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Academic Intervention 1 HOW ACADEMIC INTERVENTION DIRECTLY AFFECT STUDENT . · PDF file 2015-12-16 · Academic Intervention 4 work, are we going to continue to do this, how will I

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  • Academic Intervention

    1

    HOW ACADEMIC INTERVENTION DIRECTLY AFFECT STUDENT

    PERFORMANCE.

    By

    Corey Gilpin

    Submitted To

    Professional Education Faculty

    Northwest Missouri State University

    Department of Professional Education

    College of Education and Human Services

    Maryville, MO 64468

    Submitted in Fulfillment for the Requirements for

    61-683 Research Paper

    Fall 2014

    December 6, 2015

  • Academic Intervention

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    ABSTRACT

    The following study was done to see if there was a correlation between students who receive

    academic intervention has the ability to bring greater success in academic achievement.

    Academic intervention is a way for students to receive additional instructional time, outside of

    the regular education classroom, in order to close the educational gap with their peers who are

    performing at higher levels. The study was conducted by administering approximately 75

    students a pre and post test of similar questions in both ELA and Mathematics. Both the ELA

    and Mathematics interventions were for 6 weeks at a time. It was found that ELA intervention

    showed improvement, while Mathematics showed little to no improvement. It should be noted

    that our intervention team was composed of 3 ELA teachers, along with a department chair, and

    1 Mathematics teacher. With that being said, it was possible that the ELA intervention was better

    distributed and instructed throughout this study than Mathematics.

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    INTRODUCTION

    Background, issues and concerns

    The purpose of this study is to see if academic intervention is beneficial to student

    achievement. Academic intervention is the opportunity for students who do not have a basic

    understanding of skills and/or learning targets during the regular classroom time to receive

    additional help outside of their regular classroom. There are many different ways that

    intervention can be achieved throughout the school day. Typically, it will be done in a small

    group or single group setting that will allow for more in depth instruction on the material being

    presented. Also with this small group setting you can break down the steps and processes with

    different instructional strategies so the student can gain a better understanding of the presented

    material. Sometimes it is simply the pace of the regular classroom that can cause students to fall

    behind. By simply using a few extra minutes of instructional time with those students who are

    falling behind, it can bring them back up to the understanding that they will need to succeed. For

    the purpose of this study at a Northwest Missouri middle school, the school day had a built in 26-

    minute intervention time every day that would allow for small group setting for those students

    who have been identified below the basic level. Another form of intervention is what some

    schools label as an “Academic Lab.” This Lab is held before or after school and it allows

    students to work directly with staff members on skills and/or learning targets that they are not

    grasping while in their classrooms.

    While many schools implement some form of intervention there are also a few issues

    with intervention. One of the first issues to be addressed is the questioning that many instructors

    have, is academic intervention just another educational “fad” that will come and go? Many times

    teachers feel a burden when something else is added to their days. They begin to wonder will this

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    work, are we going to continue to do this, how will I have the time to teach my regular classroom

    and then another class for intervention, etc. Another issue is the amount of time it will take to

    successfully implement academic intervention. This is a program, that if successfully planned

    and ran, can potentially increase student achievement. However, if teachers see it as one of the

    academic programs that will come and go, will they really put their best effort towards it, if it’s

    something that will not be around the following year or even the next semester? Another issue

    that could potentially come about is the mere logistics of the program. Is there enough time in the

    school day to implement this if you know that your students will not come in before or after

    school? How is a school with 300+ students able to group students so that their intervention is

    the most effective? These are just a few of the issues that could potentially arise with academic

    intervention.

    While there are issues with implementing academic intervention there are also concerns

    regarding this program. One of the major concerns is the set up of intervention that will come

    down from the administrators of a building. Administrators are stating that intervention will take

    place, but it is typically up to the teachers to figure out what is best for the students. You will see

    throughout all school buildings those teachers who are on board with helping students grow

    academically, but you will also see those teachers who have no drive or desire to go above and

    beyond to help students. This concern of administration is a major one. They are relying on

    teachers and staff members to make sure this program is successful, not just some of the time,

    but all of the time.

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    Practice under investigation.

    The practice under investigation is to see if there are any significant benefits with

    academic intervention.

    School policy/practice to be informed by study.

    The policy/practice to be informed by this study is to find out if academic intervention is

    a program that is beneficial to the students at the middle school level or if it is something that is

    more of a nuisance.

    Conceptual underpinning,

    The theory of academic intervention is to provide individual instruction for students who

    are falling behind the pace of the day-to-day classroom operations to have a specific structure of

    intervention that can benefit each student. The key to this is that it must be individualized for

    each student. In theory, no two students learn at the same rate or retains information at the same

    rate. Academic intervention is an opportunity to promote academic achievement outside of

    normal classroom operations. Academic intervention will increase student achievement only if it

    is individualized per student. While students are in their regular education classroom of 25-30

    students it is more whole group instruction than it is small group instruction. Good educators will

    make sure that all students understand the material, but there are those times when students

    appear to understand the learning targets only to find out that they had no grasp at all. It is not

    until they are told to apply what they have learned to a product, project, formative/summative

    assessment that it is known that they have not grasped the learning target.

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    Statement of the problem.

    The problem is that students do not learn or retain information at the same rate, and,

    therefore, they need support elsewhere in order to gain adequate academic knowledge of learning

    targets.

    Research question(s).

    Is there a relationship between seventh grade students between pretest and posttest scores

    in ELA and Mathematics when academic intervention is applied?

    Is there a relationship between seventh grade students between pretest and posttest scores

    in ELA and Mathematics when there is no academic intervention applied?

    Null hypothesis(es).

    There is no significant difference in student achievement between students receiving

    academic intervention in pre and post test scores in ELA and Mathematics.

    There is no significant difference in student achievement between students who do not

    receive academic intervention in pre and post test scores in ELA and Mathematics

    Anticipated benefits of study.

    The anticipated benefits are to see if academic intervention within the school day is

    beneficial to student achievement or if it is a waste of time and resources for all parties involved.

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    Definition of terms.

    Academic Inter