QPI: Academic & Affective Education

1. Quality Program Indicators:
Academic & Affective Education
Jodi Oslund
SpEd 478: Educational Interventions
MSUM Summer 2009

2. Quality Program Indicators
(QPI):
Academic Education
Promote academic growth using various
techniques that are appropriate to individual
learning needs
Provide comprehensive academic curriculum
Provide modifications/alternatives to regular curriculum
when needed
Provide systems accommodations to ensure least restrictive
environment
Provide effective instruction

3. Tiers of RtI
(http://www.rtsd26.org/District/Images/RTI.gif)
Tier 1
Universal: adherence to research-based
core curriculum in general education
Benchmark assessment at least three
times per year
Tier 2
Targeted: small group interventions
delivered as part of general education
At least monthly progress reporting
Tier 3
Intensive: individualized interventions
based on problem-solving methods
At least weekly progress reporting

4. Tier 2 Remedial Strategies
Intermediate step between general education
instruction and intensive individualized
interventions
Allows for efficient resource allocation while
assuring student success
Delivered through small-group instruction by
using standard protocol interventions
Matches interventions to particular skill
deficit(s)

5. Tier 3 Remedial Strategies
Individualized intensive interventions delivered to
students who have not responded to Tier 2
interventions
Problem-solving team (PST) finds effective
intervention for individual student by following
problem solving process
Identify problem
Analyze problem
Develop Hypothesis
Develop Plan
Implement Plan
Evaluate Plan

6. Remedial Strategies for Reading
Collaborative Strategic Reading (CSR)
Preview
Click or Clunk
Get the Gist
Wrap Up
This strategy is great because it integrates word
identification, reciprocal reading, and cooperative
learning to aid in decoding and comprehending. It also
allows students to work in small cooperative groups, which
helps students to achieve a deeper more complete
understanding of the information

7. Remedial Strategies for Reading
SQ3R
Survey
Question
Read
Recite
Review
Choral and Paired Reading, as well as Repeated
Readings are also excellent strategies – Practice,
Practice, Practice!

This strategy is great because
it offers a step-by-step
approach so that students are
not overwhelmed with too
much information at once.

8. Remedial Strategies for Math
4-Step Problem-Solving Approach
Understand the Problem
Devise a Plan
Carry Out the Plan
Look Back
This strategy is great because if offers an efficient step-
by-step plan that allows students to perform better on
applied math problems

9. Remedial Strategies for Math
‘Real-life’ Assignments
Link concepts being taught to students’ lives.
For example, in a math lesson on estimating
area, assign the task of calculating the area of
their bedroom and estimating the amount of
paint needed to cover the walls.
This strategy is great because by linking concepts to
‘real life’ it
makes math more meaningful to students

10. Remedial Versus Compensatory
Strategies
When a student is not quite able to keep up, remedial
strategies are used to “nudge” him or her to catch up
When a student’s gap in learning is so severe that
remedial strategies are not effective, compensatory
strategies are employed so that the student is not
penalized in other areas of learning
Compensatory strategies are ways to use strengths
to compensate for weaknesses, for example:
If there is difficulty interpreting oral language,
information can be given in written form
If there is difficulty with reading, information can be
given by audio tape/CD

11. Compensatory Strategies for Reading
Reading strip or ruler
Magnifier or large print
Recorded materials
Reading assistance
Pictures
Braille
Assistive Technology

12. Compensatory Strategies for Math
Manipulatives for hands-on learning
Take test away from distractions
Have tests/assignments read to them
Lengthen time allotted for tests
Assistive Technology
Calculator

13. Quality Program Indicators
(QPI):
Affective Education
Help students acquire information, attitudes
and skills that will encourage appropriate
behavior and mental health
Systematically provide information and skills regarding
behavior
Include personal, relationship, and life skills
Design curriculum based on individual needs
Employ good instructional practices
Systematically plan and teach transference and
maintenance of skills

14. Seven Survival Skills
by Tony Wagner
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
We must ensure that all students master the skills of critical thinking,
communication, and collaboration to succeed as lifelong learners,
workers, and citizens

15. Social Skill Strategies
Cooperative/Collaborative Groups
Set group goals
Promote teamwork
Signaling
Social skills group
Role-play
State expectations of
behavior

16. Compensatory Strategies
Study Skills & Organization
Color coordinated binder, tabs, notebook
folder
Assignment calendar, school planner
Assignment guideline sheets
Study buddy, study group
Time Management Skills
Test Taking Skills

17. Five Key Processes That Motivate
by Allen N. Mendler
Emphasize Effort
Create Hope
Respect Power
Build Relationships
Express Enthusiasm!

18. References:
Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-
intervention in elementary and secondary schools. New York:
Routledge.
http://www.ghsdss.com/special_ed/ipp/remed_comp/
http://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type
=mathematics
http://www.ldao.ca/aboutLDs/Compensatory_jStrategies.php
Mendler, A.N. (2000). Motivating Students Who Don’t Care.
Bloomington, IN : National Educational Service.
Neel, R.S., Cessna, K.K., Borock, J., & Bechard, S. Quality Program
Indicators for Children with Emotional and Behavior Disorders.
Singham, M. (2005). Moving away from the authoritarian classroom.
Change, 50-57.
Wagner, Tony (2008). Rigor Redefined. Educational Leadership.