Show:
Interventions
Progress Monitoring
Tier 1
Tier 2
High Impact Responses
100
When should teachers intervene?

When data indicate that a student has not mastered an expected skill.

100

Should data be qualitative or quantitative? 

Quantitative 

100
Who provides interventions at this level?

General Education Staff

100

Who provides interventions at this level?

General Education Staff

100

Teacher Pay Teacher is a great resource for finding intervention strategies?

NO!

200

What is an evidence based practice?

A strong impact has been established by at least one experimental (blind) study. 

200
What should data collection represent?

Student Progress

200

Who are Tier 1 interventions available to?

All students

200

What happens to Tier 1 interventions when Tier 2 interventions are added?

They continue.

200

The effect size to aim for is?

.7 or greater

300
State of Iowa law requires that reading interventions be what?

Evidence Based

300

How can progress monitoring help support student interventions?

Changes in data help guide instructional decisions/changes.

300

What team might you collaborate with to identify Tier 1 interventions?

Your CLT.

300

Tier 2 interventions are: 

Targeted 

300

Are Collaborative Learning Teams a high impact practice?

Yes

400

When should interventions be adjusted?

When data reflect a change in progress.

400

You do this based on a student's progress monitoring data.

Instructional change/decision/phaseline

400

Who is a good resource for identifying Tier 1 interventions?

Instructional Coach

400

Who are good resources for Tier 2 intervention ideas? 

Instructional Coach, Special Education Consultant, School Counselor, Student Success Teacher

400
What can you use to identify a high impact practice?

The effect size.

500

Define implementation integrity.

Implementing as designed on a consistent basis.
500

What is the purpose of progress monitoring?

Formative assessment to drive instruction/instructional changes.

500

What is the goal of Tier 1 interventions?

To help the student close their skill gap.

500

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. 

500

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