adequate progress in key learning and behavior benchmarks at Tier 1. This means some children will need additional supports at Tier 2, even though the program offers high quality at Tier 1. A few children will need more intensive supports at Tier 3. The percentages within each of the tiers of R&R are a rough estimate of how many children would be expected to make adequate progress with varying levels of instructional support. Within the early childhood field, program variations such as the percentage of children enrolled who are at risk or have an identified disability likely will change these estimates within each of the tiers. It is important to note that the tiers in R&R are not considered fixed levels that children move through. Children do not move. Rather, the teacher provides instruction and interventions within the three tiers, based on children’s learning needs. Instructional approaches are arranged from least to most intensive to reflect how directive and involved a teacher has to be to help children learn. R&R can be conceptualized as an additive model; that is, in addition to the Tier 1 core instruction provided to all children, some receive more explicit Tier 2 interventions depending on their learning needs. A few children may need Tier 3 intensive interventions in addition to Tier 1 core instruction and Tier 2 small group interventions
- Problem Solving Team Core Curriculum Evidence Based Practice Intentional teaching of key content areas, including planning and evaluating instruction Screening Universal Assessment Ages and Stages DRDP Access PVT
- Small Group Interventions : intentional, explicit planned, content-specific interventions Embedded Learning Opportunities : planned occur within daily activities, build on children’s strengths & interests, compliment explicit interventions Embedded Learning Opportunities : planned occur within daily activities, build on children’s strengths & interests, compliment explicit interventions
- Small Group Interventions : intentional, explicit planned, content-specific interventions Embedded Learning Opportunities : planned occur within daily activities, build on children’s strengths & interests, compliment explicit interventions Embedded Learning Opportunities : planned occur within daily activities, build on children’s strengths & interests, compliment explicit interventions
- Continued and more frequent progress monitoring Research-based methods for scaffolding Examples include: prompting, modeling, giving a directive & waiting for a response Individualized scaffolding added to Tier 2 explicit intervention Continued use of embedded learning opportunities from Tier 2 with added scaffolding Continued Evidence Based Practice
- Use the PVT chart examples here. Show the Access Graph here. Shoe the OARS system here. Janet Consult available