Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

2014 ◽  
Vol 43 (2) ◽  
pp. 160-178 ◽  
Author(s):  
Ben Clarke ◽  
Christian T. Doabler ◽  
Mari Strand Cary ◽  
Derek Kosty ◽  
Scott Baker ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
First Grade ◽  
Theory Of Change ◽  
Preliminary Evaluation ◽  
Tier 2 ◽  
Mathematics Intervention

A Practitioner Implementation of a Tier 2 First-Grade Mathematics Intervention

2017 ◽  
Vol 40 (4) ◽  
pp. 211-224 ◽  
Author(s):  
Mari G. Strand Cary ◽  
Ben Clarke ◽  
Christian T. Doabler ◽  
Keith Smolkowski ◽  
Hank Fien ◽  
...  
Keyword(s):  
First Grade ◽  
Tier 2 ◽  
Mathematics Intervention

scholarly journals Interactive Media Development of Procedures for Prayer (Tara Shalat) Based on Adobe Flash in Improving the Skills of Madrasah Ibtidaiyah Prayers

2019 ◽  
Vol 11 (2) ◽  
pp. 159-182
Author(s):  
Guntur Cahyono
Keyword(s):  
Field Trial ◽  
Development Process ◽  
Formative Evaluation ◽  
Interactive Learning ◽  
Interactive Media ◽  
Evaluation Process ◽  
First Grade ◽  
Development Research ◽  
Adobe Flash ◽  
Final Design

This research aims to develop interactive learning media for adobe flash-based prayer procedures/Tara (Tata Cara Shalat). Interactive media can develop prayer skills that are taught in the habituation process since the first grade of Madrasah Ibtidaiyah (MI).  This research used development research (RD) methods.  The development process in this study reached the stage of the formative evaluation process consisting of three steps, namely individual prototype material trials, small group trials, and field tryouts.  This field trial involved subjects in a larger class, involving 15-30 (a whole class of learners) or larger groups, namely the available classes.  The results of this field trial were used to make a product, material, or final design revisions. Interactive learning media can solve the problem of prayer skills regarding recitation and movement of prayer.  Thus, interactive learning media made it easier for students to understand the procedures for prayer quickly; besides, the learning process will be more enjoyable

scholarly journals An Experimental Study of Scheduling and Duration of “Tier 2” First-Grade Reading Intervention

2011 ◽  
Vol 4 (3) ◽  
pp. 208-230 ◽  
Author(s):  
Carolyn A. Denton ◽  
Paul T. Cirino ◽  
Amy E. Barth ◽  
Melissa Romain ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
Experimental Study ◽  
Reading Intervention ◽  
First Grade ◽  
Tier 2

Design, Implementation and Preliminary Evaluation of a Telemedicine System for Home Haemodialysis

2002 ◽  
Vol 8 (3) ◽  
pp. 157-164 ◽  
Author(s):  
Marios Skiadas ◽  
Basil Agroyiannis ◽  
Ewart Carson ◽  
Derek Cramp ◽  
Costas Fourtounas ◽  
...  
Keyword(s):  
Formative Evaluation ◽  
Systems Approach ◽  
Preliminary Evaluation ◽  
Telemedicine System ◽  
Home Haemodialysis ◽  
Feedback Model ◽  
Software Specifications ◽  
Detailed Specification ◽  
Criterion Matrix ◽  
Stakeholder Evaluation

A telemedicine system for home haemodialysis was designed using a systems approach and a feedback model to produce the hardware and software specifications. Preliminary clinical trials at four European locations involved 29 patients and 305 sessions of haemodialysis. The evaluation included an evaluability assessment and formative evaluation. Central to the methodology was the detailed specification of a stakeholder/evaluation criterion matrix. Preliminary results indicated that the telemedicine system was capable of satisfying the requirements of formative evaluation as a precursor to evaluating its overall worth.

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention

2018 ◽  
Vol 21 ◽  
Author(s):  
Patricia Crespo ◽  
Juan E. Jiménez ◽  
Cristina Rodríguez ◽  
Doris Baker ◽  
Yonghan Park
Keyword(s):  
At Risk ◽  
Phonemic Awareness ◽  
Reading Fluency ◽  
Oral Reading ◽  
Group Intervention ◽  
Longitudinal Design ◽  
First Grade ◽  
Control Group ◽  
Tier 2 ◽  
Variance Explained

AbstractThe present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings

2007 ◽  
Vol 30 (3) ◽  
pp. 197-212 ◽  
Author(s):  
Angela Stephens McIntosh ◽  
Anne Graves ◽  
Russell Gersten
Keyword(s):  
Response To Intervention ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Literacy Practices ◽  
First Grade ◽  
Future Research ◽  
Tier 2 ◽  
Tier 1

This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

Testing the Efficacy of a Tier 2 Mathematics Intervention

2016 ◽  
Vol 83 (1) ◽  
pp. 92-110 ◽  
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek B. Kosty ◽  
Evageline Kurtz-Nelson ◽  
Hank Fien ◽  
...  
Keyword(s):  
Tier 2 ◽  
Mathematics Intervention

Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

2020 ◽  
Vol 54 (1) ◽  
pp. 20-35
Author(s):  
Christian T. Doabler ◽  
Ben Clarke ◽  
Derek Kosty ◽  
Jessica E. Turtura ◽  
Marah Sutherland ◽  
...  
Keyword(s):  
Direct Observation ◽  
Mathematics Instruction ◽  
Mathematics Learning ◽  
First Grade ◽  
Evidence Based ◽  
Observation Data ◽  
Group Level ◽  
Mathematics Intervention ◽  
Mathematics Outcomes

Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.

scholarly journals PENGEMBANGAN SOAL PENALARAN MODEL TIMSS PADA MATERI GEOMETRI DAN PENGUKURAN SMP

2018 ◽  
Vol 1 (2) ◽  
pp. 129
Author(s):  
Adi Pribadi ◽  
Somakim Somakim ◽  
Muhammad Yusup
Keyword(s):  
Formative Evaluation ◽  
Development Studies ◽  
Preliminary Evaluation

Penelitian  ini  bertujuan  untuk  mengembangkan  soal  penalaran  matematika  model TIMSS konten geometri dan pengukuran  yang valid baik secara logis dan empiris serta mempunyai efek potensial terhadap peserta didik. Jenis penelitian ini adalah Design Reseacrh tipe Development Studies. Subjek dari penelitian ini adalah peserta didik SMP Negeri  1 Palembang kelas VIII.7 yang berjumlah 26 orang siswa. Proses pene litian ini melalui tahapan Preliminary Evaluation dan Formative Evaluation. Berdasarkan hasil penelitian , diperoleh 5  soal penalaran matematika. Soal–soal tersebut  memenuhi karakteristik TIMSS dan memenuhi indikator soal penalaran TIMSS.  Dari hasil fie ld test yang dilakukan , diketahui terdapat 17 siswa (63,3846%)  yang mendapatkan  nilai di atas rata-rata , dimana rata-rata nilai siswa yaitu 70,55.

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