Half Bubble: Academic intervention is highly individualized 1:1 instruction. Students were not randomly assigned but a strong quasi-experimental design was used. Broader measure(s) appropriately represented outcome(s) relevant to the program’s instructional content. (Only applicable to reversal designs or embedded probe designs). It is designed to help students with specific learning differences utilize tools and develop strategies that work for them long-term. The Center's Technical Review Committee (TRC) on Academic Intervention independently … Learn how intensive intervention, through the data-based individualization (DBI) process, helps students with severe and persistent learning or behavioral needs. Where available, the NCII requests adjusted posttest means, which refers to posttests that have been adjusted to correct for any pretest differences between the program and control groups. Find resources and information to help you evaluate and intensify mathematics, literacy, and behavioral interventions to meet student needs. Empty Bubble: However, unadjusted posttests are typically reported only in instances in which we can assume pretest group equivalency. On Fast Friday our daily class schedule would be shortened from the traditional school schedule to accommodate an early dismissal following lunch. Full Bubble: Levels of fidelity indicate that the intervention program was implemented as intended (at 75% or above), but measurement of fidelity of implementation either was not conducted adequately or was not observed with adequate intercoder agreement. The intervention program should be run by a reading specialist or certified teacher and could be held during an "8th hour," or an immediate extension of the school day running every day. Does between phase data document the presence of basic effects?

Unit of analysis matched random assignment (controlling for variance associated with potential dependency at higher levels of the unit of randomization is permitted, e.g., for randomizing at the student level, controlling for variance at the classroom level). For example, if a program taught word attack, a targeted measure would be decoding of pseudowords.

NCII will only report effect size based on unadjusted posttests for studies that (a) are unable to provide adjusted means, and (b) have pretest differences on the measure that fall within .25SD and are not statistically significant.*. OR Any student who turns in an incomplete or a zero would be required to serve an 8th hour the day that assignment was due. The larger the effect size, the greater the impact that participating in the intervention had on the outcome.

The reason for the missing data is provided when users click on the cell. *For alternating treatment designs, five repetitions of the alternating sequence are required for a full bubble, and four are required for a half bubble. Planned interventions are far superior to remediation approaches.

Half Bubble:

Half Bubble: Premise: Students like to get out of school early. Empty Bubble: What Are Some Middle School and High School Intervention Programs? Is the trend either stable or moving away from the therapeutic direction?

*NCII follows guidance from the What Works Clearinghouse (WWC) in determining attrition bias. Evidence is convincing that participants were at risk with respect to the focus of the intervention (i.e., below 30th percentile on local or national norm; or sample mean below 25th percentile on local or national test; or students with identified disability related to the focus of the intervention). (previously Fraction Challenge), Fusion (Whole Number Foundations Level 1), Learning Strategies Curriculum: Assignment Completion Strategy, Learning Strategies Curriculum: Essay Test-Taking Strategy, Promoting Acceleration of Comprehension and Content Through Text (PACT), Seeing Stars plus Visualizing and Verbalizing and Phoneme Sequencing, Structured Supplemental Spelling Instruction, Words Their Way: Word Study In Action Developmental Model. Click here for a brief summary of improvements we rolled out in June 2020, Other Research Potentially Eligible for NCII Review, 1 day of training plus follow up by school or district staff, Training not required; 1 day of training recommended, Training is not required; 2-3 days of training recommended, Training not required; 3 hours of training recommended, Scholastic Research (2008); White & Haslam (2005a); White & Haslam (2005b), Hands-on training (students present) for 7 weeks, An academic year of training with university credit, Training not required; 90 minutes recommended, 1 week of initial training, then mentoring, 1-4 hours of training for initial training, Fraction Face-Off! This is not intended as student discipline but as an academic aid to success. Any student who needs extra help or tutoring on assignments may voluntarily come in during 8th hour to receive that help. 1000 Thomas Jefferson St., NW Washington, DC 20007

After they have served a Saturday School, it would reset, and they would have 3 more incomplete/zeros before they are required to serve another Saturday School. Do the baseline data document a pattern in need of change? For further details, see Appendix F (pages F.4-F.5) of the current WWC Procedures Handbook. Intervention and Tiered Curriculum Solutions. There were two demonstrations of a treatment effect and no documented non-effects, or the ratio of effects to non-effects was less than or equal to 3:1. Measurement of fidelity of implementation was conducted adequately and observed with adequate intercoder agreement, and levels of fidelity indicate that the intervention program was implemented as intended (at 75% or above). Or, the study is a non-concurrent multiple baseline design.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select intervention programs that best meet their individual needs.

* Targeted measures assess aspects of competence the program was directly targeted to improve. Students who have two or more classes in which they have below a 70% would be required to stay until the normal dismissal time, during which they will receive extra assistance in each class they are struggling. Full Bubble: The number of data points is sufficient to demonstrate a stable level of performance for the dependent variable; there are at least three demonstrations of a treatment effect*, and no documented non-demonstrations. Effect sizes that are statistically significant can be considered more trustworthy than effect sizes of the same magnitude that are not statistically significant. Each additional day it takes to complete an assignment would also add to the count towards a Saturday School as discussed in point four. Half Bubble: Review and compare the technical adequacy and implementation requirements of academic and behavioral assessments (screening and progress monitoring) and interventions to select tools that meet your needs. Do the data patterns in similar phases (e.g., intervention-to-intervention) demonstrate similar patterns? Indicates the number of other research studies that are potentially eligible for NCII review, but have not been reviewed. Find tools and resources related to intensive intervention implementation, including readiness activities, training and coaching, and ongoing implementation efforts.

The student would be required to collect their assignments the morning they return.

The study includes three data points or sufficient number to document a stable performance within that phase. Do the data within each phase non-baseline document a predictable data pattern? Is the trend discriminably different between the first and last three data points in adjacent phases?

There was no attrition bias*.

It is important to understand that what works for one school may not work in another. With that in mind, we explore two different middle school/high school intervention programs. Fast Fridays would occur on a bi-weekly basis.

However, these programs should embrace the middle school/high school culture where motivating students becomes half the battle.

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