Intensive Data Teams for Students Who Don’t Respond

http://bit.ly/1HvzEYC

Intensive Data Teams for Students Who Don’t RespondWorking with Intensive Interventions and Data Based Individualization-National Center for Intensive Intervention

Want to Comment or Ask a Question? • Have a question or comment?

– Join us at: Todaysmeet.com/Datateam

• Norms– Please ask questions and interact with us. We want this to be

useful for you.– Please excuse yourself if you need to take a call, have a

conversation, etc.– We will honor your time.

Session Objectives

• Getting to Know You • All about Haslett• Background and Data• Research on Intensive Intervention and Data

Based Individualization• Discuss Intensive Data Analysis Team Process• Reflections and Next Steps• Discussion and Questions

Who are you?

• Google Forms

• https://goo.gl/Krqe0l• Clarification-It is a zero and the letter l at the of the address

• Responses- https://goo.gl/gKxR6T

Who are we?• Haslett Public Schools serves 2700 students in grades

kindergarten through twelve• Following graduation, 95 percent of Haslett students continue

their education at a university, college, or academy. Haslett Public Schools is comprised of five school buildings as follows:

• • Wilkshire Early Childhood Center - Grades K-1• Murphy Elementary School - Grades 2-5• Ralya Elementary School - Grades 2-5• Haslett Middle School - Grades 6-8• Haslett High School - Grades 9-12

Who are we?

Haslett District Data

What’s Up In Haslett?

• MTSS/RTI Focus• Successful MTSS Implementation - coaching at all

buildings• Data days (3 times a year) - primary focus on Tier 1 and 2

problem solving• Effective building, classroom, and student level data

analysis• Early Warning System Data and Processes for High

School and Middle School• Instructional training K-12 including Kevin Feldman, Anita

Archer, EWS (secondary), MiBLSi, Visible Learning (Hattie), Reading Apprenticeship, George Batsche, Mark Shinn

Why Intensive Data Analysis Teams?

• Kids who just don’t respond

• Data can be misleading to look averages….hides some failing kids

• Most needy students have less problem solving support and less adequate targeted resources

• Need a process and time for Tier 3 students in special education to more closely focus on aggressive growth

What’s the Problem?

Looking at Research Based Practices http://www.intensiveintervention.org/

Compelling Statistics

13

U.S. elementary-age children with learning disabilities (LD) below 20th percentile on

comprehension64%

High school students with LD years below grade level in reading 3.4 years

Fraction of high school students with LD who drop out ¼

Percentage of students with LD with paid employment, two years postsecondary 46%

Why? Primary and Secondary Prevention Often Are Not Enough

14

Primary

prevention

Low-salt diet Stress reduction

Secondary

prevention

Intensive

interventio

n

Inexpensive diuretics

Beta-blockersACE inhibitorsOther novel, patient-specific treatments

The Medical Analogy: High Blood Pressure Treatment

“Virtually all children and youth with disabilities, including those with very serious learning problems, are helped sufficiently by the core curriculum with co-teaching, modifications to the core instructional program, or other such supports.”

Why? Unfounded and Naïve Beliefs About Teaching Kids with LD

15

Fuchs, Fuchs, & Vaughn, 2014, p. 14

Unfounded and naïve belief

More Help

Validated programs are not universally effective programs; 3 to 5 percent of students need more help (Fuchs et al., 2008; NCII, 2013).

More Practice

Students with intensive needs often require 10–30 times more practice than peers to learn new information (Gersten et al., 2008).

Research Says…

16

• Little empirical research demonstrates specific effective intervention programs for the lowest 3 percent to 5 percent of readers.

• Intervention practices are typically based on expert recommendations from a body of research.

• Monitoring progress is essential to determine impact and intensity required for individual students.

Research Says….

17

Two Terms……

Step out of the Box

• What does intensive intervention look like in your district?

Intensive intervention addresses severe and persistent learning or behavior difficulties. Intensive intervention should be: • Driven by data • Characterized by increased intensity (e.g.,

smaller group, expanded time) and individualization of academic instruction and/or behavioral supports

What is Intensive Intervention?According to the National Center for Intensive Intervention

20

Is…• Individualized based on

student needs • More intense, often

with substantively different content AND pedagogy

• Comprised of more frequent and precise progress monitoring

Is Not…• A single approach • A manual• A preset program• More of the same Tier

1 instruction • More of the same Tier

2 instruction

What Intensive Intervention…

21

What is NCII’s Approach toIntensive Intervention?

• Data-Based Individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies.

• DBI is a systematic method for using data to determine when and how to provide more intensive intervention.

22

• Students with disabilities who are not making adequate progress in current instructional program

• Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities)

• Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity

Who Needs Intensive Data Analysisusing DBI approach?

23

24

NCII’s approach to

Intensive Intervention:

Data-based Individualization

(DBI)

Intensification

Evidence

7th Inning StretchWhat data do you use for DBI-problem solving ?

Planning• Goals• Agenda• Data…from school wide to student• Dashboard using EWS data

Data Day

Reflections and Questions

Our Journey with: Intensive Data Teams

• To have a team look at data for our special education population on a regular basis

• To problem solve around the existing data• To progress monitor each student’s growth• To do fidelity checks of interventions being used• To monitor if students are correctly placed to

respond effectively

Our Team’s Goals

Effective Meeting Planning Agenda

Google drive to house process/documents

Project data/plan

Plan meeting dates ahead of time

Tools

Building awareness looking at school wide data and Early Warning System data

• What are the patterns and trends in our data?

• What does this say about systems?

Beginning with the Big Picture

Early Warning Indicators:

ABC’s of Disengagement

Attendance

Behavior

Course Failure

http://www.betterhighschools.org/ews.asp

Spring School Wide Data Meeting

Spring School Wide Data Meeting

Does your whole school problem solve around special education students or is it left up to the special education staff?What do you do with the most intervention resistant students?

Drilling down to find patterns!

Early Warning System DashboardContinuing to look at who are these students?

Examining the System to Dig Deeper

DBI at Work

DBI at work

What are we going to do about it? Problem Solving …. Individual Student

Research Says: Categories of Practice for Organizing & Planning Intensive Intervention

Change Dosage or

Time

Change the Learning

Environment to Promote

Attention and Engagement

Combine Cognitive

Processing Strategies with

Academic Learning

Modify Delivery of Instruction

(Vaughn et al., 2013)

Great Resource

Implementation Plan

Lessons Learned….This Is A Journey

Structures / Systems for Next Year

• How do we collaborate when we have concerns about these intensive students?

• How can we use data days to better help us inform instruction?

• What other supports are needed to effectively teach all students?

Reflections:

• If you followed the plan, blame the plan, not yourself

• Trust the data to guide you• Switch skills as needed (and make sure the PM

system still works for the new skill!)• Review the plan (and your fidelity to it) at

every meeting• Keep good records

Don’t take failure personally (unless you didn’t follow the plan)

• Make content changes• Give more explicit explanations using clear, concise language• Repeat the explanation using the same language and ask students to replicate it• Ask simpler questions that link to the explanation• Model until the student is ready to do the skill without you (but always involve

the student in the model)• Release responsibility to the student more slowly• Raise the number of opportunities to respond• Make sure student gives 80% correct responses• When student makes an error, provide immediate, clear, kind corrective

feedback• Increase the amount of exposure to the concepts• Break skills into smaller parts• See more resources at: http://

www.intensiveintervention.org/resource/designing-and-delivering-intervention-students-severe-and-persistent-academic-needs-dbi

Make changes…..

• Who will do it?• How long will they do it for?• What does it mean to “do it”

• Programs: implementing with fidelity? adaptations?

• Individualized, non-program instruction: what exact activities are being done? what materials are required? are materials easily available?

Make Plans SPECIFIC

Stick to the plan (mostly) and monitor your fidelity• Do what you agreed to do … if the plan isn’t working

and you did what you said you’d do, it’s not your fault (it’s the plan’s fault)

• Make some adjustments after the meeting (not everything can be decided in 30 minutes)• Keep track of those!

• Track what you actually did• Are you covering everything?• How much time are things actually taking?• How many absences and missed school days have

there been?

Be Relentless• Don’t fool yourself into thinking the problem is with the data

rather than your instruction. If the scores on the graph aren’t increasing, assume the child is not learning. When PM data are collected in regular classrooms, almost all students’ graphs increase.

• Remember: You are this student’s best chance for meaningful academic improvement this year. You can be the person who changes his/her path of development and his/her chances for quality of life in and after school.

• Be prepared to set high expectations; work hard to plan and deliver motivating and well-designed instruction; and push the student to work hard on his/her own behalf.

Win For Kids

Pam Jones, Director of Special EducationHaslett Public SchoolsPANOZZPL@haslett.k12.mi.us

Nancy TheisMTSS Implementer/School PsychologistIngham ISDntheis@inghamisd.org

Diane NewmanAssociate Principal, Haslett High Schoolnewmandk@haslett.k12.mi.us

Contact Information