Identify & Understand
Which of the following is not a key activity when identifying and understanding root causes:
a)review and explore data
b) identify and gather additional information
c) talking with student(s)
d) assigning interventions
d) assigning interventions
Who needs to be consulted in creating and maintaining the intervention catalogue?
Why is monitoring student progress important?
The team can determine if the intervention is or is not working for the student so adjustments can be made if necessary; the team can identify when the student is back on-track and can exit the intervention, potentially allowing another student to receive the intervention (efficiency of resources); the team can determine if an intervention is not having the intended outcomes for their student population or context, and can consider other options.
Name two sources of supplemental data that could be used in this component.
School climate data; student observations; student work samples; teacher/staff conversations; middle school data and performance; diagnostic data; conversations with families; conversations with students; benchmark or formative data; annual state assessment data
Why do you need to identify and define what success looks like in this component instead of waiting until Monitoring Student Progress?
Efficiency
Why is it important to have exit criteria for interventions?
Get students back into electives; capacity resources at the school level are finite
Explain why it's important to hypothesize root causes before assigning interventions.
Ensure interventions/supports match needs
Name four groups who need to be part of the communication plan during Assigning and Providing Supports.
students; families; interventionists; other teachers; other leaders
What are two potential next steps if a student or student group isn't making progress in an intervention?