Professional Development Knowledge Base & Support - How do you focus on specific skill deficits when intervention is done in small group? Each child may have a different deficit. How can we or should provide time for one on one?

How do you focus on specific skill deficits when intervention is done in small group? Each child may have a different deficit. How can we or should provide time for one on one?

It will be unusual to have a single child with skill deficits that differ greatly from others in the group. Teachers will group students strategically to address deficit skills during intervention.

Tags: DLD, RTI

10-09-2015 20:39 Jeff Baxter {writeRevision}

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Can you show a flowchart for RTI2 progression?
What sources will we have for “high-quality” “evidence-based” interventions?
What sources will we have for “high-quality” “evidence-based” interventions?
What sources will we have for “high-quality” “evidence-based” interventions?
The middle school RTI2 presentation has ratios for TIER 3 that are not possible based on staffing in the building. If this is State mandated, do you have any suggestions on how to achieve th directives being given? (My principal and PLC coach say our staff can't accomodate thie request to perfrom RTI the way it is described - what do we do?) A
How far below level in reading does have a child have to be to be in tiers II or III?
When will i-ready start?
Can you provide common language concerning data points and required time frames?
If we have 12 students who are tier 3, how can we ensure they receive the amount of support they desreve, given thr recoememnended ratio of stdent-to-teacher?
What suggestions do you have for a classroom that might have 15 plus Tier III students? (In regards to the 45 minutes of 3 to 1 teacher instruction.)
Will we be required to fill out a data sheet everyday?
What is grade level of intrevention - iIs it the student’s actual grade level or is it the student’s ability level?
Should a sped student should participate fully in Tier 1 instruction and can/should they receive their intervention from the sped teacher in a pullout setting?
Can a child be pulled for resource (IEP mandated time) during intervention time?
Does the Easy CBM progress monitoring test correlate/align with istation and iReady?
What if you have more than 5 students for tier 2 intervention?
What is the expectation for 5th grade where the class is 7-Sped, 7-ESL, who are supposed to leave for ESL instruction and 8 regular ed students? And, who gives the grades for these pulled students?
How do you focus on specific skill deficits when intervention is done in small group? Each child may have a different deficit. How can we or should provide time for one on one?
How can I fit all of the time for interventions into an already crowded schedule? Can you show examples of a master schedule where all the required componenets of RTI, CLIP, etc. are fitting in the regualr school day for grades K-2, 3-5, 6-8, 9-12?
Can a Tier III student receive instruction for 30 minutes with the Tier II students and get an additional 15 minutes of instruction to equal the 45 minutes of required Tier III instruction?
What sources will we have for “high-quality” “evidence-based” interventions?
Will teachers have access to this “evidence” regarding the efficacy of these interventions? (Will the research of the effectiveness of the intervention be made available to teachers before the interventions are selected?)
Why are we providing instructional intervention to a 10th grader reading on 3rd grade level using 10th grade curriculum?