lessons, students completed several online activities in order to hold them accountable for actually completing the lessons that were assigned.
After the students received their online instruction, I was then able to meet with them in small groups. In each small group, students completed additional activities related to the content from that week’s online lesson and activities. I was able to use data from their online work in order to guide the activities and discussion of the content. Students then completed an online post-test as the end to the module.
I used the data from the pre-tests and post-tests to analyze student growth. Overall, I found that each student was able to show growth in each topic that was covered. Because of this, I concluded that the flipped classroom model of instruction was an effective intervention tool for improving the mastery of content among the students identified in the Response to Intervention (RTI) process. I will continue to use this approach for RTI students in the coming years.
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