INST 210 1st Edition Lecture 15 Outline of Last Lecture I. Understanding students with emotional and behavioral disorders,II. DiscussionOutline of Current Lecture I. RTI,II. Discussion questionsCurrent LectureI. RTI: gen ed model, prevention for sped. a. Tier 1- class- or school-wide model, supports for everyoneb. Tier 2- still gen ed, for kids who don’t respond to tier 1 interventions, small group activity, a little extra support and with their peersc. Tier 3- most explicit and intense interventions, usually one-on-one level. Right before determining if need to be tested for sp ed. Most intense support right before sped. d. Special ed- IEP, still can access all interventions in the RTI model. II. Discussion questions:a. Hoe does knowledge of the ecological layers informs us of how to handle Isaac's behavioral and academic difficulties? Which layers are affecting him now? --It's good to get background info on students, and it is important to get a fair judgment ofacademic and behavioral needs. Maybe he just needs to come 20 minutes before school to work on his homework-- his mom isn't home to help him.b. If you were one of Isaac's teachers, how would you have taught him self-advocacy skills once he was promoted to the 9th grade? --teach him how to speak up for himself, but was closed-off about his father's death. Help him find a mentor. If teachers don’t take the time to get to know students, students won’t take the time to open up to teachers and will never tell them what is actually going on. It pays to get to know students!!c. A few of Isaac's teachers commented on the disorganization and insufficient information in his file. How would you, as Isaac's teacher, go about seeking assistance in obtaining updated grades, test scores, and psychological reports? Contact who you can to get accurate information, email other school staff, ask his mom!! Do what you can and be very aggressive in helping this studentd. What are the implications of not keeping ongoing and consistent behavioral data on students with emotional and behavioral disorders like Isaac? If there is no record, there is no way for all educators to stay on the same page, harder to map his These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.behavior. Every behavior has an antecedent and a consequence. EX: "Isaac is throwing his desk every day. What is happening before he throws his desk and what is happening after?" When talking about a student with other teachers or staff, keepit very professional.e. Should the school district have identified Isaac as a student with an emotional and behavioral disorder? An LD? Why or why not? --RTI process is so important right now. Important to go through the process to determine how much a student needs intervention before jumping to conclusions. He could have been gifted and talented instead of sped. There was more behavioral evaluation instead of learning evaluation. f. Based on the info in this scenario, what Tier or Tiers should Isaac receive services and why? Just because he has an EBD, they’ve assumed that he can’t learn anything.Separate the two. Maybe he needs less-intense tiers rather than the higher tiers they've jumped him into. It may be as simple as outlining his expectations the teachers have of them. Clear expectations and hold students to them, even if they need to adapt. g. EBD resources: Intervention Central, Institution of Educational Sciences (what works clearinghouse), National association of school psychologists (NASP