Instructional Adaptations and Supports for Academics and Behavior

Overview

The Sparta Township Public School District curricula are in alignment with the New Jersey Student Learning Standards, 21st Century Learning Standards, and the Next Generation Science Standards. Staff development efforts focus on the implementation of research-based practices in order to meet the needs of our students.

According to The RTI Network, universal supports and high-quality instruction are part of the core programs provided to all students to promote successful student outcomes and prevent school failure. Instructional adaptations and supports are embedded within our district’s K-8 Core Instructional Program.

The Sparta Township Public Schools Modifications and Differentiation document outlines academic and behavioral supports that can be implemented within the general education classroom for all students.

The information below just outlines some basic examples of instructional adaptations and supports for academic and behavior for grades K-8 used in the district.

Academic

• Universal Design for Learning

• Differentiation of content, process and product with use of learning activities - choice boards

• Targeted math and reading small-group instruction during the designated intervention period.

• Skill based reading instruction that includes a focus on phonemic awareness, phonics, fluency, and/or comprehension.

• Use of graphic organizers, visuals prompts, and manipulatives

• Frequent checks for understanding

• Push-in support from Instructional Intervention Teacher

• Meaningful and immediate feedback

• Preferential seating

• Incorporation of technology and educational sites. For example: IXL, Maneuvering Math & Prodigy

• Modification of assignments, such as text to speech assistive technology

• One to one conferring

Behavior

• Character education lessons

• Behavior Plans and Charts

• Monitor and reinforce on-task behaviors

• Partnership with parents using communication plans

• Breaks when needed

• Positive praise and reinforcement

Instructional Intervention Program

The information outlined below provides a brief description of how academic adaptations and supports are implemented in the specific grade levels of the Instructional Intervention Program.

Grades K-3

In grades K-3 students receive math and reading support in small groups during the intervention period. Small group support can occur inside of the classroom with the general education teacher or with the instructional intervention teacher. The instructional intervention teacher may also provide support outside of the classroom. These groups target math and English Language Arts (ELA) standards identified as needing reinforcement through a variety of hands-on modeling, computer-based programs, and paper and pencil practice with immediate feedback. Students are assessed on the standards using formative assessments, math journals, conferencing, and online programs, such as IXL. The STAR test is used as a summative assessment. Some math students are supported in the general education classroom using a push-in model. The instructional intervention teacher pushes into the classroom for a daily math period. During this period, the teacher will likely work with a small group of identified students to support them with the standard needing reinforcement. This group is fluid and is often rearranged depending on the needs of the class.

Grades 4-5

The Instructional Intervention (II) Program supporting ELA students in grades 4-5 offers a pull-out and push-in model that mirrors the math program. ELA students receiving support are monitored with exit tickets, teacher-made resources, formative assessments, and online resources. Similar to math students in grades 4-5, the STAR assessment is used as a summative assessment to monitor the progress of ELA students. The students receive ELA support in small groups during Focused Instruction for All (FIFA) class. The iReady program is used for instruction and assessment.

In grades 4-5, students receive math support in small groups during FIFA class. These groups target math standards identified as needing reinforcement through a variety of hands-on modeling, computer-based programs, and paper and pencil practice with immediate feedback. Students are assessed on the standards using formative assessments, such as exit tickets, math journals, conferencing, and online programs, such as IXL (implemented by Instructional Intervention Teachers), Quizizz, Brainpop, Flipgrid, Google Suite and Prodigy (implemented by general education teachers). The STAR test is used as a summative assessment, and the iReady program is used to guide instruction and for student assessment. Some math students are supported in the general education classroom using a push-in model. The instructional intervention teacher pushes into the classroom for a daily math period. During this period, the teacher will likely work with a small group of identified students to support them with the standard needing reinforcement.

Grades 6-8

In grades 6-8, math supports can be small groups or one on one and include teacher-created materials, use of the IXL Program, “Maneuvering Math” Program and STAR Assessments.

Instructional intervention teachers may also use google forms and exit tickets for instruction and assessment. When the instructional intervention teacher pushes into the classroom, a teacher may adapt formatives, study guides, and summatives, in conjunction with the regular classroom teacher, to better support the students’ needs. Instructional intervention teachers may also schedule additional support time during the designated academic assistance period.

ELA supports can include a hybrid model where the instructional intervention teacher will pull out during designated periods and push into cross-curricular classes such as Science and Social Studies. Instruction can be small group or one to one and include teacher-created materials, No Redink, Read 180, and STAR Assessments.