Section 3 Flashcards
Key terms for section 3: Multi-tiered systems of support
equality
treating everyone equally without regard to individual differences or needs
equity
recognizes that not all students start from the same place or have the exact needs; giving individuals what they need to succeed
culturally responsive
strategies to ensure all students feel valued, respected, and supported in their learning journey
differentiated instruction
adjusting teaching methods to meet individual student needs
culturally responsive teaching
a proven teaching method that connects students’ cultures, languages, and life experiences with what they learn in school
opportunity gap
disparities in access to resources and opportunities that affect certain groups of students, often based on factors such as race, ethnicity, socioeconomic status, English proficiency, or family background
multi-tiered system of supports (MTSS)
a comprehensive, evidencebased framework used in
education to provide targeted
interventions and support to
students based on their
individual needs
Tier 1 interventions
provided universally to meet the needs of all students within the
general education classroom
response to intervention (RTI)
a method used to identify and support students with learning and behavior needs through regular monitoring and targeted interventions
Tier 2 interventions
targeted interventions provided to students who demonstrate mild to moderate academic or behavioral challenges that universal supports alone do not address adequately
Tier 3 interventions
highly individualized interventions provided to students who have yet to
respond adequately to Tier 1 and Tier 2 supports
Positive Behavior Interventions and Supports (PBIS)
implementing proactive strategies to establish a positive school climate and promote positive behavior among students
Universal Design for Learning (UDL)
an educational framework for designing flexible learning environments and curricula that provide all students, including those with diverse cultural and linguistic backgrounds, equitable access to learning opportunities
universal screening
implementing regular assessments to identify students who may require additional support or intervention early on
progress monitoring
using tools to track students’ progress and identify areas where additional support is needed
high-quality core instruction
providing evidence-based instructional practices and curricula that are aligned with state standards and meet all students’ needs
data-based decision-making
collecting and analyzing student performance and behavior data to inform instructional practices and interventions
collaboration and professional development
fostering collaboration among educators to ensure consistency in implementing Tier 1 interventions and practices across classrooms and grade levels
small-group instruction
supplemental instruction in
small groups to students who
need additional support in
specific areas such as reading,
math, or social-emotional skills
evidence-based interventions
proven effective in addressing the specific needs of students
increased practice and feedback
interventions to reinforce learning and address persistent areas of difficulty, providing additional opportunities for guided practice, individualized feedback, and targeted remediation
enhanced family engagement
involving parents and caregivers in the intervention process
individualized support plans
personalized student support plan tailored to unique needs
intensive instruction
highly specialized and targeted instruction delivered by trained educators or specialists
collaborative team approach
collaboration among educators, administrators, support staff, and families to ensure a coordinated and comprehensive approach to student support
multiple means of representation
emphasizing the importance of presenting information in various ways to cater to different learning styles and preferences
multiple means of engagement
fostering motivation and interest in learning by providing options for how students engage with content and activities
multiple means of action and expression
allowing students to demonstrate their understanding and express themselves in diverse ways
differentiated instruction
adjusting teaching methods to meet individual student needs
content differentiation
modifying what students learn
process differentiation
adjusting how students learn
product differentiation
focusing on how students demonstrate their learning
learning environment differentiation
the physical and emotional context of learning
direct instruction
explicitly teaching a specific skill or concept systematically and sequentially
systematic instruction
breaking down complex skills or tasks into smaller, more manageable steps
explicit instruction
highly structured; clearly states learning objectives, provides direct explanations and demonstrations, and offers guided and independent practice opportunities
co-teaching
collaborative partnerships between general and special education teachers to deliver instruction to all students
One Teach, One Assist
one teacher leads instruction while the other supports individual students or the whole class
One Teach, One Observe
one teacher delivers instruction while the other observes student learning, gathers data, or assesses student progress
station
teachers divide the classroom into stations or learning centers, each led by one teacher, where students rotate to engage in different activities
team
both teachers actively engage in instruction, sharing responsibility for planning, delivering lessons, and assessing student learning
parallel
two teachers split the students into small groups of students simultaneously; this decreases the student to teacher ratio,
increases intensity, providing differentiated instruction tailored to individual needs
alternative
one teacher instructs most of the class, and the other teacher teaches a smaller group of students who may need enrichment or reteaching of a previously taught skill
behavior expectations
establishing clear and concise behavior expectations for different settings within the classroom
behavior matrix
outlines specific behaviors expected in various classroom settings and situations, along with corresponding positive reinforcement strategies for demonstrating those behaviors
reward systems
a system that acknowledges and reinforces positive behaviors
Check-In/Check-Out
a system in which students receive daily feedback on their behavior from a designated staff member
social skills instruction
teaches students essential skills such as communication, problem-solving, and conflict resolution
