A collaborative project between the Florida Department of Education and the University of South Florida

Y3D2 SBLTTier 3 Intervention Design

School Implementation Blueprints

Advance Organizer

• Y3D1 Content Review • Skill Assessment Review• Integrated T1, T2, T3 Scheduling• Review of Master Schedule & Resource Maps• T3 Intervention Development• Review of Randy

- Comprehensive Intervention Plan Columns 1-3• Tier 3 - Comprehensive Intervention Plan - SBLT Data

Tier 3 Prob. ID & AnalysisEssentials

• Tier 3 PS extends from previous PS at T1/T2• Don’t assume “lack of effectiveness”• Gap analysis used to verify focus of

instruction • Effective hypotheses requires content experts• Question: Why aren’t the T1 & T2 services we

provided working for this student?• PS model with fidelity at T3

Y3D1 Skill Assessment Review

•1. For which steps did your team successfully apply the problem-solving process? For which steps did the team have difficulty? What factors helped or hindered the team when using problem-solving to address the student’s needs?

•2. Why is it important to calculate the gap between the target student and the expected level as well as the peers and the expected level? What information does it provide? What challenges does your team face when calculating gaps?

•3. Having data on peers for some content areas and skills can be a challenge. What can be done to increase the chances that peer data will be available at problem-solving meetings (e.g., Intervention Assistance Team, School-Based Intervention Team, Student Success Team, RtI Team)?

•4. In what domains (i.e., Instruction, Curriculum, Environment, Learner) were most of your potential reasons (i.e., hypotheses) for why a student is not meeting expectations focused? Were there any domains that were focused on more than others? Were there any domains that weren’t addressed that you believe should have been?

•5. What barriers exist to validating hypotheses by using data during problem-solving meetings? What can teams do to increase the chances that hypotheses can be validated at these meetings?

INTEGRATED TIERS AND SCHEDULING CONSIDERATIONS

Assuring Time and Resource

Tiered Model of School Supports & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized, Interventions.

Individual or small group intervention.

Tier 2: Targeted, Strategic Interventions & Supports.

More targeted interventions and supplemental support in addition

to the core curriculum and school-wide positive behavior

program.

Tier 1: Core, Universal Instruction & Supports.

General instruction and support provided to all students in all

settings.

Revised 10.07.09

Tiers of Service Delivery

I

II

III

Problem Identification

Problem Analysis

Intervention Design

Responseto

Intervention

Features of Integrated Tiers

• ALL students receive Tier 1• Goal is improved academic and behavioral

outcomes for all students• Organized around levels of instruction and

intervention that are matched to student need

• Interventions are designed to be coordinated with core curriculum

• Organizes educational resources efficiently and effectively

• Promotes prevention, early identification, early intervention

Features of Integrated Tiers (cont.)

• Student performance needs drive movement between tiers - up and down

• Endorse research-based instruction/intervention

• Successful implementation relies on highly effective teachers and related services personnel

Features of Integrated Tiers (cont.)

• Intensified instruction/intervention is provided to students in direct proportion to their individual needs via Tier 2 and Tier 3

Features of Integrated Tiers (cont.)

Annual Growth (Tier 1)

• All students• Year’s worth of progress for each year of

instruction in core subject• Relies on excellent initial teaching• Perpetuates the four-to-six year range of

incoming Kindergarten achievement

(Fielding, Kerr & Rosier, 2007)

The 6-Year Range

(Fielding et al., 2007)

Catch-up Growth (Tier 2/Tier 3)

• Students who are behind• Catch-up growth is annual growth PLUS

some• Easiest to make EARLY• Primary driver of catch-up growth is

increased instructional time

(Fielding, Kerr & Rosier, 2007)

Kennewick study:

Annual Growth for All Students, Catch-up Growth for Those Who are Behind

Lynn Fielding, Nancy Kerr, Paul Rosier—2007ISBN: 978-0-9666875-2-1

How a school district in Washington met their goal of 90 percent of third graders reading at or above grade level.

Table Talk

• What is your school’s approach to assuring that students make annual growth?

• What is your school’s approach to assuring that students make catch-up growth?

In most cases…

• When students start school behind, they stay behind

• Current remedial programs do not catch up lagging students

• Annual growth occurs, but very little catch-up growth occurs

(Fielding, Kerr & Rosier, 2007)

The most cost-effective way to provide extended reading instruction to virtually all students is to lengthen the standard reading block and make direct instructional time proportional to need instead of available time slots.

(Fielding, Kerr & Rosier, 2007)

Increased Instructional Time

• Standard amounts of instructional time usually generate annual growth

• Students who are behind need extra direct instruction

• Increases in instructional time should be proportional to deficiency

Reality Check

Students who are three years behind at the end of Kindergarten may require 160-220 minutes of direct instructional time each day during first, second, and third grades to catch up by end of third grade.

Increased Instructional Time

• Students who are 3 years behind need more minutes than those who are 1 year behind.

• Catch-up growth typically achieved by “running longer” and “running smarter”, not “running faster.”

• Direct instructional time does not include practice time, SSR, spelling, etc.

(Fielding et al., 2007)

Example from Annual Growth…Catch-up Growth

Calculating proportional increases in instructional time:

Suppose a state has set its fourth grade reading standard at the 50th percentile.

Suppose a student (Tony) finished second grade scoring at the 12th percentile.

What will it take to get Tony to the standard?

Example (con’t)

Assumption: With normal instructional time (reading block, e.g.), Tony should make one year’s growth/annual growth.

Bad news: Without catch-up time, Tony will still be at the 12th percentile at the end of fourth grade.

Example (con’t)

• State standard: 50th percentile• Tony’s status: 12th percentile• The difference: 38 points• Point difference divided by 13: 2.9 years

(Rule of thumb: On a national level, in elementary reading, each 13 percentile points represents approx. one year’s growth)

Example (con’t)

Calculating instructional minutes:

Daily minutes for annual 3rd gr. growth: 80Daily minutes for annual 4th gr. growth: 80Additional daily minutes to make three additional years of growth: 240Total 3rd/4th grade daily minutes: 400

Example (con’t)

Dividing the total minutes between third and fourth grade shows that Tony needs 200 minutes of direct reading instruction in both third and fourth grades to reach the 50th percentile by the end of fourth grade.

Example taken from Annual Growth…Catch-up Growth, Fielding et al., 2007)

Table Talk

How would you provide for a student who needs 200 minutes of daily, direct reading instruction in order to make annual and catch-up growth?

Scheduling Considerations

Common time for reading blocksvs.

Staggered time for reading blocks

Pros and Cons?

Example of Staggered Reading Blocks with “Walk and Read”

(Sarasota County)

Team Reading Writing Math Science/SS SpecialArea

Lunch

K 8:45-10:30 10:30-11:30 1:35-2:35 12:15-12:50 12:50-1:35 11:30-12:15

1 8:45-10:30 12-1 1-2 2-2:30 11:15-12 10:30-11:15

2 10:30-12:15 9:45-10:30 8:45-9:45 1:15-1:40 1:40-2:25 12:30-1:15

3 10:30-12:15 9:30-10:30 1-2 2-2:30 8:45-9:30 12:15-1

4 12:45-2:30 8:45-9:35 10:20-11:20

11:20-11:55 9:35-10:20 11:55-12:40

5 12:45-2:30 9:45-10:25 8:45-9:45 11:50-12:35 10:25-11:10

11:10-11:50

Example of School Level Schedule

Volusia County

Example of Grade Level Schedule

Kennewick study:

• The schools tried more time. It worked. They kept on doing it.

• They saw direct correlation between increased instructional time and reading growth.

• Improved reading skills positively impacted math scores.

“Students must read well to do well. It matters little what else they learn in elementary school if they do not learn to read at grade level.”

(Fielding et al., 2007)

What traditional assumptions about the Master Schedule does this viewpoint challenge?

Using your school’s Master Schedule and Resource maps, consider:

1)Does your schedule allow for an integrated tiered approach?

2)If the typical school day has 375 minutes, how many of those are spent in direct instructional time at your school?

Scheduling Exercise

Scheduling Exercise (con’t)

3) Are changes to the Master Schedule required in order to provide intensified instruction in direct proportion to individual needs at Tiers 2 and 3? If so, what changes are needed?

TIER 3 INTERVENTION DESIGNDesigning Individualized, Intensive Instruction

What do we know about Tier 3 Instruction?

• Intensive- increase time- narrow focus- reduce group size

• Individualized• Student intensely behind and/or not

sufficiently responsive to core and strategic

• Small percentage of students

What do we know about Intervention Design and …

• its relationship to Problem Analysis? • evidence-based hypotheses?• the progression from prediction

statement?• specificity?

ProblemAnalysis

InterventionDesign

The problem is occurring because ______________.

If ___________ would occur, then the problem would be reduced.

Intervention Selection/Design & Implementation in Context

Identifythe Problem

MonitorProgress

Analyzethe Problem

ImplementIntervention

EvaluateInterventionEffectiveness

Timeline

Select/DesignIntervention

Problem Definition & Problem Analysis have revealed information the problem solving team will use to determine what and how the students need to be taught.

The purpose of Intervention is to create an

instructional match

More

MoreLess

Measurement Frequency

Measurement Precision

Depth of Problem Analysis

Instructional Time

Measurement Focus Evidence Base

Group Size

Less

Principles of Intervention Design

Intervention should be designed to:

• Adjust what is being taught

and / or

• how it is taught

Principles of Intervention Design

Intervention is…

• Planful- procedures to be applied are specified clearly and completely

• Environmentally Focused- actions taken modify the environment not the student

• Goal Directed- the team writes an ambitious, yet attainable goal statement prior to intervention design

Designing anIntervention Plan

Person(s) Responsible:These should include names of those implementing the intervention, supporting the intervention, collecting the data and making decisions about the effectiveness of the intervention. Targeted skills & Instructional strategies:Specific information aboutWhat & How to teach hereImplementation Arrangements:Determine: Where, When-(frequency, length of time), MaterialsMeasurement Strategy:Measurement conditions (how, what, where, monitoring schedule)Decision-making PlanDetermine frequency of data collection, number of data points/decision rule

Comprehensive Intervention Plan Development

From “Tiered Instruction and Intervention in a Response-to-Intervention Model” by Ed ShapiroAvailable at: http://www.rtinetwork.org/Essential/TieredInstruction/ar/ServiceDelivery/1

Comprehensive Intervention Plan - Randy

Comprehensive Intervention Plan - Your Student