Implementing interventions and progress monitoring

1. Implementing interventions and progress monitoring Melissa Long Janet Stephenson

2. 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

3. 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

4. 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 Can’t They DO It? Implement Plan What Are WE Going To DO About It?

5. HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

6. 3 Tier Model

7. Tier 1 Instruction VersusTier 2 Instruction • 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

8. Tier 1 Instruction VersusTier 2 Instruction • 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.

9. 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

10. 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

11. 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, individualizedresearch-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. • Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

12. Interventions Let’s Discuss

13. 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

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

15. 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

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

17. 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

18. Turn and Talk Intervention or Not? A group of 6 students in Mrs. Jones’s 3rd grade class is receiving guided reading using Level L materials 3x per week for 20 minutes with the classroom teacher. 2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4 times a week for 15 minutes to increase math fact fluency. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected at the end of each session. 3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the boy and monitored his assignment completion each period for 3 weeks.

19. Common Problems

20. Consider this….

21. Intervention Infrastructure

22. 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, who’s teaching what.

23. 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 re-assessed. 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, ?????

25. Riviera Elementary – Grade 2 Intervention Groups

26. Brainstorm At Your Table… • What are things that interfere with intervention implementation? • Create a Problem/Solution T-Chart and post on the wall. SOLUTION PROBLEM

27. Choosing an Intervention

28. What Makes an Intervention Scientifically Based and Effective? • All the prominent trusted sources for information concerning scientifically based interventions in reading, math, writing, and behavior point to eight components that make an intervention effective. • A good intervention program either has the following components built in or the teacher builds them in.

29. 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

30. 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)

31. 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.

32. Systematic Instruction • Systematic Instruction: The targeted intervention area is narrowed into a specific sequence. Progression to new skills depends on systematic mastery.

33. 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 Author’s Purpose)

34. 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.

35. Think-Aloud Modeling Example • Example: (Regrouping for double digit subtraction 52-36) • “Hmm. What is two minus six? Wait a second… I can’t take six from two. If I had two cookies I couldn’t 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 doesn’t sound too immature for the grade level but use kid language as much as possible)

36. 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.

37. 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.)

38. 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

39. Interventions:Carousel Activity

40. Interventions for Reading

41. If a Phonological Awareness deficit is suspected: • Administer PASI • Skills mastery • P. A. necessary to build foundation for reading • Can be administered biweekly to track progress • Traditionally used with Kindergarten and First Grade students

42. Instructional Resources • P.A.: Blueprint for Intervention by 95% Group • Barton • Phonemic Awareness: The Skills That They Need to Help Them Succeed! By Michael Heggerty • FCRR (online and binders)

43. If a Phonics deficit is suspected: • Administer ORF • Administer PSI • Skills mastery • Skills necessary for decoding • Letter Names and Sounds  Multi-Syllable words • Can be administered biweekly to track progress

44. Instructional Resources • Phonics Lesson Library by 95% Group • Phonics They Use • FCRR (online and binders) • Voyager • Rewards (5 – 6 grades)

45. If a Fluency deficit is suspected: • Administer ORF • Can be analyzed for following: • FAST and WRONG • Student needs to slow down, work on self monitoring strategies, might need decoding intervention • SLOW and WRONG • Student might need decoding intervention • FAST and RIGHT • Student needs to slow down, pay attention to punctuation, prosody • SLOW and RIGHT • Student needs to work on phrasing, prosody

46. Instructional Resources • Repeated Readings • Timed Readings • Phrasing Instruction • Sight Word Practice • FCRR (online and binders)

47. If a Comprehension deficit is suspected: • Analyze FAIR/Running Record for question types (K – 2) • implicit vs. explicit • Administer and analyze a Running Record (3 – 6) or ORF

48. Instructional Resources • Write in Readers • Voyager • Comprehension Toolkit • Cold Reads • FCRR (online and binders)

49. Intervention Resources

50. Where do I get these INTERVENTIONS?