Page 1 out of 2 Pages
- Why are we providing instructional intervention to a 10th grader reading on 3rd grade level using 10th grade curriculum?
- 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?)
- 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?
- 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?
- 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?
- 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?
- What if you have more than 5 students for tier 2 intervention?
- Does the Easy CBM progress monitoring test correlate/align with istation and iReady?
- Can a child be pulled for resource (IEP mandated time) during intervention time?
- 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?
[ next ]