A Free Appropriate Public Education (FAPE) means that schools are providing students with disabilities a program that enables them to achieve their goals and objectives in the least restrictive environment. It is important for school leaders and teachers to have a basic understanding of the important intervention strategies, so they can discuss options with parents and provide oversight of the programs available for students with disabilities.
There is not one strategy or intervention technique that matches all students with disabilities. Individual Learning Plans (IEP) must reflect individualized approaches for each student’s need. The IEP committee must analyze all data to determine the best intervention technique and methods that teachers should utilize to support students to attain their learning goals. The following are several strategies and interventions that can be utilized to ensure students receive a Free Appropriate Public Education.
There is not one strategy or intervention technique that matches all students with disabilities. Individual Learning Plans (IEP) must reflect individualized approaches for each student’s need. The IEP committee must analyze all data to determine the best intervention technique and methods that teachers should utilize to support students to attain their learning goals. The following are several strategies and interventions that can be utilized to ensure students receive a Free Appropriate Public Education.
Strategies
One way of ensuring that student with disabilities are successful in an inclusive classroom is to teach them how to use various learning strategies. Some students develop their own learning strategies, but there are students who need to be taught how to use learning strategies. Above, to the right, is a list of strategies that can be taught to students.
Multi-Tiered System of Supports
Multi-tiered System of Supports or more commonly known by its acronym MTSS is a term used to describe an evidence-based model of education that employs data-based problem-solving techniques to integrate academic and behavioral instruction and intervention based on the diverse student needs (Gamm, et al., 2012). MTSS ensures that district resources reach the appropriate students and schools to accelerate performance for all students. “The MTSS approach provides a framework to create a single system that has the availability of a continuum of multiple supports for all students (California Department of Education, 2015).” MTSS also aligns support for both students and staff including evidence-based curricula, instructional practices and comprehensive assessments. MTTS consists of three levels of intensity and instruction and intervention.
MTSS integrates both academics and behavior as equally critical to student success (Figure 1). RTI or Response to intervention/instruction focus is on academic support. Whereas, PBIS or Positive Behavior Intervention Support is more aligned to behavior. MTSS is the umbrella concept under which both academics and behaviors fall (Gamm, et al., 2012). |
Student Progress Monitoring and Data Driven Instructions
Progress monitoring is a systematic method of data collection for tracking learning progression. All or some students are assessed at certain points during the year. The results are then used to evaluate the effectiveness of instruction and the extent of student learning. The purpose of progress monitoring is to monitor students’ response to interventions and to check on the rate of improvement. Also, progress monitoring helps to identify students who are not making progress. In addition, it compares the success of different forms of instruction. There are three types of progress monitoring: diagnostic, formative, and summative. Diagnostic assessment is conducted before instruction. It measures current knowledge and skills for planning instruction. Formative assessment is conducted during instruction. It tells how well students are responding to instruction. Summative assessments are conducted after instruction and tell what a student has learned (California Department of Education, 2015). Clearly, by providing universal screening and progress monitoring educators are better able to support all student at their instructional level.
Data based decision making is used to match instructional and behavioral resources in all tiers of MTSS. Data based problem solving is a critical component of MTSS. The problem-solving process is important for making instructional adjustments that will continually improve both student performance and the rate of progress (Acceleration). Data based decision making assesses the effectiveness of the tiered instruction and intervention. “In fact, the logic and process of data-based decision making in education is embedded in a variety of instructional structures that educators already use, such as school improvement planning, student progressions, reading plan, positive behavior supports, progress monitoring, continuous improvement models, and district policies and procedures (Gamm, et al., 2012, p. 11).”
Data based decision making is used to match instructional and behavioral resources in all tiers of MTSS. Data based problem solving is a critical component of MTSS. The problem-solving process is important for making instructional adjustments that will continually improve both student performance and the rate of progress (Acceleration). Data based decision making assesses the effectiveness of the tiered instruction and intervention. “In fact, the logic and process of data-based decision making in education is embedded in a variety of instructional structures that educators already use, such as school improvement planning, student progressions, reading plan, positive behavior supports, progress monitoring, continuous improvement models, and district policies and procedures (Gamm, et al., 2012, p. 11).”
References
California Department of Education. (2013, May 13). Definition of MTSS. Retrieved from California Department of Education: http://www.cde.ca.gov/ci/cr/ri/mtsscomprti2.asp (MTSS)
California Department of Education. (2015). Multi-tiered System of Supports (MTSS): A Comprehensive Framework for Implementing the California Common Core State Standards (CA CCSS) professional learning module. Retrieved from My Digital Chalkboard: https://www.mydigitalchalkboard.org/auth/portal/default/Content/Viewer/Content?action=2&scId=509627&sciId=17524
Gamm, S., Elliott, J., Wright Halbert, J., Prince-Baugh, R., Hall, R., Walston, D., . . . Casserly, M. (2012). Common Core State Standards and Diverse Urban Students: Using Multi-Tiered System Support. Retrieved from Council of the Great City Schools: www.cecs.org/domain/87
Smith, T. E. (2016). Serving Students with Special Needs: A Practical Guide for Administrators. New York: Routledge.
California Department of Education. (2015). Multi-tiered System of Supports (MTSS): A Comprehensive Framework for Implementing the California Common Core State Standards (CA CCSS) professional learning module. Retrieved from My Digital Chalkboard: https://www.mydigitalchalkboard.org/auth/portal/default/Content/Viewer/Content?action=2&scId=509627&sciId=17524
Gamm, S., Elliott, J., Wright Halbert, J., Prince-Baugh, R., Hall, R., Walston, D., . . . Casserly, M. (2012). Common Core State Standards and Diverse Urban Students: Using Multi-Tiered System Support. Retrieved from Council of the Great City Schools: www.cecs.org/domain/87
Smith, T. E. (2016). Serving Students with Special Needs: A Practical Guide for Administrators. New York: Routledge.