B. Andrews Making Sure They Are Learning Timeline
- 1. Britney Andrews APES/514: Survey of Special Populations Instructor Gina Coffaro July 12, 2021
- 2. • Benchmark assessment and progress monitoring tools • During the RTI process, establishing benchmark assessments and progress monitoring tools will aid in measuring student progress. Student “goals are supplemented by benchmarks used to measure the progress they’ve made towards reaching their goals” (Friend & Bursuck, 2018, pg. 146). -Language sample Analysis-Language production -Get it, Got it, Go-rapid naming, rhyming, and alliteration -Narrative Assessment Procedure (NAP)-Language production -Problem Based Learning
- 3. Classroom Assessments Special education students bring an immense amount of strengths to learning. Cultural and family values are impacted in a way that creates a positive bond with teachers and families through the focus on the student’s gifts rather than their disabilities. The family of special education students is “influenced by their cultural background” and loved one’s disability instead of being defined by them (Gargiulo & Bouck, 2016, pg. 214). Equitable Instruction for all students. Positive Relationships between teacher and families. Awareness to their disability. Influential Cultural Knowledge. Stimulates meaningful and appropriate social interactions. Enhances Communication Skills. Opportunities for all students to grow and shine. Differentiated Learning.
- 4. • Detailed description of Tiers 1, 2, and 3 and their purpose Tier 1 (80%)-Assessing all students on particular skills and techniques using basic instruction. This Tier “includes universal screening and is included in the general education setting” (Burton & Kappenberg, 2011, pg. 127). Tier 2 (15%)-Students use cooperative learning to work on certain skills in small groups. This Tier is where students “receive supplemental small-group instruction using differentiated instruction for an extended period” (Burton & Kappenberg, 2011, pg. 127). Tier 3 (5%)-Students receive rigorous individual instruction to reach learning goals and target skill level through one-on-one interventions. In this Tier, students receive individual support for “increased periods of time using different materials and instructional strategies” (Burton & Kappenberg, 2011, pg. 127).
- 5. Two or Three Interventions at Each Tier • Tier 1- alternate seating arrangements, rewards, technology resources • Tier 2- cooperative learning, small group instruction, check and connect (meet with a school mentor sporadically), peer tutoring • Tier 3-individual instruction, after school program, skills assessment.
- 6. Frequency of assessment and progress monitoring … • Students will be assessed weekly and all data will be recorded on share document. Data will be compiled using matrices with the date of the assessment, student’s progress level, the intervention used, and goals for students to meet before the next assessment date. Student progress will be monitored to track the efficiency of the interventions and determine if modifications to instruction and/or interventions are needed.
- 7. How movement between tiers will occur … • The data collected from the progress monitoring will be used to determine movement between tiers. Tier 1 students will be given 6-8 weeks to make progress and reach goals. Students displaying progress will be assessed at 6 weeks and moved accordingly. Those students who are showing no signs of progress or making minimum progress will be given the additional 2 weeks before they are assessed for tier movement decisions. Modifications will be made and additional assistance will be provided.
- 8. References Burton, D., & Kappenberg, J. (2011). The complete guide to rti. SAGE Publications. Friend, M., & Bursuck, W. D. (2018). Including students with special needs: A practical guide for classroom teachers, 8/e (8th ed.). Pearson Education. Gargiulo, R. M., & Bouck, E. C. (2016). Special education in contemporary society: An introduction to exceptionality (6th ed.). SAGE Publications.)