In-Depth Notes on Specific Learning Disorders and Response to Intervention (RTI)

Recognition of the original inhabitants of the land and waters, including Indigenous Peoples.
Emphasis on the importance of Wampum Treaties among Anishinaabe, Haudenosaunee, Lenni Lenape, and allied Nations regarding resource sharing around the Great Lakes.
Acknowledgment of the Three Fires Confederacy (Ojibwe, Odawa, Potawatomi) and Huron/Wendat Peoples.
Commitment to honoring Indigenous history and fostering respectful relationships with First Nations, Inuit, and Métis.

Midterm marks will be posted post makeup exam.
Final exam scheduled for April 10, 2025, from noon to 3:00 PM, at the Toldo Health Education Centre, Room 200.

Purpose of RTI: To determine if academic performance issues stem from ineffective instruction.
RTI promotes high-quality classroom instruction and monitors student growth.
Students with inadequate responsiveness to quality instruction receive increasingly intensive interventions.
Monitoring: Essential for assessing students' progress, influencing instructional and intervention decisions.

TIER 1
- Placement: General education setting.
- Level of support: Mild.
- Method: Evidence-based, high-quality instruction; ongoing assessment.
- Student need: 80-90%.
TIER 2
- Placement: General education, small-group instruction, individualized support.
- Level of support: Moderate.
- Method: Evidence-based interventions by specialists.
- Student need: 15-20%.
TIER 3
- Placement: Likely special education.
- Level of support: Intensive.
- Method: High-quality intensive interventions.
- Student need: 1-5%.

Key for successful implementation; informs tier placement and instructional adjustments.
Initial tier placements derive from benchmark assessments and teacher observations.
Continuous data collection allows for informed decisions regarding student progress and necessary changes in tiers or interventions.

Universal Screening: Identifies at-risk students through screening measures.
Tiers of Intervention:
- Tier 1: General effective instruction with monitoring.
- Tier 2: Additional and different support for students who struggle.
- Tier 3: Intensive instruction for those who do not respond adequately to Tier 2.
Assessment and Support: Supports the scalability and responsiveness of educational interventions based on individual student needs.

Conceptual Understanding: Grasp of mathematical concepts and principles.
Procedural Fluency: Ability to perform mathematical procedures accurately and efficiently.
Adaptive Reasoning: Capability to reason mathematically and solve problems.
Strategic Competence: Skill in formulating and solving mathematical problems.
Disposition: Attitude towards mathematics, fostering a positive mindset in math learning.

Attention: Ability to focus on relevant information.
Executive Function: Skills associated with planning, organizing, and managing tasks.
Language Comprehension and Expression: Understanding and using language effectively in mathematical contexts.
Memory: Short-term and long-term memory's role in retaining and applying mathematical knowledge.

Provide visual cues and structured materials to assist comprehension and retention.
Arrange classroom environments to minimize distractions.

Use explicit instruction with clear goals and frequent check-ins for understanding.
Differentiate instruction based on individual learning needs and styles.
Incorporate a variety of teaching modalities to reinforce learning.

Utilize diverse assessment methods that emphasize understanding over rote memorization.
Adjust assessments to allow for varied methods of demonstration and response.

Implement tools like text-to-speech software, graphic organizers, and scientific calculators to support learning.
Consider the use of digital tools that facilitate cognitive processing and aid in completing assignments efficiently.