These are the proceedings of the Educational Interventions Forum. For each topic, there may be an instructional dialog, one or more videos, and, in some cases, a white paper. More than one video is available for some topics, if the perspective or issues raised differed significantly at different forum sites.
Introduction |
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Ildiko Laczko-Kerr, Ph.D., Executive Director, Curriculum,
Instruction and Assessment, Scottsdale Unified School District
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Dynamic Intervention Systems |
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The objective of the presentation on Dynamic Intervention Systems is to outline the essential components of intervention systems designed to elevate student achievement beyond current levels and to adjust to the continually changing challenges facing education in our rapidly changing world.
John R. Bergan, Ph.D., President,
ATI
Craig Mayhew, Field Services
Director, ATI
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Experimental Research in Standards-Based
Education |
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There is an urgent national need for small-scale experimental studies of learning in elementary and high school students. This research will identify specific methods that are effective in learning particular material (e.g., the types of notation that allow children to understand mathematics), and it will identify the general cognitive principles that make specific methods effective. This research can build on technology that is already in place in schools.
Charles Brainerd, Ph.D., Professor, Cornell University
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Seeing Both the Forest and the Trees: Measuring
Progress, Forecasting, and Intervention |
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Effectively communicate at the student, teacher, school, and district levels the goals for intervention, current student levels of performance, and steps needed to improve student performance relative to goals.
Christine Guerrera Burnham, Ph.D., Senior Research Associate, ATI
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Designing an Intervention |
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Designing the sort of intervention system presented during the Forum requires the close integration of three fundamental and familiar components: Goal setting, implementation, and evaluation. This Instructional Dialog will discuss how each of these components can be designed in order to achieve the degree of integration that will be needed in order to maximize the opportunity to realize meaningful increases in student achievement and instructional efficiency. Methods of organizing content that support easy tracking of both the instructional material that has been delivered and the outcome that has been achieved will be reviewed. Discussion will also be focused on use of the evaluation data to make decisions about subsequent instruction so that approaches that don’t work are addressed in a timely fashion.
John Bergan, Ph.D., Vice President R&D,
ATI
Craig Mayhew, Field Services
Director, ATI
Kerridan Smith, Professional Development Director, ATI
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Research as a Reality Check on Intervention |
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Is your district getting an educational return on its intervention investments? Discover how to build district consensus and capacity to sustain an ongoing research initiative within the natural context of education, making it possible to continually evaluate the extent to which educational interventions produce positive outcomes for students.
Jason K. Feld, Ph.D., VP Corporate Projects, ATI
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Implementing Intervention through the Local
Accountability Professional Development Series (LAPDS) |
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WestEd knows from research and decades of experience that a one-size-fits-all approach does not work. That’s why the Local Accountability Professional Development Series (LAPDS) team customizes the training to address individual strengths and needs. What is the focus of this presentation and WestEd? To build your capacity to fully implement an accountability system that will rapidly improve student achievement. The LAPDS system uses rigorous standards and assessments fully aligned with the National Assessment of Education Progress (NAEP) item specifications and the blueprints of the district’s or school’s state assessment.
Ruth McKenna, Director Field Services, WestEd
Stephen Hamilton, Learning Innovations/WestEd
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Creating an ActivClassroom |
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Amy Serrano, Area Sales Manager, Promethean
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Risky Decision Making in Adolescence |
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Adolescent risk taking is a significant problem, which has ramifications for educational attainment and achievement. Crime, smoking, drug use, alcoholism, reckless driving, and many other unhealthy patterns of behavior debut and reach their peak in adolescence and young adulthood. Changing these unhealthy behaviors in adolescence would have a broad impact on youth, their families, and society. In this talk, Dr. Reyna reviews the scientific evidence on this topic, including research on the major myths about adolescent risk taking. In particular, she will present a new theory about how adolescents reason and make decisions and discuss the implications of this theory for the design of interventions aimed at elevating adolescent student achievement.
Valerie Reyna, Ph.D., Cornell University
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Breakout Sessions |
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Arizona: Moderated by Kerridan Smith, Professional Development Director, ATI
Massachusetts: Moderated by Craig Mayhew, Field Services Director, ATI
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