LEWIS CARROLL IMPLEMENTING INTERVENTIONS AND PROGRESS MONITORING Janet Stephenson MTSS Teacher Trainer Expected Outcomes What do we want you to Know? How to choose interventions What do we want you to Understand? What makes a high quality intervention What do we want you to be Able to do? Match progress monitoring tools and interventions

Outcomes Participants will Learn what makes a good intervention Understand how to use the tiered framework to provide interventions Inventory and/or develop intervention resources that align with specific skill deficits Recognize the requirement of progress monitoring in the MTSS process Florida SLD Criteria for Eligibility after July 10, 2010 Condition 1 Underachievemen

t in: Oral expression Listening comprehension Written expression Basic reading skills Reading fluency skills Reading comprehension Mathematics Calculation Mathematics problem-solving Condition 2

+ RTI: Resource intensive or insufficient response to scientific, researchbased intervention Condition 3 + Conditions 1 and 2 not primarily the result of:

Visual, hearing or motor disability Intellectual disability Emotional/ Behavioral disability Cultural factors Irregular attendance Environmental or economic disadvantage Classroom behavior Limited English proficiency 4 Big Ideas of MTSS

More than just about elgibility Being proactive Early intervention for those who need it High quality instruction using best practices in Tier 1 Data-based decision making Identifying the level of services needed by which students Problem Solving Method Problem Solving Process Define the Problem

What Do We Want Students to KNOW and Be Able to DO? Evaluate Did It WORK? (Response to Intervention RtI) Problem Analysis Why Cant They DO It? Implement Plan What Are WE Going To DO About It? RtI The 5 Step Process

Another Way of Saying It 1. Find em (assessment) 2. Do Something with em (interventions) 3. Watch em (progress monitoring) 4. Make informed decisions (databased) 5. Change .. if necessary (instructional modification) 7 HOW DO WE DIFFERENTIATE BETWEEN THE TIERS? Tier 1 Instruction Versus Tier 2 Instruction

Tier 1 Data focuses on grade level/subject area/behavior Effective instructional strategies for large group/small group Differentiate Instruction focuses on diverse learners skill/ability/interest groups Should result in approximately 80% of students achieving proficiency School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

Tier 2 Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 2 Focused on a skill that is a barrier Data is used to identify groups for academic/behavior needs Problem solving is used to develop interventions Intervention is additional minutes of

supplemental instruction Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations. Tier 3 Most Intense More instructional time Smaller instructional groups More precisely targeted at the appropriate level Clearer and more detailed explanations More systematic instructional sequences More extensive opportunities for practice

More opportunities for feedback What are the components of MTSS? Speaking the LINGO! 1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention. 2. Progress Monitoring: Data-based documentation of repeated

assessments reflecting student progress. 3. Data Based Decision Making: Students who dont respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner. Problem Solving Teams School Leadership Team Teacher Data Team Individual Problem Solving Team

Teacher Data Team Members Administrator Instructional Coach(es): Elementary Grade Level Teams Guidance Counselor/ Service Provider Function Utilize the problem solving process to meet needs of

students Analyze data from Tier 1 and Tier 2 assessments to monitor the effectiveness of core instruction (Tier 1) and supplemental instruction (Tier 2) across the grade level or department Monitor fidelity of core Tier 1 instruction Individual Problem Solving Team (IPST) (Formerly CST) Members Administrator (s)

Guidance Counselor/Service Provider School Psychologist Classroom Teacher(s) Parents ESE contact/teacher Interventionist/Title 1 Teacher As needed Members Speech/Language Pathologist Staffing Specialist Instructional Staff (coaches)

Gifted Teacher Behavioral Analyst Occupational Therapist Physical Therapist Social Worker WE HAVE FOUND THEM! TIER 2: DESIGNING INTERVENTIONS DOING SOMETHING WITH EM HOW? NO TIME, NO PEOPLE Work as a team Intervention Infrastructure

Intervention Logistics Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck. When: 8:15 8:45 am (grades 1-6) How: Group students by skill deficit, enrichment area, reading or math. Smallest group should be neediest kids Work as a grade level to determine resources, instruction, whos teaching what. Intervention Cycles Cycle: a three week period of continuous supplemental instruction Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are reassessed. Teachers meet to reorganize groups and instructors.

Cycle 1: September 7 24 Progress Monitoring Week: Sept. 27 Oct. 1 Cycle 2: October 4 22 Progress Monitoring Week: Oct. 25 -29 Compromise, Integrity, Flexibilty, ????? 3rd Grade Walk to Intervention (Turner Elementary) CVC Skill 2 (Jungovich 506) CVC Skill 2 (Mazziotti 801) Blends Skill 3

(Ross 507) Comp/Fluency Voyager (Shelton/Pagan) Pagan Group (3rd Grade Pod) Jungovich Sara Joe Logan Lucia Daniel Walsh Charles A.J. Jospeh

Colton (9) (Room 501) Trenton Dante J Dave Moe Nick Andrews Tommi Ross David Megan Shane Najet Jamie James

Diamond Cassandra (15) Comprehension Anthologies (Walsh 504) Sherman Tiffany Gabriel Jane Bob Ross DeeDee Trevor Walsh

Jake Kayla Ray (9) SRA Jungovich Caleb Sara Travis Dwight Ashley (5) Jungovich Bradlee

Lillie Terri Walsh Christopher Ross(6) Joe Tom Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2 Instructional Delivery: SRA

Instructional Instructional Delivery: Delivery: 95% Group Voyager Passport F Phonics Library Lessons and Decodable Text for Skill 3 Instructional Delivery: Instructional Comprehension through Delivery: Anthologies Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: CARS

Progress Monitoring Tool: Voyager Passport RCT Jungovich Zachary Kari Kate Nick Pam Dan Jon Derrick Bry Ed Wyatt

Joey Sam Bobby Walsh Jim Dana Bill Elaina Javier (19) Comprehension Anthologies ( 505) Walsh George

Sophia Harvey Ken Christina Silvia Stever Eli Brianna Abel Ross Ethan Destiny Aiden Chris Tristi Melina

Ki Kevin Jescee Dylan Alexis Ericka (22) Progress Monitoring Tool: CARS Riviera Elementary Grade 2 Intervention Groups Brainstorm At Your Table What are things that interfere with

intervention implementation? Create a Problem/Solution T-Chart and post on the wall. PROBLEM SOLUTION Interventions Lets Discuss Definition of Intervention Instruction that supplements and intensifies classroom curriculum/instruction to meet student need Teach NEW skills to remediate a deficient skill

Interventions are developed to help the student acquire the necessary skills to be able to eventually succeed independently Types of Interventions Skill Deficit Student lacks skills to successfully complete task Performance Deficit Factors interfering with students capability of performing the skill Match the Intervention to the Skill Deficit/Student Need What is the root cause of the problem?

Lack of Phonological Awareness Phonics/Decoding/Text Processing Fluency Comprehension Performance deficit or skill deficit? Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress Classroom Interventions CRITICAL AREAS Reading

Letter knowledge Phonemic Awareness Phonics Vocabulary Fluency Comprehension MATH Numeracy/Calculation Problem solving/Reasoning Fluency

BEHAVIOR Motivation Disruptiveness Organization What is Not an Intervention Guided reading group or use of leveled reading materials Small flexible groups for projects Scaffolded instruction Review and practice Differentiated instruction Guided writing and conferencing Word walls, editing check lists etc. Regular best teaching practices automatically used

in response to an immediate need such as extended time, repeated directions Common Problems Too many kids at Tier 2 and Tier 3 Too many interventions at once Lack of student progress Uneven practices across the school 30

INTERVENTION DESIGN Components of a Great Intervention Explicit Instruction Systematic Instruction Think Aloud Modeling Guided Practice Visual Cues for the student to use during

independent practice Fidelity In a small group setting or individual basis With on-going Progress Monitoring Explicit Instruction Explicit Instruction: The skill or strategy is taught directly and the student is told when and how to apply it. (This allows the student to generalize learning to other texts and situations) Explicit Instruction Examples Example 1: The student is taught the silent e

rule and exactly how to know when to use it. Example 2: The student is taught how to sequence events in a story and is taught specific clue words that many texts use that tell the student how to apply the comprehension strategy to help them understand the text. Systematic Instruction Systematic Instruction: The targeted intervention area is narrowed into a specific sequence. Progression to new skills depends on systematic mastery. Systematic Instruction Examples

Example : If comprehension was the intervention area, the skills would be broken down so that easier strategies were taught and mastered before moving on to more complicated strategies. (Compare and Contrast before Authors Purpose) Think-Aloud Modeling Think Aloud Modeling: Students should be exposed to teacher modeling of how to think through the strategy or problem. The teacher should use language the student may use in their own thinking combined with the strategy steps.

Think-Aloud Modeling Example Example: (Regrouping for double digit subtraction 52-36) Hmm. What is two minus six? Wait a second I cant take six from two. If I had two cookies I couldnt eat six of them. Silly me. Oh ya, I know! I am supposed to ask myself a question before I start. What was it? Oh If there is more on the floor go next door and borrow ten more. O.K. I remember now. I steal the number one from the five and give it to the two and make it a twelve. Then I make the five into a four because I stole that one. Now I can subtract. This makes sense now. (Adjust language based on age so that it doesnt sound too immature for the grade level but use kid language as much as possible) Guided Practice

Guided Practice: In the small group setting the teacher should Explicitly teach the skill Model solving the problem using think aloud Scaffold practice by solving part of the first few practice problems (prompting) and then guiding students to finish Provide supervised independent practice, guiding when necessary. Visual Cues Visual Cues for the student to use during independent practice: Any visual cues that a student can use to self prompt when they get stuck. Example: Students create a math journal page with an example of double digit regrouping and a

picture. During regular class time they can refer back to previous learning if they get stuck. (This is an accommodation not an intervention, but it works nicely to cement learning.) Fidelity and Group Size With fidelity: The intervention is consistently given by the same person on specified days and times. The student attends the intervention on specified days and times. In a small group setting or individual basis PROGRESS MONITORING

Using Progress Monitoring within the RTI Process On-Going Progress Monitoring With on-going Progress Monitoring: It is not an intervention of it is not assessed biweekly or weekly. Since a real intervention is systematic and based on mastery, without assessment new sub-skills cannot be taught, thus halting intervention. An intervention must be sensitive to measurement and narrowed to specifically what was taught.

Progress Monitoring Data : Is What We Are Doing Working? Progress monitoring data Determine response to interventions using Tier 1 data Tier 2 data Tier 3 data 44 Why Keep an Intervention Log? Aids in the analysis of inadequate progress and how to intensify instruction Documents Progress for RtI Model Amount of time student received intervention

Size of group Changes made to intensity Refer for evaluation Wrap Up THANK YOU

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