MODULE 3 Interventions & Progress Monitoring
description
Transcript of MODULE 3 Interventions & Progress Monitoring
![Page 1: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/1.jpg)
MODULE 3
Interventions & Progress Monitoring
1
![Page 2: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/2.jpg)
RtITrainingModules
MODULE 1Getting Started with RtI
MODULE 2A Year in
the Life of a Data Driven School
MODULE 3
Interventions &
Progress Monitoring
MODULE 4
Data-Based
Decision Making
MODULE 5
Scaling UpDevelop a Plan for Year 2
Training Modules
2
![Page 3: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/3.jpg)
AgreementsStay focusedYou are the trainers, so think with the end in mindKeep sense of humorSilence cell phonesHonor time limits
3
![Page 4: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/4.jpg)
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 RtI process Utilizing A3 to document RtI
![Page 5: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/5.jpg)
Support and Evaluation in Context
![Page 6: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/6.jpg)
A process that uses the skills of
professionals fromdifferent disciplines to develop and
evaluate intervention plans that improve
significantly the school performance of individual and/of
groups of students.
![Page 7: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/7.jpg)
Problem Identification
To clearly define the problem
A problem (P) is the difference between what is expected (E) and what is observed (O)
P = E – O
![Page 8: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/8.jpg)
By looking at the data of… Screening Assessments Diagnostic Assessments Progress Monitoring Assessments Summative Assessments Formative Assessments
How do we Identify the Problem?
![Page 9: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/9.jpg)
Where is the problem?
Is this an individual student problem, or a larger, systemic problem?
![Page 10: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/10.jpg)
Problem Analysis
Why is the problem occurring?
Instruction
Curriculum
Environment
Learner
![Page 11: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/11.jpg)
What are we going to do about it?
Develop and Implement an Intervention Plan
![Page 12: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/12.jpg)
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
![Page 13: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/13.jpg)
Types of Interventions
Skill Deficit Student lacks skills to successfully
complete task
Performance Deficit Factors interfering with student’s
capability of performing the skill
![Page 14: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/14.jpg)
Intervention Design
Must Target the missing skill(s) Include Explicit instruction Within a supported learning
environment
PurposefulWell-planned Based on data Focused on alterable variables
within the Instruction, Curriculum, Environment
![Page 15: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/15.jpg)
S.M.A.R.T G.O.A.L
![Page 16: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/16.jpg)
Tier Who Grouping Time
1 All students Whole group and small group
90 minutes a day
2 Below grade level students
Small group instruction
30 minutes per day plus core instruction (2-3 days per week)
3 Severely below grade level students
Small group instruction (3 -6 students)
30 minutes per day plus core instruction (5 days per week)
Changing Tiers = Changing Intensity
A Reading EXAMPLE:
![Page 17: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/17.jpg)
Integrating the Tiers
![Page 18: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/18.jpg)
Integrating the Tiers 5th grade student reading at the 2nd grade
level Tier 3
▪ Direct Instruction, Targeted, Narrow Focus (e.g., phonemic awareness, phonics, some fluency)
Tier 2▪ Targeted skills development to decode multisyllabic words
Tier 1▪ Focus on comprehension, vocabulary, fluency, multisyllabic
words
Use core materials for content Progress monitor both instructional level and
grade placement level skills
![Page 19: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/19.jpg)
Continuum of Interventions
Entire staff understands “triangle” and the available interventions at each Tier
Supplemental and intensive interventions are in addition to core instruction
A student intervention plan is integrated across the tiers
Different tiers ensure that outcomes in Tier 1 are improved
Principals should ensure that intervention plans have intervention support
![Page 20: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/20.jpg)
Tier 1
![Page 21: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/21.jpg)
What is the Focus of Tier 1 ? Academic
High quality instruction and classroom management
Universal Screening to determine each student’s level of proficiency
Differentiated instruction is used and student’s progress monitored
Differentiation occurs in small, teacher-led flexible groups during the 90 min block
![Page 22: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/22.jpg)
What is the Focus of Tier 1?
Behavior High quality classroom management Effective school-wide discipline plan and/or positive behavior support Questions to ask?
Do 80-90% of students in the school respond positively to the school-wide discipline plan?
Does the behavior level of the target student differ significantly from that of the peer group?
![Page 23: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/23.jpg)
Tier 2
![Page 24: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/24.jpg)
Who are the students in need of Tier 2 level of services?
Performing below where they need to be.
Need structured support over time to help them catch up to their peers.
▪ Students on track▪ Students below grade level▪ Students two grade levels below their peers
![Page 25: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/25.jpg)
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
![Page 26: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/26.jpg)
Looks Like: Grouping: Fewer students than whole
group
Time: 30 min, 5 x week or more. Outside the core
Who: Students .5 -1 year below grade level
What: Very direct instruction with high intensity
Progress Monitoring: Every 2-3 weeks
![Page 27: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/27.jpg)
Intervention Format
MATCH to student need is priority. Find the needTarget the skillRemediate the deficit
![Page 28: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/28.jpg)
Example:
Josie is a 2nd grader. AP1 FAIR scores: RC 35%; Passage 1.5 ; PSI 5/10 on skill 5.
DRLA August 55%DRLA October 63%
![Page 29: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/29.jpg)
Example:
Core Instruction: Whole group instruction for 30 minutes; Differentiated small group instruction for 15 -20 minutes
Tier 2 Intervention: 30 min; 5x week; 8 students in a group; working on decoding silent e & vowel teams. Progress monitored weekly with PSI
![Page 30: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/30.jpg)
Is this Tier 2?Chantelle is a 3rd grader, whose FAIR
scores in AP1 were RC 12%, DRLA grades are Aug. 72%, Oct. 54%, PSI results show weakness in digraphs.
She is working in a group of 9 students 30 min. 3 x week receiving explicit instruction on decoding digraphs and then practicing reading decodable texts.
![Page 31: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/31.jpg)
Is this Tier 2? Carlos is a 4th grader. His FAIR
scores for AP1 were RC 12%, Maze 20%, WA 30%. PSI shows deficit in skill 5 (silent e).
He is working on decoding and
comprehension skills in a group of 6 students, 20 min, 3 x week within the 90 minute reading block.
![Page 32: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/32.jpg)
Recording Intervention
1 X
Phonics/decoding Intervention Teacher PSI
9/7/10Direct instruction & practice with focus on silent – e, vowel teams
X
X
XX
October 5, 2010
![Page 33: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/33.jpg)
Tier 3
![Page 34: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/34.jpg)
Looks Like:
Grouping: 2 – 3 studentsTime: 30 min, 5 x week or more.
Outside the coreWho: Students substantially below
grade level. What: Very direct instruction with
high intensity. Progress Monitoring: Once per
week
![Page 35: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/35.jpg)
Intervention Format
MATCH to student need is priority. Find the needTarget the skillRemediate the deficit
![Page 36: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/36.jpg)
Example:
Core Instruction: Whole group instruction for 30 minutes; Differentiated small group instruction for 15 -20 minutes.
Tier 3 Intervention: 30 min; 5x week; 2-3 students in a group; working on early phonemic awareness skills. Progress monitored weekly with PASI.
![Page 37: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/37.jpg)
Intervention
Resources
![Page 38: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/38.jpg)
Classroom InterventionsCRITICAL AREAS
READING
Letter knowledge Phonemic Awareness Phonics Vocabulary Fluency Comprehension
BEHAVIOR
Numeracy/Calculation Problem
solving/Reasoning Fluency
MATH
• Motivation• Disruptiveness• Organization
![Page 39: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/39.jpg)
Documentation
![Page 40: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/40.jpg)
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?
![Page 41: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/41.jpg)
Entering Area of Concern Recording Intervention Data Recording Progress Monitoring
Data and Status Updates.
A3 Demo
![Page 42: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/42.jpg)
Intervention Documentation Worksheet
![Page 43: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/43.jpg)
Progress Monitoring via Data Boards
![Page 44: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/44.jpg)
Progress Monitoring
![Page 45: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/45.jpg)
What is Progress Monitoring?
“An ongoing process of using student performance and other data to guide instructional and intervention decisions”
![Page 46: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/46.jpg)
Support decision making such as whether to
▪ Continue▪ Change or ▪ Adjust
Instruction.
What is the intent of progress monitoring?
![Page 47: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/47.jpg)
Must match intervention/instruction Should be a quick tool Curriculum Based Measurement –
Short, quick probes based on skills
Examples: Running records PASI PSI Math Probes
Key 1: Choose a Progress Monitoring Tool
![Page 48: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/48.jpg)
Assess as often as needed to inform instruction Varies by Tier
Tier 1 – 3 to 4 times a year Tier 2 – 2 to 3 times a month Tier 3 – Weekly Monitoring frequency increases with instructional
intensity.
Serves a multifunctional purpose Establish a baseline Identify growth Measure performance over time
Key 2: Establish a Progress Monitoring Schedule
![Page 49: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/49.jpg)
Use results to inform instruction
Data could be graphed to provide a visual illustration of where students began (baseline), where we want them to go (target line), and performance over time (trend line)
Key 3: Interpret the Progress Monitoring Results
![Page 50: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/50.jpg)
Complete a mock intervention form as if you were the intervention teacher.
What additional information would you want to know?
Activity: Design an Intervention Plan
![Page 51: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/51.jpg)
Alberta is a 3rd grade student who is struggling in reading. She’s a motivated, hard worker, but seems to have self-esteem issues related to her poor academics. Her class assignments and homework are completed, but are frequently inaccurate and do not reflect comprehension. Within her 90 minute reading block, she receives differentiated reading instruction where she is learning the 3rd grade curriculum via below grade level materials.
FAIR data: FSP of 13%(red zone) on AP1; MAZE 23%; WA 23%
Running record: level 18 (independent). DRLA : 60% (Aug.), 45% (Oct.) PSI: Skill 5 silent-e score of 3/10 (skills 1-4 shows
mastery) **Design an intervention plan. Decide on progress monitoring tool,
frequency, etc. Complete a mock intervention form as if you were the intervention teacher.
Case Study #1
![Page 52: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/52.jpg)
Progress MonitoringHow do we know if it is working?
![Page 53: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/53.jpg)
When Progress Monitoring shows intervention is not effective enough Change intervention strategies Add time to intervention strategies Reduce size of intervention group Change intervention instructor
Modifications
![Page 54: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/54.jpg)
What if Nothing Works?
Recycle back through problem solving Is the problem correctly identified? Is the hypothesis correct? Was the intervention implemented
correctly? Was the data collected correctly? Modify duration, frequency, etc.
▪ Will take time, especially if Tier 1 and Tier 2 were implemented correctly
![Page 55: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/55.jpg)
How to Use Graphs to Summarize and Interpret Progress Monitoring Data
Why not use a Graph??!
![Page 56: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/56.jpg)
Why use graphs? Teachers
Make sound decisions about the instruction being delivered
Based upon data, not guesswork
Answers: ▪ Is it working?▪ Do I need to adjust the intervention?
![Page 57: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/57.jpg)
Why use graphs? Parents
Kept well informed about their child’s progress
Specific information about how their child is responding to instruction
Idea of progress towards expected benchmark
![Page 58: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/58.jpg)
Why use graphs?Students
Know what is expected of them
Can see success as they monitor their own progress
![Page 59: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/59.jpg)
Tier 1 Progress Monitors progress in grade
level/content area
![Page 60: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/60.jpg)
Tier 2 and 3 Graphing
2 4 6 8 10 12
20%
40%
60%
80%
100%
Expected Mastery
Level
![Page 61: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/61.jpg)
Graphing and Monitoring Progress
In intervention, the target is determined from the student’s initial data point to the expected level or performance Goal
Or Expected
Benchmark
![Page 62: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/62.jpg)
Decision Rules: What is a “Good” Response to
Intervention?Positive Response
Gap is closingCan extrapolate point at which target student(s) will
“come in range” of target--even if this is long rangeQuestionable Response
Rate at which gap is widening slows considerably, but gap is still widening
Gap stops widening but closure does not occurPoor Response
Gap continues to widen with no change in rate.
![Page 63: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/63.jpg)
Performance
Time
Positive response will meet the goal
Expected Trajectory
Observed Trajectory
Positive
Questionable
Poor
![Page 64: MODULE 3 Interventions & Progress Monitoring](https://reader035.fdocuments.in/reader035/viewer/2022062302/56816685550346895dda30c3/html5/thumbnails/64.jpg)
Wrap Up