Hour Glass of Intervention

1. Hour Glass of Intervention In a Professional Learning Community Originally created by Dr. Michelle Schinn and modified for Marshfield by Jesse Jackson

2. Special Education Why do things differently?Where We Are............. Amount of Resources Needed To Solve Problem “The Sea of Ineligibility” General Education Intensity of Problem

3. Rethink our paradigm and change how we work. Get rid of our silos! • Focus learning on children • Determine the nature and amount of achievement growth needed by each child and then organize to see what happens • Know the children well enough to re-organize on a continuous basis

4. What is the MarshfieldHourglass of Intervention……. • 1. An eligibility process for determining if a student has a learning disability, OR • 2. An opportunity to redress years of dissatisfaction with the general and special education process? • I am way too cynical regarding bureaucracy!!! If special education were dropped out of the sky today do you think that it would look like this? • If not…what would it look like? Discussion

5. #2 An Opportunity to Remedy Dissatisfaction... we should no longer... Wait for students to Fail to provide support Have An Endless Supply of Students “Waiting to be Tested” for eligibility Engage in Time consuming, costly assessment that is not related to intervention or diverts talented persons away from providing intervention (April Doctor referrals from unhappy parents) Have Special education programs determined by schedule rather than needs Enabling a System that allows general education to keep providing a narrow range of instructional and behavioral options that don’t meet the needs of many students get Results that force us to “cheat” to get students the services they need Consider Results that often deny services to the students that need it the most

6. What does this mean in a PLC? If you can do this...the test scores will follow! • Remember the 4 basic questions! • What do we want them to learn? • Power Standards • How do we know when they learned it? • Common Formative Assessments • What do we do when they don’t learn? • Pyramid of Intervention • What do we do when they do learn? • Differentiation

7. Learning and PLC • Adopting a team approach to learning • Commitment to Learning for ALL! • Conceding to the fact that you cannot possibly know everything! • Trusting your collaborative team of educators to: • Share student data and glean expertise from those whose student are performing well. Face it…we all have strengths and weaknesses and shouldn’t we all have access to what is working? • Create common assessments adhering to the standards and curriculum. • Deciding what we are tight and loose on…when to let go of that cool lesson from 1973! • Use data to make decisions that guide teaching making sure that all students are learning. • Step out of the shadow of mediocrity without penalty (”That brown nose is going to make us all work harder”) and excel in the art of teaching!

8. What RTI should NOT About…….. • Putting Barriers in the Way of Assisting Students (or Teachers) • Evaluating Teachers • A Cheaper and Faster Way of Assigning Disability Labels • Avoiding Entitlement--Creating New Categories of Kids • Assigning Blame • Providing an Easy (Easier) Way of Transferring the Problem to Others • Getting Students into Special Education with Less Paperwork (without Legal Safeguards) • Using the Same “Hammers” We’ve Always Used

9. Define the Problem Is there a problem? What is it? Analyze Why is it happening? Evaluate Did our plan work? Develop a Plan What shall we do about it? The Evolution of Response to Intervention (RtI) and the 3-Tier Model- Where We Are! Special Education Amount of Resources Needed To Solve Problem General Education With Support General Education Intensity of Problem

10. Designing School-Wide Systems to Maximize Student Success Intensive-Tier 3 Interventions 5 % 15% Targeted-Tier 2 Interventions 80% Universal-Tier 1 Interventions Academic Systems Behavioral Systems

11. BUILDING a Foundation for Problem Solving in a 3-Tier Model Requires: Better Tools Better Training More Support for Teachers, Parents, and Students to Meet the Needs of ALL Students

13. Tools for the Job • Problem-Solving Self Study Instruments • Scientifically Based Progress Monitoring Tools (CBM and Members of the CBM “Family” like DIBELS) • Standard Problem Solving Tasks and Decisions • Scientifically Based Academics and Behavior Interventions • Academic Problem Identification Interview (Based on Instructional Planning Form) • Behavior Problem Identification Interview Based on a Functional Behavior Assessment • Fidelity of Implementation Process • Systematic Observation

14. We needed better/new tools. Evidence-Based Reading Assessment that Works for MOST CBM Benchmarking 3x Per Year More Intensive Evidence-Based Reading Programs that Work for GROUPS Who Need More CBM Strategic Monitoring 1x Per Month or CBM Intensive Monitoring 1x Per Week (depending on grade) Most Intensive Evidence-Based Reading Programs that Work for STUDENTS Who Need More CBM Intensive Monitoring 1x Per Week • Use Evidence-Based Programs and Progress Monitoring Practices

15. Universal Screening Tier 1 All Students Core Programs Resource Allocation for All Students Assess All Students 3 times/year

16. A Convergence of Evidence The Big Ideas for Preventing Reading Failure in Grades K-3 (and Beyond): • Increase the quality, consistency, and reach of instruction in every K-3 classroom • Universal Screening and Timely and Valid Assessments of Reading Growth for Progress Monitoring • Provide more intensive interventions to “catch up” the struggling readers Modified from J. Torgeson, www.fcrr.org

17. 4.9 With research-based core but without extra instructional intervention With substantial instructional intervention 3.2 Control 5.2 5 4 Intervention Low Risk on Early Screening Reading grade level 3 2.5 2 At Risk on Early Screening 1 1 2 3 4 Grade level corresponding to age Early Intervention Changes Reading Outcomes Torgesen, J.K. ( 2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies.  In A.J. Fawcett and R.I. Nicolson (Eds.). Dyslexia: Theory and Good Practice. (pp. 185-201). London: David Fulton Publishers. Slide courtesy of W. Alan Coulterhttp://www.monitoringcenter.lsuhsc.edu

18. What is Progress Monitoring? From the US Department of Education, Office of Special Education Programs Technical Assistance and Dissemination Center • Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction • …the use of progress monitoring results in more efficient and appropriately targeted instructional techniques…that move all students to faster attainment • Progress monitoring is a significantly underutilized practice that works.

19. QUESTION??? • Is the WKCE a good source for progress monitoring? • NO…the WKCE is a snapshot measurement that adheres to the state standards, however it does not provide information that can drive instruction. It may, however point out some weak points in your curriculum that may need to be addresses. • Seems to me that we put a lot of emphasis on something that cannot help our district with struggling learners.

20. 1st Grade Reading Progress Across 3 Tiers GR=Guided Reading ORF= Oral Reading Fluency

21. Reading FluencyProgress Across 3 Tiers

22. First Grade Reading Instruction in 3-Tiers 5 % Tier 3 Instructional Reading = 120 minutes Assessment- Weekly Using R-CBM 11% 15% 84% Tier 2 Instructional Reading = 105 Minutes Assessment- Weekly Using R-CBM % Guided Reading Benchmark Tier 1 Instructional Reading = 60 Minutes Assessment- 3 Times/Year Using R-CBM

23. Targeted Interventions Tier 2 Some Students Core and Supplemental Programs More Frequent Progress Monitoring Documentation of Intervention(s) and Progress

24. Instructional Planning Form (IPF) Student Name(s)_______________________ Teacher Name________________ School Year __________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon

25. Remember, the Instructional Planning Form (IPF) is a Foundational Tool Used Systematically to: • Describe the Current Intervention • If you are going to develop a different intervention, it helps to know what is being done now. • Starts by building potentially on the teacher’s current approach, materials, and skills. • Observe Integrity of the New Intervention • Current program may be very workable with minor changes. • Could be a good program with some implementation issues. • Develop Different Interventions • Observe the Integrity of the New Intervention

26. Ex: 1st Grade PM (Tier2)

27. Ex: 1st Grade PM (Tier 2)

28. 2nd Grade Reading Instruction in 3-Tiers 5 % Tier 3 Instructional Reading = 135-165* minutes Assessment- Weekly Using R-CBM 9% 15% * Spelling 86% Tier 2 Instructional Reading = 120 Minutes Assessment- Weekly Using R-CBM Guided Reading Levels Tier 1 Instructional Reading = 80 Minutes Assessment- 3 Times/Year Using R-CBM

29. Ex: 2nd Grade PM (Tier 2)

30. Intensive Interventions Tier 3 Students Who May Need Replacement Programming Core, Supplemental, and Replacement Programs Weekly Progress Monitoring Documentation of Intervention(s) and Progress

31. Ex: 2nd Grade PM (Tier 3*)

32. Ex: 2nd Grade PM (Tier 3*) Tier 3 Tier 1

33. Ex: 2nd Grade PM (Tier 3*)

34. Ex: 3rd Grade PM (Tier 3)

35. Key Considerations forSpecifying Our RtI Process To Do Problem Solving, You Have to Identify What You “Do” (use the Self Study) There’s a General Implicit Universality of Tasks and Decisions A District Must Make The Implicit Explicit Once Explicit, They Can Be Taught Once Taught, They Can Be Used Once Used, They Can Be Evaluated for Fidelity of Use and Supported

36. Essential Tasks and Decisions for Problem-Solving Teams Collect Referral Information Notify Parent (THIS IS A MUST!!!) Review Records Problem Identification Interview with Parent Problem Identification Interview with Teacher Obtain Description of Current Intervention Determine Educational Needs and the Performance Discrepancy Observe Student and Instruction Develop Intervention and Progress Monitoring Plan Collect Progress Monitoring Data Observe Fidelity of Implementation of Current Intervention Decide If Educational Need and Benefit Warrants a Modified Intervention Plan

37. Suggested Programs Across 3 Tiers by Need

38. More than 80% in Tier 1 at Beginning of Year

39. At least 50% in Tier 1

40. Less than 50% in Tier 1

41. Where do we go from here??? • PLC FIRST! Creating an effective team environment with INSTRUCTIONAL leadership to provide LEARNING FOR ALL! STEP 1. What is Marshfield’s Universal Screener K-6? • AIMSWEB presentation and researching others • Quote from Bruce, “In God we trust…for everything else we need data!” • Understanding our own learning curve. Step 2. Finish what we started. • Imagine it K-1 2008/2009 K-3 2009/2010: Interventions high and low are built in. Common formative assessments are built in. Differentiation is built In. • DIBELS: What happened this year. Next year K-2? • Questions: Who can do it? E mail me if you are interested in being trained. • Tune up Tier 2 Intervention: What is purposeful and scientific. • Resource mapping Tier 1 (PLC Common Formative Assessments) and Tier 3 (Special Education Continuum) are close to complete already!

42. Accommodations, Modifications, & Interventions • Accommodations DO • Accommodations provide students who might have differing needs an opportunity to be successful and demonstrate what they know or have learned by changing the environment but not the standard or expectation. • Accommodations focus on the needs of the “individual” student. When accommodating for a student, their individual needs are considered and the environment is adjusted accordingly. • Accommodations provide significant relief to a wide range of students and are not only appropriate, but ethical, necessary, and in some cases (504 accommodation plans) mandated by law.

43. Accommodations, Modifications, & Interventions • Accommodations do NOT • Accommodations DO NOT teach new skills (nor are they designed to teach new skills). The purpose of accommodations is to allow students fair/equal access to education.

44. Accommodations, Modifications, & Interventions • Modifications DO • Modifications change the curricular or behavioral expectations, and/or standards for individual students. Modified work or expectations are different from unmodified work or expectations, and while completely appropriate in certain circumstances, the resulting product is not equal. • Modifications provide students with differing needs and abilities an opportunity to demonstrate what they have learned or know by changing the expectations for them relative to their “individual” ability. • Modifications provide significant relief to a wide range of students and are not only appropriate, but ethical, necessary, and in some cases (IEPs) mandated by law.

45. Accommodations, Modifications, & Interventions • Modifications do NOT • Similar to accommodations, modifications DO NOT teach new skills (nor are they designed to teach new skills). The purpose of making modifications is to allow individual students the opportunity to be successful by changing the expectations for them. • Work that is modified DOES NOT provide the same end-product as non-modified work (including work where accommodations have been made).

46. Accommodations, Modifications, & Interventions • Interventions DO • Interventions differ from accommodations and modifications in that they teach new skills to help student’s overcome specific deficits or maladaptive response patterns. • Interventions require a targeted assessment, planning, and data collection (ideally including baseline data) to be effective. Consideration is given to the nature of the problem (i.e. skill deficit versus performance deficit). • Interventions focus on the needs of the “individual” student. Interventions are situation specific and environmentally specific. While intervention curricula does exist, it is incumbent upon the individual delivering the curriculum to evaluate whether it is appropriate relative to the student’s needs.

47. Accommodations, Modifications, & Interventions • Interventions do NOT • Interventions DO NOT change behavior or skills overnight. Just as you wouldn’t expect a child to learn to read in a week, it is important to remember that it takes time for interventions to demonstrate success. It is also important to implement the intervention with integrity (follow the plan). • Interventions DO NOT always work on the first try and sometimes the team needs to re-assess to ensure the intervention is targeted appropriately. This is true of academic interventions as well as behavioral interventions. If, after a reasonable amount of time (6-8 weeks or more), the team or teacher fails to see expected progress, it is important for the team to re-meet to discuss the intervention and other available options.