Joy Maybe this will help... Interventions come in three tiers: Tier One- good differentiated classroom instruction...when this is in place consistently, fewer kids need further intervention Tier Two- Higher intensity---maybe extra time, smaller group, reading specialist plug in Tier Three- Very small group, usually pull out, extra time (often tier three is special ed) Maybe what you are doing already IS intervention! Jennifer Maryland In a message dated 7/21/2007 4:15:03 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
I'm supposed to use scientifically research based interventions, but that is what I've been doing in the classroom. Clearly these children need additional help, and I must gather data on how they respond to intervention to take to the Student Support Team for review and recommendation (following all the federal guidelines that I won't go into here). They can't get additional help from the resource teacher any other way. Does anyone have any ideas? Should I hold a few things back so I can use them for interventions? This may seem obvious to you, but I'm really stuck! Thanks! Joy/NC/4 ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
