intensive intervention days 4 and 5. introductions who we are who you are determine a table theme
TRANSCRIPT
Intensive Intervention Days 4 and 5
IntroductionsWho we are
Who you are
Determine a table theme
PrologueIntroductions
Materials
Venue Information
Scheduled Breaks
Phones
Flexibility
Tickets
NormsValue everyone’s
input/expertise/strengthsWhat’s working and why?
Remain Positive
Be Learning Focused
Adhere to time-ordered agenda
Use Parking Lot – address at end of day
Be presentSharing outAwareness of distractions
Limit side conversations
Process Used to Develop Content
Previous days content and foci
Needs assessment sent to: Previous attendees District MTSS contacts Suggested individuals
Over 1,000 received surveys
270 respondents
Quantitative and thematic analyses of data
Developed skeleton outline Distributed to key project staff District representatives from each region
Content developed based on all feedback
Advance Organizer Day 4
MTSS
Specially Designed Instruction
Effective InstructionLesson Study
Tiered Supports
Characteristics of Tier 2
Effective Instruction at Tier 2
Progress Monitoring
Advance Organizer Day 5
Differentiating Tiers 2 & 3
Characteristics of Tier 3
Effective Instruction at Tier 3
Matching Intervention to Need
Breakout Sessions
Action Planning
Academic success is not about the ability of our students. It’s about our ability to teach them.
MTSS
MTSS TenetsThe integrated instruction and intervention is
delivered to students in varying intensities (multiple tiers) based on student need.Tiers of instruction are predicated on solid core
instruction
“Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency.
Progress monitoring/program evaluation conducted to provide data on effectiveness of interventions
Critical Components of MTSS
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction
& Intervention
LeadershipCapacity Building
Infrastructure
Communication&
Collaboration
Multi-Tier Model of Service Delivery
Standards Based Instruction
Assessments to inform instruction
Enables efficient use of school resources
Evidence-based programs and practice
Focus on integration & alignment with core (Academic & Behavior)
Frequency & intensity of instruct/intervention match to student need
Data Evaluation
Problem Solving Process
Multiple Tiers of
Instruction &
Intervention
Leadership
Capacity Building
Infrastructure
Communication &
Collaboration
Problem-Solving
Consistent 4-step PS process
The 4-step problem-solving model involves: Step 1: Define, in objective and measurable terms, the goal(s) to be attained Step 2: Identify possible reasons why the desired goal(s) is not being attained. Step 3: Develop & implement a well-supported plan involving evidence-based
strategies to attain the goal(s) Step 4: Evaluate the effectiveness of the plan in relation to stated goals.
Education decisions (e.g. intervention effectiveness) are measured by student growth
Collaborative Team-based
Decision protocols; decision-rules
Frequency & intensity of assessment & problem solving match to student need
Data Evaluation
Problem
Solving Process
Multiple Tiers of
Instruction &
Intervention
Leadership
Capacity Building
Infrastructure
Communication &
Collaboration
Data EvaluationIntegrated data system
Comprehensive efficient and user-friendly data system for decision-making
Evaluation of effectiveness of interventions and fidelity of implementation
Use of valid and reliable assessments from a variety of sources
Ongoing assessment of student learning
Data Evaluation
Problem Solving Process
Multiple Tiers of
Instruction &
Intervention
Leadership
Capacity Building
Infrastructure
Communication &
Collaboration
Leadership
Principal actively involved in MTSS implementation
Strategic MTSS Implementation Plan developed
Cross-disciplinary Leadership Team is responsible for MTSS implementation
Leadership Team organizes professional development and coaching supports for MTSS implementation
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction & Intervention
Leadership
Capacity Building
Infrastructure
Communication & Collaboration
Building Capacity &
InfrastructureOngoing data-driven Professional Development and
Coaching
Professional Development aligned with expected responsibilities of trainees
Schedules allow for multiple tiers of instruction and intervention, along with collaborative, data-based problem-solving
Establish written practices, policies, and implementation plans
Data Evaluatio
n
Problem Solving Process
Multiple Tiers of
Instruction &
Intervention
Leadership
Capacity Building
Infrastructure
Communication &
Collaboration
Communication & Collaboration
Staff have consensus about and engage in MTSS implementation
Family and community engagement
Staff are provided data on MTSS implementation fidelity and student outcomes
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction &
Intervention
Leadership
Capacity Building
Infrastructure
Communication &
Collaboration
Building Level Monitoring- Self Assessment of MTSS Implementation
(SAM)
For more information: [email protected]
What Elements MUST Be Present to Have and Integrated MTSS
Model?
Academic Skills and Academic Behaviors are identified for all students (Skill Integration)
The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)
The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)
The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)
Time to reflect…
Reflections Journal Question #1
Specially Designed Instruction
Federal LegislationThe reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 specifies:
Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.Students with disabilities are to be considered first and foremost as general education students.
“Problem-solving/RtI does not ‘start’ and ‘end’ like the traditional ‘pre-referral’ process. It is an ongoing, cyclical way of work that applies to all students enrolled in school and continues for students who are receiving special education and related services.”
~Florida DOE Technical Assistance Paper for SLD Eligibility(Florida PS/RtI Project, 2007)
Specially Designed Instruction
Designed to reduce or eliminate the barriers related to a disability
Shifts in focus…Under IDEA, the IEP is no longer the
exclusive responsibility of special education teacher…shift toward developing IEP for improvement in general education
Performance goals and indicators for SWDs are more closely aligned with goals for students without disabilities
IEP plays more important role than ever before in provision of services to SWDs
SDI Across the ContinuumTier 1 – Student learning and progress on
grade level standards are the purpose of providing SDI
Tier 2 – SDI is implemented when small groups of students are receiving supplemental interventions to address a specific need for explicit practice in a targeted skill
Tier 3 – Distinction between tier 3 and SDI: SDI is a set of services entitled to on IEP applying IDEA, but pedagogy is the same (individualized)
Effective Instruction
What is Effective Instruction
John Hattie (2009) provides synthesis of 800+ meta-analyses relating to achievement
Uses effect sizes (Cohen’s d) to provide common metric for evaluating the magnitude of research outcomes across multiple types of outcome variables .2>= small effect (what student could
achieve with no schooling) .4 = medium effect .6 = large effect
Typical teacher effects d=.20-.40
d=.40 is average effect and is “standard for minimum success” Students who do not achieve at least .40
improvement in a year are going backwards
Hattie (2009)
Structural Factors ES Teaching Approaches ES
School Size .43 Formative Evaluation .90
Class Size .21 Reciprocal Teaching .74
Teacher Contributions ES Feedback .73
Teacher With-it-ness 1.42 Spaced vs Mass Practice .71
Feedback on Behavior 1.0 Meta-Cognitive Strategies .69
Group ContingencyStrategies
.98 Self-Verbalization & Self-Questioning
.64
Discipline Intervention .91 Teaching Strategies .60
Teacher-StudentRelationships
.87/.72 Direct Instruction .59
Tangible Recognition .82 Mastery Learning .58
Stated Behavior Expectations
.76 Concept Mapping .57
Teacher Clarity .75 Inductive Teaching .33
Class Management .52 Inquiry-Based Teaching .31
Teaching Approaches ES Homework .29
Teaching Problem Solving .61 Problem-Based Learning .15
Goals .56 Student Control Over Learning
.04
What Does Effective Instruction Look Like?
Effective InstructionAcademic and behavioral expectations guide
instructionFL Standards drive academic expectationsBehavioral expectations are defined by the
community/district/school
Rigorous expectations are communicated to and understood by students (student-friendly language)Essential questions and rubric posted
Effective InstructionContiguous instruction
Seamless and connected
Gradual Release ModelTransfer ownership of learning from teacher to
student
Differentiated Instruction Instruction targeted to learning needs of students
Effective InstructionUniversal Design for Learning
Principles integrated across the continuum
Student engagement Motivate to learn
Effective use of data Instruction informed by data review
Effective use of technology Utilized as a tool to enhance learning
Checks for understanding Continuous, ongoing formative assessment
Effective InstructionScaffolding
Ongoing support provided throughout the learning process
Vertical and horizontal articulation Vertical-communication from grade level to grade level Horizontal-communication across the grade level
Fidelity of instruction Implementation of instruction as intended
Teacher and student self-regulation and self-monitoring Reflection of teacher towards instructional practices
and students towards learning
Let’s DiscussHow does the teacher use notes as a reflection strategy?
How does video enrich the coaching session between the teacher and her principal?
How did the teacher’s recording practice evolve over time?
How does using video help both teachers and students reflect on their learning?
Lesson Study to Ensure Effective Instruction
Lesson Study Defined
“Lesson study is a process in which a small group of teachers collaboratively plans, teaches, observes, revises and reports results on a single class lesson.”
~Cerbin & Kopp (2006)
What are the benefits of Lesson Study?
Explore problems that impede student learning.Understand how students think and learn.Plan lessons that bring to life both short-term and long-term
goals.Deepen subject matter knowledge.Share and design best practices.Learn successful teaching techniques and behaviors from
other teachers.
Why is Lesson Study different than other professional
development workshops?Lesson Study is a job-embedded, ongoing,
comprehensive professional development process.
It allows teachers to explore real challenges that are faced in their classrooms with their students.
This professional development is “teacher-directed” and “student-centered”.
Lesson Study assists in defining shared best practices and strategies and builds capacity as it encourages the creation of relationships and collaboration with peers.
Lesson Study in the Context of MTSS
Lesson study is a tool for ensuring effective instruction for all students through: Collaborative analysis of early warning
system/formative assessment indicators to identify tier 1 issues as well as group or individual student issues suggesting need for instructional alterations
Specific collaborative planning for how to support struggling students:AcademicsEngagement
Steps in a Lesson Study
Step One: Form Teams; Develop Learning Goals
Determine team members Same discipline Same grade level Cross discipline Cross grade level Coach (content area, district,
etc.) District-level specialist
Determine learning goal(s) and plan backwards
Determine what students should know, understand, and be able to do
Step two: Plan/Revise the Research
Lesson/Activity You may revise a lesson
that is already created if it meets your learning goals
You may also design your own mini lesson/activity
Consider what strategies to utilize for those with engagement challenges
Consider what strategies to utilize for struggling learners
Determine what data will be collected (e.g. achievement, engagement, etc.)
Step Three: Teach your Activity
Select one team member to teach the lesson while the others observe
Observers collect pre-determined student academic and engagement data
Step Four: Analyze the Learning
Reconvene with your group
Teacher summarizes what went well and areas for improvement
Observers discuss the collected data
Group determines ways to improve the lesson
Lesson Study(Thinking Outside the
Box)Allows us the opportunity to strategically integrate and implement effective instructional practices and strategies that meet the needs of struggling learners
Include the interventionist on the lesson study team
Planning phase ensures teachers focus on specific needs of students and aligns strategies and supports to align all tiers of instruction and intervention
Data collection phase allows teachers to further plan instruction based on results
Alternatives to formalized lesson study Record lesson Peer to peer vs. team Specialist/interventionist/core teachers Side by side/co-teaching Side line coaching
How is Lesson Study Similar to Other
Methods?Action research
Inquiry process
Effective PLCs
Time to reflect…
Reflections Journal Question # 2
Tiered Supports
What is Intensive Intervention?
Tier 3Targeted Instruction
Tier 2Supplemental Instruction
Tier 1CoreAll
Students
Intensive intervention must include:• Intensification of instruction in Tiers 1 & 2, matched to
student needs• Explicit, systematic and integrated instruction• Integrated supports that increase access to content,
interaction with that content, and provide options for expression of learning
-AND-• Highly intense Tier 3 intervention
Infrastructure Necessary for Tiered Instruction-
District LevelLeadership
MTSS vision/mission aligned with the District Improvement and Assistance Plan (DIAP)
Multi-departmental leadership team (DLT)
MTSS implementation plan
Data-Based Problem Solving
Data-based problem solving Knowledge & Fidelity
Communication Collaboration
Communicated expectations and accountability
Capacity Building
Organized and strategic capacity building district-wide for implementation
Multiple Tiers of Support
Resource allocation
Data Evaluation
Program evaluation
Infrastructure Necessary for Tiered Instruction-
Building LevelLeadership
MTSS vision/mission aligned with the School Improvement Plan (SIP)
School-based leadership team
MTSS implementation plan
Data-Based Problem Solving
Data-based problem solving
Communication and Collaboration
Communicated expectations and accountability
Capacity Building/Infrastructure
Organized and strategic capacity building for implementation
Master schedule that allows time for data collection
Master schedule that allows time for collaboration
Master schedule that allows time for multiple tiers of intervention
Multiple Tiers of Support
Resource allocation Materials, personnel, etc
Data Evaluation
Program evaluation Self Assessment of MTSS
Implementation (SAM)
Time to reflect…
Reflections Journal Question # 3
Master Schedule Examples
Considerations for Scheduling District
LevelCommunication of expectations and
accountability for intervention time within the school day
Determine acceptable models for scheduling of intervention time K-12Determine dissemination points
Build capacity of staff through professional development
Determine method of accountabilityMTSS plansObservationsPrincipal meeting reports
Considerations for Scheduling Building-
LevelCreating common time for intervention/
re-teach/enrich to allow for maximum staff availability- may require creativity Consider where time can be created:
Shave time off of each period Must consider instructional time requirements
Reduce time for lunchReduce transition times between periods
Easier if students clustered in grade-level areas of building
Use of A/B schedulesStructured active lunch Skinnies
K-8 Schedule ExamplesPlantation Key School
We do 45 minutes a day. It is scheduled throughout the day based on grade level scheduling. Model 1: Teachers keep their own students; provide differentiated
activities through centers and computer programs Model 2: Grade levels divide up students based on needs and
each teacher has a group. Model 3: Combination specials/I.E. Students are in an
intervention program which is flexible with specials.
Middle School: 20 minutes of every 75 period is designated IE time. Teachers provide IE within the middle school schedule.
We keep changing the “look” to meet more students’ needs. It is always morphing into something else……
K-8 Schedule ExamplesHorace O’Bryant Middle School
45 minutes at the end of each day- scheduled as a 6th period: Reading and Math Lab Great Books Jr. Great Books STEM
In order to offer a regular course, such as Great Books, it has to be at least 45 minutes
We also teach Second Step each week on Tuesdays or do school activities during this time
The real issue is next year we have to use a regular course code. We have kids who are level 2 and do not directly qualify for Reading or Math lab. So, we’ve used exploratory wheel for everything, including STEM.
K-8 Schedule ExamplesKey Largo
We use Model 2 for elementary The groups are fluid across grade level teachers and change
based on how the student is doing and the skill assessed. 40 minutes long
In middle school 2 periods of Intensive math and 2 of intensive reading Students who don’t need one of those choose an elective
60 minutes long
K-8 Schedule ExamplesSugarloaf School
We use a 35 minute intervention period at the end of our third period class Students who are doing poorly are grouped in academic support
classes and the other students do enrichment
We created this time in our day by shaving 3 minutes off each class and cutting time off of our homeroom
This was done the year prior during our master scheduling window.
Time to reflect…
Reflections Journal Question # 4
Characteristics of Tier 2
Purpose and Characteristics
The purpose of Tier 2 instruction and supports is to improve Tier 1 performance (levels and conditions of performance) Considered successful when 70%
of students meet or exceed core expectations
Problem solving focus is on instruction
Implement evidence-based instruction & interventions matched to specific needs(s)
Purpose and Characteristics cont.
More intense (additional time, narrow focus of instruction/intervention, smaller group size)
Provided by a variety of professionals (e.g., general education and/or intervention teachers, behavior specialists) in any setting (general education, separate setting)
Number of minutes are in addition to Tier 1, total amount student receives (Tier 1 & Tier 2) based on number of minutes all students receive Tier 1 supports
What does instruction look like in Tier 2?
Focuses on skills that pose a barrier to the acceleration of student learning
Universal screening data (benchmark, progress monitoring, group diagnostic) used to identify groups of students who share the same academic and/or behavioral need
Evidence-based interventions identified and utilized to accelerate the development of those skills.
What does instruction look like in Tier 2?
Drill-repetition-practice procedure
Segment information into parts for later synthesis
Control task difficulty through prompts and cues
Include technology use
Model problem solving
What does instruction look like in Tier 2?
Evidence-based instruction is provided to students typically in a small-group format Size may vary by level
Based on four questions: What instruction/intervention will be provided
during that time? How much time is needed each day to
accelerate skill development? Who will provide the instruction/intervention? Where will the instruction occur?
Explicit InstructionOvertly teaching all steps needed to complete a task
Use of teacher modeling followed by guided practice
Pace instruction to match students’ learning needs
Scaffold instruction to support and move toward independent practice
Scaffolding Plan ahead and anticipate errors
Define task for common goal
Model learning skill, dialogue and interact
Sequence events through a step-by-step approach
Provide ongoing diagnosis and adaptive support
Provide prompts, cues, hints to assist without telling
Step back and observe
Fade and transfer responsibility
Included formative assessment prior to moving on
Systematic
• Break activities into small, sequential steps
• Steps progress manageably for student ability and follow a sequence which progresses from simple to complex
• Students possess the appropriate pre-skills, prior knowledge and understanding for the new skill being taught
Overcorrection & Practice
In order to reduce error rate in responding:Provide instruction so that accurate responses
become automaticIntegration of content across settings
Pre-teach/review/reteach Pre‐teach concepts or missing core foundational skills Preview skills to be taught in core instruction
Provide authentic opportunities to practice skills in a variety of settings
Use explicit instruction with guided practice and corrective feedback to show students where and when to apply skillsModel, guide, provide opportunities for independent practice
Immediate, Corrective Feedback
Activities allow students to receive immediate feedback (with appropriate scaffolds) on their responses during initial instruction and practice
Feedback may come from the teacher, assistants, or peers
Check for understanding to monitor progress
Match level of support to students’ skills and needs
Matching Interventions to Need- Blending Art
& Science Understand student need
Problem ID Problem Analysis
Understand how to identify research/evidence base for various interventions
Understand the nuances associated with the intersection of students, interventions and environment
Progress monitoring
Decision rules
Matching Intervention to Need- Tier 2
Standard treatment protocols efficient method of meeting student needs
Initial problem analysis necessary to refine standard treatment protocols
Hypothesize high probability common needs
Determine actual common needs among students academic and behavioral
Select interventions that will meet those needs
Determining High Probability Hypotheses
Reading- Phonemic awareness Phonics/decoding Fluency Vocabulary Comprehension
Math- Conceptual understanding Procedural fluency Strategic competence Adaptive reasoning Productive disposition
Consider instructional hierarchy Acquisition Fluency Generalization Adaptation
Behavior Obtain something Attention Escape or avoid something
Task Setting
Poorly developed skills
Determining Common Needs
Consider the sources of data that can be utilized to determine common student needs:Screeners
FAIR FSOral Reading Fluency (ORF)DIBLESAimsWebDiscover Education (DE)Mathematics Formative Assessment (MFAS) Curriculum Based Measurement (CBM)
SurveysOffice discipline referrals
Type of offenseMotivation
Evidence-Based Practices
http://nsttac.org/content/evidence-based-practices
Selecting Interventions Consult resource maps to
determine what is available within your district/building
Consult resources to determine appropriate strategies/programs State agencies/resources
FCRR Just Read, FL FCR-STEM PS/RtI FDLRS FIN Project 10
District/building staff Websites Literature/guides
Selecting Interventions
Inventory intervention programs
Conduct an objective research review to determine match to student need(s)
Tier 2 Intervention Examples
Literacy Language for Learning
Language for Thinking
Elkonin boxes
Repeated readings
Six Minute Solutions
Sight word interspersal
PALS
Reading Mastery
Corrective Reading
REWARDS
REWARDS Plus
Soar to Success
Read 180
Voyager
Reading Plus
Strategies and supports
Strategic Instruction Model (SIM)
Math Cover Copy Compare
Rocket Math/Math Fact Fluency
Number Worlds
Corrective Math
Trans-Math
Voyager
Success Maker
Ascend
Navigator
iXL
FASTT Math
Go Solve
Manipulatives
Tier 2 Intervention Examples• Check-In/Check-Out (CICO)
Behavior Education Program (BEP) K-5, + organizational skills (6-12) Check and Connect
• Anger management groups Second Step (K-8)
• Problem Solving; Anti-Bullying I Can Problem Solve, PREPARE (6-12), Steps to Respect (9-12)
• Social Skills Skillstreaming (K-12), LEAPS
• Classroom-level interventions CHAMPS
• Brief mentoring, Support groups
Time to reflect…
Reflections Journal Question # 5
Progress Monitoring Basics
A process of collecting data at pre-specified regular intervals to: Determine intervention effectiveness
Individual Group
Inform instructional decision making
Data collection tools should be: Directly linked to the skills taught Easy/efficient to administer Sensitive to small changes Allow for visual representation of the data (graphing)
Baseline Aim line Trend line
Students are monitored on proximal and distal goals Specific skills/content taught Progress towards grade-level expectations
Progress Monitoring Data Sources Examples
Curriculum Based Measurement AimsWeb DIBELS FAIR FS Skill-based probes Easy CBM
FL-ELFAS
Daily Behavior Ratings Point sheets
Self Monitoring Checklists/Rubrics
Observations
Daily/Per Period Attendance
Discipline Incidents ODRs
Student Self Regulation of Effective Practices
Goal Setting and Progress Monitoring
Provide support within intervention for students to formulate or refine short and long term goals for core courses
Engage in frequent data chats (weekly to bi-weekly) with students focusing on: Progress and attainment of short-term goals, and The relationship of attaining short-term goals to making
progress toward long-term goals
Students see the connection to core
Connections to core are made overtly to ensure students understand and apply learning.
Progress MonitoringDetermine the pattern of performance
After 5-10 data points, can you confidently predict the next data point?If no, a pattern is not established
Explore reasons for data variability:Data collection proceduresData collection toolsStudent engagement with taskStudent attendanceStudent engagement with intervention Intervention fidelity
Progress Monitoring If a pattern exists, evaluate student growth through
examination of last 3-5 data points relative to aim line Positive response- rate of growth (slope) of trend line matches
or exceeds aim line The gap between current and expected performance is
closing or has closed Poor/Negative response- rate of growth (slope) of the trend
line is flatter than aim lineThe gap between current and expected performance is
widening Questionable response- rate of growth (slope) of the trend
line is parallel to aim lineThe gap between current and expected performance
remains consistent it is neither decreasing or increasing
Progress Monitoring Response Visual
Harlarcher, Sakelaris, Kattleman (2014)
Responding to a Positive Response
Continue intervention
Determine if goal needs to be increased or altered
Once student reaches or exceeds goal, skills are maintaining and no new goal is established, consider gradually fading supports: Decrease frequency Decrease duration Decrease intensity
Responding to a Poor/Negative or
Questionable ResponseEvaluate student attendance
Poor attendance may require additional intervention
Evaluate student engagement Low levels of student engagement may necessitate
instructional delivery changes and/or incorporation of behavior management components
Evaluate fidelity Fidelity and Student Response Matrix Low levels of fidelity require problem-solving of barriers
to implementation adherence
Revisit problem identification and analysis to ensure addressing the correct problem
Alter instructional practices
Possible Instructional Alterations
Additional “academic learning time” Additional time where student is actively engaged Specify the strategies to increase academic learning time
Instructional as well as engagement
Reduce group size or increase homogeneity of skills/needs
Increase opportunities to respond with direct corrective feedback Acquisition stage- 4-6 per minute with at least 80%accuracy Fluency stage- 9-12 per minute with 90+% accuracy
Increase distributed review opportunities at regular intervals
Increased repetitions May take 28+ repetitions to replace previous behavior
Activate background knowledge
Harlacher, Sakelaris, & Kattleman (2014)
Group-level Progress Monitoring/Program
Evaluation At the district-level
Determine if the percentage of students meeting expectations is increasing by:Content areaSub-groupGrade levelSchoolOverall
Determine if interventions are effective for at least 70% of the students:Content areaSub-groupGrade levelSchoolOverall
Group-level Progress Monitoring/Program
EvaluationAt the school-level
Determine if the intervention is effective for at least 70% of the students within groups by:Content areaSub-groupTeacherGrade levelSchoolOverall
Determine if the percentage of students meeting expectations is increasing by:Content areaSub-groupTeacherGrade levelSchoolOverall
Fidelity/Intervention Integrity
“The extent to which essential intervention components are delivered in a comprehensive and consistent manner by an [educator] trained to deliver the intervention”
~Sanetti & Kratochwill (2009)
Intervention Integrity Components
Adherence
Quality of delivery
Program differentiation
Exposure
Participant responsiveness
Intervention adaptation
Dane & Schneider (1998); Durlak & Dupre (2008)
Characteristics that Influence Fidelity
Intervention Characteristics Intervention acceptability Relative advantage, perceived
effectiveness and observability Compatibility and complexity Risk and relevance
Interventionist Characteristics Self-efficacy Teaching philosophy, beliefs Knowledge, skills, support, and
resources
PD, consultation/follow-up; job-embedded coaching supports ;performance feedback; outcome feedback
Confidence in intervention
Student Characteristics Motivation Cooperation
Environmental Characteristics
Administrative support Fidelity of problem-solving
process
“Data are needed to assess both the integrity of the process by which interventions are developed and evaluated within [a MTSS framework], as well as the implementation of those interventions themselves. It is also important to note that research is sorely needed regarding methods for enhancing the procedural integrity of Problem Solving Teams (PSTs).”
~Burns, Peters, & Noell, (2008)
Problem Solving Integrity
Enhancing Fidelity District-level
Explicit expectations for collection of fidelity data Aggregate data to evaluate fidelity of widely used interventions
Convergent Evidence Scaling (CES) Busse, Elliott & Kratochwill (2010)
Aggregate data to evaluate outcomes of widely used interventions Overall School Grade level Subgroup Intervention type
Develop fidelity tools for common interventions
School-level Explicit expectations and plans for collection of fidelity data Fidelity tools: observations checklists and/or rubrics
District developed Program developed School developed
Decision Rules Matrix
Decision Rules Matrix
Fidelity Tool Example
http://www.scred.k12.mn.us/rt_i/minnesota_rti_center
Time to reflect…
Reflections Journal Question # 6
Video Example
Jason Maitland, Dean and MTSS Coach Oviedo High School
Tier 2 Supports for Reading and Mathematics
Time to reflect…
Reflections Journal Question #7
Day 2
Review of Day 4 MTSS
Specially Designed Instruction
Effective Instruction Lesson Study
Tiered Supports
Characteristics of Tier 2
Effective Instruction at Tier 2
Progress Monitoring
NormsValue everyone’s
input/expertise/strengthsWhat’s working and why?
Remain Positive
Be Learning Focused
Adhere to time-ordered agenda
Use Parking Lot – address at end of day
Be presentSharing outAwareness of distractions
Limit side conversations
Advance Organizer Day 5
Differentiating Tiers 2 & 3
Characteristics of Tier 3
Effective Instruction at Tier 3
Matching Intervention to Need
Breakout Sessions
Action Planning
Differentiating Tiers 2 and 3
Tiers of instruction can be differentiated on several dimensions:
Intensity of the instruction
Focus of instruction
Frequency of the delivery of the tiered instruction
Combination of both the intensity and quantity of supplemental instruction
Level of progress monitoring used at each tier
Intensity of Instruction
Interventions at Tier 2 involve instructional programs that are aimed at a level of skill development considered to be further along the continuum of skill acquisition than that seen at Tier 3.
Example: Instruction based on foundational skills
Frequency and Quantity of Delivery
In some models of RtI, the same intervention may be used for students at Tiers 2 and 3, but the difference is the amount of time that the student spends within the tiered instruction.
Examples: 30 minutes/day vs. 50 minutes/day
3 times/week vs. 5 times/week
Frequency of Progress Monitoring
Given that progress monitoring is being used to assess the students' response to instruction, students at Tier 2 typically receive progress monitoring less frequently than those at Tier 3.
Example: Daily, Weekly, Bi-weekly, etc.
How do Tiers 2 and 3 differ in your school or district?
Purpose & Characteristics of Tier
3 Supports
Purpose and Characteristics
The purpose of Tier 3 services is to help students overcome significant barriers to learning academic and/or behavior skills required for school success.
Tier 3-Function is to reduce/eliminate barriers If time is NOT increased, it is NOT Tier 3Need a cycle where there is a greater than 1:1 response
Change predisposition for wrong answers
The expected outcome of Tier 3 supports, combined with Tiers 1 and 2, is that the student(s) will achieve Tier 1 proficiency levels (academic and/or behavior) established by the district.
What “few” students receive and is the most intense service level a school can provide to a student.
Provided to very small groups and/or individual students.
All problem-solving considers academic and behavior (engagement) together in the context of universal design
Purpose and Characteristics
Tier 3 supports require more time and a more narrow focus of instruction/intervention than Tier 2 supports.
Tier 3 supports require effective levels of collaboration and coordination among the staff (general and specialized) providing services to the student.
Provided to students who demonstrate both intense needs (large gap in expected versus current performance) and severe learning problems (unresponsive to intervention)
Guided practice and corrective feedback
Intervention is best implemented as a component of a continuous system (MTSS)
Purpose and Characteristics
The larger the gap, educators are less likely to assume an instructional issue
It’s about pedagogyRequires tremendous flexibilityTeacher and students’ self-regulation of effective
practices
Intervention Aligned to Core Instruction
Effective core instruction results from intentionally matching strategies and supports to student needs.
• Doing mismatched strategies and supports more intensely (e.g., more often) will not result in better outcomes.
• Intentionally matched strategies and supports should be used to intensify instruction.
Who Needs Intensive Intervention?
• Students in a tiered intervention system who have not responded to evidence based intervention or standardized remediation programs.
• Students with very low academic achievement and/or significant behavior problems who are not making adequate progress in the current intervention program.
~National Center on Intensive Intervention (October 2013)
Implementing Intensive Intervention
Most experienced specialized experts who have strong technical skills.
Experts in analyzing multiple forms of data and using those data to make accurate instructional decisions.
Buy in to ensure effective resources are utilized for the small number of students.
~National Center on Intensive Intervention (October 2013)
What do Tier 3 Supports “Look Like”
What does instruction look like in Tier 3?
The delivery of Tier 3 instruction is focused on the skills that pose the greatest barrier to acceleration of student learning.
Characterized by Greatest number of minutes Smallest group size Narrowest focus of that instruction
The same four questions are used to guide the development of the instruction: How much? What? Who? Where?
What does instruction look like in Tier 3?
Instruction/intervention is developed using the four-step data-based problem-solving process applied to individual students (compared to problem-solving instruction for SKILLS in Tier 2).
Data collected to inform Tier 3 instruction typically is individual student diagnostic data (academic and/or behavior).
www.intensiveintervention.org
Matching Interventions to Need in Tier 3- Through Problem ID &
Problem Analysis The heart of effective interventions resides in accurate problem
identification and problem analysis
When students are not successful in tier 2 support or evidence intense needs more in-depth problem analysis is required to intensify interventions: Refined intervention/analytic hypotheses CBE Behavioral approach
Can’t Do/Won’t Do
Brief Experimental Analysis (BEA)
Consider more intensive team-based supports
Refined Analytic Hypotheses
What is the purpose of problem analysis?
Why is it necessary?
What tools do you use?
Refined Analytic Hypotheses
The use of hypotheses frameworks or heuristics can help refine hypothesis generation to allow for better match of intervention to need: ICEL (Instruction Curriculum Environment Learner)Christ & Aranas (2014) in Best Practices VIDaly et al., (1997) five reasons Instructional hierarchy
ICEL Instruction-how skills are
taught Pacing Opportunities to respond Activities Practice opportunities Review
Curriculum- what skills are taught Content Skill level
Environment-where skills are taught Classroom management strategies Engagement strategies Negative to positive ratios Classroom stimuli Exposure to peers
Learner-to whom the skills are taught Health history Schooling history Personal history Beliefs Interests
Christ & Aranas (2014) Analytical Hypotheses
Poor instructional match Pacing Feedback
Low exposure to instruction Attendance Opportunities to practice
Poor curricular match Material instructional
level
Inaccurate critical skills
Lack of fluency with critical skills Pacing Feedback Opportunities to practice
Low motivation Incentives Engagement strategies
Daly et al., (1997) 5 Common Factors that Affect
Student Performance They don’t want to do it (motivation)
They haven’t spent enough time doing it (practice/academic engaged time)
They have not had enough help doing it- poor accuracy fluency, or generalization (feedback & support)
They have not had to do it that way before (modeling)
It is too hard (material/skill level mismatch)
Instructional Hierarchy- Stages to Mastery
Accuracy/Acquisition- skills are just being developed Requires modeling, prompting, opportunities to practice and
corrective feedback
Fluency- skills are developed but slow and laborious Requires opportunities to practice in generalized context with
reinforcement
Generalization- skills are mastered with fluency Requires opportunities to practice in new contexts, settings
with new materials
Adaptation- skills are to be modified for use in novel situations Requires opportunities to practice in novel situation
ICEL Christ & Aranas Daley et al. Instructional Hierarchy
Instruction Poor Instructional Match
Lack of Exposure to Instruction
They Haven’t Spent Enough Time Doing It
They Haven’t Had Enough Help Doing It
They Haven’t Had to Do It That Way Before
Acquisition
Fluency
Generalization
Adaptation
Curriculum Poor Curricular Match
They Haven’t Had To Do It That way Before
It Is Too Hard
Environment
Learner Lack of Exposure to Instruction
Inaccurate Critic al Skills
Lack of Fluency with Critical Skills
Low Motivation
They Don’t Want To
It Is Too Hard
Implementation Suggestions
Determine at district-level if there is a desired model for district-wide use or if it is left to the discretion of schools If district preferred method develop training and
implementation materials to support the utilization
School-based determination- decide as a team preferred model and provide professional development with supporting tools to all staff to build capacity for implementation
Time to reflect…
Reflections Journal Question # 1
Curriculum Based Evaluation
Curriculum Based Evaluation (CBE)
Systematic inquiry/problem-solving process (aligned to 4-step model) that walks educators through a series of action steps with the use of if/then statements to determine What skills are missing How to teach them
Designed to be utilized across content areas/domains
Begins with survey level analysis Determines areas in need of more in-depth assessment
Followed by specific level assessment Pinpoints specific missing skills
CBE Process of Inquiry
Used with permission from: Hosp, Hosp, Howell, Allison (2014)
Pro
ble
m
ID
Problem Analysis
Intervention
Monitor Progress
CBE Resources ABC’s of Curriculum Based
Evaluation A Practical Guide to Effective Decision Making- Hosp, Hosp, Howell, Allison (2014)
Practitioners Guide to Curriculum Based Evaluation in Reading- Harlacher, Sakelaris, Kattleman (2014)
Curriculum Based Evaluation: Teaching and Decision Making- Howell (1999, 2002)
Student Study Guide and Workbook for Curriculum-Based Evaluation: Teaching and Decision Making- Howell & Nolet (1999)
Implementation Suggestions
Determine if utilization of CBE is district-wide expectation or left to the discretion of schoolsDistrict-wide implementation:
Determine designated staff to be trained K-12 School psychologists Interventionists ESE teachers Gen-ed teachers
School-level implementation determine:Expectations for utilizationDesignated staffLogistical coordination
Time to reflect…
Reflections Journal Question # 2
Behavioral Approach & Team Based Supports
Behavioral ApproachSeeks to understand the context surrounding the presence or absence of behavior and the function the behavior serves
AntecedentsTriggering events
Behavior Consequences
Responses that follow the problem behavior
Can’t Do/Won’t Do
Can’t Do/Won’t Do Provides data to differentiate the type of
interventions students may need to be successful Environmental contingencies Skill building interventions Combination
Often used with CBM measures
Quick and efficient to administer Individual Whole group
Can’t Do/Won’t Do Steps
Analyze universal screening data to identify students who scored within the at-risk range
Determine contingency reinforcers to be offered
Gather measure administered in universal screening
Provide student with standardized directions on requirements for earning reinforcement
Allow student to select reinforcement option
Administer measure
Provide selected reinforcement for students who improve their previous scores
VanDerHeyden (2014)
Implementation Suggestions
Determine if this is district-wide expectation or left to the discretion of schools for utilization.District-wide Expectation:
Consider train-the-trainer model to provide professional development to designated staff Many school psychologists have been trained in this
technique
School Discretion: Determine designated staff within the building who
will be trained and documentsDetermine logistics of use:
Post screenings Intervention development
Team Based Supports Students with multiple or intense needs may need layered or
wraparound supports Determine external providers that may need to be included in
team processMedicalCommunityMental Health
Determine the extent of student needs: academic, physical, behavioral/mental healthAcademic diagnosticsFBAMental health assessmentMedical reports
Team Based Supports Continued
Determine if there is expertise within the current team or within the district and state (projects/agencies) to meet student needs If yes, schedule coordinated team meeting and develop
comprehensive intervention and communication/collaboration plan
If no, determine district collaborators to connect directly with or refer student/family toSchedule coordinated team meeting and develop comprehensive
intervention and communication/collaboration plan
Examples of Behaviors/Conditions That May
Require Additional Expertise
A Blueprint for Tier 3 Implementation: A Results Driven System for Supporting Students with Serious Problem Behaviors (2014)
Time to reflect…
Reflections Journal Question # 3
Brief Experimental Analysis
Brief Experimental Analysis
Manipulation of environmental or instructional variables through a series of brief interventions to determine the conditions that have the largest impact on student outcomes for the purpose of identifying most efficient and efficacious intervention components
~Riley-Tillman & Burns (2009)
Riley-Tillman & Burns (2009) Suggested BEA Steps
Review data and hypotheses surrounding why student is not successful
Select evidence-based interventions matched to hypotheses Individual componentMulti-component
Determine specific intervention protocols
Determine intervention trial order
Select outcome measure
Riley-Tillman & Burns (2009) Suggested BEA
StepsCollect baseline data or use existing if recently
collected
Administer interventions in pre-determined order followed by outcome measure
Repeat two most effective interventions followed by outcome measure
Select the most effective intervention for implementationSuggested performance increase over baseline 70-
75%
Time to reflect…
Reflections Journal Question # 4
Brian DeanSenior Instructional Specialist, 6-12
MathematicsOffice for Teaching and Learning
Pasco County
Aligning Tiers of Instruction
Tiers 2 and 3 supports are provided to allow students to meet Tier 1 expectations
Infrastructure necessary to align Tiers 1, 2, and 3 Leadership support Effective PLC Time for collaborative planning and communication Materials utilized as Tiers 2 and 3 supports align
with/supplement materials utilized in Tier 1 Cross-training use of specific strategies to match student need Interventionists know core (Tier 1) expectations to provide
strategies aligned (e.g., Interventionist should be a part of the PLC that unpacks standards, otherwise, collaborative conversations need to occur between the core teacher and interventionist)
Lesson Study(Thinking Outside the
Box)Allows us the opportunity to strategically integrate and implement effective instructional practices and strategies that meet the needs of struggling learners
Include the interventionist on the lesson study team
Planning phase ensures teachers focus on specific needs of students and aligns strategies and supports to align all tiers of instruction and intervention
Data collection phase allows teachers to further plan instruction based on results
Alternatives to formalized lesson study Record lesson Peer to peer vs. team Specialist/interventionist/core teachers Side by side/co-teaching Side line coaching
Universal Design for Learning
Breakout Session
Activity
Contact UsAmber Brundage
PK-12 Alignment Unit Coordinator
Shelby RobertsonPK-12 Alignment Unit Math Specialist
Pam SudduthPK-12 Alignment Unit Literacy Specialist