to IPRC

EMBEDDING TIERED INTERVENTIONS

Glossary of Useful Terms
Learning Goals
describes what the student will know or be able to do based on expectations and are written in student friendly language

Pathway

Success Criteria

provides students with the tools to monitor learning and determine the level of proficiency with respect to learning goals describes what successful attainment looks like

Differentiated Instruction

instruction is based on the individual learning styles of the student may be differentiated through content, process, product or the environment

Descriptive Feedback

provides information to students about their learning and is most effective when provided in the early stages of the task

Small Group Instruction

explicitly teaches strategies through modeling, demonstrating and explaining provides frequent opportunities for guided practice

Strategy Instruction

explicit instruction in the use of strategies (types of tools and techniques) that can be used to learn new information, integrate information, or communicate information

In-school Team

consists of the Principal/Vice-Principal, SERT and Classroom Teacher provides an opportunity for creative problem-solving and a forum in which to communicate ideas

Accommodations

Instructional adjustments in teaching strategies required to enable the student to learn and to progress through the curriculum Assessment adjustments in assessment activities and methods required to enable the student to demonstrate learning Environmental changes or supports in the physical environment of the classroom and/or the school

PATHWAY TO IPRC EMBEDDING TIERED INTERVENTIONS

Step 1
Teacher assesses strengths and needs of student recognizes special need informs parent(s)/ guardian(s), principal and SERT based on data collected, accommodate to meet students needs using the principles of UDL and DI evaluate effectiveness of changes

Step 2
Teacher meet with parent(s)/ guardian(s) and SERT discuss concerns obtain parental support for schoolbased assessment develop a plan involving accommodations and interventions based using data and develop home support plan implement new ideas and evaluate student profile initiated SERT observe student and collect data create a plan of action with a clear timeline for monitoring may provide and coordinate more direct support to teacher

Step 3
Teacher present student update to in-school team continue student profile documentation

Step 4
In-School Team teacher and SERT summarize classroom observations and/or assessment results to in-school team and outline current accommodations team brainstorm and provide suggestions team collaboratively updates action plan

Step 5
inform parent(s)/ guardian(s) SERT and teacher discuss program accommodations with parent(s)/ guardian(s) based on current assessment data

Step 6
Continue updated action plan and evaluate program accommodations using data collected

Step 7
assess implemented accommodations based on data collected, determine if intervention or accommodations need to be accepted, adapted or abandoned set a time line and schedule next meeting

Step 8
pre-referral consultations occur with family of schools Special Education team to determine appropriate services no identifying information is shared at this point interventions, based on current assessment data, change in frequency, duration and progress monitoring Steps 1-8 must precede the consent for services

Step 9
discuss with parent(s)/ guardian(s) possible special education support services (referral process) obtain signed consent for services

Step 10
SERT verifies that appropriate forms and documentation are completed and sent to Special Education support staff

Step 11
Special Education support staff provide communication to parent(s)/ guardian(s) to secure informed consent Special Education staff may visit classrooms, observe and provide further assessment, program accommodations, strategies and materials as required

Step 12
parent guide provided to parent(s)/ guardian(s) parent(s)/ guardian(s), teacher, EA, SERT, administrator attend meeting

Step 13
hold initial IPRC

Step 14
on-going monitoring development of the IEP by school staff, in conjunction with parent(s)/ guardian(s) and relevant support staff

Tier 1 Interventions
Classroom Level
Environmental accommodations (Headphones, preferential seating, types of grouping) Instructional accommodations (Repetition of information, non-verbal directions) Assessment accommodations (Oral responses, extra time, technology) Learning Goals and Success Criteria Assessments (PM Benchmarks, CASI, OWA, ONAP, Observation Survey) Differentiated Instruction Open Tasks Parallel Tasks Guided Reading and Math Groups Descriptive feedback Conferencing versus pencil/paper tasks Personalized anchor charts Assistive Technology Tutoring Structured Teaching Strategies (basic) Hearing and vision checks Behaviour contract Incentive/Rewards system Communication logs/books Critical Pathway Visuals Repetition/practice Comprehensive Literacy Program

Tier 2 Interventions
School Team Level
Environmental accommodations (Headphones, preferential seating, types of grouping) Instructional accommodations (Repetition of information, non-verbal directions) Assessment accommodations (Oral responses, extra time, technology) Assistive Technology LLI Parallel Tasks In school team meetings SERT assessment (WJII, Key Math, PPVT, Screeners) Regular communication, assessment and check-ins Social scripts or narratives Personalized anchor charts or learning goals Repetition/practice OFIP Tutoring (if available) Scribing Academic Resource Community Resources Small group support targeting needs

Tier 3 Interventions
Area Team Level
Environmental accommodations (Headphones, preferential seating, types of grouping) Instructional accommodations (Repetition of information, non-verbal directions) Assessment accommodations (Oral responses, extra time, technology) Individualized assessment Daily intensive instruction Assistive technology SEA Consents for service and consultation with support staff LLI Leaps and bounds Parallel tasks Creation of the IEP

It is important that throughout this process interventions are Accepted, Adapted and Abandoned on an ongoing basis. Interventions overlap in the leveled tiers but the intensity, frequency and process monitoring increases as you move along the continuum.

ACCOMMODATIONS CHECKLIST

INSTRUCTIONAL ACCOMMODATIONS INSTRUCTIONAL ACCOMMODATIONS (gifted)

Mind Maps Tactile tracing strategies Using Interests, Talents and Abilities Curriculum differentiated by Pace Tracking sheets Colour cues Repetition of Information Reinforcement incentives Non-verbal signals Visual cueing Curriculum differentiated by Breadth Ability grouping Word-retrieval prompts Develop Critical Thinking Skills Spatially cued formats Contracts Organization coaching Rewording / rephrasing of information Assistive technology such as text-to-speech software More frequent breaks Large-size font Curriculum differentiated by Kind High structure Graphic Organizers Taped tests Self Awareness and Responsibility Development Note-taking assistance Buddy Peer Tutoring Reduced/uncluttered format Community Service and Social Skills Development Partnering Concrete/hands-on materials Gesture cues Dramatizing information Developing Independent Research Skills Developing Creative Thinking Skills Augmentative and alternative communications systems Extra time for processing Curriculum differentiated by Depth Duplicated notes Manipulatives Time-management aids Computer options Differentiation by Kind Differentiation by Pace Differentiation by Depth Differentiation by Breadth Self-Awareness and Responsibility Development Community and Social Skills Using Talents, Interests and Abilities Independent Research Skills Creative Thinking Skills Critical Thinking Skills

ENVIRONMENTAL ACCOMMODATIONS
Special Lighting Assistive devices or adaptive equipment Alternative work space Use of headphones High Structure Proximity to instructor Quiet setting Strategic seating Reduction of Audio/Visual Stimuli

ASSESSMENT ACCOMMODATIONS
Reduction in the number of tasks used to assess a concept or skill Verbatim scribing Extended time limits Colour cues Assistive devices or adaptive equipment Augmentative and alternative communication systems Assistive technology such as text-to-speech software More frequent breaks Large-size font Prompts to return students attention to task Oral responses, including audiotapes Reduced/uncluttered format Alternative setting Extra time for processing Computer options