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Accommodate Pro 4.0

Designing and Tracking Effective Interventions With Accommodate Pro

TM

Data Impact Software, L.L.C

Jeff Crockett email: jdcro@dataimpactsoftware.comTed Behn email: thbehn@dataimpactsoftware.comJudy Mayle email: henrymay@charter.netZana Tauriainen email: mtz@nc.rr.com

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Credits:

Sharon LaPointe (Beekman & LaPointe, P.C) Bernard Travnikar (Travnikar Innovation Resources) Chris McElvoy (Wayne RESA) Pat Drake (Wayne RESA) Judy Arkwright (Wayne ATRC) Kathi Tarrant-Parks (Wayne ATRC)

Plymouth-Canton Community Schools: Bob Hayes, Julie Woodhams, Kathy Sykes, Kathy Grodus, Johnita Payne, IST Committee

Data Impact Software: Judy Mayle (Retired Curriculum Resource Consultant) Ted Behn (Retired Principal) Zana Taurianen (Retired Speech Pathologist)

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It was six men of Indostan To learning much inclined,Who went to see the Elephant (Though all of them were blind),That each by observation Might satisfy his mind

The Blind Men and the ElephantJohn Godfrey Saxe

The First approached the Elephant, And happening to fallAgainst his broad and sturdy side, At once began to bawl:“God bless me! but the Elephant Is very like a wall!”

The Second, feeling of the tusk, Cried, “Ho! what have we hereSo very round and smooth and sharp? To me ’tis mighty clearThis wonder of an Elephant Is very like a spear!”

The Third approached the animal, And happening to takeThe squirming trunk within his hands, Thus boldly up and spake:“I see,” quoth he, “the Elephant Is very like a snake!”

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The Fourth reached out an eager hand, And felt about the knee.“What most this wondrous beast is like Is mighty plain,” quoth he;“ ‘Tis clear enough the Elephant Is very like a tree!”

The Blind Men and the Elephant (continued) John Godfrey Saxe

And so these men of Indostan Disputed loud and long,Each in his own opinion Exceeding stiff and strong,Though each was partly in the right, And all were in the wrong!

The Fifth, who chanced to touch the ear, Said: “E’en the blindest manCan tell what this resembles most; Deny the fact who canThis marvel of an Elephant Is very like a fan!”

The Sixth no sooner had begun About the beast to grope,Than, seizing on the swinging tail That fell within his scope,“I see,” quoth he, “the Elephant Is very like a rope!”

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When intervention teams view student problems through a single lens, they often fail to see critical data that not only could help identify the true

cause of a problem, but also lead to an effective intervention.

It’s abehaviorproblem.

It’s a family

problem.

It’s ADD.

It’s anutritionproblem.

It’s areading

problem.

It’s alanguageproblem.

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Forms are documents that Forms are documents that are completed to fulfill are completed to fulfill bureaucratic requirements. bureaucratic requirements. One set of forms is provided One set of forms is provided to document and report all to document and report all student problems. Paper student problems. Paper forms are filed in a cabinet.forms are filed in a cabinet.

Documentation:The Old Paradigm

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If the only tool you have is a hammer, If the only tool you have is a hammer, you tend to see every problem as a nail.you tend to see every problem as a nail.

Abraham MaslowAbraham Maslow

Another problem with the old paradigm…

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• Forms are tools designed to solve problems. Forms are tools designed to solve problems. • Tools are provided in multiple formats. Tools are provided in multiple formats. • Data are shared electronically. Data are shared electronically. • Teachers select and use tools that support their Teachers select and use tools that support their

teaching style and address the diverse needs of teaching style and address the diverse needs of students.students.

The New Paradigm

InterventionTools

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Providing multiple ways to documentTracking student strengths and preferences define problemsOffering alternate intervention formatsRecording results of interventionsSharing student information electronically

Accommodate Pro 4.0 Supports the New Paradigm by :

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ACADEMIC SYSTEMSACADEMIC SYSTEMS BEHAVIOR SYSTEMSBEHAVIOR SYSTEMS

1– 5%1– 5% 1– 5%1– 5%

5 - 10%5 - 10%5 - 10%5 - 10%

80 - 90%80 - 90% 80 - 90%80 - 90%UNIVERSAL SCREENINGUNIVERSAL SCREENING

SCHOOL-WIDESCHOOL-WIDE

CLASSROOM-LEVELCLASSROOM-LEVEL

INTERVENTIONSINTERVENTIONS

PROGRESS MONITORING

SMALL GROUP, RAPID

RESPONSE INTERVENTION

1 TO 11 TO 1

Accommodate Pro Tracks Data for Both Accommodate Pro Tracks Data for Both Academic and Behavior SystemsAcademic and Behavior Systems

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Accommodate Pro Supports the Problem Solving Process

• Implement Plan

• Evaluate

• Define the ProblemLearning & Behavior Profiles, Student & Parent Surveys, Behavior Rating Scales, Functional Behavior AssessmentRecording Behavior

• Develop a Plan

Intervention Planning Worksheet, Positive Behavior Support Planning Worksheet,Student Support Plan, Accommodation and Supports Plan, Intervention Meeting Notes

Student Assessment,Assessment History,Formative Assessment, Curriculum Assessment Summary,Behavior FrequencySummary, AT Needs Assessment

Response to Intervention, AT-Response to Intervention, Archive of Meeting Notes, Intervention Team Fidelity Checklist

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Accommodate Pro supports the Response to Intervention process by tracking

Results of universal screening assessmentsResults of universal screening assessments Consultations with teachers, principal, and Consultations with teachers, principal, and

others to determine best approachesothers to determine best approaches Results of skill probes Results of skill probes Student progressStudent progress

…and by providing a way to organize student data and prepare reports for intervention team meetings.

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Accommodate Pro DocumentsTier 1, 2, and/or 3 Interventions

TIER 1:

Alignment of Curriculum, Instruction, and Assessment

Effective Instructional Strategies

School-wide SIP Interventions, e.g. Writing Across the Curriculum

Articulated Course Sequences

TIER 2:

Supplemental Programs

Credit Recovery Programs

RtI Problem-Solving Teams Design Plan

TIER 3:

Tutorials

Individualized Education Plans

High Quality Instruction

Strategic Interventions

Intensive Interventions

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Accommodate Pro Supports The14 Best Intervention Practices

1.1. Charles Kettering said that a problem well-defined is a Charles Kettering said that a problem well-defined is a problem half-solved. -- AP prompts teachers to describe problem half-solved. -- AP prompts teachers to describe students problems in students problems in specific, behavioral termsspecific, behavioral terms..

2.2. Establish a Establish a baselinebaseline before beginning an intervention. -- before beginning an intervention. -- AP provides a means to record baseline data.AP provides a means to record baseline data.

3.3. When encountering multiple problems, first pick the When encountering multiple problems, first pick the problem that has the problem that has the greatest educational impact. greatest educational impact. ---- AP provides a system for documenting teacher, parent and student concerns which helps to prioritize the relative impact of multiple student problems.

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Best Practices Continued

4.4. Student and/or parent inputStudent and/or parent input should always be should always be considered -- AP provides both a parent and student considered -- AP provides both a parent and student survey.survey.

6.6. Interventions should always consider a Interventions should always consider a desired desired outcomeoutcome and the and the barrierbarrier that is preventing the that is preventing the student from attaining the outcome. -- AP provides a student from attaining the outcome. -- AP provides a way to document both desired outcomes and student way to document both desired outcomes and student barriers.barriers.

7.7. Always check for Always check for health and medical factorshealth and medical factors, such , such vision, hearing, nutrition, sleeping habits or a vision, hearing, nutrition, sleeping habits or a diagnosed medical condition. --AP guides teachers, diagnosed medical condition. --AP guides teachers, parents and students to report health and medical parents and students to report health and medical issues.issues.

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Best Practices Continued

7.7. Check Check office recordsoffice records and contact previous teachers -- and contact previous teachers -- AP provides a checklist of actions that teachers AP provides a checklist of actions that teachers should take as a first step in documenting a problem.should take as a first step in documenting a problem.

8.8. Interventions should consider student Interventions should consider student learning stylelearning style and and strengthsstrengths. -- AP provides a tool to record a . -- AP provides a tool to record a student’s learning style and strengths.student’s learning style and strengths.

9.9. Student, parent, and teacher commitment should be Student, parent, and teacher commitment should be documented with documented with signaturessignatures. -- AP’s intervention . -- AP’s intervention plans include a place for students, parents and plans include a place for students, parents and teachers to acknowledge acceptance of the plan.teachers to acknowledge acceptance of the plan.

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Best Practices Continued

10.10. Intervention plans should specify the Intervention plans should specify the modemode and and frequency of communicationfrequency of communication between home and between home and school. -- AP’s Student Support Plan includes a school. -- AP’s Student Support Plan includes a checklist to record the way parents and teacher intend checklist to record the way parents and teacher intend to communicate.to communicate.

11.11. At intervention meetings, schedule an At intervention meetings, schedule an updateupdate and and assign responsibilitiesassign responsibilities. -- AP’s intervention plans . -- AP’s intervention plans include a follow up date and assignment of include a follow up date and assignment of responsibilities. responsibilities.

12.12. Consult an administrator immediately when a student Consult an administrator immediately when a student problem poses a problem poses a danger to selfdanger to self or others. -- Act first, or others. -- Act first, document in AP later.document in AP later.

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Best Practices Continued

13.13. Remember that interventions provide Remember that interventions provide valuable valuable informationinformation even when they don’t lead to successful even when they don’t lead to successful student outcomes. -- AP’s archive of meeting notes student outcomes. -- AP’s archive of meeting notes helps teacher avoid interventions that have not helps teacher avoid interventions that have not worked in the past and suggests strategies that are worked in the past and suggests strategies that are more likely to succeed.more likely to succeed.

14.14. An electronic database system offers the most An electronic database system offers the most efficient way to efficient way to collect data, develop plans and collect data, develop plans and archive interventionsarchive interventions. -- AP provides a comprehensive . -- AP provides a comprehensive system to document and share interventions.system to document and share interventions.

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““We are continually faced with a series of great We are continually faced with a series of great opportunities --brilliantly disguised as insoluble problems.” opportunities --brilliantly disguised as insoluble problems.”

John W. GardnerJohn W. Gardner

When parents, students and When parents, students and instructional support teams instructional support teams work together, intervention work together, intervention plans can become great plans can become great opportunities to significantly opportunities to significantly improve, if not completely improve, if not completely resolve, even the most resolve, even the most difficult learning or behavior difficult learning or behavior problems. problems.

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Educators need flexible tools too!

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Accommodate Pro 4.0The Multi-Purpose

Intervention Tool Kit

accommodatepro.comData Impact Software, L.L.C.

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Accommodate Pro 4.0

accommodatepro.com