Review the student profile selected for your IEP group.
Discuss:
1. What social, emotional, or behavioral challenges might affect learning?
2. What proactive supports could be implemented?
3. Which HLP(s) could help improve student participation and engagement?
Respond meaningfully to at least two classmates.
Assignment 2) Video Activity #2
Watch the video HLP 20: Provide Intensive instruction video. After viewing the video, answer the following questions in a Word document using complete sentences. Responses should demonstrate understanding of High-Leverage Practice 20 and the Data-Based Individualization (DBI) process.
1. Questions 1. Understanding Intensive Intervention According to the video, what is intensive intervention? How does intensive intervention differ from Tier 1 and Tier 2 instruction? Why do some students require intensive intervention? 2. The Need for Intensive Instruction The video states that some students require substantially more practice than their peers to master new skills. Explain:
· Why some students need more intensive instruction.
· How this affects lesson planning for special education teachers.
· What “intensifying” instruction may look like in practice.
2. 3. Components of Data-Based Individualization (DBI) Describe the four components of the DBI process discussed in the video. For each component:
· Define the component.
· Explain why it is important.
· Describe how it contributes to student growth.
3. 4. Evidence-Based Intervention and Fidelity The video emphasizes the use of validated intervention programs implemented with fidelity.
· Why is fidelity important?
· What can happen when an intervention is implemented inconsistently?
· How should educators determine whether an intervention is an appropriate match for a student?
4. 5. Progress Monitoring and Data Analysis How do educators use progress-monitoring data within the DBI process? Explain:
· What curriculum-based measurement (CBM) is.
· What an upward trend in data might indicate.
· What a flat or insufficient growth trend might indicate.
· How data informs instructional decision-making.
5. 6. Diagnostic Assessment Why do teams collect additional diagnostic information when students are not making expected progress? Provide examples of diagnostic information discussed in the video. How can diagnostic data guide intervention decisions? 7. Collaboration and Professional Decision-Making The video frequently refers to teams of educators working together.
· Why is collaboration important when providing intensive intervention?
· What expertise do different team members contribute?
· How does collaboration improve outcomes for students with disabilities?
6. 8. Application to Practice Imagine you are teaching in a self-contained or resource room. Select one student from the course case study and answer the following:
· What IEP goal would you focus on?
· What progress-monitoring measure would you use?
· What evidence-based intervention would you implement?
· How would you determine whether the intervention needs to be intensified?