Interventions
When data indicate that a student has not mastered an expected skill.
Should data be qualitative or quantitative?
Quantitative
General Education Staff
Who provides interventions at this level?
General Education Staff
Teacher Pay Teacher is a great resource for finding intervention strategies?
NO!
What is an evidence based practice?
A strong impact has been established by at least one experimental (blind) study.
Student Progress
Who are Tier 1 interventions available to?
All students
What happens to Tier 1 interventions when Tier 2 interventions are added?
They continue.
The effect size to aim for is?
.7 or greater
Evidence Based
How can progress monitoring help support student interventions?
Changes in data help guide instructional decisions/changes.
What team might you collaborate with to identify Tier 1 interventions?
Your CLT.
Tier 2 interventions are:
Targeted
Are Collaborative Learning Teams a high impact practice?
Yes
When should interventions be adjusted?
When data reflect a change in progress.
You do this based on a student's progress monitoring data.
Instructional change/decision/phaseline
Who is a good resource for identifying Tier 1 interventions?
Instructional Coach
Who are good resources for Tier 2 intervention ideas?
Instructional Coach, Special Education Consultant, School Counselor, Student Success Teacher
The effect size.
Define implementation integrity.
What is the purpose of progress monitoring?
Formative assessment to drive instruction/instructional changes.
What is the goal of Tier 1 interventions?
To help the student close their skill gap.
Targeted interventions help provide what information to support student progress?
Type and intensity of interventions needed to close skill gaps so students can access core instruction.
List, in order, the impact of these on student achievement: parent involvement, homework, teacher collective efficacy, RTI, class size, individualized instruction, scaffolding, motivation, feedback, teacher estimate of student achievement.
collective efficacy:1.57, teacher estimates of achievement:1.29, RTI:1.29, scaffolding:.82, feedback:.70//parent involvement:.50, motivation:.42, homework:.29, individual instruction:.23, class size: .17