Using Assessment Data to Make a Difference in Vocabulary Outcomes

In an MTSS framework, an important assumption is that students performing below grade level or at risk for learning difficulties will not catch up with "business as usual" instruction. [...]providing supplemental intervention or intensified supports is a key feature of these preventive mod...

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Bibliographic Details
Published inPerspectives on language and literacy Vol. 41; no. 3; p. 52
Main Authors Coyne, Michael D, Capozzoli-Oldham, Ashley, Cuticelli, Maritherese, Ware, Sharon M
Format Journal Article
LanguageEnglish
Published Baltimore International Dyslexia Association 01.07.2015
Subjects
Classrooms
Decision making
Dyslexia
Educational Research
Kindergarten
Learning
Learning disabilities
Literacy
Outcomes of Education
Reading
Schools
Student Needs
Students
Studies
Vocabulary development
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Summary:In an MTSS framework, an important assumption is that students performing below grade level or at risk for learning difficulties will not catch up with "business as usual" instruction. [...]providing supplemental intervention or intensified supports is a key feature of these preventive models. For our next series of studies, we wanted to increase the intensity of support for those students for whom classroom vocabulary instruction alone would not be enough to meet learning goals by providing small group intervention to supplement classroom instruction within a MTSS framework.\n Regular progress monitoring (e.g., weekly, monthly) allows teachers to tailor whole group instruction and small group intervention so that it is responsive to students' needs and performance. Because progress-monitoring assessments are given often, they must be short to protect valuable instructional time.
ISSN:1935-1291