3.8+Interventions

= = __Indicator 3.8 Interventions ( RESEARCH AND  ARTIFACTS ) __

**3.8 Implements interventions to help students meet expectations for student learning**
=== **//"In education, with our efforts to translate research based strategies into practice, we must ensure that teachers know a sufficiently broad repertoire of scientifically-based strategies to address the very unique learning needs and circumstances//** //that students bring to the classroom"// ===

// In 2005 almost 90% of 6-21-year-old students receiving speech and language services in the schools spent more than 75% of their time in the general education environment (OSEP, 2005) // **__RESEARCH__**
 * [|Reading Interventions for ELL Students]
 * [|RTI] (Response To Intervention)
 * [|Response To Intervention]
 * [|Gap Between Research and Practice]
 * [|RTI and ELL Students]
 * [|Special Needs ELL Students and Instructional Strategies]
 * [|Informal Assessments and ELL Students]
 * [|Differentiated Instruction and Accommodations for ELL]
 * [|Reading Strategies for Parents - Spanish]
 * [|RTI Resources]//**Language related to Response to Intervention (RTI) was written into U.S. law with the 2004 re-authorization of the Individuals With Disabilities Education Act (IDEA). This law indicates that school districts are no longer required to take into consideration whether a severe discrepancy exists between a student’s achievement and his or her intellectual ability in determining eligibility for learning disability services. Rather, they may use an alternative approach that determines first whether the student responds to “scientific, research-based” classroom instruction and, if not, then to more intensive and targeted interventions. After receiving this more tailored and intensive instruction, students who do not demonstrate adequate progress are then considered for evaluation for a specific learning disability. This approach has come to be known as RTI, although this precise term is not used in the law. **//

**__ARTIFACTS__** Similiar to current list of accomodations) || Artifact || School System; 10 students received speech services as of February, 2012 || Practice || advanced placement, specialized classes - graphic design) || Artifact/Practice ||
 * **Evidence** || **Type** ||
 * * [[file:Accomodations.xls]](Accomodations prior to use of Nebraska Student Record System -
 * * [[file:Failing Students - Sept. 21, 2011.docx]] || Artifact ||
 * * Differentiated Instruction: Reading groups || Practice ||
 * * Math Acceleration: Most 8th grade students may advance into algebra || Artifact ||
 * * Reading Intervention Programs || Artifact ||
 * * Students on Individualized Plans || Artifact-office files ||
 * * Students receiving additional support (Title I) || Artifact-office files ||
 * * K-6 support (Aide's Schedules; afterschool tutors) || Artifact ||
 * * Review and reteaching || Artifact ||
 * * [[file:Failing Students - Sept. 21, 2011.docx]] || Artifact ||
 * * Use of pre-assessment || Artifact ||
 * * Individualized Development/Career Plan (Based on student needs-math, vocational training) || Practice ||
 * * Speech Therapy is provided by Speech Language Pathologist, Emily Malchow, from the West Point Public
 * * After-school programs/tutoring (Counselor) || Practice ||
 * * Teacher websites/Promethean Board activities (practice and enrichment) || Artifact/Practice ||
 * * Schedule of opportunities and activities that support special learning needs (Vocational classes, work study,
 * * Drop-out Rate - 0 % || Artifact-School records ||
 * * Staff affirm that there are multiple opportunities for students to get support; failing student policy for grades 7-12 || Practice ||
 * * Students affirm that they have opportunities to get support || Practice ||
 * * Students affirm that they have opportunities to explore their interests and career options || Practice ||

===**3.8 a - How does the system of support individualize interventions and differentiate instruction for identified students whose pace/style of learning differs in some way? **=== Supplemental educational service Community-based programs __**Resources**__ []
 * **Policies for student identification, orientation, interventions, remediation** ||
 * [[file:SAT Meeting #1.pdf]] || [[file:developmental history form.pdf]] ||
 * [[file:SAT Meeting #2.pdf]] || [[file:Intervention fidelity log.pdf]] ||
 * [[file:SAT Meeting #3.pdf]] || [[file:SAT Flow Chart.pdf]] ||
 * [[file:SAT Meeting #4.pdf]] || [[file:SAT Log.pdf]] ||
 * [[file:SAT Meeting #5.pdf]] || [[file:SAT phone contact.pdf]] ||
 * [[file:SAT Meeting #6.pdf]] || [[file:SAT Student Info.pdf]] ||
 * || [[file:SAT Teacher Info.pdf]] ||

HIGHLY FUNCTIONAL Teachers consistently use pre-assessment as a basis for differentiation of instruction in all areas. Differentiationof research-based instruction is observable in all classrooms/programs. There are opportunities for students toimprove and enrich their learning through expanded uses of time, facilities, instructional resources, and throughcollaborative networks of support within the school, at home, and across the community. Review and re-teachingoccur through individualized interventions.