Hypothesis generation is a key part of intensifying supports for students. Educators identify a hypothesis and then gather diagnostic data to confirm or disconfirm the selected hypothesis. Use the table below to identify a possible hypothesis when students aren’t making progress. Select a hypothesis and then collect data using our suggested diagnostic data tools.
When students demonstrate little to no growth, educators examine the extent to which the student’s core instruction and interventions are aligned to their specific needs. This tool is used to determine if a student's instructional plan aligns to their specific needs. By answering the questions within the tool, educators can better target a student's needs.
Use of specific praise is an effective strategy for reinforcing skills in students that are associated with positive academic and behavioral outcomes. Educators can use this assessment tool to determine the ratio of general praise and specific praise compared to redirects. A ratio of at least 4 praise statements to every 1 redirect is connected to a more positive learning environment for students.
Use this assessment to evaluate the extent to which elements of explicit instruction are in place during instruction for a given student during interventions (Tiers 2 and 3) or for the class as a whole during core instruction (Tier 1). This assessment allows teachers to self-assess their instruction but can also be used by an outside observer to provide feedback on the teacher’s instruction.
This tool helps educators assess the extent to which effective generalization practices are in place for students. It's helpful when a student is successful in one setting, but not other settings. Educators assess how well they are teaching students to transfer skills across settings.
Even with the most well-designed and delivered Tier 2 interventions, some students will need more. In this webinar on Intensifying Interventions in MTSS, Dr. Jon Potter shares key considerations for intensifying and adapting interventions to meet the needs of all learners. Dr. Potter shares how to accelerate student progress by examining alterable variables within the instruction, curriculum, and environment. Resources to help guide the process will be shared, and time for questions will be provided.
Have you ever sat in a team meeting discussing a student, and before you know it, the bell is ringing? Somehow, the team spent the entire meeting on one student, even though they had planned to discuss four students. Or have you ever spent hours discussing a student, going over every detail of their education, only to still feel unsure how to help the student? Perhaps you’ve implemented an intervention and monitored the student’s progress, only to be disappointed at the student’s lack of growth.
Need a process to support individual students? Use this flipbook to remind your team which steps to follow as you apply data-based decision making to the needs of individual students. The flipbook reviews the step of the problem solving model for individual student problem-solving. The model includes problem identification, problem analysis, plan identification and implementation, and plan evaluation.
During problem analysis, educators gather information on instruction, curriculum, and the environment to determine how it supports learners. Use this infographic to identify variables to measure and resources to support assessment.