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    Maka - scn620 Data Driven Interventions

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    This document discusses data driven interventions and their purpose in education. It notes that interventions should be tailored to meet the needs of all students based on assessments and progress monitoring. A team approach is needed where educators, counselors, and families collaborate to implement multi-tiered intervention strategies and systems to support student growth and close achievement gaps. Understanding students' social, cultural, and academic needs is important to better target interventions and support equitable access to education.

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    Maka - scn620 Data Driven Interventions

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    94 views11 pages
    This document discusses data driven interventions and their purpose in education. It notes that interventions should be tailored to meet the needs of all students based on assessments and progress monitoring. A team approach is needed where educators, counselors, and families collaborate to implement multi-tiered intervention strategies and systems to support student growth and close achievement gaps. Understanding students' social, cultural, and academic needs is important to better target interventions and support equitable access to education.

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    maka - scn620 data driven interventions

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    This document discusses data driven interventions and their purpose in education. It notes that interventions should be tailored to meet the needs of all students based on assessments and progress monitoring. A team approach is needed where educators, counselors, and families collaborate to implement multi-tiered intervention strategies and systems to support student growth and close achievement gaps. Understanding students' social, cultural, and academic needs is important to better target interventions and support equitable access to education.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    94 views11 pages

    Maka - scn620 Data Driven Interventions

    Uploaded by

    api-643707075
    This document discusses data driven interventions and their purpose in education. It notes that interventions should be tailored to meet the needs of all students based on assessments and progress monitoring. A team approach is needed where educators, counselors, and families collaborate to implement multi-tiered intervention strategies and systems to support student growth and close achievement gaps. Understanding students' social, cultural, and academic needs is important to better target interventions and support equitable access to education.

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    Data Driven

    Interventions
    Julianna Maka
    GCU:SCN 620 Dr Tonya Drake
    August 30, 2022
    The Purpose of Data Driven Interventions

    ● The purpose of data driven interventions is to provide targeted and effected practices to meet the needs of students

    ● Interventions are for ALL students

    ○ Every student at any academic level can receive intervention support services

    ● Using data can provide effective support as interventions are tailored to assessed needs and progress monitored

    ● Team Work: As a team, we can target more interventions that are effective and consistent
    Data is useless without our analysis and
    action

    Targeting Needs
    Social & Cultural Factors
    We must know
    WHO we are
    serving to better
    our services

    Understanding who
    our students are can
    help us to reach
    them
    Legal & Ethical Considerations

    Counselor responsibility
    “Provide opportunities for all students to
    develop a positive attitude toward learning,
    effective learning strategies, self-management
    and social skills and an understanding that
    lifelong learning is part of long-term career
    success.” (ASCA, 2022)
    Legal & Ethical
    Considerations
    ● Address systemic inequities
    ● Identify gaps in access to college and
    careers
    ● Collaborate with a community of
    stakeholders to create a culture of
    college and career readiness

    ASCA, 2022
    Identifying Groups Who Need Support

    20.3%
    32.2%

    30.5%
    16.9%
    Intervention Strategies

    Growth mindset &


    Anxiety regulation

    School wide systems

    Tier 3 Academic
    interventions
    Tracking
    Progress
    Roles & Responsibilities of Support
    Counselor Educators Families

    Communicate Communicate Communicate


    Advocate Track data Collaborate
    Support Tier 1 & 2 instruction Support
    Implement systems Monitor
    Monitor
    References
    Anis, Y., Krause, J. A., & Blum, E. N. (2016). The Relations among Mathematics Anxiety, Gender, and
    Standardized Test Performance. Research in the Schools, 23(2), 28–37.

    ASCA Ethical Standards for School Counselors. (2022). ASCA Ethical Standards for School Counselors -
    American School Counselor Association (ASCA), https://www.schoolcounselor.org/About-School-
    Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1).

    Fowler, D. J. (2016). Using Data to Close the Achievement Gap. Principal Leadership, 16(7), 52–57.

    Hatch, T. (2013). The use of data in school counseling: Hatching results for students, programs, and the
    profession. SAGE Publications.

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