B(3) Training is skill-based (e.g., were observed prior to were observed to assess are in place assess participants’ were observed prior to “Participants “Participants “Plans “Participants Training participant behavior the start of training and immediately their skills. Participants also engaged in skills by conducting observations.” the start of training and immediately rehearsals to criterion with following the training to assess their role-playing exercises to practice new following the training to assess their an expert observing).3,5 skills in the following areas: skills learned.” skills in the following areas: Ability to use progress monitoring Ability to use progress monitoring Required elements: measures correctly, measures correctly, Description of skills that Ability to analyze progress monitoring Ability to analyze progress monitoring participants were data to group students according to data to group students according to expected to acquire as a learning needs, learning needs, result of the training. Ability to identify needs and apply Ability to identify needs and apply Description of activities appropriate intervention strategies to appropriate intervention strategies to conducted to build skills. meet student learning needs (i.e., meet student learning needs (i.e., Description of how fluency, comprehension, phonemic fluency, comprehension, phonemic participants’ use of new awareness), and awareness), and skills was measured. Ability to adjust instruction over time Ability to adjust instruction over time in accordance with progress in accordance with progress monitoring data to improve student monitoring data to improve student learning outcomes.” learning outcomes. Participants also engaged in exercises to practice new skills learned. Follow-up observations were conducted three months after training ended to ensure participants continued applying new skills and knowledge over time to improve outcomes for students with disabilities.”
B(3) Training Training is skill-based (e.g., participant behavior rehearsals to criterion with an expert observing).3,5 Required elements: Description of skills that participants were expected to acquire as a result of the training. Description of activities conducted to build skills. Description of how participants’ use of new skills was measured. “Participants were observed prior to the start of training and immediately following the training to assess their skills in the following areas: Ability to use progress monitoring measures correctly, Ability to analyze progress monitoring data to group students according to learning needs, Ability to identify needs and apply appropriate intervention strategies to meet student learning needs (i.e., fluency, comprehension, phonemic awareness), and Ability to adjust instruction over time in accordance with progress monitoring data to improve student learning outcomes. Participants also engaged in exercises to practice new skills learned. Follow-up observations were conducted three months after training ended to ensure participants continued applying new skills and knowledge over time to improve outcomes for students with disabilities.” “Participants were observed prior to the start of training and immediately following the training to assess their skills in the following areas: Ability to use progress monitoring measures correctly, Ability to analyze progress monitoring data to group students according to learning needs, Ability to identify needs and apply appropriate intervention strategies to meet student learning needs (i.e., fluency, comprehension, phonemic awareness), and Ability to adjust instruction over time in accordance with progress monitoring data to improve student learning outcomes.” “Participants were observed to assess their skills. Participants also engaged in role-playing exercises to practice new skills learned.” “Plans are in place assess participants’ skills by conducting observations.”
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