email: [email protected]rg phone: 513-363-0300 OSEP Project Director’s Conference From Unique to Universal: An Urban District’s Journey toward Universally Designed Instruction August 2, 2006 Markay L. Winston, Ph.D. Cincinnati Public Schools, Director of Student Services
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email: [email protected] phone: 513-363-0300 OSEP Project Director’s Conference From Unique to Universal: An Urban District’s Journey toward Universally.
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Service Providers• General Educators 3000• Intervention Specialists 350• School Psychologists 80• Speech & Language Pathologists 65• Occupational Therapists 17• Physical Therapists 3• School Social Workers 43• Audiologists 3*approximations as of 3/1/06
Characteristics of Tier I•All students•High quality general education instruction in academic and social competencies provided in various school settings that is explicit, systematic, preventative and proactive (i.e. explicit teaching, differentiated instruction, time allotment)•Class-wide interventions•Instructional methods are based on the concepts of universal design for learning.•The core curricula fit the needs of the current student population (contextual fit).
PYRAMID OF INTERVENTION SUPPORTS & SERVICES
Tier I-- School-wide InterventionsPurpose•Maximize learning for all students•Minimize the number of students in need of interventions•Core curriculum addresses the learning needs for most students allowing 80-90% of students to meet performance indicators.
Characteristics of Tier II•Standard supplemental programs, scientifically supported as effective for the students’ class of problems and linked to core curricula•Instruction in flexible small groups of students with relatively homogeneous academic skill or social behavior and identified as “at-risk” •Instruction more explicit and intensive than typical classroom but provided within the context of general education supports.•Student progress is monitored more frequently than benchmark assessment•Small group, explicit instruction for specific content reinforcement•Summer/Extended day programs•Consultation by teachers with related-services personnel/specialists•Accommodations/adaptations to Tier I
PYRAMID OF INTERVENTION SUPPORTS & SERVICES
Tier II-- Targeted InterventionsPurpose•Identify students at risk for not reaching academic and/or behavior standards•Provide sufficient and appropriate systematic instruction so that students’ performance rapidly reaches and exceeds established standards thereby preventing school failure
Characteristics of Tier III•Individualized, research-based intensive supports•Consultation/direct service provided by specialists•Collaborative problem solving process •Parental permission/involvement required•Referrals to community-based, transition, mental health and medical services as needed•Adaptation/modifications to Tier I and II.•Intensive student progress monitoring (i.e. at least weekly) and linked to problem-solving process
Tier III-- Intensive InterventionsPurpose•Provide continued and sustained support for students who don’t progress with targeted supports OR whose initial assessment data indicates the needs for support at all 3 levels•Data indicate that students may need ongoing, substantial support to make progress
• Alignment to District’s Strategic Plan• Enthusiasm of Teachers and Students• Administrative Support• Implications for teaching and learning• Preliminary Outcome Data• Decreasing Achievement Gaps• Embedded Professional Development• Strengthening General Education!