Http://opi.mt.gov/Programs/S chool Programs/RTI (Instructional Strategies Matrix) Montana’s...
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• http://opi.mt.gov/ Programs/School Programs/RTI (Instructional Strategies Matrix) • Montana’s constitution guarantees autonomy within each K-12 district • Our project goal is to give our diverse schools guidance in their development of comprehensive systems of differentiated supports Annette Young and Amy Friez – Montana SPDG READING MATH BEHAVIOR Screeners Measures of Academic Progress (MAPS) DIBELS Easy CBM AIMSweb Measures of Academic Progress (MAPS) Easy CBM Safe Schools Assessment Resource Bank (SSARB) School Wide Information System (SWIS), Self-Assessment Survey (SAS) School Evaluation Tool (SET ), Benchmarks of Quality (BOQ) , My Voice Individual Student Systems Evaluation Tool (IS SET) Systematic Screening for Behavior Disorders ( SSBD), Benchmarks for Advanced Tiers (BAT) Tier 3 Tertiary Instructional Strategies- Individual Smaller setting individualized(1on1) Walk to Read (Reading blocks) Small Group: Bal -a-vis-x Differentiation – change in pacing, content, process, products Whole group Small groups Flexible groups based on assessment Multiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring) Active Engagement strategies Activity Sequence Choices (type, order, materials, whom, place & t ime ) Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding) Progress Monitoring Walk to Math One on One Whole Group Differentiation – change in pacing, content, process, products Small groups Flexible groups based on assessment Multiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring) Active Engagement strategies Activity Sequence Choices (type, order, materials, whom, place & time) Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding) Progress Monitoring 1 on 1 Skill-driven small groups Classroom procedures & Routines Active Supervision Acknowledge appropriate behavior (8:1 ratio) DPR – Daily Progress Monitoring Report Tier 2 Secondary Instructional Strategies-At- Risk Walk to Read (Reading blocks) Small Group: Bal -a-vis-x Differentiation – change in pacing, content, process, products Whole group Small groups Flexible groups based on assessment Multiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring) Active Engagement strategies Activity Sequence Choices (type, order, materials, whom, place & t ime ) Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding) Progress Monitoring Walk to Math One on One Whole Group Differentiation – change in pacing, content, process, products Small groups Flexible groups based on assessment Multiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring) Active Engagement strategies Activity Sequence Choices (type, order, materials, whom, place & time) Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding) Progress Monitoring Classroom Procedures & Routines Active Supervision Small groups Pre-correct, Re-teach, Redirect Acknowledge appropriate behavior (8:1 ratio) DPR – Daily Progress Monitoring Report Tier 1 Universal Instructional Strategies Walk to Read Whole group Flexible groups based on assessment Multiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring) Active Engagement strategies Choices (type, order, materials, whom, place & time) Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding) Walk to Math Whole group Flexible groups based on assessment Multiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring) Active Engagement strategies Activity Sequence Choices (type, order, materials, whom, place & time) Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding) Classroom procedures & Routines Active Supervision Pre-correct, Re-teach, Redirect Acknowledge appropriate behavior (4:1 ratio)
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Transcript of Http://opi.mt.gov/Programs/S chool Programs/RTI (Instructional Strategies Matrix) Montana’s...
• http://opi.mt.gov/Programs/School Programs/RTI (Instructional Strategies Matrix)
• Montana’s constitution guarantees autonomy within each K-12 district
• Our project goal is to give our diverse schools guidance in their development of comprehensive systems of differentiated supports
Annette Young and Amy Friez – Montana SPDG
READING MATH BEHAVIOR
Screeners Measures of Academic Progress (MAPS) DIBELS Easy CBM
AIMSweb Measures of Academic Progress (MAPS) Easy CBM
Safe Schools Assessment Resource Bank (SSARB)School Wide Information System (SWIS),Self-Assessment Survey (SAS)School Evaluation Tool (SET), Benchmarks of Quality (BOQ), My Voice Individual Student Systems Evaluation Tool (ISSET)Systematic Screening for Behavior Disorders (SSBD),Benchmarks for Advanced Tiers (BAT)
Tier 3 Tertiary Instructional Strategies- Individual Smaller setting individualized(1on1)Walk to Read (Reading blocks)Small Group: Bal-a-vis-xDifferentiation – change in pacing, content, process, productsWhole groupSmall groupsFlexible groups based on assessmentMultiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring)Active Engagement strategiesActivity SequenceChoices (type, order, materials, whom, place & time)Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding)Progress Monitoring
Walk to MathOne on OneWhole GroupDifferentiation – change in pacing, content, process, productsSmall groupsFlexible groups based on assessmentMultiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring)Active Engagement strategiesActivity SequenceChoices (type, order, materials, whom, place & time)Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding)Progress Monitoring
1 on 1Skill-driven small groupsClassroom procedures & RoutinesActive SupervisionAcknowledge appropriate behavior (8:1 ratio)DPR – Daily Progress Monitoring Report
Tier 2 Secondary Instructional Strategies-At-Risk Walk to Read (Reading blocks)Small Group: Bal-a-vis-xDifferentiation – change in pacing, content, process, productsWhole groupSmall groupsFlexible groups based on assessmentMultiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring)Active Engagement strategiesActivity SequenceChoices (type, order, materials, whom, place & time)Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding)Progress Monitoring
Walk to MathOne on OneWhole GroupDifferentiation – change in pacing, content, process, productsSmall groupsFlexible groups based on assessmentMultiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring)Active Engagement strategiesActivity SequenceChoices (type, order, materials, whom, place & time)Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding)Progress Monitoring
Classroom Procedures & RoutinesActive SupervisionSmall groupsPre-correct, Re-teach, RedirectAcknowledge appropriate behavior (8:1 ratio) DPR – Daily Progress Monitoring Report
Tier 1 Universal Instructional Strategies Walk to ReadWhole groupFlexible groups based on assessmentMultiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring)Active Engagement strategiesChoices (type, order, materials, whom, place & time)Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding)
Walk to MathWhole groupFlexible groups based on assessmentMultiple Opportunities to Respond (i.e. response cards, guided notes, computer-assisted instruction, class-wide peer tutoring)Active Engagement strategiesActivity SequenceChoices (type, order, materials, whom, place & time)Modifying task difficulty (amount, time, output, reading/writing demand, peer support, scaffolding)
Classroom procedures & RoutinesActive SupervisionPre-correct, Re-teach, RedirectAcknowledge appropriate behavior (4:1 ratio)
