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