implementing interventions and progress monitoring
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Implementing interventions and progress monitoring. Melissa Long Janet Stephenson. 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 ? - PowerPoint PPT PresentationTRANSCRIPT
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IMPLEMENTING INTERVENTIONS AND
PROGRESS MONITORING
Melissa LongJanet Stephenson
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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
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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
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Problem Solving Process
Define the ProblemWhat Do We Want Students to KNOW and Be Able to
DO?
Problem AnalysisWhy Can’t They DO It?
Implement PlanWhat Are WE Going To DO About
It?
EvaluateDid It WORK?
(Response to Intervention –RtI)
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HOW DO WE DIFFERENTIATE
BETWEEN THE TIERS?
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3 Tier Model
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Tier 1 Instruction Versus Tier 2 Instruction
Tier 1 Tier 2
• 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
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Tier 1 Instruction Versus Tier 2 Instruction
Tier 1
Tier 2• 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.
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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
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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
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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, individualized research-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.
3. 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.
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InterventionsLet’s Discuss
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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
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Types of Interventions
• Skill Deficit– Student lacks skills to successfully
complete task
• Performance Deficit– Factors interfering with student’s
capability of performing the skill
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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
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Classroom InterventionsCRITICAL AREAS
Reading• Letter knowledge• Phonemic Awareness• Phonics• Vocabulary• Fluency• Comprehension
BEHAVIOR
• Numeracy/Calculation• Problem solving/Reasoning• Fluency
MATH
• Motivation• Disruptiveness• Organization
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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
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Intervention or Not?
1. 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.
Turn and Talk
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Common Problems
19
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Consider this….
20
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InterventionInfrastructure
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– 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.
Intervention Logistics
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– 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, ?????
Intervention Cycles
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3rd Grade – Walk to Intervention (Turner Elementary)CVC
Skill 2(Jungovich 506)
CVCSkill 2
(Mazziotti 801)
Blends Skill 3(Ross 507)
Comp/FluencyVoyager
(Shelton/Pagan)
ComprehensionAnthologies(Walsh 504)
ComprehensionAnthologies
( 505)ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)
SRAJungovichCaleb Sara Travis Dwight Ashley (5)
JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom
Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)
JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)
WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)
Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2
Instructional Delivery: SRA
Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3
Instructional Delivery:Voyager Passport F
Instructional Delivery:Comprehension through Anthologies
Instructional Delivery:Comprehension through Anthologies
Progress Monitoring Tool: PSI Form B and C
Progress Monitoring Tool: PSI Form B and C
Progress Monitoring Tool: PSI Form B and C
ProgressMonitoring Tool: Voyager Passport RCT
Progress Monitoring Tool:CARS
Progress Monitoring Tool: CARS
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Riviera Elementary – Grade 2 Intervention Groups
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• What are things that interfere with intervention implementation?
• Create a Problem/Solution T-Chart and post on the wall.
Brainstorm At Your Table…
PROBLEM
SOLUTION
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CHOOSING AN INTERVENTION
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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.
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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
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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)
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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.
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Systematic Instruction
• Systematic Instruction: The targeted intervention area is narrowed into a specific sequence. Progression to new skills depends on systematic mastery.
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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)
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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.
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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)
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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.
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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.)
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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
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INTERVENTIONS:CAROUSEL ACTIVITY
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INTERVENTIONS FOR READING
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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
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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)
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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
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Instructional Resources• Phonics Lesson Library by 95% Group• Phonics They Use • FCRR (online and binders)• Voyager• Rewards (5 – 6 grades)
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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
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Instructional Resources• Repeated Readings• Timed Readings• Phrasing Instruction• Sight Word Practice• FCRR (online and binders)
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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
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Instructional Resources• Write in Readers• Voyager• Comprehension Toolkit• Cold Reads• FCRR (online and binders)
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INTERVENTION
RESOURCES
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Where do I get these INTERVENTIO
NS?
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BUILDING A BANK OF
INTERVENTION RESOURCES
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Build your Library of Interventions
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InventoryYour
ResourcesAnd Try to
Develop More!
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INTERVENTIONMATCHING ACTIVITY
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PROGRESS MONITORING
Using Progress Monitoring within the RTI Process
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What is Progress Monitoring?
Progress monitoring is a scientifically-based practice of continuous monitoring that teachers use to evaluate the effectiveness of instruction.
The major purposes of progress monitoring are to:
1. Describe the child’s rate of response to instruction and
2. Build more effective instruction.(Fuchs and Fuchs)
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On-Going Progress Monitoring
• With on-going Progress Monitoring: It is not an intervention of it is not assessed biweekly or weekly.
• Since a real intervention is systematic and based on mastery, without assessment new sub-skills cannot be taught, thus halting intervention.
• An intervention must be sensitive to measurement and narrowed to specifically what was taught.
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Progress Monitoring Data : Is What We Are Doing Working?
Progress monitoring data• Determine response to interventions using
Tier 1 data Tier 2 data Tier 3 data
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• Aids in the analysis of inadequate progress and how to intensify instruction
• Documents Progress for RtI Model– Amount of time student received intervention– Size of group– Changes made to intensity– Refer for evaluation
Why Keep an Intervention Log?
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Wrap Up
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THANK YOU