CHAPTER 1EARLY INTERVENING SERVICESRESPONSE TO INTERVENTIONMICHELE SUTLEYERYN BUDD

INTRODUCTION TO EARLY INTERVENTION

Intervention can happen in the beginning of the year or even over a period of months.

As teachers, we are able to identify the students that have difficulty adjusting to routines and procedures.

Academic achievement data should then be collected:

1. standardized achievement tests2. informal evaluation procedures3. grades4. class observations5. work-sample analyses6. and behavioral rating data

SECTION 1: EARLY INTERVENING SERVICES (EIS)

The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) instituted 2 key changes in IDEA, which aligned with NCLB:

a) To promote the importance of knowing the students

b) To recognize the need for early identification of academic and/or behavioral problems

o EIS is intended to help students who have not been identified as eligible for special education but require additional academic or behavioral support

GOALS OF EIS1. Prevent unnecessary academic failure2. Implement evidence-based interventions for

all students3. Prevent unnecessary referral to special

education4. Use prevention rather than reaction to

student difficulties5. Combat the rising proportion of students

identified with learning disabilities6. Ultimately, eliminate the over identification

of minority students for special ed. services

THE EARLY INTERVENING SERVICES PROCESSES

Although not mandated in every state, many state departments of ed. Require school districts to have a formal process to address and document interventions that are attempted before the student is referred for formal testing in order to determine eligibility for classification and special ed. services.

The primary function of EIS is to problem solve.

EARLY INTERVENING SERVICES TEAM MEMBERSHIPS AND ROLES

The EIS team generally consists of school administrators, school nurses, guidance counselors, remedial specialists, several classroom teachers, and often parents work collaboratively with other team members as problem solvers.

The team defines keys issues involved and suggests remedial strategies and services that can be implemented in the general ed. Classroom in an attempt to reduce or eliminate the targeted problems

COLLABORATION: AN ESSENTIAL COMPONENT OF THE EARLY INTERVENING SERVICES TEAM

Classroom teachers are an important part of the process: They explain the student’s strengths and

problem areas They identify the instructional, curricular, and

environmental modifications attempted Reports on how successful the above

modifications have been

SAMPLE STUDENT INTERVENTION PLAN

Name: Jane Doe Grade: 7th

Date of Birth: 6/11/99 Date of conference: 10/14/111. Describe the present concerns:-difficulty staying on task-Inattentiveness-Failure to complete assignments-Inability to follow written or oral directions2. Describe the type of disorder (if known): ADD3. List reasonable accommodations:-Move seat near teacher’s desk-Provide a work space carrel-Modify assignments-Assign a student study buddy-Have homework assignment book signed4. Designate classes where accommodation will be provided: All

Participants listed:

SECTION 2: THE SCREENING PROCESS Screening is the first step in the overall assessment

process The purpose of the screening process is to collect

data to determine whether more intensive or additional assessments should be conducted

Parental consent is required for individual screening of a student; however, consent is not needed on a large-group basis

Focus for the screening should be on:a) Class work and homeworkb) Work-study skillsc) Classroom adjustmentd) Work samplese) Attention to detail and time on taskf) Work pace and work quality

CONSIDERATIONS WHEN SELECTING AN EIS SCREENING ASSESSMENT

Consider assessments that are sensitive to cultural and linguistic differences

Ensure the assessments are academically, developmentally, and functionally appropriate for the age level, skill level, or culture of the student

SCREENING ASSESSMENT PROCEDURES

Informal diagnostic assessments include: Teacher-made tests Skill inventories Behavioral checklists Daily observations And student interviews

INDIVIDUAL SCREENING PROCEDURES

It is important to identify any personal and/or environmental factors that may be inhibiting the student’s classroom adjustment and to determine which types of instructional materials and methods seem to be most effective.

In addition to academic and behavioral screenings, speech, vision, and hearing screenings are utilized as informal screenings as well.

GROUP SCREENING PROCEDURES

Administered to an entire group or population NJASK Beginning of the year benchmark tests

PRESCHOOL AND KINDERGARTEN SCREENING FOR STUDENTS “AT RISK”

Children under age 5 are typically referred for evaluation by parental request, pediatrician, or preschool screenings

Evaluations include: A physical examination Review of developmental history Vision screenings A hearing test

SECTION 3: RTI

A critical component of RTI is progress monitoring Poor performance may reflect curriculum disability

rather than student disability Not mandated by federal law Steps to problem solving include:

1. Identify the problem2. Define the problem3. Plan the intervention4. Implement the intervention5. Assess intervention success6. Determine the next step

SECTION 3: RTI

Click to view Span NJ publication for RTI

5 REASONS FOR ASSESSMENT Screening Progress monitoring Determining eligibility and making diagnoses Instructional and program planning Determining program effectiveness

SECTION 4: IMPLEMENTATION OF RTI

RTI emphasizes “students outcomes instead of student

deficits”Improve academic

performance

SECTION 4: IMPLEMENTATION OF RTI RTI is designed into a tier system Each tier system provides:

Intense and high-quality instruction Frequent progress monitoring Criteria

TIER 1 Whole class general education Screening assessment to determine

guided instruction decisionsScreening should be based on classroom

curriculumDetermines individual student

achievement compared to peers Identifies students at riskEnsure all students are benefiting from

instruction

TIER 2 Instructional accommodations change based

on students needs Small group instruction Frequent monitoring If student reaches goal, they are moved back

to Tier 1, if not they are placed in Tier 3

TIER 3 Instruction is individual focused or in very

small group Referrals should be considered Diagnostic procedures and progress

monitoring are critical

IDEA VS. 504IDEA

Federal funding Requires public schools to provide free and

appropriate education Ages 3 to 21 US Department of Education

504 Civil rights law Protects the rights of people with disabilities

in programs and activities receiving federal funds through US Dept. of Ed.

All ages (military service, employment and school services

US Dept. of Justice

SECTION 504 ACCOMMODATIONS Examples of accommodations

Modify instruction Extended exam time Alternative testing formats Increased time to complete a course Assistive technology

SECTION 504 PROTECTIONS Parents are able to file concerns and

complaints to the office of Civil Rights If school is at fault, school is liable for

damages and possible federal funding Accommodations beyond high school Provisions from public education, deny of

benefits and extended extracurricular activities

WHAT WOULD YOU DO? Cassandra and Katrina are children in your

class. Cassandra has recently been in an accident and is now legally blind. Katrina has just been diagnosed as having attention deficit disorder (ADD). Both children’s parents ask about educational services for which their daughters might be eligible. What would you do?

SECTION 6: PROGRESS MONITORING A valid and effective tool to gauge effective

instruction Prevent the “wait to fail” approach Promotes self motivation Focus on short-term objectives and annual

goals The earlier the better!

STEPS FOR IMPLEMENTING PROGRESS MONITORING

Determine students current performance level

Identify learning goals Establish and implement instructional

goals Measure performance regularly Chart students progress Analyze the results and plan

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