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Getting Started with Tier 3 Interventions

The following is a list of Tier 3 Interventions. If you would like more information, ideas and support with Tier 3 Interventions, please contact one of the Instructional Consultants or Ancillary Professionals on your team. You may also contact division support personnel including Continuous Improvement Coordinators and/or Supervisors. 

I.  Ongoing Tier 1 & Tier 2 Interventions:

II. Inter-Agency Involvement:

III. Instruction and School Services Support Team:

IV. Documented Intervention Plan:

 
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Posted by on February 22, 2012 in Uncategorized

 

Getting Started with Tier 2 Interventions

The following is a list of Tier 2 Interventions. If you would like more information, ideas and support with Tier 2 Interventions, please contact one of the Instructional Consultants or Ancillary Professionals on your team. You may also contact division support personnel including Continuous Improvement Coordinators and/or Supervisors. 

I.  Ongoing Tier 1 Interventions:

II. Supplementary Strategic Instruction and Behavioral Supports:

III. Needs-Based Assessment

IV. CLEAR Problem-Solving:

V. School-Based/Inter-Disicplinary Team Problem-Solving Meetings:

VI. Documented Intervention Plan:

 
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Posted by on February 22, 2012 in Uncategorized

 

Getting Started with Tier 1 Interventions

The following is a list of Tier 1 Interventions. If you would like more information, ideas and support with Tier 1 Interventions, please contact one of the Instructional Consultants or Ancillary Professionals on your team. You may also contact division support personnel including Continuous Improvement Coordinators and/or Supervisors. 

I.  Core Curriculum/Outcomes and Indicators:

Saskatchewan Ministry of Education Curricula and Learning Resources English / French

Saskatchewan Online Curriculum English / French

Regina Public Schools Outcome and Indicators

Concept to Classroom

Galileo Educational Network

II.  Universal Screening/Value Added Assessment:

  • Have you used the results of value-added assessments including the ORR, RAD, DNA, or VAA-Writing to help you plan instruction and intervention in your classroom?
  • Are you using First Steps resources to help you plan and teach reading and writing based on the assessment evidence from the value-added assessment?
  • Are you using First Steps, Numeracy Nets, and/or Teaching Student Centered Mathematics resources to help you plan and teach mathematical concepts based on the assessment evidence from the value-added assessment?

III.  Differentiated and Adapted Instruction:

  • Have you tried to differentiate for a student’s interest, readiness, and learning styles?
  • Have you implemented a variety of adaptations? Does this student have a Record of Adaptations form?
  • Have you tried to implement flexible groupings with your students?
  • Are you allowing your students to express their knowledge in different ways?

IV.  Frequent Progress Monitoring:

  • Do you use ongoing-assessment to inform and make adjustments to your teaching practices in response to student learning needs and progress?
  • Do you provide students with on-going feedback to guide their learning?
  • Do you ask your students to demonstrate what they know, understand, and are able to do, at various levels of Bloom’s Taxonomy?

Assessment Tools
Blooms Taxonomy

V.  Learning Environment:

  • Have you looked at alternate seating for students? (standing desks, exercise balls, therabands)
  • Are sensory items provided for students? (fidgets, chew tubes, etc.)
  • Are students able to listen to music on their iPods while working?

VI.  Inclusive Practices:

  • Are students with various learning needs included and welcomed in your classroom?
  • Are you aware of the socio-economic differences in your classroom and how this impacts learning?

VII.  Culturally Responsive Practices:

  • Do you teach about a variety of different cultural backgrounds in your classroom?
  • Are you using applications, examples, and illustrations from both genders and a range of cultures and communities?

VIII.  Meta-Cognition and Self Regulation:

  • Are you demonstrating, modelling, and providing students with strategies and opportunities to explore and practice metacognition?
  • Are you modelling and providing students with strategies and opportunities to explore, select, and employ appropriate and effective self-regulation strategies?Tim Feeney Self-Regulation Strategies
  • Are you using visual schedules or checklists with students?Visual Schedules

IX.  Fostering Independence:

  • Are you teaching students how to self-advocate?
  • Are students being supported in taking responsibility for their learning through check-ins and monitoring?

X.  Assistive Technology:

  • Are you integrating assistive technology for those students who need it? Some examples are laptops, books on iPod, Kurzweil, use of different iPad apps, Kidspiration/Inspiration, and calculators.

XI.  Teacher-Team Problem Solving Meetings:

  • Have you reviewed the student’s cumulative record and observed the student’s strengths, areas requiring support, and interests?
  • Have you documented past and present interventions you have used to support the student?
  • Have you consulted with the student, his/her parents/guardians, teachers familiar with the student, and/or teachers at a teacher team meeting (i.e. grade-alike teacher, teaching partner, cross-grade or cluster teachers, teacher team, professional learning community, core group…) to collaboratively problem-solve ways to help the student who is having difficulty/requiring challenge?
 
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Posted by on December 2, 2011 in October 2011