Science Intervention Amber Jones, Consultant, amber.jones@region10.orgamber.jones@region10.org Doni...

Science Intervention

Amber Jones, Consultant, amber.jones@region10.orgDoni Cash, Consultant, doni.cash@region10.org

Beliefs About Children’s Success

Intervention Structures

TIER 1: Universal• Takes place in the regular classroom• Assess the total population to identify and monitor students

at risk of failure.• Emphasizes high-quality general education , grade level

curriculum with differentiated instruction.• Flexible grouping is key.• Specific interventions are implemented for students not likely

to achieve success with grade-level material • On-going assessment is used to determine and to plan

necessary adjustments.

TIER 2: Targeted• Students who do not respond to general instruction, even with

adjustments, may be moved to Tier 2 for additional support.• The instruction is provided by the classroom teacher, or

someone else, within or outside the classroom.• More targeted support that revolves around a specific area of

need- emphasizing skills and strategies in meaningful contexts.• On-going assessment is used to determine the success of the

intervention and to plan necessary adjustments.• A student’s progress is largely dependent on the collaboration

of those providing support.

TIER 3: Intensive• Highest level of support and is targeted to meet the specific

needs of the small percentage of students who are still unsuccessful.

• Support is more individualized by reducing the instructional setting to three or fewer and often one on one.

• Tier 3 instruction should be provided by a highly qualified teacher, generally outside the classroom.

• Progress is monitored more frequently, but care must be taken that testing does not replace teaching.

An Overview of the Three-Tiered Model of RtI

TIER 1: UNIVERSAL•About 80 percent•All students•Flexible grouping and differentiated instruction

TIER 2: TARGETED•15 to 20 percent•Small group not to exceed 5•Consistent supplemental instruction

TIER 3: STRATEGIC OR INTENSIVE•5 to 10 percent•Individualized or very small group (<3)•Multiple opportunities for instruction

INTEN

SITY

Intervention Practices

Assessment

Types of Assessments to Uncover Student Thinking

ProbesOpen-ended questions

Student drawings

Finding Out What Students Know

Which fraction is the largest?A. 4/5B. 3/4C. 5/8D. 7/10

Which fraction is the smallest?A. 1/6B. 2/3C. 1/3D. 1/2

Assessment Probes

uncover

understandings misunderstandings

concepts proceduresmisconceptions/

overgeneralizations common errors

that can inform

Does is Have Potential Energy?____ apple on a teacher’s desk____ car driving down a hill____ roller coaster car going up a hill____ rock sitting on the ground____ a child at the bottom of their swing on a playground____ unopened soda bottle____ water behind a dam____ stretched rubber band____ someone diving off a diving board____ a pendulum pulled all the way to one side

Does it Have Potential?Student 1 Student 2

__X__ apple on a teacher’s desk____ car driving down a hill____ roller coaster car going up a hill____ rock sitting on the ground____ a child at the bottom of their swing on a playground__X__ unopened soda bottle__X__ water behind a dam__X__ stretched rubber band____ someone diving off a diving board__X__ a pendulum pulled all the way to one side

__X__ apple on a teacher’s desk____ car driving down a hill____ roller coaster car going up a hill__X__ rock sitting on the ground__X__ a child at the bottom of their swing on a playground__X__ unopened soda bottle__X__ water behind a dam__X__ stretched rubber band____ someone diving off a diving board__X__ a pendulum pulled all the way to one side

Open-Ended Questions• Designed to encourage an answer using the student's own

knowledge• Must have thorough understanding to answer; no place to hide• Design the prompt well to get good information

Annotated Student Drawings• Choose an idea that can be visually represented• Must have a clear prompt that will elicit the

information you seek• Use interviewing if the drawing needs further

explanation

Draw a picture to represent the relationship

between DNA and chromosomes.

STAAR Biology Question

New Assessment Resource!• Here you will find free access to more

than 600 items. These items:o Are appropriate for middle and early high school students.o Test student understanding in the earth, life, physical

sciences, and the nature of science.o Test for common misconceptions as well as correct ideas.

• http://assessment.aaas.org/pages/home