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Webinar 4

Webinar 4. Tier 2: Targeted Group Interventions. Tier 2: Targeted Group Interventions. Assessment Monitoring Progress Making data-based instructional decisions Instructional Practices Re-analyzing the learning problem Secondary prevention (small group).

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Webinar 4

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  1. Webinar 4 Tier 2: Targeted Group Interventions

  2. Tier 2: Targeted Group Interventions • Assessment • Monitoring Progress • Making data-based instructional decisions • Instructional Practices • Re-analyzing the learning problem • Secondary prevention (small group)

  3. Multi-tiered Systems of Support Tier 2. Targeted Group Interventions • Somestudents • Linked with Core instructional standards • Successful for 70-80% of students receiving intervention and core instruction

  4. Components of Effective Interventions • Be careful of Standard Protocols. They are “one size fits all interventions” and don’t necessarily target specific weaknesses • Problem solving important—matched with targeted needs, skills, or strategies • Options (always in addition to core) • Covers 2-3 developmentally appropriate reading tasks (20-40 min. daily) • In Research, typical group: 2-5 homogenous • Duration: regroup every 6 weeks • Scripts and lesson plans are recipes

  5. Components of Effective Interventions (cont.) • Correctly targeted • Explicit instruction • Appropriate challenge (controlled difficulty) • High ratio of opportunities to respond • Immediate and specific feedback • With contingent reinforcers • Implemented as designed-dosage,intensity, components, etc. Burns, VanDerHeyden, & Boice (2008)

  6. More Critical Features of Intervention • Capacity to systematically maximize effect of instruction • Documented base of research to support • Matched to needs of students • Includes systematic and explicit instruction • Changes trajectory of performance by focusing on alterable variables (instruction, curriculum, environment) • Aligned with core instruction and grade level standards to increase skills and understandings within core instruction • Continuously evaluated for effectiveness • Student performance • Implementation effort • Implemented as designed

  7. More Critical Features of Intervention • Documented base of research to support (Scientific Research-Based Interventions or SRBI) • Matched to needs of students • Implemented as designed • Continuously evaluated for effectiveness(groups and individuals)

  8. Examples of Skills vs. Strategies • Skills: automatic reactions that result in decoding and fluency and occur without awareness • Strategies: deliberate, goal-oriented attempts to control and modify constructions of meaning “It is important to promote both skills and strategic reading because students need to know how to read strategically” Afflerbach, Pearson and Paris (2008)

  9. Purposes of Assessment Data: Monitoring Progress Screening Diagnostic Assessments (Instructional Decisions) Monitoring Progress Determining Eligibility Evaluate instructional effectiveness Make the next right instructional step

  10. What is Progress Monitoring? Screening Instructional Decision Monitoring Progress Determining Eligibility • Performance is assessed using brief measures • General outcome and curriculum-based measures are indicators of growth • Informal inventories alternating formats • Given bi-weekly for primary and secondary prevention • Given weekly for tertiary prevention and Special Education • Use parallel or alternate forms.

  11. Intended Use of Progress Monitoring • Primarily: • Make judgments as to effectiveness of interventions • Motivate student to improve performance • Provide data for making systematic changes for accelerating learning • Provide guide for when to change instruction • Lastly: • Use in making evaluative judgments for entitlement

  12. Comparing Screening & Progress Monitoring Screening: • Level informs need • Effectiveness of curriculum • Benchmarks are indicators Progress Monitoring: • Slope confirms effectiveness of instruction • Rate of improvement or acceleration of learning • Decision rules for change • Inform effective practice (student, teacher, building) • Indicator of ability of system to meet students needs

  13. Measuring & Communicating Progress Quantify goal and rate of student improvement: • Slope • Increasing slope indicates responsiveness. • Flat or decreasing slopes indicate unresponsiveness. • Slope after intervention is faded indicates ability to maintain • Level • Performance compared to set benchmark/criterion • Performance compared to norm group • Recoupment • Time it takes to reach where student left off prior to vacation or break

  14. Sarah’s Progress in Secondary Prevention Screening Instructional Decision MonitoringProgress Determining Eligibility Sarah’s slope: 1.9 Word Identification Fluency What is happening to the error rate? Is this mirrored with connected text?

  15. Juanita’s Progress in Secondary Prevention Screening Instructional Decision Monitoring Progress Determining Eligibility Juanita’s slope: 0.0 What is happening to the error rate?

  16. Malik’s Progress in Tertiary Prevention Screening Instructional Decision Monitoring Progress Determining Eligibility Malik’s slope: 2.0 What is needed for Malik to exit?

  17. Screening Instructional Decision Monitoring Progress Determining Eligibility c Image courtesy of Wireless Generation. MDE does not endorse any product.

  18. Guided Discussion Tool for Selecting Practices and Instructional Methods Primary focus of Data-Driven Decision Making and Systemic Problem Solving

  19. Implement and Evaluate Practice • Train and coach staff to implement • Collect data on effectiveness of implementation (process and outcome data) • Analyze effectiveness with students • For whom does it work? • Under what conditions? • What factors make a difference in student response?

  20. How Do we Know Interventions Will be Sufficient to Close the Gap? 50th %ile 1 year = 13%ileor 8 RIT points 12th%ile 1 year 1 year 90 min. + 90 min. + 90 min. • 270 min(catch-up)+ 90 for current year= 360 min. /2 years = 180 min per day This curve is not to scale. Blue lines are not representing standard deviations, rather calculations of instructional time to make 1 year growth.

  21. Alterable Task Components and Specific Adjustments to Intensify Intervention

  22. Alterable Program Components Used to Intensify Intervention

  23. Allocation of Instructional Resources • Alterable variables (Instruction/Curriculum/Environment) • Additional instructional minutes • Correctly targeted skills to needs • Additional practice • High rates of student response to teacher talk • Specific feedback (rapid cycles of formative and summative assessment) • Coordination between services (core and intervention) • Aligned instructional language • Group size Range of Academic and behavioral skills • Core Instruction • Differentiated(Content/Process/Product) for Heterogeneous groups to make progress • Accommodations/Modifications for students with disabilities to access and make progress

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