Fluent Essays

RtI Progress Monitoring Assignment is available HERE.  Please complete a three page summary of the RTI/MTSS Progress Monitoring process. Upload to the dropbox marked RTI.   The HERE button is supposed to send you the Attached document Labeled RTI MTSS. I need this to be High Quality and Quickly submitted.High-Leverage Practices and Evidence-Based Practices: A Promising Pair1 High-Leverage Practices and Evidence-Based Practices: A Promising Pair Erica D. McCray, Margaret Kamman, Mary T. Brownell University of Florida Suzanne Robinson University of Kansas High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle. We begin by defining HLPs and EBPs and sharing examples of how educator preparation programs are integrating them in their candidates’ learning opportunities and conclude with an illustration of how they can be seamlessly integrated into instruction provided as part of multi-tiered systems of support (MTSS). High-Leverage Practices: What Are They and Why Are They Important? Educator preparation programs have come under sharp criticism in recent years for failing to demonstrate the impact of their graduates on the achievement of their students. Teachers and leaders are key to improving outcomes of students with disabilities. Preparation experiences must include well-supervised opportunities for candidates to practice with feedback about what they are learning in coursework. Field placements should be carefully selected to reinforce what candidates have learned in coursework. To move in the direction of tightly structured learning opportunities for teacher candidates, scholars in general and special education (Ball & Forzani, 2011; McLeskey & Brownell, 2015) have argued that teacher educators need to identify a critical set of practices that are essential to improving student learning and behavior and can be learned in coursework, deliberately practiced in field experiences carefully structured by faculty (e.g., tutoring small groups of students in identified practices), and generalized to more loosely structured field experiences. These critical practices, also known HLPs, should be those that research has demonstrated can impact student achievement and be used across different content areas and grade levels. These HLPs should also be those that teacher candidates can learn through practice and feedback. They would form a “common core of professional knowledge and skill that can be taught to aspiring teachers across all types of programs and pathways” (Ball & Forzani, 2011, p. 19). HLPs can provide infrastructure to support effective teaching and consistent learning for every student to succeed. CEEDAR C E N T E R October 2017 High-Leverage Practices and Evidence-Based Practices: A Promising Pair2 Specialized Practices To extend the HLPs that Deborah Ball and her colleagues developed for special education, the CEEDAR Center, the Council for Exceptional Children (CEC), and the Teacher Education Division of CEC supported a group SPE 501 Summer, 2020 IEP writing Summer 2020 Module 3 Dr. Pam Jessee A student profile with formal evaluations and academic achievement. The beginning dates of the program and its duration. A statement of special instructional factors that are to be addressed in the IEP. A statement of transportation needs. A statement of opportunities to participate with nondisabled peers. 2 A statement of frequency and method of progress reports. The signature page that provides a statement of least restrictive environment. Behavior Improvement Plan (BIP), if needed. Transition plans included in the IEP for students age 14 ½ and over. Benchmark pages for students taking alternative state assessments. 3 IEP Goals The IEP goals pages are the most important section of the document. They focus on the specific areas that need special education services and include the following: Present level of performance statements, Measurable annual goals, Evaluations used to measure annual goals, Benchmarks to be achieved to meet goals (If student is taking an alternative state assessment), and Special education and related services needed to achieve the annual goals. 4 Present levels of Performance Student Strengths Parental Educational concerns Academic Functioning Functional Behavior PLOP: Academic Functioning Things to consider: ANSWER THE TWO IMPORTANT QUESTIONS: Is the child making progress? How do they compare to typically developing peers? AND: What is the evidence? OTHER THINGS YOU CAN CONSIDER Learning style. Attention strengths or deficits. Organization skills. Social skills. Creative thinking abilities. Logical reasoning. Physical abilities (fatigue, sensory issues, etc.) PLOP example: Sara is quiet in the classroom. Her visual memory and visual processing scores are above average, so she learns easily through pictures and images. She is ahead of her peers in science and social studies, as well as in writing and reading. Sara’s standardized reading composite test score is at the 73rd percentile. Her writing composite is at the 69th percentile. Sara struggles with math. Her standardized scores for math computation are at the 12th percentile. Her math reasoning scores are at the 18th percentile. Sara requires a lot of support to stay on task, especially to complete her math problems. She does better when she is provided a number-line or calculator. Otherwise, Sara is happy, and seems eager to please her teachers by doing her best work. Long Term Objective Written for 1 year Reviewed and revised at the Annual Review Best guess of how much progress the child can make in one year’s time Smart Goal Format Smart Goal Format Specific What do I want the child to achieve? Measurable How will I know they have achieved it? Attainable Is the goal attainable? Is it too easy? Is it too hard? Relevant Is it essential to help the student navigate in a nondisabled world? Is it meaningful to the student? Curriculum Based Measurement Seeking success for all Dr. Pam Jessee National Louis University Fall, 2020 1 One Perspective on History Our education system has grown up through a process of “Disjointed Incrementalism” (Reynolds, 1988) The current Education System’s Programmatic Evolution K-12 Education Gifted Title 1 SPED Migrant ELL At Risk 2 Unintended Effects Conflicting programs Conflicting funding streams Redundancy Lack of coordination across programs Nonsensical rules about program availability for students Extreme complexity in administration and implementation of the programs 3 Responsiveness to Intervention Definition: A problem solving model to monitor the progress of all students on academic targets Uses: Identify struggling students and intervene with research based methods Legal mandate: By the year 2010 all school districts in the State of Illinois will employ a Responsiveness to Intervention model to determine the severity of academic deficiency and the need for specially designed instruction. Not a SPECIAL EDUCATION INTIATIVE. Although it will be used to assist in the identification of students with disabilities, the main use of RtI is to identify struggling students and intervene with research based methods 4 4 Three-tiered system Tier One: Universal Screening- Administer CBMs three times a year: Fall, Winter, Spring Tier Two: Research- Based Intervention, generally in the general education classroom and Progress Monitoring using CBMs. Tier Three: Intensive, Individual instruction with progress monitoring using CBMs 5 5 6 Why RtI? Requires schools to monitor progress and identify students who are at risk Guarantees intervention to all students who are struggling Provides schools the tools for data driven educational decision making and goal setting for all students 7 7 Once Behind – Always behind UNLESS you intervene Research: “The probability of remaining a poor reader at the end of 4th grade, given a child was a poor reader at the end of 1st grade was .88.” (Juel, 1994) 74\% of children who are poor readers in 3rd grade remain poor readers in 9th grade. (Francis, et al, 1996) 8 There have been many studies conducted to follow the outcome of children who struggle These 2 studies are frequently cited: The first study was conducted in 1994 by Connie Juel She found that the probability of being a poor reader in 4th grade for children who leave 1st grade behind is 88\% - that’s very, very likely David Francis and colleagues at the University of Houston found 2 years later (in 1996) that the trajectory established early continues Not only are students who are behind in first grade also behind in 4th grade But 74\% of the students behind in 3rd grade are still behind in 9th grade This body of converging findings during the mid-1990’s led to a shift in research focus what it takes to change a student’s nearly assured outcome of problems This evidence is what led toRtI/MTSS SPE 501-Spring 2021 Module 6 Adapted Assignment Progress Monitoring Summary: Step One: Review all components of the IRIS Module on Progress Monitoring : IRIS Step Two: Write a three page typewritten double spaced summary of the Progress Monitoring process. Your summary does not need to include citations, just a clear summarization that shows your understanding of the process. Your summary should include the following points of the progress monitoring process. A description of: · The role of formative assessments · The role of progress monitoring · How progress monitoring measures are chosen · The role of the graph of progress (hint: a goal line and a trend line (student’s progress) should be mentioned here) · How data based instructional decisions are made · How progress is communicated to pertinent staff and parents. Step Three: RTI/MTSS Assignment - 501 The role of formative assessments is; this type of assessment occurs during instruction, that allows the teachers to decide if students are learning as the material distributed to the class. This intended process of assessing as learning is happening which permits teachers to adjust to the necessary instruction to meet the learning needs of their students. Formative assessments provide vital information regarding a students progress toward particular learning objectives, her comprehension of skills or material being taught and any misinformation she has. This assessment permits teachers to make informed decisions about when to revise or reteach material or skills or to adjust instruction. Also it identifies students who are constantly struggling. Progress monitoring is a kind of formative assessment that is utilized within the elementary, middle and highschool environment. Progress monitoring permits teachers to; ⦁ Frequently and constantly evaluate student learning. ⦁ Monitor the effectiveness of their instruction ⦁ Make instructional changes to improve students academic progress. There are two kinds of progress monitoring; mastery measurement (MM) and general outcome measurement (GOM) which is often referred to as a curriculum based measurement (CBM).The (GOM) model is most commonly used for progress monitoring. Even Though, scores from reading measures evaluate a students progress, the results arent used to assign grades. When students reading skills improve, so will their scores involving reading measures as well. Initially, the scores are low at the beginning of the year and scores progress over a period of time, which suggest they are learning. There are many benefits to utilizing the (GOM). The role of progress monitoring also includes; ⦁ Monitor student progress over time ⦁ Determine if the current instruction is assisting students to learn. ⦁ Determine if students are making adequate progress toward their learning goals ⦁ Identify students who arent progressing adequate t