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Rescooped by Val Martin from Dyslexia and Early Literacy Success for All Students
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Steven Spielberg talks about his dyslexia | Dyslexia a2z – Blog

Steven Spielberg talks about his dyslexia | Dyslexia a2z – Blog | Learner Diversity | Scoop.it
Great interview with Steven Spielberg about his Late identification of dyslexia: Why definition should be made well known. DEFINITION OF DYSLEXIA Dyslexia is a specific learning disability that is neurological in origin.

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Rescooped by Val Martin from Specific Learning Disabilities
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Home | APA DSM-5

Home | APA DSM-5 | Learner Diversity | Scoop.it

After a six week public comment period, the revised DSM5 is slated to be released this coming spring, May 2013.  There are changes to the criteria for Specific Learnign Disorder.  While the text is not available for release, it is said that Specific learning disorder broadens the DSM-IV criteria to represent distinct disorders which interfere with the acquisition and use of one or more of the following academic skills: oral language, reading, written language, or mathematics. More to come on this soon.  For interested readers, here is an example of a position statement that was submitted during the public comment period by Fletcher, Lyon, Fuchs, Barnes, and Vaughn.  It is a good summary of the issues of identification and our current knowledge base: 

http://www.mdecgateway.org/olms/data/resource/8915/Comments%20on%20the%20Proposed_RRRC_Week%204.pdf ;


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Rescooped by Val Martin from Specific Learning Disabilities IDEA
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Math Dyslexia = Dyscalculia

Math Dyslexia = Dyscalculia | Learner Diversity | Scoop.it

"Ever joked about having MATH DYSLEXIA? It's called dyscalculia. 5% of the world is affected, but no one seems to know it exists. We need to change that." From the site's description. Some interesting posts, funny and relevant cartoons, and a bunch of other things from the perspective of people posting with this specific learning disability.


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Rescooped by Val Martin from Specific Learning Disabilities
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iPad Apps for Literacy Instruction that meet criteria from International Dyslexia Association

iPad Apps for Literacy Instruction that meet criteria from International Dyslexia Association | Learner Diversity | Scoop.it
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susan koceski's curator insight, July 16, 2013 1:28 PM

Good information on helpful apps and how to review apps. 

Rescooped by Val Martin from Students with dyslexia & ADHD in independent and public schools
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Common Signs of Dyslexia by Reading Rockets « Special 2 Me

Common Signs of Dyslexia by Reading Rockets « Special 2 Me | Learner Diversity | Scoop.it

Here's a great checklist for common warning signs of dyslexia. 

 

Common Signs of Dyslexia
By: International Dyslexia Association
Dyslexia is a language-based disability that affects both oral and written language. With help, children with dyslexia can become successful readers. Find out the warning signs for dyslexia that preschool and elementary school children might display.
Facts about dyslexia
Startling facts about dyslexia and related language-based learning disabilities:
Fifteen to twenty percent of the population has a reading disability.
Of students with specific learning disabilities who receive special education services, seventy to eighty percent have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties.
If children who are dyslexic get effective phonological training in kindergarten and first grade, they will have significantly fewer problems in learning to read at grade level than do children who are not identified or helped until third grade.
Seventy four percent of the children who were poor readers in the third grade remained poor readers in the ninth grade. This means that they couldn’t read well when they became adults.
Individuals inherit the genetic links for dyslexia.
Dyslexia affects males and females nearly equally, and people from different ethnic and socio-economic backgrounds as well.


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Rescooped by Val Martin from Early Childhood Education
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Dyslexia Stays In the DSM V

Dyslexia Stays In the DSM V | Learner Diversity | Scoop.it

The APA Committee has listened!  Dyslexia as an official diagnosis will STAY in the upcoming revision of the Diagnostic and Statistical Manual (DSM V) which is the common guideline for physicians, psychologists, and other health professionals. This is important because it will lessen the likelihood that dyslexia as a distinct entity will be absorbed into more non-specific terms. 

 

The more training professionals and teachers receive re: dyslexia, the better for specific support and remediation.

 

Excerpt: "The now familiar term "Asperger's disorder" is being dropped. And abnormally bad and frequent temper tantrums will be given a scientific-sounding diagnosis called DMDD. But "dyslexia" and other learning disorders remain..."

 

Read more. 


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Rescooped by Val Martin from Tracking the Paradigm Shift in Psychiatry
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Dr Allen Frances - The DSM V

Dr Allen Frances - The DSM V | Learner Diversity | Scoop.it

"Dr. Allen Frances Chair of the DSM-IV Task Force returns to discuss the confusion and concerns over the soon to be released DSMV. Why are so many additions and revisions causing so much controversy?"  An objective interview series hosted by The Coffee Clatch at blogtalkradio. A hotly debated topic, and central to this ScoopIt site's central theme, Tracking the Paradigm Changes in Psychiatry.


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Bloom’s Taxonomy: The 21st Century Version ~ Educational Technology and Mobile Learning

Bloom’s Taxonomy: The 21st Century Version ~ Educational Technology and Mobile Learning | Learner Diversity | Scoop.it
RT @EDV_Twitt: Bloom’s Taxonomy: The 21st Century Version ~ Educational Technology & Mobile Learning http://t.co/I19EUkHJo7 #elearning

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Pam Furney's curator insight, February 25, 2013 5:01 PM

A review and reworking of Bloom's taxonomy.

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Finnish and American Experts to Share Best Practices in Education Reform | EON: Enhanced Online News

STANFORD, Calif.--(EON: Enhanced Online News)--In almost every conversation on education reform these days, Finland's education system inevitably comes up. "Finlandophilia," as one reporter called it, is growing because of the country's top-ranking status on international tests, among other measures, and because this success comes through very different policies and practices than those that are the norm in the United States.

 

An upcoming conference at Stanford brings together academic and policy experts from the United States and Finland to identify effective policy and practice approaches to create high quality education for all learners. Leading researchers, practitioners, administrators and policymakers from the two countries will address education reform through technology and social media, teacher preparation, curriculum and instruction, funding policy, and social supports. Participants will also discuss how to set common objectives for future cooperation and knowledge sharing between Finnish and American stakeholders.


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Rescooped by Val Martin from Leading Schools
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Paying Attention to Teachers' Working Conditions

Paying Attention to Teachers' Working Conditions | Learner Diversity | Scoop.it

Teacher Working Conditions Include:

timefacilities & resourcescommunity support & involvementmanaging student conductteacher leadershipschool leadershipprofessional developmentinstructional practices & supportnew teacher support

 

Research has shown that if you improve teacher working conditions, you will improve student achievement.


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Rescooped by Val Martin from College and Career-Ready Standards for School Leaders
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Common-Core Work Must Include Teacher Development

Common-Core Work Must Include Teacher Development | Learner Diversity | Scoop.it

The following was excerpted from an Education Week Commentary by Stephanie Hirsh of the National Staff Development Council.

 

"What made you think you could transform teacher practice and student learning with traditional models of professional development?"--Gene Wilhoit, Executive Director of the Council of Chief State School Officers

 

The professional development needed to support teachers' part in the common-core standards has remained an afterthought, Stephanie Hirsh writes.

 

"A fundamental contradiction underlies the progress: While we are promoting radical change in creating a coherent national framework for what students should know and the way they learn, we have not yet committed to offering teachers the deep learning they will need to transform the way they work.Too much of today's professional learning is not up to the task of supporting the substantive changes required of teachers to meet these new standards for English/language arts and mathematics—and too many plans for supporting the transition to the common core read more like communication plans than serious road maps for preparing educators to teach the standards.For all the investment of time and resources in the common core, we will not achieve the outcomes we expect and need without comprehensive professional learning for educators that supports the new standards."

 

"Dramatic shift in teaching"

 

The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning—not one-off "spray and pray" training that exposes everyone to the same material and hopes that some of it sticks.

 

School Improvement

 

They must infuse the new standards into existing school improvement processes.

 

New Standards = New Practices

 

Application of knowledge - Because the common core focuses on the application of knowledge in authentic situations, teachers will need to employ: 

instructional strategies that integrate critical and creative thinkingcollaborationproblem-solvingresearch and inquirypresentationdemonstration skills

Teachers will need:

subject-area expertise well beyond basic content knowledgepedagogy to create dynamic, engaging, high-level learning experiences for studentsgreater data literacymore granular ways of assessing student learning

School Leaders

 

School leaders "will need to champion professional learning in their buildings and back the teachers who coach and support each other."

 

High Quality Professional Learning

 

Collobartive Leadership - Administrators and teachers working together plan, execute, and assess professional learningData-Informed - driven by data that pinpoint what students needVertical and Horizontal Alignment  - withing and across the K-12 continuumDefined Practices - collective and collaborative within and across buildings, so the quality of instruction improves consistently from classroom to classroom and from school to schoolTime - includes time for teachers to learn from each other, examine research and effective practices, and problem-solveTeacher Leadership - demands leadership from teachers as coaches and mentors, while continuing to tap the knowledge of outside experts and resources.

 

States

 

For the common core to be successful, states will have to be much more thoughtful about organizing, managing, implementing, and evaluating these tools and strategies. State leaders will have to work together, with consortia, and with K-20 systems to develop comprehensive programs that deeply immerse teachers in the common core, its related curriculum and assessment systems, and content-specific pedagogies—and then provide ongoing classroom support and feedback.

 

"To meet the end goal of graduating students who are competent in the common-core standards and college- and career-ready, states must create a culture that supports and accelerates change, not delays and diffuses it."

 

School Calendars

 

Education leaders must alter school calendars—both the yearly calendar and daily schedules—to provide dedicated time for professional learning and for teachers to collaborate on a continuing basis.

 

Literacy Enriched

 

"Organizing classwork around reading and writing in all subjects."

 

Implementation is the key

 

The common core will not be self-implementing—executing this overhaul of expectations for students and teachers represents a tremendous undertaking.

 

 


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Rescooped by Val Martin from iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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Best Evidence Encylopedia - website dedicated to evidence based teacher practice and pedagogy


Via Tom D'Amico (@TDOttawa)
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Rescooped by Val Martin from Empathy and Compassion
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What makes a brilliant teacher? Empathy and emotional intelligence are the keys

What makes a brilliant teacher? Empathy and emotional intelligence are the keys | Learner Diversity | Scoop.it

While watching a brilliant teacher in action, you too may have wondered: "What is it that makes them excellent?"...  

 

Empathy and emotional intelligence are the keys to what our blogger calls "the T Factor"...

 

 Emotional intelligence and empathy are two huge features of a T factor teacher's practice. Knowing how, when, and what to say in order to bring about conditions in which educational attachment flourishes, is an incredibly subtle yet powerful tool. I believe that these skills can be somewhat coached and taught; although it is clear that some individuals have a natural propensity towards innately interacting in an emotionally intelligent manner, without coaching or training...

 

The T Factor approach to education via empathetic and emotionally intelligent interactions helps us recognise and appeal to the humanity in people; educating them from the inside out, and not the outside in.

 

by Adam Lopez


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Dyslexia Untied: Reading Disabilities: 50 Useful Apps For Students

Dyslexia Untied: Reading Disabilities: 50 Useful Apps For Students | Learner Diversity | Scoop.it

Reading Disabilities: 50 Useful Apps For Students http://t.co/2Qct0ZNj... ; This article highlights some well used apps for students who have difficulties in reading, writing and math.  If you are a beginner in using techology, this is a good summary of where to start. Enjoy!


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Educational Leadership:Interventions That Work:The Why Behind RTI

Educational Leadership:Interventions That Work:The Why Behind RTI | Learner Diversity | Scoop.it

The Why Behind RTI

Austin Buffum, Mike Mattos and Chris Weber

Response to Intervention flourishes when educators implement the right practices for the right reasons.

We educators are directly responsible for crucial, life-saving work. Today, a student who graduates from school with a mastery of essential skills and knowledge has a good chance of successfully competing in the global market place, with numerous opportunities to lead a rewarding adult life. In stark contrast, students who fail in school are at greater risk of poverty, welfare dependency, incarceration, and early death. With such high stakes, educators today are like tightrope walkers without a safety net, responsible for meeting the needs of every student, with little room for error. Fortunately, compelling evidence shows that Response to Intervention (RTI) is our best hope for giving every student the additional time and support needed to learn at high levels (Burns, Appleton, & Stehouwer, 2005).

RTI's underlying premise is that schools should not wait until students fall far enough behind to qualify for special education to provide them with the help they need. Instead, schools should provide targeted and systematic interventions to all students as soon as they demonstrate the need. From one-room schoolhouses on the frozen tundra of Alaska to large urban secondary schools, hundreds of schools across the United States are validating the potential of these proven practices.

In light of this fact, why are so many schools and districts struggling to reap the benefits of RTI? Some schools mistakenly view RTI as merely a new way to qualify students for special education, focusing their efforts on trying a few token regular education interventions before referring struggling students for traditional special education testing and placement. Others are implementing RTI from a compliance perspective, doing just enough to meet mandates and stay legal. For still others, their RTI efforts are driven by a desire to raise test scores, which too often leads to practices that are counter productive to the guiding principles of RTI. Far too many schools find the cultural beliefs and essential practices of RTI such a radical departure from how schools have functioned for the past century that they are uncomfortable and unwilling to commit to the level of change necessary to succeed. Finally, some schools refuse to take responsibility for student learning, instead opting to blame kids, parents, lack of funding, or society in general for students' failures.

Although the specific obstacles vary, the underlying cause of the problem is the same: Too many schools have failed to develop the correct thinking about Response to Intervention. This has led them to implement some of the right practices for the wrong reasons.

The Wrong Questions

The questions an organization tries to answer guide and shape that organization's thinking. Unfortunately, far too many schools and districts are asking the wrong questions, like these.

How do we raise our test scores?

Although high-stakes testing is an undeniable reality in public education, this is a fatally flawed initial question that can lead to incorrect thinking. For example, many districts that focus first on raising test scores have concluded that they need strictly enforced pacing guides for each course to ensure that teachers are teaching all required state standards before the high-stakes state tests. Usually, these guides determine exactly how many days each teacher has to teach a specific standard. Such thinking makes total sense if the goal is to teach all the material before the state assessments, but it makes no sense if the goal is to have all students learn essential standards. This in itself is problematic because, as Marzano (2001) notes, "The sheer number of standards is the biggest impediment to implementing standards" (p. 15). Assigning arbitrary, pre-determined amounts of time to specific learning outcomes guarantees that students who need additional time to learn will be left in the wake as the teacher races to cover the material.

This faulty thinking also leads to misguided intervention decisions, such as focusing school resources primarily on the "bubble kids" who are slightly below proficient. Administrators who adopt this policy conclude that if these students can improve, the school's test scores will likely make a substantial short-term jump. Consequently, the students far below basic often receive less help. This is deemed acceptable, as the primary goal of the school is to make adequate yearly progress, and the lowest learners are so far behind that providing them intensive resources will likely not bring about immediate gains in the school's state assessment rankings.

How do we "implement" RTI?

Frequently, we have worked with schools that view RTI as a mandated program that they must "implement." Consequently, they create an abundance of implementation checklists and time lines. Like obedient soldiers, site educators take their RTI marching orders and begin to complete the items on their RTI to-do list, such as administering a universal screening assessment, regrouping students in tiered groups, or creating a tutorial period.

Such an approach is fraught with pitfalls. First, it tends to reduce RTI to single actions to accomplish, instead of ongoing processes to improve teaching and learning. In addition, this approach fails to understand that what we ask educators to "do" in RTI are not ends in themselves, but means to an end. In other words, a school's goal should not be to administer a universal screening assessment in reading but to ensure that all students are able to read proficiently. To achieve this goal, it would be essential to start by measuring each student's current reading level, thus providing vital information to identify at-risk students and differentiate initial instruction.

How do we stay legal?

Because RTI was part of the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004, many schools view its implementation from the perspective of legal compliance. This concern is understandable, as special education is by far the most litigated element of public education, and the potential costs of being out of compliance or losing a fair hearing can cripple a district.

Unfortunately, a large number of schools and districts are making RTI unreasonably burdensome. We find many districts creating unnecessarily complicated, laborious documentation processes for every level of student intervention, in fear that the data may be needed someday if a specific student requires special education services.

Teachers tell us that they often decide against recommending students for interventions "because it's not worth the paperwork." Other teachers complain that they "hate" RTI because they spend more time filling out forms than working with at-risk students. We have also worked with districts that refuse to begin implementing RTI until there is a greater depth of legal interpretation and case precedent; all the while, their traditional special education services are achieving woefully insufficient results in student learning.

If there is one thing that traditional special education has taught us, it's that staying compliant does not necessarily lead to improved student learning—in fact, the opposite is more often the case. Since the creation of special education in 1975, we have spent billions of dollars and millions of hours on special education—making sure we meet time lines, fill out the correct forms, check the correct boxes, and secure the proper signatures. A vast majority of schools are compliant, but are students learning?

Consider these facts:

In the United States, the special education redesignation rate (the rate at which students have exited special education and returned to general education) is only 4 percent (U.S. Department of Education, 1996).According to the U.S. Department of Education, the graduation rate of students with special needs is 57 percent (National Center on Secondary Education and Transition [NCSET], 2006).It is estimated that up to 50 percent of the U.S. prison population were identified as students with special needs in school (NCSET, 2006).

 

There is little evidence to suggest that greater levels of legal compliance lead to greater levels of learning. If schools or districts would like to stay legal, they should start by focusing on student learning; parents rarely file for a fair hearing because their child is learning too much.

What's wrong with this kid?

At most schools, when a student struggles in the regular education program, the school's first systematic response is to refer the student for special education testing. Traditionally, schools have believed that "failure to succeed in a general education program meant the student must, therefore, have a disability" (Prasse, 2009). Rarely does special education testing assess the effectiveness and quality of the teaching that the student has received.

RTI is built on a polar opposite approach: When a student struggles, we assume that we are not teaching him or her correctly; as a result, we turn our attention to finding better ways to meet the student's specific learning needs. Unless schools are able to move beyond this flawed question, it is unlikely that they will ever see RTI as anything more than a new way to identify students for special education.

The Right Questions

Schools cannot succeed by doing the right things for the wrong reasons. So what are the right questions that should lead our work?

What is the fundamental purpose of our school?

Our schools were not built so educators would have a place to work each day, nor do they exist so that our government officials have locations to administer high-stakes standardized tests each spring. If we peel away the various layers of local, state, and federal mandates, the core mission of every school should be to provide every student with the skills and knowledge needed to be a self-sufficient, successful adult.

Ask parents what they want school to provide their child, and it is doubtful the answer would be, "I just want my child to score proficient on state assessments," or "I want my child to master standard 2.2.3 this year." Learning specific academic standards and passing state tests are meaningless if the student does not become an intelligent, responsible adult who possesses the knowledge and quality of character to live a happy, rewarding adult life.

What knowledge and skills will our children need to be successful adults?

Gone are the days when the only skills a child needed to become a successful adult were a desire to work and some "elbow grease." Today's economy is driven by technology, innovation, and service. Because technology and human knowledge are changing at faster and faster rates, the top 10 in-demand jobs today probably didn't exist five or six years ago (Gunderson, Jones, & Scanland, 2004). Our high school graduates will most likely change careers at least four times by the age of 40—not jobs or employers, but careers. Alvin Toffler has been said to have suggested that, because of this acceleration of human knowledge, the definition of illiterate in the 21st century will not be "Can a person read and write?" but rather "Can a person learn, unlearn, and relearn?"

How do we prepare students for jobs that don't exist? How do we teach our students knowledge that we've not yet discovered? Teaching them comprehension and computation skills will not be enough—they need to be able to analyze, synthesize, evaluate, compare and contrast, and manipulate and apply information. We will erode our children's and world's future by limiting our vision to teaching only the skills and knowledge presented in our state assessments.

What must we do to make learning a reality for every student?

If we took the research on effective teaching and learning and condensed it into a simple formula for learning, it would look like this:

Targeted Instruction + Time = Learning

 

Because learning styles and instructional needs vary from student to student, we must provide each student with targeted instruction—that is, teaching practices designed to meet his or her individual learning needs. We also know that students don't all learn at the same speed. Some will need more time to learn. That is the purpose of RTI—to systematically provide every student with the additional time and support needed to learn at high levels.

Transforming the Tiers

If a school has asked the right questions, then how would this new way of thinking affect a school's RTI efforts? Quite honestly, it would transform every tier.

Tier 1

In Tier 1, the school would start by ensuring that every student has access to rigorous, grade-level curriculum and highly effective initial teaching. The process of determining essential student learning outcomes would shift from trying to cover all required standards to a more narrow focus on standards that all students must master to be able to succeed in the future.

A collective response will be required to ensure that all students learn, so teacher teams would work collaboratively to define each essential standard; deconstruct the standard into discrete learning targets (determine what each student must be able to know and do to demonstrate proficiency); identify the prior skills needed to master the standard; consider how to assess students on each target; and create a scope and sequence for the learning targets that would govern their pacing. Schools may continue to use such resources as textbooks as primary Tier 1 resources, but only by selecting those sections that align to what the team of teachers has determined to be essential for all students to master.

The school would understand that differentiation for individual student needs cannot be optional at Tier 1. Whether in an elementary math lesson or a secondary social studies lesson, teachers must scaffold content, process, and product on the basis of student needs, setting aside time to meet with small groups of students to address gaps in learning.

The direct, explicit instruction model contains the structures through which differentiation can take place. This thinking contradicts the approach taken by many schools that have purchased a research-based core instructional program and dictated that this program constitutes the only instructional material that teachers can use. This quest for fidelity sometimes becomes so rigid that each teacher is required to teach the same lesson, on the same day, following the same script.

Although we agree that schools should implement scientifically research-based resources, we also know that not all students learn the same way. In addition, because not all students learn at the same speed, we would plan flexible time into our master schedule to allow for reteaching essential standards for students who require it as well as providing enrichment learning for students who have already demonstrated mastery. To achieve these collective Tier 1 outcomes, we firmly believe that the only way for an organization to successfully implement RTI practices is within the professional learning community (PLC) model (Buffum, Mattos, & Weber, 2009).

Tier 2

At Tier 2, the school would use ongoing formative assessment to identify students in need of additional support, as well as to target each student's specific learning needs. In addition, teachers would create common assessments to compare results and determine which instructional practices were most and least effective in Tier 1. Giving students more of what didn't work in Tier 1 is rarely the right intervention!

Most Tier 2 interventions would be delivered through small-group instruction using strategies that directly target a skill deficit. Research has shown that small-group instruction can be highly effective in helping students master essential learnings (D'Agostino & Murphy, 2004; Vaughn, Gersten, & Chard, 2000).

Intervention is most effective when the interventions are timely, structured, and mandatory; focused on the cause of a student's struggles rather than on a symptom (for example, a letter grade); administered by a trained professional; and part of a system that guarantees that these practices apply no matter which teacher a student is assigned to (Buffum, Mattos, & Weber, 2009). Finally, because the best intervention is prevention, the effective RTI school would use universal screening data to identify students lacking the prerequisite skills for an essential standard and then provide targeted Tier 2 or Tier 3 support before delivering core instruction on that standard.

Tier 3

At Tier 3, we would start by guaranteeing that all students in need of intensive support would receive this help in addition to core instruction—not in place of it. If our goal is to ensure that all students learn at high levels, then replacing core instruction with remedial assistance not only fails to achieve this outcome, but also tracks at-risk students into below-grade-level curriculum.

Because Tier 3 students often have multiple needs, intensive help must be individualized, based on a problem-solving approach. It is unlikely that a single program will meet the needs of a student in Tier 3, as many of these students are like knots, with multiple difficulties that tangle together to form a lump of failure. Because of this, a school focused on meeting the needs of every student would develop a problem-solving team, composed of a diverse group of education experts who can address the students' social, emotional, and learning needs. The purpose of this team would not be to determine what is wrong with the student but to identify the specific needs the student still experiences after Tier 2 intervention, quantify them, and determine how to meet them.

Schools need to deliver Tier 3 interventions with greater intensity than Tier 2 interventions. They can do this by increasing both the duration and frequency of the intervention and lowering the student–teacher ratio (Mellard, 2004). At Tier 3, it is also important to quantify the student's specific learning needs. It would not be enough to say that a student's problem is "reading." Instead, a school team might find that a 2nd grade student is reading grade-level passages at a rate of 20 words read correctly (WRC) per minute compared with the expectation of 45 WRC for 2nd grade students at that point in the school year.

If a school diligently applies these practices, a vast majority of students will never need to be referred for special education testing. When all students have guaranteed access to rigorous curriculum and effective initial teaching, targeted and timely supplemental support, and personalized intensive support from highly trained educators, few will experience failure (Sornson, Frost, & Burns, 2005). In the rare case that this level of support does not meet a specific students' needs, the student may indeed have a learning disability. In this case, special education identification would be fair and appropriate.

Although the purpose of RTI is not special education identification, a school will identify far fewer students for these services if they ask the right questions and take preventative steps. Schools that fail to do so will continue to blame students for failing, which will perpetuate the over-identification of minority, English language learning, and economically disadvantaged students into special education.

Doing the Right Work for the Right Reasons

The secret to capturing the right way of thinking about RTI comes down to answering this question: Why are we implementing Response to Intervention?

The answer lies in why we joined this profession in the first place...read more....http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx


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Rethinking Whole Class Discussion

Rethinking Whole Class Discussion | Learner Diversity | Scoop.it
Whole class discussions are, after lecture, the second most frequently used teaching strategy, one mandated by the Common Core State Standards because of its many rewards: increased perspective-takin

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susan koceski's curator insight, July 2, 2013 10:18 PM

I think this is a good article about real class discussions and the importance of what the author refers to as "front loading strategies" that increase student engagement.  There are many research references which will be interesting to dig into...Great consolidation of information. 

Rescooped by Val Martin from School Psychology in the 21st Century
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What Is Dyslexia?

The following is a 6 minute video which gives a parent friendly explanation to some of the symptoms of Specific Learning Disability in reading or dyslexia.  He uses the terms interchangeably which is helpful when working in educational environments.


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DSM-V and Special Education

DSM-V and Special Education | Learner Diversity | Scoop.it
As has been widely publicized and discussed, the American Psychiatric Association (APA) has recently issued a revised version of the Diagnostic and Statistical Manual of Mental Disorders (DSM), a b...

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Mary Perfitt-Nelson's curator insight, May 27, 2013 3:10 PM

A discussion of the DSM V and changes from DSM IV

malek's comment, July 26, 2013 7:44 AM
an outline guide that morphed into a cookbook
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Is Social Media Turning Us Into Psychopaths? [INFOGRAPHIC] - AllTwitter

Is Social Media Turning Us Into Psychopaths? [INFOGRAPHIC] - AllTwitter | Learner Diversity | Scoop.it

The addition of “Internet Addiction Disorder” to an appendix in the fifth edition of the Diagnostic Statistical Manual (DSM-V) indicates just how serious our behavior is changing]


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malek's curator insight, June 14, 2013 9:35 AM

Time to review some growing concerns

- social media could  be making us more antisocial in our day-to-day lives

- social media might be making us stretch the truth 

- social media is making us self-obsessed


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The Top 10 Educational Trends

The Top 10 Educational Trends | Learner Diversity | Scoop.it

Teachers rate their interest in today’s Educational Technology trends. With the coming launch of menco.io, you’ll be able to explore these trends and more, and discuss how they will shape the culture of learning around the globe.


Via Nik Peachey, SOL Education
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Ali Anani's curator insight, September 10, 2013 12:16 AM

Exploration of the changing teaching landscape

Alfredo Corell's comment, January 26, 2015 9:16 AM
well... Elena, you are speaking about a 2013 post!!!!
Sarah E Kerr's curator insight, June 2, 4:35 AM
A fascinating snapshot of trends for ICT uses in teaching
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Millennial Students and Middle-aged Faculty: A Learner-centered Approach | Faculty Focus

Millennial Students and Middle-aged Faculty: A Learner-centered Approach | Faculty Focus | Learner Diversity | Scoop.it
The problem is my age. It relentlessly advances while the faces staring back at me in the classroom remain the same, fixed between late adolescence and early adulthood. In short, I grow old while my students do not.

Via Nik Peachey, SOL Education
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Nik Peachey's curator insight, March 25, 2013 7:22 PM

Interesting article that explores compromise between the ways of multitasking digital learners and more traditional reflective approaches.

Ellen Graber's comment, March 29, 2013 3:48 PM
So true!
Erin Abrahamsen's curator insight, October 7, 11:56 AM

Many faculty in nursing programs may identify with this article.  If focuses on the student experience and strategies for the educator. 

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The 33 Digital Skills Every 21st Century Teacher should Have ~ Educational Technology and Mobile Learning

The 33 Digital Skills Every 21st Century Teacher should Have ~ Educational Technology and Mobile Learning | Learner Diversity | Scoop.it

"Every single teacher is concerned about his/ her teaching practices and the skills involved in this process. How many times have you wondered about a better way to teach the same lesson you have delivered to an eariler class? How often have you used technology to engage your students and improve their learning ? These are some recurring questions we keep regurgitating each time our teaching skills are put to the test."


Via David Walp
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20 Ways To Provide Effective Feedback For Learning - TeachThought

20 Ways To Provide Effective Feedback For Learning - TeachThought | Learner Diversity | Scoop.it
Feedback for learning is a matter of communication, consistency, and tone, all driven by and for assessment practice.

 

A teacher has the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.  Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can conquer the world.

 


Via Ariana Amorim
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20 WebCam Activities for EFL ESL Students

20 WebCam Activities for EFL ESL Students | Learner Diversity | Scoop.it

Back in November 2008 I published Part 1 of a series of articles intended to explore the use of WebCams in education. I have now finally got round to writing Part 2 which is a collection of 20 activities EFL ESL teachers can do with their students.


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Wiliam González's curator insight, July 24, 2013 3:50 PM

Fantastic activities that can be used at any level!

Wiliam González's comment, July 24, 2013 3:57 PM
Fantastic ideas that can be used at any level!
Dafnord 's curator insight, August 2, 2013 12:51 PM

Fantastinen kivoja vinkkejä webkameran ja videon käyttämiseksi opetuksessa. Helppo kokeilla ja löytää suosikkinsa.

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Contractions and QR Codes | QR Code ® Artist

Contractions and QR Codes | QR Code ® Artist | Learner Diversity | Scoop.it
Farrah Kilgo, a fourth grade teacher has created a contraction practice activity in which students write contractions from two given words. To check themselves, they scan the QR code.
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