Posted: September 19th, 2023

Instructional Interventions

Instructional Interventions

Paper instructions:
Targeted teaching or instructional interventions are activities teachers use to help a classroom, a small group, or individual student become successful in their classwork. They are based on students’ needs and support students in meeting educational objectives. A big part of the targeted teaching process involves closely monitoring student progress through ongoing data collection. As a classroom teacher, you will be expected to provide targeted teaching interventions for all students. Over the next few topics, your assignments will include using your field experience hours to work with your mentor teacher to create a pre-assessment, develop support activities, and report learning outcomes for a targeted literacy or mathematics teaching intervention for one pre-selected student.

For this assignment, create a handout of resources that, as a mentor teacher, you could provide to a new teacher or peers to help them understand where or how to acquire data to inform their instructional interventions. Some examples would be achievement test records, professional learning community (PLC) data, parent input, etc.

Identify and describe five sources of data that a teacher could use to inform their practice for instructional purposes.

When describing each source be sure to include the following:

Where teachers would find or access the assessment data.
How that data source could help inform classroom instruction.
Ideas for organizing (including use of technology), analyzing, or interpreting information from the data source.
Support your document with 2-3 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Sources of Data for Informing Instructional Interventions
Standardized Test Scores
Where to Find: Teachers have access to students’ scores on standardized tests administered by their state, district, or school. These tests are usually administered annually.
Use: Standardized test scores provide information on students’ mastery of grade-level standards. Teachers can use test data to identify strengths and weaknesses at the individual student level or class level to guide lesson planning and reteaching. Scores also allow teachers to monitor growth over time.
Progress Monitoring Assessments

Where to Find: Teachers regularly administer brief assessments in areas like reading fluency, math computation, written expression. Assessments are typically computer or paper-based.
Use: Frequent, short assessments allow teachers to track student progress more sensitively than annual tests. Data from progress monitoring can confirm whether interventions are effective or require adjustment. Teachers may use digital tools to organize, chart, and analyze progress monitoring data.
Teacher-Created Assessments
Where to Find: Teachers generate their own quizzes, tests, performance tasks, and projects.

Use: Teacher-made assessments provide flexibility to measure specific skills and concepts recently taught. This timely data helps teachers identify which students need reteaching or enrichment. Rubrics, scoring guides, and gradebooks (online or paper) help organize and interpret assessment results.
Anecdotal Records

Where to Find: Teachers record observations of individual students during classwork, discussions, presentations and other activities. Records may be paper or digital notes.

Use: Anecdotal records offer insight into learning processes rather than just products. They can reveal students’ misunderstandings, engagement, participation, and social-emotional needs to guide instructional next steps.
Parent/Guardian Input
Where to Find: Communication may occur via phone, email, apps, conferences, surveys.
Use: Insights from parents/guardians can provide context about students’ home experiences, interests, challenges, and growth. Two-way communication helps teachers support students in a holistic way.
References:

Hosp, M. K., Hosp, J. L., & Dole, J. K. (2011). Potential bias in predictive validity of universal screening measures across disaggregation subgroups. School Psychology Review, 40(1), 108–131. https://doi.org/10.1080/02796015.2011.12087730

Roach, A. T., & Elliott, S. N. (2016). Best practices in facilitating and evaluating the effectiveness of school-home collaborations. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology: Systems-level services (pp. 187–200). National Association of School Psychologists. https://doi.org/10.1037/14789-012

Check Price Discount

Study Notes & Homework Samples: Developing cross-curricular instruction is a way for students »Clinical Field Experience A: Data Informed Lesson Planning