Benefits Based on Research of Push In Intervention through Co-Teaching

 As a request from the staff we are sharing some of the vast research that was shared during the creation of MTSS push in co-teaching structures.  Please let us know if you have any other questions.  

From St. Cloud University:

Decrease in student lost instruction time through travel time. Students must travel from their classroom to the intervention room with pull out and the total loss on average each year is up to 7 hours of instruction. 

Some students might feel embarrassed leaving the classroom.  In a dissertation study shared at St. Cloud 3rd to 5th graders reported higher levels (22% to 32% higher) of anxiety leaving the room with a speciality teacher than staying in the room for intervention, no matter the level of intervention.  

More Teacher time lost communicating between the classroom Teacher and Interventionist. time with the classroom teacher. The intervention teacher must find time outside the intervention block to communicate with the classroom teacher.  On average each year 5 hours of lost time just on sharing progress when pull out intervention occurred. 

From Denver Public Schools:

Less time lost during transitions. When I switch groups, the students are able to come to me quickly because I am already in the classroom. The school saw an increase of 11 hours per interventionist per school year when they began push in intervention.  

The intervention teacher is able to interact more with the teacher in the classroom. He or she is able to witness the teacher's instructional style first hand. The district saw an increase in reading methods based on a classroom audit in the first two years of push in intervention. 

A more united front is presented for behavioral issues. It is very easy to use the same behavioral system. Increase in student clarity on learning and behavior expectations were shared in student focus groups conducted. 

From Mount Monmouth School District, Ontario

10% to 15% increased in reading application of learning when push in intervention occurred based on students learning in the classroom in which they need to apply their skills.

5% to 8% growth in math scores  based on application of learning when push in intervention occurred based on students learning in the classroom in which they need to apply their skills.