Assignments+Due+March+7


 * Lara Sokolowski**
 * 3/7/11**


 * Teaching Every Student Ch. 4 & 6**


 * Chapter 4**

1. In your opinion, how concerned should teachers be about individualizing instruction?

I believe individualizing instruction is imperative in education today. Teachers must address the individual and special needs of each student (special ed. or otherwise), and adapt instruction to fit those needs. Individualized instruction does not need to be the absolute primary concern, which should be advancing students’ learning abilities, but must be addressed on a consistent daily basis in order to meet that goal.

2. Describe a situation in which a teacher should be careful to balance access to information and access to learning.

When I took my students into the computer lab to conduct research on Anne Frank’s history and the context of WWII, the 8th graders were very excited because we do not go into the lab very often. I wanted to grant them this different access to learning via World Wide Web, however I noticed a majority of the students were spending time finding songs they wanted to listen to on YouTube and following links that seemed more interesting to them than those that would probably have better served their need to answer questions regarding our topic at hand. This is one example where access to information may need to be restricted in order to grant sufficient access to learning.

3. Describe an example of a situation in which an instructional material poses a recognition barrier, and explain how multiple representations could overcome the problem.

Teaching middle schoolers is an eye-opening experience, especially to the changes they are continually undergoing. One change I’ve noticed with a few of my students is making the switch from glasses to contacts or having to begin wearing one of the two. In Literature, we are reading daily. I have found that some of my texts, whether shown on the board or copied and handed out, are printed in too small of text to be easily read. Therefore, it is important for me to find ways to verbally express the text, enlarge the text when I can, and/or provide links to online sources where the text can be interpreted digitally.

4. Do you think that implementation of Universal Design for Learning is critical in order to maximize opportunities for all learners?

I completely agree with that statement. I think the keyword is “maximize” when it comes to learning opportunities; some students just plain need something different than other students and the implementation of UDL is the prime tool to meet those needs. The framework of UDL gives students choices and alternatives in the materials, content, tools, contexts, and supports they use. It provides guidelines for creating flexibility that is both systematic and effective in the classroom and outside of the school learning environment.

5. What, in your view, is the most important implication of Universal Design for Learning for improving instructional practices?

The most important implication of UDL for improving instructional practices is assessing student progress as an ongoing process. Ongoing assessment lets teachers ensure that the goals they have set and the methods and materials they are using continue to support students' progress to the best of their ability. It provides room for change at any point in time and plenty of adaptability to guarantee growth.

6. Do you agree with its assertion that the practices recommended by UDL are the same as good teachers already value? Why or why not?

I agree with the assertion that the practices recommended by UDL are the same as good teachers already value, key word being “good.” I think a lot of teachers are very accustomed to running their classrooms by the curriculum and speeding through lessons in order to meet their curriculum requirements. However, good teachers slow down and actually assess the students they have in front of them and their individual learning capabilities and needs. Then they look at how to teach their curriculum. UDL is stressing that in addition to using digital media to meet the needs of the whole class.


 * Chapter 6**

1. How much responsibility are you willing to accept for helping each student to achieve his or her full potential?

As a teacher, I believe it is part of my job to accept responsibility for each student reaching his or her accessible potential while there are in my class. Therefore, I make it a priority to stay after or come before school to work with students, keep them in for recess in order to complete missing work with my assistance (if needed), keep in touch with parents to address issues or compliment students on something outstanding, and devote in-class time to working with groups or on an individual basis to improve communication between myself and my students.

2. Do any of these teaching strategies seem familiar? If so, what names do you customarily give them?

A lot of these strategies seem familiar. Providing multiple examples, highlighting critical features, provide multiple media and formats, and supporting background context are all ways in which I teach pre- and during-reading activities. Giving feedback and rewards are also a relevant aspect of teaching, especially with my middles-schoolers.

3. Describe an instance from your experience in which being exposed to multiple examples helped you or your students learn to identify a pattern.

In order to help my students learn to identify literary/poetry terms and their meanings, I provided multiple examples over a series of lessons. We jot down definition in our notebooks and came up with examples together, and “dissected” song lyrics together as a class (same song for everyone) to identify their use within a different context. Then, students dissected their own lyrics and identified on their own.

4. How well does this book support your background knowledge? Which does the better job: the print version or the digital version?

I think this book supports my background knowledge excellently. Have studied some psychology and taken previous education classes, I had a base knowledge of a lot of the subject matter covered so far in “Teaching Every Student.” What I have read has expanded that knowledge and looked deeper into the subject matter, as well as introducing new theories and ideas. I like the digital version- the highlighted terms and links are helpful.

5. Notes from “Notebook” feature:

Supporting strategic learning in my classroom:
 * present models of processes in a variety of contexts (as one-on-one instruction, in small groups or as a whole class, live or at a distance, online or in person), using a variety of media (video, speech, text, diagram, animation)
 * practicing skills in context is more effective than practicing skills in isolation. To support contextual practice, teachers can scaffold some parts of the process so that learners can focus on strengthening their abilities in other parts (electronic media are ideal)
 * Provide feedback in multiple forms, always ongoing
 * Give students various options (digital, print, audio) to present their knowledge of subject or demonstrating a certain skill

6. Think back to your days as a student. Describe something you were required to do that your really hated.

I really loved school, but one thing I absolutely detested was having to do Math homework. I wasn’t very good at it, and if I didn’t get what we were working on, I obviously had a very hard time with the homework. Otherwise I don’t recall hating much else.

7. Think of a particular student who has difficulty "staying on task." How might an approach described above to help him or her learn?

I can think of many students who have difficulty staying on task—they love to talk! However, offering choices of content and tools is helpful to engage these students and hold their interest. Many students who having trouble staying on task during classroom “lecture” sessions remain focused and engaged in the computer lab or doing a group project which allows them to experience different media as well as physical environments. Also, relating information to current culture they are experiencing in their own lives helps students to place the information I need them to learn as well as make it more entertaining/engaging.

8. One of the "key ideas" for this chapter states: Individualizing the ways that students work toward goals is feasible if a variety of tools and media are available." Did the chapter convince you that this was true?

Yes, the chapter convinced me that the goal is feasible if a variety of tools are available to all students. Each student has some capacity to learn, and if their individual needs are addressed and a variety of tools and media are presented, learning will take place. However, I believe the wanting to learn has to be there, and that’s where teacher assistance and motivating has to occur. Just because tools are available does not mean kids will always jump at the opportunity to learn.


 * RTI (Part I)**

1. What are the two options for identifying students with learning disabilities? Briefly summarize each.

The two options for identifying students with learning disabilities are The IQ-Achievement Discrepancy Model and the Response to Intervention Approach (RTI). The IQ Model is the traditional method used to determine whether a student has a learning disability and needs special education services. The discrepancy model is based on the concept of the normal curve and assesses whether a substantial difference, or discrepancy, exists between a student's scores on an individualized test of general intelligence and his or her scores obtained for one or more areas of academic achievement. In the RTI approach, struggling students' skills are monitored to determine whether they show adequate growth following the implementation of high-quality instruction. Students who do not respond adequately to research-validated instruction in the general education classroom are provided with increasingly intensive and validated interventions. Students' progress in skill areas of concern is monitored frequently and the data collected inform subsequent decisions about whether a student is either appropriately responsive or still needing more intensive instruction.

2. List at least four benefits of using an RTI approach with struggling students.


 * Ensure that all students receive high-quality instruction in the general education classroom
 * Promote immediate intervention as soon as students' reading problems are revealed
 * Prevent substantial reading difficulties from developing
 * Reduce inappropriate referrals and placements in special education for students with learning disabilities

3. Compton is a first-grade student at Rosa Parks Elementary School. His teacher, having administered a universal screening measure, has identified him as a struggling reader. Name and explain the first step in the RTI approach that she should consider when trying to help Compton. Keep in mind that Rosa Parks uses the standard protocol approach.

Compton should undergo frequent and ongoing progress monitoring to determine whether their needs can be met with scientifically validated instruction in the general education classroom or whether they require more intensive intervention.

4. Assume that your recommendation for Question 3 was implemented; unfortunately, Compton's progress continues to be insufficient. Name and explain the next step in the RTI approach.

Compton should next receive Tier 2 instruction. Two approaches would be considered:


 * Provide additional instruction: Compton receives his core reading program with their classmates and, in addition, receive reading instruction (often in a small-group format) that supports and reinforces the skills taught in the core reading program.
 * Provide replacement instruction: With this option, Compton receives more intensive instruction outside of the general education classroom instead of their regular Tier 1 reading instruction.

This should take place anywhere from several times a week to every day. If his progress monitoring data show improvement and his skills are at adequate levels, Compton may return to receiving only Tier 1 services or may continue to receive Tier 2 intervention. If Compton’s progress monitoring data show insufficient progress, he could receive Tier 3 intervention.


 * RTI (Part II)**

1. What are the four components of RTI?


 * Universal screening: Screening assessment administered to all students in the class
 * Tier 1: Class- or school-wide interventions
 * Tier 2: Targeted interventions
 * Tier 3: Intensive, individualized interventions

2. The two types of assessment used in RTI are universal screening and progress monitoring. Describe the purpose of each of these two types of assessment.

Universal Screening: The purpose of this assessment is to determine which students may be struggling with reading skills.

Progress Monitoring: Progress monitoring is a form of assessment in which student learning is evaluated on a regular basis in order to provide useful feedback about performance to both learners and instructors. A form of progress monitoring known as curriculum-based measurement (CBM) is used in the RTI approach. Implementing CBM allows teachers to track students' academic progress across the school year.

For the next two questions, imagine that you are Ms. Hayes, a first-grade teacher at Rosa Parks who is also piloting the RTI approach.

3. You are concerned about how you will complete the universal screening measure with all of your students and about how you will incorporate progress monitoring into your weekly lesson plan. To prepare for this task, complete the table below.

Assessment Questions to Consider for Planning Ms. Hayes's Plan Universal Screening How often will the universal screening be administered (frequency)? When? * Three times per year (fall, winter, and spring) What universal screening measure is my school using? * Dolch sight word list What is the selection criterion? * Bottom 25 percent of each first-grade class What day (week/ month) will I begin the administration of the universal screening measure? *Last week of September When during the day will I schedule the screening? *Last 10 minutes of regularly scheduled silent reading How much time will I set aside each day for the screening? *10 minutes Progress Monitoring What progress monitoring measure(s) is my school using? *CBM/Identify sounds, read a list of words, or read a passage aloud for one minute How often will I administer progress monitoring probes? * At least once each week for a period of 6–10 weeks On which students will I collect progress monitoring data? * All students in the classroom in the general education classroom (i.e., Tier 1) to help the teacher tailor instruction to meet the needs of the class and determine whether students are receiving high-quality instruction in the general education classroom When will I schedule the administration of probes (days/ time)? *Fridays, A.M. during silent reading time What is the criterion set by the school to warrant Tier 2 placement? * Assuming that students are receiving high-quality instruction in Tier 1, those who do not respond adequately are provided with a standard intervention in Tier 2 Who will graph the data? *The Teacher

4. In September, you administer the beginning-of-year universal screening using a Dolch sight word list. Below is a list of the students' scores. (Remember that Rosa Parks identifies the students scoring in the bottom 25 percent as struggling readers.)

1. What steps would you take to determine which students are in the bottom 25 percent of the class? A. Rank-order the students in class based on their scores. Identify the bottom 25 percent of the class as struggling readers based on the set criterion. 2. List the names of the struggling students and describe what will happen to them during Tier 1 instruction. B. Monitor the progress of these students over the next eight weeks to see who may need more targeted intervention: Peyton, Carson, Maverick, Abby 3. Imagine that the criterion for identifying struggling readers is a score below 15. How would this new criterion affect the number of students being identified as struggling readers? C. Over half the class would be identified as struggling readers.

5. Below are the graphs for three students. View each graph and make a tier decision for each student. The benchmark and slope criteria are those used for the WIF (i.e., slope ≥ 1.8; fall benchmark = 15; winter benchmark = 25; spring benchmark = 30). Remember to use the slope calculator located on Perspectives and Resources Page 5.

Student 1: 1.86=Tier 1

Student 2: .79=Tier 2

Student 3: .66=Tier 3


 * Pre-Referral Process**

1. Describe three benefits of the pre-referral process.


 * Provides a forum for teachers and other team members—including parents—to discuss how to meet students' needs
 * Empowers general education teachers with a variety of strategies to better serve diverse learners
 * Prevents the overrepresentation of students from a particular group (e.g., English learners, students at risk due to poor teaching) in special education
 * Improves communication between parents and the school by involving families in the process (e.g., parents offer information, participate in intervention development, become members of the team)

2. List the six stages of the pre-referral process and briefly explain each of them.

Stage 1: Initial concern regarding a student's progress

Begins when someone—a teacher, parent, or member of the school staff—starts to have concerns about a student's academic or behavioral performance. This concern may be expressed either informally or formally

Stage 2: Information gathering

Can be accomplished in a number of ways and carried out by a variety of different personnel. For example, in some cases, the referring teacher might collect the information. In others, the school counselor or a member of the pre-referral team might assist in gathering information to present to the rest of the group. Regardless of who collects it, it is important to collect information about:


 * Instructional methods, strategies, and materials that have been previously tried or used
 * The student's skill level
 * The student's background knowledge and experiences
 * School and home expectations for behavior and academic performance
 * Classroom behavior management techniques

Stage 3: Information sharing and team discussion

The team actually meets to begin its review of the information collected to date and to start discussing ideas and interventions—including type and intensity—that may help the student.

Stage 4: Discussion of possible strategies

The members brainstorm strategies that they believe are most likely to meet the needs of the student. One or more strategies may be selected for each area of concern.

Stage 5: Implementation and monitoring of strategies

The plan is implemented and the student's progress is monitored. Implementation and monitoring are often the responsibility of a classroom teacher, though others on the team may serve as support. Data is collected during this stage and will be used to help the team determine the effectiveness of the intervention.

Stage 6: Evaluation and decision making The pre-referral team reconvenes to review the collected data and to determine whether the student has made progress. If yes, the team decides whether the teacher needs to continue the intervention. If no, the team determines whether the strategy should be continued or modified, whether a new strategy should be tried, or whether the student should be referred for special education.

3. Why is it important to begin the initial team meeting with a discussion of the student's strengths?

The team should concentrate its attention on what the student can already do, what the student's interests are, what motivates the student, and what areas the student is already succeeding in. Taking a moment to first recognize the student's abilities is a way for the group to remain focused on potential solutions rather than concentrate exclusively on the student's problem.

For questions 4–5, recall Walker's case. Remember that Walker had a bike accident that left him with a minor concussion. After his return to school, his teacher noticed that Walker:


 * Had difficulty comprehending and remembering information he had read
 * Was failing weekly quizzes and tests
 * Appeared to have decreased motivation
 * Exhibited difficulty attending to and completing his work

The teacher spoke to Walker's mom, who indicated that since the accident Walker had been moody and agitated. As a result of her growing concerns, the teacher determined that Walker was an appropriate candidate for the pre-referral process.

4. In Walker's case, what role might the general education teacher play at each stage of the pre-referral process?

1. The Teacher would express her growing concerns either formally or informally 2. The Teacher would collect information about (from various sources): 3. A team, composed of the Teacher, guidance counselor, reading specialist, others, would meet to discuss: 4. The Teacher and team members brainstorm strategies that they believe are most likely to meet the needs of the student, including interventions and appropriate accommodations 5. The Teacher helps implement the decided plan and monitor student’s progress 6. The teacher and pre-referral team reconvene to review the collected data and to determine whether the student has made progress. If yes, the team decides whether the teacher needs to continue the intervention. If no, the team determines whether the strategy should be continued or modified, whether a new strategy should be tried, or whether the student should be referred for special education.
 * Instructional methods, strategies, and materials that have been previously tried or used
 * The student's skill level
 * The student's background knowledge and experiences
 * School and home expectations for behavior and academic performance
 * Classroom behavior management techniques
 * Specific concerns that prompted the referral
 * Student's strengths, talents, and interests
 * Student's skills compared to those of his or her classroom peers
 * Setting or situation in which the concern developed
 * Previously attempted strategies or interventions
 * Best times to observe the student to see the behavior of concern

5. List the other individuals that you would include on Walker's pre-referral team and describe the roles they would fill.

I would also include Walker’s Doctor to gain medical perspective on his long-term health and potential impacts from the accident, and a psychologist or school counselor to assess Walker’s progress mentally and emotionally.

6. Imagine you are a fourth-grade teacher, and you have a student named Kevon in your class. Kevon has a good attitude, is cooperative in class, and is helpful to his classmates. He is always eager to start his assignments and wants to please. You note that he has strong critical thinking skills and gets along well with others. However, you are concerned because he reads slowly, so slowly in fact that he has difficulty comprehending the material in his textbooks. He often guesses at words he does not recognize, and he seems to become easily frustrated with his reading assignments. Reviewing his cumulative file, you see that his grades have steadily declined since first grade. Based on all of this information, do you think Kevon is an appropriate candidate for the pre-referral process? Justify your answer.

Based on all of this information, I think Kevon is an appropriate candidate for the pre-referral process because his academics are continually and steadily declining. The pre-referral process is meant to not only support behavioral problems, but also academic. The pre-referral process could be used to develop effective strategies to improve the academic outcomes for Kevon, thus helping him to become more successful in his school career.