KAMPers
Karen, Abby, Mary, and Paula
Student Expectations:
By Oct. 20
Go to www.interventioncentral.org
Click on RTI Help and read the introduction paragraph
Click on Defining Student Behavior Problems: Best Practice (5th link)
Read background information on RtI and the elements of effective interventions
Go back to home page and click on Academic Interventions and/or Behavior Interventions
Read through these intervention options
Choose a student who possibly could benefit from a tier 1 intervention
Select an appropriate intervention (academic or behavioral) from the site to implement
By Oct. 27
Share your scenario - Include a brief description of the student situation, the reason for selecting the student, and why you chose the intervention. What are you hoping to accomplish?
Post this on D2L under the Best Practices Link
Implement your intervention with the identified student.
By Nov. 22
Final D2L Post under Best Practices Link -
Reflect on your progress. Share your data and results. What happened because of your intervention? Why or why not would you be willing to try this intervention again with a different student?
Template for Backward Design of a Curriculum Unit
TITLE--Best Practice! It’s not only for geniuses! :)
| I. What are the Big Ideas you want students to take away from this unit? Tier 1 interventions are something teachers implement in classrooms every day, so it's important to have a large repertoire to draw from. Being able to identify student needs, and select an appropriate intervention to meet those needs is a skill teachers will need as the RtI process becomes a larger part of our classrooms. Teachers will differentiate interventions to students based on a specific need/needs. |
| 2. What are some Essential Questions that will help them grasp the Big Ideas? Why is differentiation important? How can we help our struggling students be as successful as possible? How do we choose an appropriate intervention? |
| 3. Assessment(s): How will you find out whether students understand the Big Ideas? Students will share the plan they implemented, any data they collected throughout the process, and the results from implementing their intervention. They will reflect on the process by sharing why or why not they would be willing to try this intervention again with a different student. Final assessment posted on D2L Best Practices Strand by November 22. |
| 4. What Learning Activities will prepare them for the Assessment(s) you will use? How are these activities related to Wisconsin Model Academic Standards? Read the background information on Response to Intervention, the elements of effective interventions, and examples of academic and behavioral interventions. Select one student who you feel could benefit from a tier 1 intervention. Choose an intervention from www.interventioncentral.org to try with this student. by Oct. 20 Document the reason for choosing this student and any data that you have for identifying him/her. Include a brief description of the student situation, the reason for selecting the student, and why you chose the intervention. What are you hoping to accomplish? Post to Best Practices Strand on D2L by Oct. 27 and begin implementing intervention Related to the following Wisconsin Teacher Standards: #3: Teachers understand that children learn differently. #4: Teachers know how to teach. #8: Teachers know how to assess student progress. |
| 5. What Learning Activities can be used as Formative Assessments? Become more familiar with interventions by perusing the website www.interventioncentral.org and choosing one intervention that you believe to be applicable to one of your students. Share which intervention you are selecting with a brief summary of the situation and why that intervention seems applicable. Post this information on D2L under the Best Practices Strand by October 20. |
| 6. How will you differentiate your instruction to meet the needs of all students during this unit? Students will have choices to make as they complete this assignment. They will choose which student they will be working with, and they will choose which intervention best meets that student’s needs. |
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