SpecialEd Classroom in not affiliated with Solution Tree. 

However we recomend, that if you are close enough to one of these events, that you go.

solution-tree.com 800.733.6786 Response to Intervention Institute November 11–13 Hollywood, CA Renaissance Hollywood Hotel Preconference Workshop Available November 10 Featuring William Bender, Austin Buffum, Thomas Guskey, Robert Howell, Mike Mattos, Elaine McEwan-Adkins, Sandra Patton, and Donna Walker Tileston This Institute goes beyond process rhetoric to offer educators specific recommendations on how to intervene at the classroom, building, and district levels. Hear from expert practitioners who have seen real gains in their schools. Take valuable tools and strategies back to your school or district and achieve the same results. Focus on four components: Creating a culture for RTI Creating a tight, focused standards-based curriculum Aligning assessment systems to universal screening and progress monitoring Designing and implementing appropriate interventions Key Takeaways: Develop stakeholder support for educational redesign Establish a leadership team Use the professional learning community infrastructure to make RTI highly effective Create and use an RTI Intervention Team Select and use research-based interventions to meet individual student needs Use data to monitor progress and inform instruction Garner parental support Implement the RTI model systemically Register today! The new book by William Bender, Beyond the RTI Pyramid (available summer 2009), is included with your Institute registration. Getting SMART About Your RTI Plan Preconference Workshop November 10 Hollywood, CA Renaissance Hollywood Hotel       Featuring Anne Conzemius Having an RTI plan is one thing; it’s quite another to have a SMART (Strategic and Specific, Measurable, Attainable, Results-based, and Time-bound) plan and a process for implementing and monitoring RTI effectiveness. By the end of the day, participants will know: A process that will support implementing and monitoring RTI plans How to analyze data to create a goal and a plan that is strategically focused on specific student needs New skills for running effective meetings aimed at instructional improvement Register today! Solution Tree events may sell out. Please confirm your registration before making travel arrangements. Speakers are subject to change. Visit solution-tree.com for the latest updates. Pyramid RTI Workshops May 2009 6–7 Denver, CO 7–8 Boston, MA SOLD OUT 13–14 Dallas, TX September 2009 16–17 Raleigh, NC 21–22 Minneapolis, MN 28–29 Seattle, WA 30– Oct. 1 San Diego, CA October 2009 12–13 Boston, MA 14–15 Baton Rouge, LA 19–20 San Antonio, TX 22–23 Minneapolis, MN November 2009 4–5 San Diego, CA 4–5 Seattle, WA 16–17 Nashville, TN 18–19 Baton Rouge, LA See a complete list of Solution Tree events.   RTI Resources Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn By Austin Buffum, Mike Mattos, and Chris Weber Order now!                     Pyramid Response to Intervention is included with your Workshop registration. Understanding Response to Intervention: A Practical Guide to Systemic Implementation By Robert Howell, Sandra Patton, and Margaret Deiotte Order now!   93IEW 800.733.6786 | Request a Catalog | About Us | Professional Development

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Students with deficits in memory

Definition of memory 

Memory is divided into three systems: short-term, active working, and long-term.

Short-term Memory

            Short-term memory has a very limited capacity only small amounts of information can be held in short-term memory.  As information first enters the short-term memory system it is only there for a brief time. During this brief time decisions are made as to what to do with the information.  The memory may be used right away, moved to another memory system for storage or forgotten.

Active working Memory

            The second system of memory is active working memory information is suspended while it is manipulated- or used in some way.  Ideas or parts of tasks are temporarily held together in active working memory while being further developed or used during an activity.  Active working memory can hold more information for a longer duration than short-term memory.

Long-Term Memory

            The third memory system is called long-term memory.  This is the permanent storage system for information and skills that may be needed later.  Long-term memory is an elaborate storage process with a theoretically endless capacity.

Strategies

1. Research says that if you present material in more than one format; (auditory, visual, and experiential modes), students will be able to store information in more than one of the memory systems.
2. Provide photocopies or text that can be marked for children who tend to forget important information after reading.  Highlighting, underlining or circling key words as a student reads will help place information into active memory.
3. Review material, have children repeat new information several times before attempting to recall additional information from long-term memory. Having a study pal who can work with a child to help him recall information like spelling words learned earlier in the week.
4. Encourage children to reread important information and take notes. They may want to write down or keep notes on a graphic organizer. Organizers will help put information into categories. By sorting information into columns or graphic organizers students use visualization to recall the information.
5. Help students identify important information, patterns and rules. Be explicit about when important information is coming up. “What’s the pattern here”, “This one should be remembered or put into your rule book”. Summarize important points by having students recall what they have learned and correct any misinformation.
6. Have students create a check list before studying for test or undertaking activities which require a lot of memory. Only complete one step at a time and check off each stage in a multi-step task as they complete it.

Teaching Techniques

Teacher circulates around the classroom, Repeat instructions, Check for understanding, List assignments and/or instructions on the board, Use visual aids in giving instructions, Teach study skills, Limit number of oral instructions, Vary voice volume as required, Use eye contact, Use close proximity, Reduce visual/hearing stimulation,

Enviornments

Change seating, Reduce distractions, Change groups, Create more physical space, Special Study area,  Consider physical health problems

Assignments

Simplify (quantity or level),  Shorten, Buddy system, Alternative assignment, Extended time, Copy of written assignment, Study sheet, Allow verbal response,  Enlarge Text,  Mark correct answers not mistakes.

Materials

Use manipulatives, Use task cards, Diagnostic tools, Learning Games, Computer,  Calculator, Special Paper

Testing

Open book, Open notes, Record answers, Extra time, Read test, Alternate location, Shorten and Simplify, Adapt assessment

Identification and Evaluation

           Since provisions of  the reauthorized Individuals with Disabilities Education Act (IDEA) took place after July 1, 2005.  The scale of identification and evaluation changed for children with learning disabilities into and out of the special education programs.  Experts began questioning the methods and inconsistencies throughout various districts and states that lead to believe that many children identified as learning disabled (LD) should not have been qualified under the discrepancy model of assessment.  Schools who qualified children who had a sever discrepancy between achievement and intellectual ability may have caused harm to students as it results in delaying intervention until the student’s achievement is sufficiently low.  Once placed in the Special Education program, research has shown an inability to achieve in such a restrictive environment compared to those who have been serviced in there general education class or Least restrictive Environment (LRE). This new model called Response to intervention (RTI) suggest that schools provide evidence of interventions in the general education class before moving a child to a more restrictive environment such as Special Ed.

           Over the past few years that the scale of identification and Evaluation of children into special Ed, some educator are struggling to cope with changes of No Child Left Behind.  No Child Left Behind Laws have made it possible for all children to receive free and appropriate education.  The new (RTI) Response to Intervention model suggests that teachers provide evidence of interventions in the general education class before moving to a special education environment.  Because of this, we have to define appropriate education.  Appropriate education is different for each child and leaves room for question.  Many of the questions are what types of assessments are used in various districts around the region.  Do they discriminate based on social economics?  Are they consistent in transitioning from Elementary school to Middle School and on up to High School.  Parents are concerned as well asking; Is my child going to be made fun of in this program?  Will he be with general Ed students?

            These questions are important because laws have been passed and schools have been sued for not providing an appropriate education and others have been placed in special education classes unjustly based on behavior rather than proper evaluation and assessment.  Children are to be given every opportunity to succeed as possible.