Selecting and Evaluating Evidence-Based Practices in Mathematics
Selecting and Evaluating Evidence-Based Practices in Mathematics
Intensive Intervention in Mathematics Course: Module 3 Overview
After an assessment system is in place (Module 2), we turn our attention to instructional practices with an evidence base. We emphasize the necessity for using evidence-based interventions or strategies as the starting point of instruction within intensive intervention. In this module, educators will learn about:
- The umbrella term of evidence-based practices and different types of evidence-based practices
- Where to locate evidence-based practices
- How to design the instructional platform for use within intensive intervention
This module is divided into three parts, with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below.
Complete Slide Deck (508 compliant)
For questions related to course content, please contact ncii@air.org
Introduction
This video introduces Module 3 and provides an overview of the module content and related activities.
Related Videos
Part 1: What are the forms of evidence-based practices in intensive intervention
Part 1 provides an overview of the term “evidence-based practices.” Teachers learn the difference among evidence-based interventions, evidence-based strategies, promising practices, and practices with no or negative evidence.
Worksheets & Activities
Activity 1 - Determine Categories of Evidence-Based Practices
Activity 2 - Rate the Evidence Base of Various Practices
Discussion Board – What are your favorite evidence-based practices?
Part 2: Where do you locate evidence-based practices?
Part 2 reviews several methods for locating evidence-based interventions, including journals or website resources. We emphasize use of the Tools Chart from the National Center on Intensive Intervention. Teachers learn how to determine whether an intervention or strategy has evidence to support its use by understanding whether there is assessment data showing results, whether the research has been replicated, and whether the research relates to the teacher’s setting and students.
Worksheets & Activities
Activity 3 - Compare Websites for Locating Evidence-Based Practices
Activity 4 - Locate Interventions and Compare Available Evidence
Part 3: How do you determine the instructional platform for intensive intervention?
Part 3 explains the instructional platform. Teachers learn the instructional platform is the initial evidence-based intervention or set of evidence-based strategies designed to teach the mathematics content (Module 1) students need to learn during intensive intervention. Teachers design an instructional platform by considering student strengths and weaknesses, the continuum of mathematics learning, and the availability of evidence-based practices.
Worksheets & Activities
Activity 5 - Determine Skill Needed to Successfully Solve Problems
Activity 6 - Determine Intervention Needs for a Student
Discussion Board – Share Your Current Structure for Making DBI Decisions
Closing: What are the next steps?
The closing video reviews the content covered in the module and concludes with a classroom application activity.
Worksheets & Activities
Classroom Application: Evaluate the Evidence Base of One of Your Current Instructional Practices
Related Videos
Coaching Materials and Facilitation Guide
"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.
