Module 7 Hints for Activities

Think about the various needs of the children in Emily and/or Michelle’s classrooms. What is each teacher concerned about?

For preschool children enrolled in early care and education programs (P), is tiered instruction (also known as Response to Intervention and Positive Behavioral Supports) (I) effective in promoting children’s development and learning (O)?

(1) Your answer should include what the research summary says about the effectiveness of RTI for reading and math, as well as to address behavior problems.  And what the research says about RTI for different age groups. (2) Consider the research settings, characteristics of the children and the types of outcomes studied. Your answer should mention specific ways in which these are similar or different from those in the dilemmas.

1. 1. Think about what the teacher says about the therapy sessions with Christopher.
   2. Think about how positive relationships might be beneficial to Christopher and the other children in the class.

Think about how the classroom environment is organized and set up, including the toys and materials, types of centers, etc.

1. 1. Think about what the teacher did with individual children and then the whole class to review the rules.
   2. Think about the types of rules that exist in your classroom or the classroom you visited (nature, number etc.).  Think about how the teacher teaches and reviews the rules with the children.

• • Think about the times in the video when the teacher talks about how Froggy is feeling.

• • Think about the clues provided on each face (facial expressions, qualities) that may indicate specific emotions.

1. 1. Think about what the teacher had the child do with the puppet to help the puppet calm down.
   2. Think about what the teacher showed the children on the wall, and what it did to help the children.

1. 1. Think about the things that Sammy needs to do in order to receive a reward.
   2. Think about what Sammy gets to do in front of the class if he demonstrates appropriate behavior.

1. 1. Look at the pictures and think about literacy and math concepts such as letters and numbers, and how they are included in different parts of the classroom.

1. 1. Think about what the teacher did to engage the children in the story.
   2. Think about the questions/prompts the teacher used while reading the story.
   3. Think about why it might be good to ask children questions during a read aloud.

1. 1. Think about the skills the teacher was helping the children work on in the small group, and how she was using a game to teach that skill.
   2. Think about why it might be helpful to do this activity with just a small group of children. What might these children need more of that other children in the class may not need?

1. 1. Think about what children are doing after the teacher reads a part of the book to them.
   2. Think about the skills the teacher is helping the children learn during this activity.

Activity 7.14a: Individualized scaffolding strategies

1. 1. Think about what tool or resource the teacher uses to show Chloe the steps to “wash clothes”.
   2. Consider the specific types of things (actions, words) the teacher does to help Chloe learn the sequence of washing clothes.
   3. Think about the response of the teacher when the child points to the correct picture on the other child’s Bingo card.

Note each administrator and researcher’s thoughts about RTI or tiered instruction.

1. 1. Describe Emily and Michelle’s programs and the children in their classrooms. Your response should also mention what each teacher wants to learn and do to help her students.
   2. Describe how Emily and Michelle feel about using tiered instruction in each of their classrooms.
   3. Have you had experience using tiered instruction? Describe your views.

Activity 7.17a: Use evidence-based practice decision-making

1. 1. Summarize the general evidence including:

• • Research – see ‘key findings’ and ‘bottom line’ sections on Handout 7.1: Research Summary on Response to Intervention

• • Policies- see Handout 7.4: Policy Advisory: Tiered Instruction. Consider the policy recommendations on tiered instruction.

• • Experience-Based Knowledge – see Step 3. D: Experience-Based Knowledge and your responses to questions on Activity 7.15a: Consider experience-based knowledge.

1. 2. Consider the unique context

• • See your responses to questions in Activity 7.16a: Consider the unique contexts.

1. 3. Integrate the evidence and context

• • Using the information above, make a decision about whether Michelle and Emily should use tiered instruction in their classrooms.

1. 1. Recall the two main components of tiered instruction.
   2. Think about the foundational and targeted practices for social emotional development and academic learning, and whether you need additional information about a specific practice.