Category: Educator Supports

Tiered Approach represented in a pyramid. At the base there’s Tier 1: Universal Programming : General classroom education, taught by the regular classroom teacher. Conforms to basic principles of Differentiated Instruction (DI) and Universal Design for Learning (UDL). May include tiered lessons and assessment. All students monitored closely for potential need to move up a tier. (This tier targets 80 % of students). In the middle of the pyramid there’s Tier 2: Targeted Group Interventions: Small (2 to 5 students) group instruction in addition to continued universal programming from Tier 1. Typically 10 to 20 weeks of extra instruction, 30 – 45 minute duration per session. Students may shift back to Tier 1 after successfully mastering a concept or skill. (This tier targets 15% of students). At the tip of the pyramid there’s Tier 3: Intensive Individual Instruction: Intense, individual interventions and instruction. Can include teaching basic learning skills such as organization and note taking. Includes help from outside the classroom, including special education teachers and administration. Students who are struggle in Tier 1 and 2 to this tier are also often referred for further psycho-educational testing, including screening for LDs. (This tier targets 5% of students).

Educator Supports

Tiered Approaches to the Education of Students with Learning Disabilities

The Ministry has devised a three-tier system. This is often referred to as Response to Intervention (RTI)

Educator Supports

EduGAINS

Summarized by Cindy Perras, M.Ed., OCT Educational Consultant, LDAO EduGAINS is an Ontario Ministry of Education website which provides Ministry developed resources to

York Waterfall Chart picture

Educator Supports

York Waterfall Chart: Understanding Learning Disabilities – How Processing Affects Learning

Understanding Learning Disabilities: How Processing Affects Learning, developed by the York Region District School Board, is a

Image of 4 heads to represent collaboration

Educator Supports

Teacher Collaboration and Achievement of Students with LDs: A Review of the Research

The purpose of this review is to provide an overview of the empirical data that explores the

Image des élèves en classe.

Educator Supports

Peer-Mediated Learning Approaches

One such approach that has been shown to fit naturally into the ebb and flow of the

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