WGU D152 Module 3: Intensive Instruction in Content Areas (Inclusive Classroom WGU D152) 2024
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Course
WGU D152
Institution
WGU D152
WGU D152 Module 3: Intensive Instruction in Content Areas (Inclusive Classroom WGU D152) 2024
Intensive Instruction
• students who have not made appropriate progress in tiers 1 and 2 need additional interventions
• intensive instruction is most used in tier 3
• individualized based on s...
WGU D152 Module 3: Intensive Instruction in Content
Areas (Inclusive Classroom WGU D152) 2024
Intensive Instruction
• students who have not made appropriate progress in tiers 1 and 2 need additional
interventions
• intensive instruction is most used in tier 3
• individualized based on student needs
• more intense
• modified content/instructional strategies
• frequent and precise monitoring
• 2 models: intensify tier 2 or data-based individualization (DBI).
2 models of intensive intervention
Intensifies Tier 2 Instruction:
• Increase duration of instructional time. Core of tier 2 program stays the same.
• Monthly progress monitoring.
• Reduced group size
Data-Based Individualization (DBI):
• One-on-one instruction. Data is used to design programming that needs to be
delivered individually.
• Weekly progress monitoring.
• Usually delivered individually.
• Data graph including baseline and goal line.
• Modify program using teacher expertise as informed by weekly progress monitoring.
Intensive instruction is important because ____________.
some students continue to struggle even with tier 2 interventions and require
more rigorous individualized programming. Intensive instruction goes beyond
tier 1 and tier 2 interventions. Two models discussed are intensified tier 2 instruction
and data-based individualization (DBI).
Multitiered systems of supports (MTSS) use several different intensities of
instruction. How does intensive intervention fit within a tiered system such as
MTSS?
Intensive intervention is the last tier, often called tier 3, and the highest level of support
for students. Students receiving intensive instruction have already been instructed in the
regular classroom with their whole class in tier 1 instruction. After sufficient time and
data collection, these students are not making adequate gains. Tier 2, small-group,
research-validated programming, is then implemented with trained staff. Data are
collected over a sufficient time period showing still inadequate gains. Finally, tier 3
intensive instruction is implemented either by special educators or other general
education highly trained, specialized staff.
Intervention Intensity
• Articulates seven principles for evaluating and building intervention intensity based on
research.
• Teachers implement this taxonomy to systematize the process for selecting a
promising intensive intervention platform.
,• 1. strength 2. dosage 3. alignment 4. Attention to transfer 5. comprehensiveness 6.
Behavioral support 7. individualization
The 7 Dimensions of the Taxonomy of Intervention Intensity:
Strength:
how well the program works or how strong it is. strong programs produce good result
with fewer adjustments.
Dosage:
number of opportunities- length of sessions, size of groups, number of sessions per
week. (like a medication dosage: when, how much, how often)
Alignment:
how well the program meets the student's needs (efficiency, maximizing, and increased
intensity)
Attention to Transfer:
extent an intervention is designed to transfer skills to other settings and realize
connections between mastered and related skills (teacher builds into lessons)
Comprehensiveness:
number of explicit instruction principles in the intervention. (use many explicit instruction
principles not just a few)
Behavioral Support:
extent that program incorporates self-regulation and executive function components and
behavioral principles to minimize nonproductive behavior.
Individualization:
how well the intensive intervention is adjusted to address the student's learning needs.
(DBI is applied to determine progress)
The taxonomy of intervention intensity puts forth principles, also referred to as
dimensions, for educators to systematically design tier 3 intensive interventions
for those students not responding adequately to tier 1 and 2 programming.
There are seven dimensions in the taxonomy. (Listed in no particular order.) The
number of opportunities for the student to answer questions and interact with the
teacher is addressed in the dosage dimension. Using data-based individualization (DBI)
could be part of the individualization dimension. Self-regulation and executive
functioning components are part of behavioral support. The dimension that addresses
being able to make connections across contexts is attention to transfer. The degree of
explicit instruction is addressed in comprehensiveness. Strength is the dimension that
addresses the efficacy of the intervention in terms of calculated, statistical effect size.
How well the intervention addresses only targeted, but not mastered, skills and focuses
on grade level standards is part of alignment.
Explicit instruction principles
• give explanations in simple, direct language
• model efficient strategies
• ensure students have the necessary background knowledge and skills to succeed with
those strategies
• gradually fade support for student's correct execution of those strategies
• providing practice so students can use the strategies to generate many correct
responses
• incorporating systematic cumulative review
, Two stages of delivering intensive intervention according to Taxonomy of
Intervention
Dimensions 1-6 are:
The first six dimensions (strength, dosage, alignment, attention to transfer,
comprehensiveness, and behavioral support) are constructed during the set-up
stage before instruction begins but can be adjusted if a change of intervention is needed
during implementation.
Dimension 7 is:
The seventh dimension (individualization) is applied during the implementation
stage. However, each time instruction is adjusted, the other six dimensions are
reviewed when considering the adjustments.
True or False
Individualization is the only dimension in the taxonomy that is delivered in the
implementation stage.
False. The seventh and final dimension, individualization, is applied during the
implementation stage. However, each time the instruction is adjusted, the other six
dimensions are reviewed considering the adjustments.
True or False
During the implementation stage, data are collected weekly and graphed against
a goal line to determine if adjustments to instruction are necessary.
True. The implementation stage begins with baseline data collection and graphing of
the goal line. It continues with weekly graphing to determine the efficacy of the
intervention.
Special education is the harbinger of individualization as students will have
Individualized Education Programs (IEPs) to drive their instruction.
True or False
Individualization only occurs when a student has qualified for special education.
False. General educators, classroom teachers, and specialists can and do deliver
individualized instruction, sometimes as part of the process to refer a student for special
education.
True or False
IEP-driven individualized instruction can be delivered in a small-group setting.
True. Individualized instruction does not require a one-on-one setting. If a special
education teacher has three to five students in a group, the teacher is able to effectively
individualize while delivering instruction to the group.
Bobbie is struggling in all her classes due to her lack of understanding of
sentence structure. Ms. Richey needs to teach her to apply the skills she is
learning to her other classes. Which of the 7 Dimensions of Taxonomy is Ms.
Richey focusing on?
Attention to Transfer. It is how the teacher builds in skills that allow the students to
generalize knowledge to a different setting.
Intensified Tier 2 Instruction
Is this student progressing, but progressing too slowly? If so, additional
instructional time may be an appropriate intensification for the student.
What are the two questions to consider?:
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