LM8+Interventions


 * Learning Module 8: An Introduction to Pennsylvania SAS’s Interventions **

In Learning Module 8, you will be exploring information under PDE SAS's Intervention. Please click on the tab marked "Intervention" on www.pdesas.org and read the overview to learn more about Interventions. Please keep in mind that you will using content learned in this section for the creation of your unit plan, which will be submitted in the final module. Specific content from this section used in your unit plan will be identifying and embedding various types of interventions you might use when teaching the concepts identified in your unit.
 * Goal **


 * Objectives: **
 * Participants will explore recommendations to improve science instruction
 * Participants will identify classroom interventions that align to their unit plan.
 * Participants will identify additional resources that can assist educators in supporting all students in the classroom

The concept of interventions has become increasingly more known in educational settings due to the reauthorization of the Elementary and Secondary Education Act, more commonly known as No Child Left Behind (NCLB), and the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA 2004). NCLB and IDEA 04 support the involvement of all students in the general education curriculum and the use of research based interventions to improve student achievement. Additionally, IDEA 2004 permits school districts to use a process to intervene early with struggling students and to determine if a child responds to scientific, researchbased intervention as a part of the evaluation procedures for students with learning disabilities. In Pennsylvania, this instructional and diagnostic method is known as Response to Instruction and Intervention (RtII). Retrieved from page 4 of []
 * Introduction **

RtII is an early intervening strategy and carries dual meaning in Pennsylvania. It is a comprehensive, multi-tiered, standards aligned strategy to enable early identification and intervention for students at academic or behavioral risk. RtII may be considered as one alternative to the aptitude-achievement discrepancy model for the identification of students with learning disabilities after the establishment of specific progress measures.
 * Response to Instruction and Intervention (RtII) **

RtII allows educators to identify and address academic and behavioral difficulties prior to student failure. Monitoring student response to a series of increasingly intense interventions assists in preventing failure and provides data that may guide eligibility decisions for learning disabilities. The goal of RtII is to improve student achievement using research-based interventions matched to the instructional need and level of the student. Retrieved from []

To learn more about the implementation of interventions in Pennsylvania, please read the handout entitled //RtII an Introduction//:

Let's spend some time exploring classroom interventions. Tier 1 of the The RtII framework calls for the curriculum at the foundational level to be standards aligned for all students. Standards aligned, effective instruction with interventions should be provided to all students within the core curriculum. Interventions should be implemented during core instruction during the regularly scheduled science period based on students’ instructional needs. Within Tier 2 and 3 of RtII students may receive targeted interventions that would be provided outside of the context of the normal period for science instruction.
 * Topic 1: Exploring Interventions on the SAS Website: Tier 1 Interventions and How People Learn **

As you begin your exploration of Tier 1 interventions, please remember that you will be identifying potential interventions for use within your classroom in your unit plan that will be submitted in the final module. It may be helpful to reflect on some potential difficulties your students may experience within the unit that you are developing. Take a moment to reflect on these potential areas, concepts and competencied with which students may struggle. Once you have completed this reflection, please visit the interventions section within [|www.PDESAS.org] Please make note of interventions that may support students in your classroom. Be sure to keep careful track of citations as these will be required within the unit plan.



The importance of effective instruction to support student learning is well documented! Please take a moment to review the information within Secondary RtII: Tier 1 Core Instruction. This document can be accessed through visiting www.pdesas.org; Please select interventions; Please locate the section caalled "Secondary Response to Instruction and Intervention; Please locate the document called Secondary RtII: Tier 1 Core Instruction.
 * Topic 2. The Importance of Aligned Core Instruction and Tier 1 Interventions **



As you may have noticed, there are many intervention links provided on the SAS Portal. The first resource we will explore is Center on Instruction. While this resource is categorized within Math Interventions, it contains valuable information related to science teaching and learning. Please follow the instructions below to access this resource: There are MANY resources highlighted on this page. Not all of them are classroom interventions. Take some time to read over the paragraph descriptions. Pay particular attention to resources that highlight instructional techniques. You will see some examples of research based instructional techniques that could support student learning.
 * Click on the Interventions Tab on www.pdesas.org
 * Scroll down to Math Interventions
 * Click on the Center on Instruction link to open the tab. (This might bring you further down on the SAS page. If it does, Click on the Center on Instruction link again).
 * Click on Science on the Center on Instruction homepage.

Please locate Resource #5: Effective Science Instruction: What Does Research Tell Us? As you review this resource, please identify interventions that may support students within your classroom. These interventions may be appropriate for inclusion in your unit plan.There are also some resources on instructional strategies for some specific science concepts!

The next resource we will explore is Research //Based Curriculum is Essential//. Please follow the steps below to access this resource. The next resource we will explore is Explore, Explain, Elaborate, Evaluate (Five Es). This model was also explored within the instruction module of this course. Follow the steps below to access this resource. Please take time to review videos and resources related to the other science practices
 * Click on the Interventions Tab on www.pdesas.org
 * Scroll down to Science Interventions
 * Click on Research Based Curriculum is Essential. (This might bring you further down on the SAS page. If it does, Click on the Research Based Curriculum is Essential link).
 * You should now be on National Science Resource Center's homepage. Please click on the NSF Supported Curriculum tab, located on the left side of the webpage. Please take some time to review the resources that are supported by the National Science Foundation.
 * Click on the Interventions Tab on www.pdesas.org
 * Scroll down to Science Interventions
 * ClickExplore, Explain, Elaborate, Evaluate (Five Es). (This might bring you further down on the SAS page. If it does, Click on first web link).
 * You should now be on The National Center fro Quality Afterschool homepage. Click on the View all Science Practices link.
 * You should be able to select Investigating Science through Inquiry in the drop down menu.
 * Please watch the instructional video called Investigating Science Through Inquiry: Exploring Trebuchets (10:20) Within this video you will watch as first through sixth graders at the Brighton-Allston Afterschool Enrichment Program (BASE) in Boston, Massachusetts, use inquiry skills to construct trebuchets.
 * Please take some time to review the following sections of this webpage:
 * Practice in Action
 * Planning Your Lesson
 * Sample Lessons
 * Resources
 * 1) Exploring Science Through Projects and Problems --> The key goal of Exploring Science Through Projects and Problems is to engage students in a given topic, develop inquiry and problem-solving skills, and increase their understanding of how to apply science in real-world situations.
 * 2) Integrating Science Across the Curriculum
 * 3) Engaging Families and Communities
 * 4) Tutoring to Enhance Science Skills

From time to time, you may need additional resources or assistance outside of your school district. Read the brochure below entitled "Support Systems for Educating Students in Pennsylvania" from PaTTAN's Teacher's Desk Reference to learn about some of the available support systems available to schools and educators within the commonwealth.
 * Topic 3. Other supports for instructing students in your classroom **



1. Respond to the following and post on the discussion board. You will be required to post your response and reply to at least 2 posts. Write a 3 paragraph reflection containing the following information pertaining to this week's activities: The first paragraph should highlight which instructional recommendations stood out to you most. Please be sure to elaborate as to why you identified these recommendations. In the second paragraph, compare and contrast the three intervention links you explored. Reflect upon the pros and cons of each and identify the information/resources that you found most helpful. Please be sure to explain why you identified these resources and/or specific interventions. In paragraph 3, refer to the reading conducted in activity #3. Highlight one resource that you are familiar with and why. Highlight one resource you would like to learn more about and why. After exploring some potential interventions, identify some potential areas of difficulty and interventions that align with your Unit Plan. Complete the section labeled Interventions in the Unit Plan Template. Once completed, save the document, upload it to your ePortfolio and then upload it to your website under the Unit Plan webpage.
 * Assignment: Discussion**
 * Assignment: End of Unit Plan**
 * References**