MODULE 3 Interventions & Progress Monitoring

1. MODULE 3Interventions & Progress Monitoring

2. Training Modules

3. Agreements • Stay focused • You are the trainers, so think with the end in mind • Keep sense of humor • Silence cell phones • Honor time limits

4. 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 RtI process • Utilizing A3 to document RtI

5. Support and Evaluation in Context

6. A process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improve significantly the school performance of individual and/of groups of students.

7. Problem Identification • To clearly define the problem • A problem (P) is the difference between what is expected (E) and what is observed (O) P = E – O

8. How do we Identify the Problem? • By looking at the data of… • Screening Assessments • Diagnostic Assessments • Progress Monitoring Assessments • Summative Assessments • Formative Assessments

9. Where is the problem? Is this an individual student problem, or a larger, systemic problem?

10. Problem Analysis Why is the problem occurring?

11. What are we going to do about it? Develop and Implement an Intervention Plan

12. 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

13. Types of Interventions Skill Deficit Student lacks skills to successfully complete task Performance Deficit Factors interfering with student’s capability of performing the skill

14. Intervention Design • Must Target the missing skill(s) • Include Explicit instruction • Within a supported learning environment • Purposeful • Well-planned • Based on data • Focused on alterable variables within the Instruction, Curriculum, Environment

15. S.M.A.R.T G.O.A.L

16. Changing Tiers = Changing IntensityA Reading EXAMPLE:

17. Integrating the Tiers

18. Integrating the Tiers • 5th grade student reading at the 2nd grade level • Tier 3 • Direct Instruction, Targeted, Narrow Focus (e.g., phonemic awareness, phonics, some fluency) • Tier 2 • Targeted skills development to decode multisyllabic words • Tier 1 • Focus on comprehension, vocabulary, fluency, multisyllabic words • Use core materials for content • Progress monitor both instructional level and grade placement level skills

19. Continuum of Interventions • Entire staff understands “triangle” and the available interventions at each Tier • Supplemental and intensive interventions are in addition to core instruction • A student intervention plan is integrated across the tiers • Different tiers ensure that outcomes in Tier 1 are improved • Principals should ensure that intervention plans have intervention support

20. Tier 1

21. What is the Focus of Tier 1 ? Academic • High quality instruction and classroom management • Universal Screening to determine each student’s level of proficiency • Differentiated instruction is used and student’s progress monitored • Differentiation occurs in small, teacher-led flexible groups during the 90 min block

22. What is the Focus of Tier 1?Behavior • High quality classroom management • Effective school-wide discipline plan and/or positive behavior support • Questions to ask? • Do 80-90% of students in the school respond positively to the school-wide discipline plan? • Does the behavior level of the target student differ significantly from that of the peer group?

23. Tier 2

24. Who are the students in need of Tier 2 level of services? • Performing below where they need to be. • Need structured support over time to help them catch up to their peers. • Students on track • Students below grade level • Students two grade levels below their peers

25. 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

26. Looks Like: • Grouping: Fewer students than whole group • Time: 30 min, 5 x week or more. Outside the core • Who: Students .5 -1 year below grade level • What: Very direct instruction with high intensity • Progress Monitoring: Every 2-3 weeks

27. Intervention Format MATCH to student need is priority. • Find the need • Target the skill • Remediate the deficit

28. Example: Josie is a 2nd grader. • AP1 FAIR scores: RC 35%; Passage 1.5 ; PSI 5/10 on skill 5. • DRLA August 55% • DRLA October 63%

29. Example: Core Instruction: Whole group instruction for 30 minutes; Differentiated small group instruction for 15 -20 minutes Tier 2 Intervention: 30 min; 5x week; 8 students in a group; working on decoding silent e & vowel teams. Progress monitored weekly with PSI

30. Is this Tier 2? • Chantelle is a 3rdgrader, whose FAIR scores in AP1 were RC 12%, DRLA grades are Aug. 72%, Oct. 54%, PSI results show weakness in digraphs. • She is working in a group of 9 students 30 min. 3 x week receiving explicit instruction on decoding digraphs and then practicing reading decodable texts.

31. Is this Tier 2? • Carlos is a 4th grader. His FAIR scores for AP1 were RC 12%, Maze 20%, WA 30%. PSI shows deficit in skill 5 (silent e). • He is working on decoding and comprehension skills in a group of 6 students, 20 min, 3 x week within the 90 minute reading block.

32. Recording Intervention 1 X Phonics/decoding Intervention Teacher PSI Direct instruction & practice with focus on silent – e, vowel teams 9/7/10 X X X X October 5, 2010

33. Tier 3

34. Looks Like: • Grouping: 2 – 3 students • Time: 30 min, 5 x week or more. Outside the core • Who: Students substantially below grade level. • What: Very direct instruction with high intensity. • Progress Monitoring: Once per week

35. Intervention Format MATCH to student need is priority. • Find the need • Target the skill • Remediate the deficit

36. Example: Core Instruction: Whole group instruction for 30 minutes; Differentiated small group instruction for 15 -20 minutes. Tier 3 Intervention: 30 min; 5x week; 2-3 students in a group; working on early phonemic awareness skills. Progress monitored weekly with PASI.

37. Intervention Resources

38. Classroom InterventionsCRITICAL AREAS MATH Reading BEHAVIOR Numeracy/Calculation Problem solving/Reasoning Fluency • Letter knowledge • Phonemic Awareness • Phonics • Vocabulary • Fluency • Comprehension • Motivation • Disruptiveness • Organization

39. Documentation

40. 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

41. A3 Demo • Entering Area of Concern • Recording Intervention Data • Recording Progress Monitoring Data and Status Updates.

42. Intervention Documentation Worksheet

43. Progress Monitoring via Data Boards

44. Progress Monitoring

45. What is Progress Monitoring? • “An ongoing process of using student performance and other data to guide instructional and intervention decisions”

46. What is the intent of progress monitoring? • Support decision making such as whether to • Continue • Change or • Adjust Instruction.

47. Key 1: Choose a Progress Monitoring Tool • Must match intervention/instruction • Should be a quick tool • Curriculum Based Measurement – Short, quick probes based on skills • Examples: • Running records • PASI • PSI • Math Probes

48. Key 2: Establish a Progress Monitoring Schedule • Assess as often as needed to inform instruction • Varies by Tier • Tier 1 – 3 to 4 times a year • Tier 2 – 2 to 3 times a month • Tier 3 – Weekly • Monitoring frequency increases with instructional intensity. • Serves a multifunctional purpose • Establish a baseline • Identify growth • Measure performance over time

49. Key 3: Interpret the Progress Monitoring Results • Use results to inform instruction • Data could be graphed to provide a visual illustration of where students began (baseline), where we want them to go (target line), and performance over time (trend line)

50. Activity: Design an Intervention Plan • Complete a mock intervention form as if you were the intervention teacher. • What additional information would you want to know?