- Since our building does not qualify for any Title I money, we do not currently have an interventionist for these grades. We do have a teacher for third and fourth grade. Kindergarten has an aide that serves two classrooms. The need is greatest for first and second grades, so we decided to focus there in this study. Based purely on need, we agreed to limit the study to students in first and second grades.
- The second reason has mostly to do with scheduling a building with 900+ students. Trying to schedule intervention time and specials (art, music, library, p.e., computer, Spanish) dictated a smaller study.
Overall, the study remains essentially the same and should provide information to inform decisions for the following year. We reached a consensus on the apps that needed to be installed on the iPads to collect data and on the need for meeting with the aides prior to the school year to address their perceptions of the research project.
One of the issues we discussed is how to manage the change for the teachers in first and second grades and for the instructional aides. We discussed using force field analysis with the affected teachers as a means of gaining their support. As far as the aides are concerned, the greatest issue to overcome is their perceived value to the school. Currently the perception is that they don't feel valued. To address this we talked about creating a professional atmosphere through mentoring, accountability, inclusion in planing time with teachers and creating a physical space for interventions as a means to "professionalize" their purpose in the school community.