It's not about the data; it's about the mindset!

Learning Objective

  • Teachers will be able to make predictions, determine possible actions/interventions for students, and explain the Inova process using:

    • Colors

    • Index 1

    • Tails

    • Index 2

    • Archetypes

    • Value Added

    • Psycho/Social Intervention

    • Instructional Differentiation

Colors and Tails

Slides 6-11

"Passing" Predication and Value Added

Profile Practice

Slides 12-15

Use the guiding questions to investigate Carmen's math and reading profile.

What unanswered questions do you have?


Irving ISD Interventions Matrix

Using the IISD Interventions Matrix to start the conversation, share your personal success stories of specific interventions that have worked in your classroom for a specific student or type of student. Focus on the type of students that would fall into A3, A5, A7, and A1.

Guiding questions:

  • What did you do differently?

  • Was your approach psycho/social or instructional?

  • What was the impact on your student?

  • Why was the outcome different than if you had not taken action?

Connection to RTI

Slide 25

Additional training and team roles will be at your campus.

Investing in Designing Instruction

Slide 26-27

Intervention begins during initial instruction.

Other Sources of Data

Create a graphic representation and write a summary using complete sentences.

  1. What other sources of quantitative data are available in IISD
  2. What sources of qualitative data are available?
  • How would you obtain this information?

How could you use qualitative and quantitative data to develop “profiles” for students that don’t have one in Inova?

Summative Assessment

Create a graphic and description of a learning activity for this mock class that meets these 3 goals:

  • Plan for students without profiles
  • Varied approaches to intervention
  • Include intervention as part of instruction

Inova Reading

Inova Math

Inova - Profiles - All or Single Student