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Monday, April 9, 2012

posted Apr 11, 2012, 12:36 PM by Unknown user
The Beta Tau Chapter 

Location: Room 165
Date and Time: 2/27/2012

Officers Present: Amy Tripp, Beth Niebuhr, Alie La Grange, Elizabeth Stark, Hannah Gutschenritter, Elizabeth Rosendale, Alyssa Laws 
Absent Officers
Counselors Present: 
Counselors Absent: Dr. Willhite, Dr. Iwai

Order of Business:
  • Elizabeth: Updates and reminders.
    • Honor an Educator
    • Young Authors Conference
  • Dr. Joe Johnson, Special Education Professor at UW-L
    • What do you think differentiation is?
      • All kids learn differently and have different needs.
      • Differentiation is practiced in small steps and geared towards students who need it most.
      • In RTI, 80% of students fall into tier 1. (Favorably respond to a typical lesson plan)
      • The students who do not understand the lesson or respond as favorably as the students in tier 1 move up the pyramid into tier 2 or 3.
      • Tier 3 is intense, structured, and frequent differentiation. Many meet special education standards.
      • Differentiation is anything you do differently to help a student understand your lesson.
    • Differentiation: Making instructional decisions based on what you know about your students.
      • Universal Screening: Assess everyone.
      • Blanket assessments, 3 times a year. (Benchmark assessments) Teachers take data and decide if their students are where they need to be. Teachers must decide what they are going to do to help these kids achieve more.
      • When students reach the higher tiers in RTI (2 and 3), it is beneficial to assess the student more often to determine if intervention is working. (Progress monitoring)
      • When you reach tier 3, ask a special education teacher to help you determine what might help the student succeed.
    • Is tier 3 pre-referral? 
      • It depends on the school district.
    • The more data you have (student examples) the more information you have to drive decisions.
    • It is important to remember to differentiate for children that are doing better than their peers as well as the children who are falling behind.
    • How much parental input comes into play? 
      • Pre-referral there is not much parental input.
      • Post referral, you must have parental permission for assessment.
    • Bottom line: KNOW your students!
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