* S P E C I A L N E E D S * L E S S O N S T U D Y D E B R I E F * R T I ** T W O S U R V E Y S * L E T T E R *

GOOD MORNING, SUNSHINES!

AGENDA

• Lesson study experience• Special education presentations• RTI process as described in the article onto the

practices you've seen in your school (and to describe this in a cross-school group-- this is a task you can reasonably be expected to do in an interview situation).  • Friend & Bursuck: jigsaw. • SET evaluation forms and literacy survey

LESSON STUDY

• “Learning” or “Reconsidering”: outcomes for you

• Collaborative planning: what issues? what strategies?

• Two chances to teach

• Several forms of data generated in the lesson

• Worthwhile as an MSU task for novice teachers? Why/not?

• Worthwhile as a recursive professional development tool for PLCs or faculties? Why/not?

TURN TO A PARTNER, FLASH A SMILE.

• “Tell me a little about yourself.”

• “Tell me about your classroom culture.”

SPECIAL NEEDS FACTS

• Tommy, Aaron, Brittaney, Amber: Emotional/Behavior Disorder

• Alison Lux: Obsessive-Compulsive Disorder

• Mallory and Abby: Fetal Alcohol Syndrome

• Amanda, Tina, Cory: Post-Traumatic Stress Disorder

TURN TO A PARTNER, FLASH A SMILE.

• “There were 8,443 applicants for this position. Tell me what makes you different from the other 8,442.”

• “What would you do if you become aware that a special needs student in your class is being mistreated by his or her peers?”

TURN TO A PARTNER, FLASH A SMILE.

• “What role does data play in your teaching?”

• “What role do your students play in setting

classroom policies and expectations?”

TURN TO A PARTNER, FLASH A SMILE.

• “How do you handle the differing ability levels of your students?”

• “How do you instill a love of learning in your

students?”

BREAK

• See you at…

RTI (RESPONSE TO INTERVENTION)

• What do you know already about RTI? What is its purpose? What actions does it involve?

• What kinds of priorities, frequent terminology, and unexamined assumptions did you notice in the article?

RTI

• Three tiers of instruction (80% in Tier 1, 15% in Tier 2, 5% in Tier 3). -- Special education is present in all three tiers, at least theoretically: the third tier does not signify special education, but “In our model, Tier 3 is not special education; instead, it is the time when additional data are gathered and decisions about the instruction that a struggling student needs are made.”– p5

• “As described in the RTI definition above, two main components distinguish RTI from other teaching and assessment practices, namely, systematic and data-based activities” with “built-in decision stages.”—p.4

• RTI is an example of “population-based decision-making” in which all students in the population are tested and classified.

• Students are never classified without (standardized assessment) data

• The idea is to “remove instruction that is not working and replace it with scientifically based instruction.” “The intervention plan should include a system of verification to document whether the plan was implemented as intended. If an intervention is implemented as planned but does not work, it can be changed, but information about initial ineffectiveness is needed in order to design effective alternatives. If some portions of the intervention did work, these might be retained and used with additional new components. The only way to know if an intervention works is to”– wait for it– “collect data.” p.11

RTI

• Historical aim: reduce special education enrollments.• Scenario (included in reading): teachers manage to teach a student all

year, but not notice that he or she needs extra learning support• Scenario: teachers observe struggling students and conclude that

“those are the special education kids; I can’t do anything with them.”

• RTI is an example of “population-based decision-making” in which all students in the population are tested and classified.

• “The data-driven nature of RTI means that decisions about school practices are derived from students’ actual performance in class.”—p. 14

RTI

• How does your school practice RTI? (if it does)

• What elements of RTI are included in your practice? (if your school doesn’t talk about RTI)

FRIEND & BURSUCK

• Helpful lists and breakdowns: oh, so many!• Different professionals involved in special education: 37-

41• “Thinking into” a struggling student’s situation: 44-47• Flow chart of the (pre-RTI) special ed decision process: 48• General education teacher’s rights in special ed: 54• What’s in an IEP?: 56-60

• Did anyone look at a different list or section?

• Jigsaw or modified jigsaw

WHATTA YEAR… AND ANOTHER ONE COMING UP

• What’s alive for you in this moment, a day and a half away from the end of your formal teacher preparation experience?

• What do you not want to forget about this year?

• What do you not want to forget about teaching?

• What do you want to be able to say about your teaching at this time next year?

FOR NEXT WEEK

• Get sleep! Go where things are mellow and people appreciate you and take good care of you! The job search CAN WAIT A WEEK.

• Friday, May 3 at dawn is the final deadline for all your work. If you do not have a “Thanks, got it” note from me, assume that I do not have your assignment.

DO YOUR COURSE EVALS…& THE LITERACY RESOURCES SURVEY

The survey will take you up to 10 minutes.If you do not have a laptop in class, please take the survey at home

in the next 24 hours. Please write down the web link given below.This survey is optional, voluntary, and anonymous.  Informed

consent information is contained on the survey itself and students should read it before and agree before taking the survey.

Students with any questions about the survey before or after completing it can contact: Dr. Susan Florio-Ruane at susanfr@msu.edu or Mr. Chad Waldron at chw@msu.edu.

To prevent instructor knowledge of who is or is not participating, the instructor will leave the room during the survey time. He/she will return in 10 minutes.

You may log on now to complete the survey. Use the link on the navigation list of the 803 wiki.

THANK YOU FOR YOUR PARTICIPATION IN THIS SURVEY!

THANK YOU!!!

• For your thoughtful participation and innovative ideas• For your very hard work and good humor• For your patience with “the MSU process” and

with my shortcomings as an instructor• For your absolute conviction of both the

seriousness and the possibilities of our chosen field.

You inspire!