Tag: Evidence-Based

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)

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Math

Math Heuristics

The use of heuristics, or self-strategies, in mathematics can have a profound impact on a student’s ability

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Executive Function

Combining Writing and Self-Regulation Strategies: The SRSD Approach

Students who present with learning disabilities often experience difficulty with writing. These difficulties result from limitations in

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Math

Visual Representation in Mathematics

Although there are a number of problem solving strategies that students use in mathematics, good problem solvers

Students reading in class

Literacy

Narrative Story Writing: The Ask, Reflect, Text Strategy

Ask, Reflect, Text (ART) is a six-step evidence-informed mnemonic story development strategy created to motivate students to

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