https://padlet.com/alisonjcharboneau/cm4an43tvqeu Alison Charboneau, SPED854 M4 en-us 2017-11-18 20:53:52 UTC 2024-10-01 02:45:01 UTC hello@padlet.com alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208410985  "Problem solving frequently
takes the form of differentiated
instruction at Tier 1."  (Fuchs, 2010) 
To address diverse learning styles and needs at the tier 1 level, teachers should provide instruction that allows for multiple modes of delivery and assessment.  ]]> 2017-11-18 21:03:51 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208410985 alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208422169 "Education researchers also have developed standard
protocols for practitioners to use in small group work with children unresponsive to Tier 1
instruction.
 Experimental and quasi-experimental studies
 have shown that such tutoring can accelerate
the academic performance of many children at
risk for reading disabilities"
(Fuchs, 2010)]]> 2017-11-19 01:01:45 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208422169 alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208422852  ..."requires a trained clinician-researcher to
work individually with children, or in small
groups, to determine effective instruction by both
systematically applying various teaching strategies
and continuously measuring the child’s academic
response."
(Fuchs, 2010) ]]> 2017-11-19 01:23:20 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208422852 alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208422891 Friend, M. & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Boston, MA: Pearson (Chapter 5).

Fuchs, D., Fuchs, L.S., & Stecker, P.M. (2010).  The "blurring" of special education in a new continuum of general education placements and services. Exceptional Children 76(3), 301-323  ]]> 2017-11-19 01:24:05 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208422891 alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208424915 -Top-down 
-Students in the first two tiers receive instruction in general education setting, resource room, or self-contained classrooms

]]> 2017-11-19 02:22:52 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208424915 alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208424920 -Bottom- up 
-Standards based curriculum with extended (modified) standards to include all students
-Students are systematically screened to determine skill level or necessary interventions
-Students receive Tier 2 interventions in the general education environment]]> 2017-11-19 02:23:16 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208424920 alisonjcharboneau https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208426360 - Analyze the problem-solving context.  Assess factors related to the likelihood of problem-solving process success. 
-Identify the Problem
-Generate Solutions (Brainstorm)
-Evaluate Potential Solutions
-Implement Solution(s)
-Evaluate Outcomes. 

(Friend, 2017)]]> 2017-11-19 03:08:04 UTC https://padlet.com/alisonjcharboneau/cm4an43tvqeu/wish/208426360