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Tier 2 Meetings

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  1. Tier 2 Meetings Gresham-Barlow School District Sep 8, 2011

  2. School Data Teams Individual Problem Solving Team Tier 2 Team Schoolwide Data Team

  3. Targets • Understand the purpose of a Tier 2 meeting • Understand what types of decisions are made at Tier 2 meetings • Understand how to use different types of data to make those decisions

  4. General Features • Who • When • What • Why

  5. Who is on the Tier 2 Team • Principal • Literacy Specialist/Title I • Counselor • Grade level team • May also include • Special Education teacher • ELL teacher • School Psychologist • Teacher representatives from other grade levels • Paraprofessionals

  6. Roles • Roles may change based on topic of conversation (i.e. literacy, behavior, etc) • Facilitator • Data manager • Communicator • Recorder

  7. Roles • Calls the meeting • Directs the meeting agenda • Keeps track of time • Facilitator • Data manager • Communicator • Recorder

  8. Roles • Collects the data that is discussed at the meeting • Facilitator • Data manager • Communicator • Recorder

  9. Roles • Notifies team of location and time of meeting • Tells people what they may need to bring • Reviews norms • Facilitator • Data manager • Communicator • Recorder

  10. Roles • Takes notes on action items • Sends notes to team members within 1 day • Facilitator • Data manager • Communicator • Recorder

  11. Agenda • Each school should create an agenda that works for them • Decide what you want to get done • Timelines

  12. A solid agenda will. . . . . . guide your team’s decision making . . . keep you focused on decision rules . . . keep you solution focused . . . help to avoid storytelling

  13. When does the team meet? • Initial intervention placement – 3x year (following Tier 1 meetings) • Ongoing intervention changes (every 6-8 weeks) • Meetings are held for 30-45 minutes

  14. Purpose of a Tier 2 Meeting • To determine: • Which students need an intervention? • What interventions will be given? (protocol) • When do interventions and progress monitoring occur? • Are current interventions effective? • Do we continue, discontinue, or change interventions?

  15. Which students need an intervention? • Initial placement guided by district decision rules and based on DATA: (also driven by district resources) • Lowest 20%? 25%? • All students well below benchmark? and below benchmark? • Based on DIBELS Next? OAKS? CBM?

  16. Initial Placement: TTSD Example • Place students in the 20% group and begin weekly progress monitoring when: • Academic skills fall below benchmark and place them in the lowest 20% compared to their peers on one or more of the following measures: DIBELS, IDEL, Reading curriculum based assessments, OAKS.

  17. Initial Placement: DIBELS Next • Composite Score • Indicates Risk Status and Need for Support: Core Support Strategic Support Intensive Support

  18. DIBELS Next Reports: District Percentile Ranks

  19. DIBELS Next Reports: Need for Support

  20. Documentation

  21. What interventions will be given? • DIBELS Next individual assessments indicates area(s) of need

  22. DIBELS Next & The Big 5 RTF Reading Comprehension Daze ORF CWPM Vocabulary ORF CWPM Oral Reading Fluency & Accuracy ORF Acc % ORF Acc % Phonics (Alphabetic Principle) NWF WWR NWF CLS PSF Phonemic Awareness FSF

  23. What interventions will be given? (protocol) 4th Grade Intervention Options

  24. What interventions will be given? (protocol)

  25. When do interventions and progress monitoring occur? It depends…

  26. Interventions • Students pulled out for interventions may be “missing” something else… BUT • If a student can’t read, how much are they already missing in the classroom? • “No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.” • Richard Allington

  27. Sample Schedule The goal is to have scheduled intervention blocks for some or all students in addition to the 90 minute core

  28. Progress Monitoring: Who & When? • Interventionist does progress monitoring or • Classroom teacher does progress monitoring • Progress monitor a student or two a day or • Progress monitor all on one day

  29. Documentation

  30. Initial Tier 2 Meeting • You should be able to answer the following questions at your initial Tier 2 meeting: • Which students need an intervention? • What interventions will be given? (protocol) • When do interventions and progress monitoring occur?

  31. Are current interventions effective? When do we continue, discontinue, or change interventions?

  32. Intervention Cohort Groups • Are intervention groups making adequate progress with additional Tier 2/Tier 3 support? • Examine student progress monitoring graphs for intervention groups. • Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of group is not making adequate progress: • Has fidelity of implementation been examined? • If implementation fidelity is good, does the intervention need to be modified? • Consider adding a group reinforcement system, or adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  33. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s (Generally) Effective Intervention Isaiah Aimline Mary Amy Chase

  34. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Ineffective Intervention Aimline Amy Isaiah Chase Mary

  35. Intervention Cohort Groups • Are intervention groups making adequate progress with additional Tier 2/Tier 3 support? • Examine student progress monitoring graphs for intervention groups. • Are most students in an intervention group making adequate progress (based on data-decision rules)? If majority of group is not making adequate progress: • Has fidelity of implementation been examined? • If implementation fidelity is good, does the intervention need to be modified? • Consider adding a group reinforcement system, or adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  36. Fidelity of Implementation • Fidelity to curriculum • All lesson parts taught following outlined procedures • Curriculum decision rules followed (lesson checkouts, mastery tests, etc) • Fidelity to research-based instructional procedures • High pacing (high rate of student opportunities to respond) • Corrective feedback • Behavior management system evident • Students are accurate before moving on to new material

  37. Fidelity Checklists http://www.aea11.k12.ia.us/educators/idm/checkists.html

  38. Modifying a group intervention:Questions to Consider • Behavior management strategies • Have expectations been explicitly taught? • Is there a group reinforcement system? • Is participation and effort consistently reinforced? • Is the intervention matched to student need? • Does the group need additional time? • Does the group need to be split into smaller groups?

  39. Individual Students • Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? • Examine existing data and determine if additional data are needed, including: • Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. • If a change is needed, consider the following options: • Does the student need a different, more appropriately matched intervention? • Does the student need a more intensive intervention with same instructional focus? • Can you modify the current intervention to accommodate the student? • Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  40. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Individual Change Needed Isaiah Aimline Mary Amy Chase

  41. When Making a Change… • Always start with existing data sources • Screening data, in-curriculum assessments, state-testing data, etc. • Examine existing groups first if a change in group is needed • Match the rigor of the decision-making process with the intensity of the problem

  42. Making Decisions: What’s at Stake • Initial Evaluation for IEP • Individualized intervention • Moving student to a different Tier 2 intervention • Initial placement in Tier 2 intervention Stakes of your decision

  43. Screening and Progress Monitoring -Not Always Enough • Screening assessments sometimes do not go far enough in answering the question: • We will need to “DIG DEEPER!” • Quick phonics screener, Error Analysis, Curriculum-based evaluation procedures, etc. Digging Deeper!

  44. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. • Diagnostic tests should only be given when there is a clear expectation that they will providenew information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

  45. Digging Deeper • How deep you dig depends on the intensity of the problem. OR

  46. Individual Students: What to Change • Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? • Examine existing data and determine if additional data are needed, including: • Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. • If a change is needed, consider the following options: • Does the student need a different, more appropriately matched intervention? • Does the student need a more intensive intervention with same instructional focus? • Can you modify the current intervention to accommodate the student? • Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

  47. Alterable Variables How do we know what to change when students are not making adequate progress? Follow the data

  48. What do we change?: TTSD Example Time Group Size Time/ Engagement Different program Individual Problem-solving

  49. Alterable Variables Chart http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf

  50. Time http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf