SPED+5030+Required+Online+Module

=//Required Online Module - Session 3//=

__RtI - Response to Intervention__
Notes from the video "Meeting the Needs of All Students" on Colorado Department of Education website @http://www.cde.state.co.us/media/rti/rtivideo/rti.htm Six Components: 1. Leadership - how can I support as a leader? 2. School Climate and Culture - people involved, communication 3. Problem-Solving Process - adjustment, problem-solving team 4. Progress Monitoring - data gathering and interpretation, and subsequent instruction modifications and goal-setting 5. Curriculum and Instruction - quality of instruction 6. Family and Community Engagement

Notes from the video "Multimedia Overview - Using Data to Differentiate Instruction" on Doing What Works website @http://dww.ed.gov/ - differentiated reading instruction is essential for all students - Tier 1 differentiation: based on assessed reading levels, and provided as part of regular classroom instruction, such as partner and small group work - Progress Monitoring assessments provide important data for guiding differentiated instruction ---> this helps to determine: skills that have been mastered, skills that need to be reviewed and re-taught, and instructional focus - Informal Assessment: in-class, provides quick data - Tier 1 = Core - Tier 2 = Intervention - Tier 3 = Intensive Support - progress monitoring weekly or at least once per month - regroup students based on data about every six weeks, "fluid movement across tiers"

My Thoughts:
Response to Intervention appears to be an effective way to track, support, and guide all students, not just those in need of academic assistance. Whether it's accelerated or remedial guidance, or addressing behavioral needs, RtI is a system that can meet the needs of all students. Parents, teachers, administrators, and specialists can see a student's individual growth data to monitor his or her progress. This data is used to by teachers and support teams to modify instruction as well as organize interventions. Its six components and three tiers, including the fluid movement across tiers, are what differentiate RtI from traditional models. At DCIS, the RtI model is being used. According to the school's social worker, this is the second year it is being fully implemented. The Denver Public School district and DCIS both gather and use a fair amount of student data, which is essential for individual progress monitoring - a key component of the RtI model. A teacher's job is to assess students' levels and needs as part of everyday classroom instruction. At DCIS I do see this assessment and communication amongst teachers, special educators, administrators, and parents on a regular basis. So far, I only know some details of Tier 1 informal assessments, although since DCIS is using the RtI model, Tier 2 and 3 support is likely happening in the school.

Below is the Reading Guide document for RtI:

My Thoughts:
I believe DCIS does employ the Colorado Growth Model to track students' growth over the years. While I have not heard much about the CGM itself, I know DCIS (and DPS) gathers and uses fairly significant individual student data. This fact, along with using the RtI model, suggests that both DCIS and DPS do track an individual student's growth from year to year. I feel that this type of tracking is essential if we are to provide students with a comprehensive and fulfilling education. This becomes clearest to me when looking at high-achieving students: even if a student's scores are high, they may not have improved or "grown" much from the previous year(s). Being able to track this growth data provides teachers, administrators, and parents with valuable information on how to challenge students to continue to improve or grow. On a semi-related note, I was pleased to see my CT challenge students in this way recently. Without looking at explicit data, she informally assessed that some students were ahead of the rest of the class and could take a more difficult map test for her 9th grade geography class. She knew that some students already knew the material well and were getting bored, and that taking the planned test wouldn't contribute enough to their learning, so she asked each one of them personally what they feel would provide an adequate challenge. I can see the connection to the CGM from this example. A teacher could use a student's recorded growth data or formally (or informally) assess students to gauge how they can challenge them to reach the next level of learning. Because the Colorado Growth Model looks at a student’s growth over time, and not just at which category they’re in (unsatisfactory, partially proficient, proficient, or advanced), it can challenge students in all categories to improve, as well as help determine how //much// each student needs to improve.

Below is the Reading Guide doc and PDF of DCIS's School Growth Summary from the Colorado Department of Education:

__Council for Exceptional Children__
@http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/default.htm

According to the Council for Exception Children:
 The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice.

Ethical Principles: Professional special educators are guided by the CEC professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles: //Adopted by the CEC Board of Directors, January 2010//
 * 1) Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
 * 2) Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
 * 3) Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
 * 4) Practicing collegially with others who are providing services to individuals with exceptionalities.
 * 5) Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
 * 6) Using evidence, instructional data, research, and professional knowledge to inform practice.
 * 7) Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
 * 8) Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
 * 9) Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.
 * 10) Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
 * 11) Engaging in the improvement of the profession through active participation in professional organizations.
 * 12) Participating in the growth and dissemination of professional knowledge and skills.

Also see //Practice Standards// and other Professional Development tools on this website.

My Thoughts:
After reviewing the Council for Exceptional Children website, I am pleased to see such a rich resource for educators. The fact that it is the largest international and professional organization dedicated to exceptional children shows that it is an organization that is leading the way for advocacy and education on the subject of exceptional children. With a wealth of information and resources, I as a teacher feel assured that there is something I can turn to for more information on special education. As I asked last week on my question card, and continue to wonder, how I can see past any preconceived notions I might have about students in special education and see them as more //like// their "typical" peers than they are different? As I continue to learn more and more about special education, I'm confident I will be a general educator who is prepared to meet the needs of and differentiate for my exceptional students.