. Evidence-based Tier 2/3 Intervention Presentation (40 points)There are a multitude of Tier 2 inter

  

. Evidence-based Tier 2/3 Intervention Presentation (40 points)There are a multitude of Tier 2 interventions available for school districts to adopt and utilize within RTII. Find and research an intervention that interests you and that you have never used. You may start with the Effective School Interventions textbook, but then you should supplement your research using at least two peer reviewed journal articles. The intervention can be in reading, math, or social skills. Prepare a short PowerPoint presentation (8-10 slides) explaining what the intervention is, the evidence base for the intervention (i.e., how many studies support its effectiveness? – see WWC or NCII or EBINetwork), by whom the intervention is created, who the intervention is meant to benefit, the skill areas and cost of the intervention, trainings teachers may be required to complete, and any other considerations for implementation that your research has indicated. However, one problem is that although many interventions exist for Tier 2, there is a need for more interventions that are appropriate to support students at Tier 3. In many cases, it is beneficial to adapt the Tier 2 intervention to a more intensified level. Therefore, you will use the Taxonomy of Intensifying Interventions article to describe how you might intensify the intervention for use at Tier 3. The PowerPoint slides must be uploaded prior to class via D2L. I will use a discussion board format for the responses, so that when everyone has submitted their intervention choices, a comprehensive collection of Tier 2 interventions with guidance for intensification to Tier 3 will be created. See Rubric for further explanation.Rubric: Evidence-Based Tier 2/3 Intervention Presentation: 40 ptsPoorFairGoodExcellentEvidence-based Tier 2 intervention is selected and describedIntervention is not selected nor described0Intervention is selected, but it is not Tier 2, or not evidence-based; or a Tier 2 EBP is selected, but not described1-2Evidence-based Tier 2 intervention is selected and described3-4Evidence-based Tier 2 intervention is selected and described with details including a description of the intervention procedures,التفاصيل بما في ذلك a description of the intervention procedures,بواسطة whom the intervention is created, من الذى ي the intervention is meant to benefit, the skill areas and كلفة of the intervention, دورات تدريبية teachers may be required to complete, and any other considerations for implementation5قاعدة الأدلة for the intervention is described and two journal articles describing empirical research studies using the intervention are summarized.قاعدة الأدلة for the intervention is not described0Description of the evidence base for the intervention is lacking in detail or accuracy, and/or fewer than two journal articles describing empirical research studies using the intervention are summarized, or the summarizations are incomplete or inaccurate. than two journal articles describing empirical research studies using the intervention are summarized, or the summarizations are incomplete or inaccurate.قة.1-1-5قاعدة الأدلة for the intervention is described and two journal articles describing empirical research studies using the intervention are summarized.6-9قاعدة الأدلة for the intervention is thoroughly described and two journal articles describing empirical research studies using the intervention are summarized with a discussion about how the strategy has been used to improve outcomes for students with LD.10Intensification to Tier 3 using Fuchs, Fuchs, & Malone’s Taxonomy of IntensificationIntensification to Tier 3 is not addressed0Intensification to Tier 3 using Fuchs, Fuchs, & Malone’s Taxonomy of Intensification is attempted, but is incomplete – does not incorporate each area of possible intensification relevant to the intervention1-6Intensification to Tier 3 using Fuchs, Fuchs, & Malone’s Taxonomy of Intensification is complete –incorporates most areas of possible intensification relevant to the intervention7-14Intensification to Tier 3 using Fuchs, Fuchs, & Malone’s Taxonomy of Intensification is thorough and complete –incorporates each area of possible intensification relevant to the intervention15Slides are attractively presented, visually appealing, clear and easy to understandSlides are not turned in0Slides are hard to read, lack content and/or visual appeal1-2Slides are clear and easy to read, contain sufficient content and some visually appealing elements3-4Slides are clear and easy to read, contain all relevant content, illustrations complement the look of the slides and also contribute to understanding the content5APA style and correct grammar, spelling, etc.No references page; more than 5 grammatical and/or spelling errors on slides0Incomplete or incorrect references page; 3-4 grammatical and/or spelling errors on slides1-2Complete and correct references page; 1-2 grammatical and/or spelling errors on slides3-4Complete and correct references page; no grammatical and/or spelling errors on slides5
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. Evidence-based Tier 2/3 Intervention Presentation (40 points)
There are a multitude of Tier 2 interventions available for school districts to adopt and utilize within RTII. Find
and research an intervention that interests you and that you have never used. You may start with the Effective
School Interventions textbook, but then you should supplement your research using at least two peer reviewed
journal articles. The intervention can be in reading, math, or social skills. Prepare a short PowerPoint
presentation (8-10 slides) explaining what the intervention is, the evidence base for the intervention (i.e., how
many studies support its effectiveness? – see WWC or NCII or EBINetwork), by whom the intervention is
created, who the intervention is meant to benefit, the skill areas and cost of the intervention, trainings teachers
may be required to complete, and any other considerations for implementation that your research has indicated.
However, one problem is that although many interventions exist for Tier 2, there is a need for more
interventions that are appropriate to support students at Tier 3. In many cases, it is beneficial to adapt the Tier
2 intervention to a more intensified level. Therefore, you will use the Taxonomy of Intensifying Interventions
article to describe how you might intensify the intervention for use at Tier 3. The PowerPoint slides must be
uploaded prior to class via D2L. I will use a discussion board format for the responses, so that when everyone
has submitted their intervention choices, a comprehensive collection of Tier 2 interventions with guidance for
intensification to Tier 3 will be created. See Rubric for further explanation.
Rubric: Evidence-Based Tier 2/3 Intervention Presentation: 40 pts
Poor
Fair
Good
EvidenceIntervention is Intervention
is Evidencebased Tier 2 not
selected selected, but it is based Tier 2
intervention is nor described not Tier 2, or not intervention is
selected and
evidence-based;
selected and
described
or a Tier 2 EBP is described
selected, but not
described
Excellent
Evidence-based Tier
2 intervention is
selected
and
described
with
details including a
description of the
intervention
procedures,
by
whom
the
intervention
is
created, who the
intervention
is
meant to benefit, the
skill areas and cost of
the
intervention,
trainings
teachers
may be required to
complete, and any
other considerations
for implementation
5
HLC & RIS Assignment
2
1-2
3-4
Evidence base
for
the
intervention is
described and
two
journal
articles
describing
empirical
research
studies using
the
intervention
are
summarized.
0
Evidence base
for
the
intervention is
not described
Description of the
evidence base for
the intervention is
lacking in detail or
accuracy, and/or
fewer than two
journal
articles
describing
empirical
research studies
using
the
intervention are
summarized, or
the
summarizations
Evidence base
for
the
intervention is
described and
two journal
articles
describing
empirical
research
studies using
the
intervention
are
summarized.
Evidence base for
the intervention is
thoroughly
described and two
journal
articles
describing empirical
research
studies
using
the
intervention
are
summarized with a
discussion
about
how the strategy has
been used to improve
outcomes
for
students with LD.
HLC & RIS Assignment
3
are incomplete or
inaccurate.
10
1-5
6-9
0
Intensification Intensification Intensification to
to Tier 3 using to Tier 3 is not Tier
3
using
Fuchs, Fuchs, addressed
Fuchs, Fuchs, &
&
Malone’s
Malone’s
Taxonomy of
Taxonomy
of
Intensification
Intensification is
attempted, but is
incomplete – does
not incorporate
each
area
of
possible
intensification
relevant to the
intervention
Intensification
to Tier 3 using
Fuchs, Fuchs,
& Malone’s
Taxonomy of
Intensification
is complete –
incorporates
most areas of
possible
intensification
relevant to the
intervention
Intensification
to
Tier 3 using Fuchs,
Fuchs, & Malone’s
Taxonomy
of
Intensification
is
thorough
and
complete

incorporates
each
area of possible
intensification
relevant
to
the
intervention
HLC & RIS Assignment
4
1-6
15
7-14
0
Slides
are Slides are not Slides are hard to
attractively
turned in
read, lack content
presented,
and/or
visual
visually
appeal
appealing,
clear and easy
to understand
Slides
are
clear and easy
to
read,
contain
sufficient
content and
some visually
appealing
elements
Slides are clear and
easy to read, contain
all relevant content,
illustrations
complement the look
of the slides and also
contribute
to
understanding the
content
5
3-4
1-2
0
APA style and No references Incomplete
correct
page;
more incorrect
or Complete and Complete
and
correct
correct references
HLC & RIS Assignment
grammar,
spelling, etc.
than
5
grammatical
and/or spelling
errors on slides
5
references page;
3-4 grammatical
and/or
spelling
errors on slides
references
page;
1-2
grammatical
and/or
spelling errors
on slides
1-2
0
page;
no
grammatical and/or
spelling errors on
slides
5
3-4

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