Chapter 4 - Implementing a System of Research-based Interventions

Chapter 4 Implementing a System of Research-Based Interventions
Problem Analysis
Questions to Consider Why the Problem Exists
instruction provided in English?
Are differences in the student’s level of listening comprehension and oral
language in native language and English evident?
The following table applies to the variable or domain of Curriculum:
Questions for
Problem Analysis
Questions to Consider Why the Problem Exists
Do gaps exist in
curriculum or execution
of curriculum?
Does the curriculum
provide adequate
pacing and practice for
the student to move
through the four stages
of learning (acquisition,
accuracy, fluency,
generalization/
application)?
Alignment of Curriculum
Has instruction been aligned with state standards and
assessment measures?
Are areas of the curriculum in which students/ subgroups of
students typically experience challenge evident? How effective
are the adjustments?
Are or have the students been held accountable for material that
has not been taught?
The following table applies to the variable or domain of the Environment:
Are the behavioral
expectations
specifically taught? Is
the student being held
accountable for
expectations or
behaviors that have not
been taught?
Clear Expectations
Are expectations developmentally appropriate, posted, modeled
and taught?
Do expectations include criteria for acceptable performance?
Is feedback on performance timely and specific?
Positive Supports
Are positive and pro-social behaviors recognized in a ratio of 5:1?
Does the student’s motivation reflect the teacher’s attention to
student’s approach, persistence, and interest level to subjects?
To what extent is student actively engaged and participating with
content?
Are study skills that facilitate learning of new material explicitly
taught?
Are interpersonal skills, including behaviors necessary to interact
with others, explicitly taught?
Management of Time and Space
Minnesota Department of Education Draft 4-22