Evidence-based Practices

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Kenyatta University *

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MISC

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Communications

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Nov 24, 2024

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docx

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1 Evidence-based Practices Student Name Institution of affiliation Course Code: Course Name Professor Due Date

2 Ideas The webinar provided insight into the evidence-based practices used as part of a Multi- Tiered System of Support (MTSS) to make decisions for instruction and intervention for students. I took away several ideas from the video relating to what evidence is efficacious, how data collection and analysis can be used to inform instruction and intervention decisions, and the importance of collaboration between stakeholders. In terms of evidence, the video highlighted the importance of collecting data to ensure the evidence is valid and reliable and identifying the appropriate evidence for the particular student, situation, and context (National Center on Intensive Intervention, 2016). In terms of data collection and analysis, the video discussed the importance of using various data sources, including teacher ratings, student work samples, and formal assessments, to inform instruction and intervention decisions. Furthermore, the video discussed the importance of using data to inform progress monitoring and setting actionable benchmarks to track progress. Lastly, the video discussed the importance of collaboration between all stakeholders, including teachers, administrators, students, and parents, and the need to identify strategies that are meaningful, feasible, and most likely to lead to student success (National Center on Intensive Intervention, 2016). The information is highly relevant to educators, administrators, and other professionals in the school setting. This video provides an in-depth overview of how to make evidence-based decisions within an MTSS framework. It outlines the importance of collecting data, analyzing evidence, and making decisions based on the results. Additionally, the video offers strategies for engaging stakeholders in the process and ensuring that decisions are made in the student's best interest. As a future educator or administrator, this video provides practical guidance for making decisions that are data-driven, collaborative, and focused on the best outcomes for students.

3 Changes Building relationships with kids and administering diagnostic assessments at the start of the school year will be my first modifications to my classroom. This suggestion stems from the realization that students return to school with various requirements, mainly because their educational experiences during the pandemic have yielded variable degrees of success. A performance benchmark is imperative to gauge whether or not students attain progress throughout the school calendar and for the prompt identification of students who are deficient in fundamental abilities (National Center for Learning Disabilities, 2021). Many teachers realize during school openings that students aren't always prepared for school similarly. Some parents have difficulty finding resources to help their kids study, while others struggle to help their children stay organized with their assignments and schoolwork. These differences make it difficult for an educator to determine what each child needs in terms of extra support. My other suggestion is to practice evidence-based classroom management methods by using a checklist for self-assessment over time and a discussion strategy that includes action planning and assessment feedback (MacSuga et al., 2011). Students can use technology to display their thinking, collaborate across content areas, and access diverse resources to show their learning. These methods help educators differentiate lessons for their student's unique needs while expanding their access to possibilities for creative problem-solving. If students are to use technology effectively and safely, they must understand how these tools work and when they are most appropriate to use them. Today's classrooms are digital environments where students and teachers communicate and learn using various technological tools, including computers, video-conferencing softwares, and websites such as Texas Education agency (Texas Education Agency, n.d.). These advances have made learning

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4 more engaging and meaningful for many students and have opened up a world of possibilities for educators. Technology is a powerful tool that facilitates communication as students can use it to display their thinking, collaborate across content areas, and access diverse resources to show their learning. Reputable Article The article 'Social and Emotional Learning and Intensive Intervention' by Zachary Weingarten focuses on the importance of social and emotional learning (SEL) in the classroom. Weingarten outlines the benefits of SEL, such as improved academic performance and increased self-esteem, and argues that SEL should be an integral part of any intensive intervention program (Weingarten et al., 2016). He suggests that SEL can reduce disruptive behavior, increase student engagement, and build strong relationships between teachers and students. Weingarten also provides specific strategies for how teachers can implement SEL in the classroom, such as creating a safe and supportive environment and providing opportunities for students to practice social and emotional skills. The information in this article would be helpful for teachers as they seek to create an effective intensive intervention program in the classroom. By incorporating social and emotional learning into the curriculum, teachers can create a more positive and supportive environment for their students, leading to improved academic performance and better relationships between teachers and students. The strategies outlined in the article can provide teachers with a starting point for developing an effective SEL program for their students. The article helps us learn collaboration because it allows for an overview of the importance of social and emotional learning in the classroom and the role of intensive intervention in supporting the development of these skills. The article outlines strategies for increasing student collaboration, such as building

5 relationships, facilitating communication and problem-solving, and providing appropriate support and feedback. Teachers, administrators, and other school personnel can create a collaborative environment supporting student success by understanding the importance of intensive intervention and SEL.

6 References National Center on Intensive Intervention. (2016). What Counts as Evidence? Making Decisions for Instruction and Intervention within a MTSS [Video]. YouTube. https://www.youtube.com/watch?v=O_f4bMRzhxk Weingarten, Z., Brown, C., & Marx, T. (2020). Social and Emotional Learning and Intensive Intervention. National Center on Intensive Intervention . MacSuga, A. S., & Simonsen, B. (2011). Increasing teachers' use of evidence-based classroom management strategies through consultation: Overview and case studies. Beyond Behavior , 20 (2), 4-12. National Center for Learning Disabilities. (2021, August 26). Collaboration: Partnering with colleagues, families, and caregivers to promote student success . NCLD. https://www.ncld.org/reports-studies/forward-together-2021/collaboration/ Texas Education Agency. (n.d.). Home . Legal Framework. https://fw.escapps.net/Display_Portal?destination=/%3FFID%3D157

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