Quality Program Indicators: Academic

InterventionsJoey Kuntz

SPED 478: Educational Interventions

Remedial StrategiesTier 2

Approximately 15% Targeted: small-

group (three to five students) interventions delivered as part of general education

Frequency of assessment should be at a minimum monthly.

Remedial StrategiesTier 3

Approximately 5% Intensive: Individualized interventions

based on problem-solving models. Could include special education services.

At least weekly progress monitoring and frequent informal classroom-based assessments.

Remedial StrategiesReading- CBM

Listen to the child read for 1 minute and count the number of corrects words pronounced in each passage, this provides an accurate measure of student achievement and reading comprehension.

The Aimsweb website includes this strategy on their website, including research, scoring, and sample guides.

Remedial StrategiesMath

Aimsweb- progress monitoring resource based on direct, frequent, and continuous student assessment.

Offers M-CAP assessments

http://www.aimsweb.com/measures-2/math-concepts--cbm/

M-CAP features: Group administered

assessments taking 10 minutes or less.

Based on NCTM Principles and Standards

Assesses a broad amount of math while creating a simple scoring process for teachers

Effective Programming

Environmental Management: clear expectations

should be made that make known the

expectations for each student.

Behavior Management: Supervision rather than

total control.

Affective Education: EBD students often struggle

with social skills, this area should be designed in

order for students to learn social skills both

formally and informally.

Effective Programming Cont.

Individuation and Personalization: “Working through a situation.”

Academic: academic instruction in the least restrictive environment.

Career/Life Skills/Transitions: connecting what is taught and translating that out of the classroom, into real world situations.

http://www.ccbd.net/documents/bb/article1.pdf

Programming Story Programming should adapt to the individual students

need (a story about my mentee): He was placed in a “group therapy” type of class this

last school year, ended up being locked in a “quiet room” where he kicked a hole in the wall (he does not deal well with being trapped in enclosed areas, but who does really?).

I feel (1) he shouldn’t have been in therapy class in the first place and so did his mother, and (2) he should have never been locked in the “quiet room” in the first place.

This is why truly knowing our students is so important for quality programs. QPI’s include knowing and using proper interventions as well as proper disciplinary actions.

Motivating Students -Mendler

Every student is capable of learning when given the proper tools.

Students are “inherently” motivated to learn but learned to be unmotivated after repeated failure.

Motivating Cont.Classroom must be

safe for students both physically and psychologically (refer back to slide four, was he in a safe environment?).

Need to belong, be competent, and have say in what happens to them.

High self-esteem should be seen not as a goal, but something that happens when students master challenging tasks.

Motivating Cont. High motivation for learning in school

most often occurs when adults teat students with respect and dignity (refer back to slide four ).

Seven Survival Skills -Wagner

Critical Thinking and Problem Solving: The times are a changing, and thus, the questions asked must change too.

Collaboration and Leadership: Some students may struggle working on a team, effecting teaching should show the benefits of teamwork and leadership.

Agility and Adaptability: teaching students to adapt to situations will benefit them for the rest of their lives. EBD students may struggle more than average with agility and adaptability, it is important for us to lead by example.

Survival Skills Cont. Initiative and Entrepreneurialism: teaching students to take risks and

encouraging them to reach their goals and set new ones.

Effective Oral and Written Communication: teaching students to be effective communicators will help them to become better advocates for themselves, communication is such a powerful social skill.

Accessing and Analyzing Information: Students should be able to access and analyze information. This skill will help them prioritized based on importance of information as well as being a great learning tool.

Curiosity and Imagination: Students have great imaginations, let them use it! Teachers should allow students to use their curiosity and imagination in the classroom environment. This creativity will show students that they should be comfortable with who they are and what they think, building self-esteem.

http://www.schoolchange.org/articles/rigor_redefined.html

Questions for Teachers -Mendler In finding strategies for students, here are some

great questions ask myself frequently:

Do I believe that the student I currently see is all he or she will become?

Do I believe that people? Do I realize that reaching my most challenging

student is what being a professional educator all about?

Do I truly believe that the students I teach are more important than the content that I am teaching?

P. 46

Resources (2008) AIMSweb Progress Monitoring

and RTI system. Retrieved July 18th 2009 from: www.aimsweb.com

Mendler, Allen (2001). Connecting with Students.

Burns, Matthew (2008). Implementing Response-to-Intervention

Quality Program Indicators for Children with Emotional and Behavioral Disorders. (2003, Spring).