Research Based Instructional Practices Instruction Curriculum Fidelity of instruction Appropriate match between learner and Modeling and guided practice prior to independent intervention practice (I Do, We Do, You Do) Accuracy, fluency, or comprehension Explicit teaching Appropriate rate of progress to reach Pace of instruction goal/benchmark Opportunities to respond Most important instructional for time of Time allocated year/grade Intervention in addition to core Progress monitored on the appropriate skill: Intervention time (daily) What is being taught? More intervention time needed NWF? ORF? Relation to post-school outcomes and student Sufficient questioning, checks for understanding Clear directions interests Sufficient practice, application, and review Variety of activities Skills taught to mastery Explicit approach to teaching Appropriate independent work activities Environment Learner Classroom routines and behavior management Motivation designed to support learning Task persistence Appropriate person teaching the intervention group Social skills/peer relationships Group arrangements for instruction Commitment to school Size of group Self-efficacy Student placement in appropriate group Attendance Learning strengths Movement to group using decision rules Pattern of performance errors reflects skill deficits Infrequent interruptions to class Connection with school, community, adults, and High academic learning time family Short and brief transitions Home-based literacy activities (no new learning, Time devoted to homework with monitoring sight-word practice)
Research Based Instructional Practices Instruction Curriculum Fidelity of instruction Modeling and guided practice prior to independent practice (I Do, We Do, You Do) Explicit teaching Pace of instruction Opportunities to respond Time allocated Intervention in addition to core Intervention time (daily) More intervention time needed Sufficient questioning, checks for understanding Clear directions Sufficient practice, application, and review Appropriate match between learner and intervention Accuracy, fluency, or comprehension Appropriate rate of progress to reach goal/benchmark Most important instructional for time of year/grade Progress monitored on the appropriate skill: What is being taught? NWF? ORF? Relation to post-school outcomes and student interests Variety of activities Skills taught to mastery Explicit approach to teaching Appropriate independent work activities Environment Learner Classroom routines and behavior management designed to support learning Appropriate person teaching the intervention group Group arrangements for instruction Size of group Student placement in appropriate group Movement to group using decision rules Infrequent interruptions to class High academic learning time Short and brief transitions Time devoted to homework with monitoring Motivation Task persistence Social skills/peer relationships Commitment to school Self-efficacy Attendance Learning strengths Pattern of performance errors reflects skill deficits Connection with school, community, adults, and family Home-based literacy activities (no new learning, sight-word practice)