The document discusses various academic intervention programs and strategies used in schools. It describes the READ 180 reading intervention program, which provides 90 minutes of reading instruction through whole-group lessons, small-group rotations, and independent reading. It also lists essential components of effective math programs, such as teaching math facts and problem-solving skills. The document outlines strategies for creating cohesive student groups, including establishing group norms, traditions, and goals. It discusses using progress monitoring tools like AIMSweb to regularly assess student performance and evaluate the impact of instructional changes.

1. Quality Program Indicators:Academic Interventions Shannon Kludt SPED 478: Educational Interventions

2. 5 Essential Components of a Reading Program Phonemic Awareness Phonics Fluency Vocabulary Comprehension

3. Scholastic READ 180 Reading Intervention 90-minute direct/intense reading instructional model Includes whole-group direct instruction and small-group rotations including direct small-group instruction, instructional software and independent reading. Concepts covered include: Fact/Opinion, Main Idea and Details, Summarization, Story Elements

4. Scholastic READ 180 continued Anchor video gives students background information of high interest topics Instructional workbook uses the strategy of repeated reading, identifying big idea of readings, incorporates paragraph writing, vocabulary introduction and review, ties information to real careers in the area. Independent reading library filled with middle school interest level fiction and non-fiction books leveled from grade 2 and up.

5. Scholastic READ 180 continued Progress monitoring assessments included so students can track their growth and understand their current reading level This is a program that we currently use in the school that I teach at with great success. It is used as a tier 2 intervention in our setting. Students who typically hate to read enjoy this program and make significant gains.

6. 5 Essential Components of a Math Program Tool Skills Math facts Reading and writing numbers, place value Computation Solving standard word problems Generic problem solving skills Math vocabulary, conversation, and computation

7. List of math interventions found effective for students with disabilities Reinforcement and corrective feedback for fluency Concrete-Representational-Abstract Instruction Direct/Explicit Instruction Demonstration Plus Permanent Model Verbalization while problem solving Big Ideas

8. Math interventions continued Metacognitive strategies: Self-monitoring, Self-Instruction Computer-Assisted Instruction Monitoring student progress Teaching skills to mastery Teach basic facts to automaticity Our school does not yet have a tier 2 program for math, but is working toward including a program which incorporates these strategies.

9. Progress monitoring program Our school district uses AIMS web to monitor student progress, it’s something I’m still learning about as no true training has been provided for us AIMS web provides measurements in the areas of: math concepts and applications, reading, maze, math, spelling, and written expression at the secondary level Provides norms for grades 2-8

10. AIMS web continued All students are assessed in the school to get a benchmark score three times per year At-risk students are strategically monitored monthly to evaluate the effectiveness of instructional changes Progress monitoring is done weekly or bi-weekly for those students needing the most intensive instruction, goals are made and progress is graphed including marks for instructional interventions to monitor success of the programming Easy to read/use reports included

11. 12 Strategies for creating cohesive groups in RE-Ed settings: Name the group: creating a name is critical to group cohesion, provide plenty of time for groups to come up with a name Refer to the group by name: this will give group members a sense of belonging and ownership Generate group traditions: things like secret handshakes, hand clapping, special cheers, etc., can be traditions

12. Cohesive group strategies continued Develop ground rules and values: rules clarify what do to and how to behave, values explain why the rules are created and provide the energy and motivation for following specific rules. Students are more likely to follow specific rules if they are connected to values Set group goals: a task that the group as a whole will strive to achieve

13. Cohesive group strategies continued Establish group norms: expectations for behavior, but are different from rules, they are less defined than rules, more like road maps that guide decisions as to how group members should think and act because of values and beliefs Promote teamwork: promote teamwork by recognizing, encouraging, and reinforcing behavior that cultivates collaboration and cooperation among members.

14. Cohesive group strategies continued Engage members in various group activities: group activities such as team building games and initiative tasks are designed to increase the ability of the group to work together cooperatively. Use group contingencies: an understanding or contract among all members in which the consequences for all members of the group depend on the behavior of each individual member.

15. Cohesive group strategies continued Make group meetings part of the daily schedule: group meetings allow the members to have a feeling of groupness and togetherness. There are four basic types of group meetings: planning, positives, problem-solving and evaluation meetings Model to facilitate cohesive interaction and participation: teachers model that the group is important by attending all meetings, showing interest in group meetings and activities, and exhibiting energy and enthusiasm.

16. Cohesive group strategies continued Reinforce cohesive behavior: continually watch that rules are being followed, norms are taking hold, and traditions are being practices, they use these moments as opportunities to reinforce members’ cohesive group behavior.

17. Resources: Hardy, S. D. (2005). Retrieved July 13, 2009, from Research-based math interventions for middle school students with disabilities (pdf) Web site: edtech.wku.edu/~nwheeler/new_math_presentation.ppt (2008). What is AIMSweb? Retrieved July 13, 2009, from AIMSweb Web site: www.aimsweb.com (2009). Scholastic READ 180: Proven reading intervention software program. Retrieved July 13, 2009, from Scholastic Web site: http://teacher.scholastic.com/products/read180/ Johnson, K. (2007). A response to intervention (RTI) model for mathematics: Description, illustration and some data (pdf) . Retrieved July 13, 2009, from WizIQ Education Online Web site: http://www.wiziq.com/tutorial/562-A-Response-to-Intervention-RTI-Model-for-Math Valore, Thomas. "Creating cohesive groups in Re-ED settings: The classroom meeting." Long, N. J., Morse, W. C., Fecser F. A. & Newman, R. G. (Ed.). (2007). Conflict in the classroom (6th Ed.). Austin, TX: Pro-Ed., Inc..