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![Page 1: Mark R. Shinn, Ph.D. Professor and Director, School Psychology Program National Louis University, Skokie, IL markshinn@me.com An Introduction.](https://reader035.fdocuments.us/reader035/viewer/2022062511/55142af6550346dd488b5cc3/html5/thumbnails/1.jpg)
QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.Mark R. Shinn, Ph.D.
Professor and Director, School Psychology Program
National Louis University, Skokie, IL
http://markshinn.org
An Introduction to Increasing Capacity for Evidence-Based
Intervention in Multi-Tier Services and Supports
North Dakota Department of Public Instruction
Webinar November 30th, 2011
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About Mark: A Few Hats....
Professor of School Psychology and
Special Education, National-Louis University and
Formerly, University of Oregon
IASPIRE Northern Region
Project Director 2005-2010
Staff Development and Consultant to
School Districts and SDEs in 42 States
Since 1985
Researcher and Author
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Mark R. Shinn, Ph.D. Serves as a Paid Consultant for Pearson Assessment for their AIMSweb product that provides CBM assessment materials and organizes and report the information from 3 tiers, including RTI
Mark R. Shinn, Ph.D. Serves as a Consultant for Cambium/Voyager/Sopris for their Vmath product, a remedial mathematics intervention
Mark R. Shinn, Ph.D. Serves as a Consultant for McGraw-Hill Publishing for their Jamestown Reading Navigator (JRN) product and receives royalties
Disclosure
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1. Provide Participants a COMMON Experience to Set the Stage for the Work
2. Provide a Context of What We Need to be Thinking about in Intervention Selection and Delivery
3. Provide Guidance to a Beginning Set of Resources to Read
4. Provide Components of a Scaffold for YOU to Create a Consumer’s Guide to Evidence-Based Intervention
Today’s Goals
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If You Want To Understand Where We Were From a Practice Perspective….
Germann, G. (2010). Thinking of Yellow Brick Roads, Emerald Cities, and Wizards. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model, including RTI. Bethesda, MD: National Association of School Psychologists.
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Accessing Your Materials
markshinn.org1. Click on the
Downloads for Professionals Icon
2. Click on the Presentations and Handouts Folder
3.North Dakota DPI E-B Project Folder
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Elementary ScenarioIt was a pretty good
composition. I felt proud knowing it was the best one at my school. After I’d read it five times, I was impatient to start reading it out loud. I
followed the book’s directions again. First I read
the composition out loud without trying to sound impressive, just to hear what the words sounded
like.
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Billy, Another 4th Grader
What Intervention Would This Student
Receive In Elementary School?
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High School
What Special Education Services Would This Student
Receive In Your High School?
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Middle School Scenario
81
What Special Education Services Would This Student
Receive In Your Middle School?
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We Push the Problem Down the Road
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UNTIL…...
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We Know the Predictive Variables
Kennelly, L., & Monrad, M. (2007). Approaches to dropout prevention: Heeding early warning signs with appropriate interventions. Washington DC: National High School Center at the American Institutes for Research (AIR).
HALF of Grade 6 students attend less
than 80%, low grade in behavior, fail Math or
English
75% of Grade 8 who miss 5 weeks of school OR fail Math or English
85% of Grade 9 students who fail more than 1 core subject in Grade 9 and fail to be promoted to Grade 10
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No Wimpy Interventions
Intervene EARLY and Powerfully
Reduce the GAP Early to Focus on Future Learning Rather than Constantly Catching Up
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1. Know What You Are Going to Do BEFORE You Decide Where to Do It!
2. Be Proactive and Problem Solve Interventions for Groups Versus Individuals
3. Don’t Build Additional Intervention Solely on the Backs of General Education Teachers
4. Ensure That Allocated Time is Sufficient to Get the Job Done--For Everyone!
5. Avoid Inventing Interventions and a Bias Against Proven Programs
6. Never Use a Bandaid When a Bandage is Needed
7. If the Aquarium Is Dirty, Don’t Treat Individual Fish
8. Guarantee Results by Knowing If What You’re Doing Makes a Different
Big Ideas About Powerful Interventions
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Know What You Are Going to Do BEFORE You Decide Where to Do It!
Conversation...What Are You Doing For Your Service Delivery?
We Are Doing Pull Out
What Are You Doing When You Do Pull Out?
Well, You Know...Pull Out!
Conversation...What Are You Doing For Your Service Delivery?
We Are Doing Push In.
What Are You Doing When You Do Push In?
Well, You Know...Push In!
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Know What You Are Going to Do BEFORE You Decide Where to Do It!
Substitute...Your System...What Are You Doing For Your Service Delivery?
We Are Doing Co-Teaching
What Are You Doing When You Do Co-Teaching?
We Are Providing Intensive Instruction in the Science Multi-Syllabic Words, Vocabulary, and Comprehension Strategies Using the REWARDS Science Program!
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Find the Kid (1 at a Time)
Who?
Figure Out What to
Do for the Kid
(1 at a Time)
What?
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Be Proactive and Problem Solve Interventions for Groups Versus
Individuals
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New Way
THEN Find the
Kid(s) Thru
Triage
Who?
Find the PROGRAM
(What GROUPS of Kids Need)
What?
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Problem Solve for GROUPS Screen and Triage
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Tier 1 is Delivery of a Scientifically Based Core Program with...
Fidelity
Intensity
Passion
Reasonable Accommodations
If Done Well, We Expect to Meet the Needs of Most...Some Will Need
More
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What Makes a Core Reading Program Evidence-Based?
Stanovich, P. J., & Stanovich, K. E. (2003). How teachers can use scientifically based research to make curricular and instructional decision. Washington, DC: National Institute for Literacy, National Institute of Child Health and Human Development, US Department of Education, US Department of Health and Human Services.
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§300.35 Scientifically based research. Has the meaning given the term in section
9101(37) of the ESEA. 20 U.S.C. 1411(e)(2)(C)(xi))
Scientifically based research--
(a) Means research that involves the application of rigorous, systematic, and objective procedures to
obtain reliable and valid knowledge relevant to education activities and programs; and
(b) Includes research that--
(1) Employs systematic, empirical methods that draw on observation or experiment;
(2) Involves rigorous data analyses that are adequate to test the stated hypotheses and justify
the general conclusions drawn;
(3) Relies on measurements or observational methods that provide reliable and valid data across
evaluators and observers, across multiple measurements and observations, and across
studies by the same or different investigators;
(4) Is evaluated using experimental or quasi-experimental designs in which individuals, entities,
programs, or activities are assigned to different conditions and with appropriate controls to
evaluate the effects of the condition of interest, with a preference for random-assignment
experiments, or other designs to the extent that those designs contain within-condition or
across-condition controls;
(5) Ensures that experimental studies are presented in sufficient detail and clarity to allow for
replication or, at a minimum, offer the opportunity to build systematically on their findings;
and
(6) Has been accepted by a peer-reviewed journal or approved by a panel of independent
experts through a comparably rigorous, objective, and scientific review.
What is Scientifically Based?
(b) Includes research that--
(6) Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous,
objective, and scientific review.
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What Makes a Core Reading Program Evidence-Based?
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Tier 2 is “MORE”(More) Time(More) Explicit Teacher-Led Instruction(More) Scaffolded Instruction(More) Opportunities to Respond with Corrective Feedback(More) Language Support, Especially Vocabulary(More) Intensive Motivational Strategies(More) Frequent Progress Monitoring
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Tier 3 is “MOST”(Most) Time
(Most) Explicit Teacher-Led Instruction
(Most) Scaffolded Instruction
(Most) Opportunities to Respond with Corrective Feedback
(Most) Language Support, Especially Vocabulary
(Most) Intensive Motivational Strategies
(Most) Frequent Progress Monitoring
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Don’t Build More Intensive Interventions Solely on the Backs
of GE Teachers
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IT’S TOO EASY TO ADD TO THE BURDEN OF GE
TEACHERS ALONEGeneral Education Teacher DOES MORE Within Their Class
GE TEACHERS DO MORE Flexible Skill Grouping Across Classes within a Grade
GE TEACHERS DO MORE Flexible Skill Grouping Across Classes Across Grades
School Provides Before or After School Intervention
School Provides Computerized Interventions
School Creates and Staffs Universal Intervention Periods
DISTRICT BUILDS Coordinated Remedial Resources
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Program and Focus
Amount of Time
Points of Vulnerability
General Educatio
nTier 1
Novel Study Single Period
Teacher to Teacher Variability, Often Little Explicit Instruction About How to Navigate and Comprehend Narrative and Content
Area Texts; Writing Instruction is Idiosyncratic
Tier 2
Non-Existent or Separate, But Less Difficult Version of
the Core
Former Puts Pressure on Special Education to Assume Responsibility; Later Fails to
Deliver Skills Students Need to Reduce the Gap and Be Successful in ALL Content
Classes
Tier 3
Really Only Special Education as an Option and Too
Often, Only Computer-Driven or Bandaid Programs
Single Period, Supplanted Instruction
Doesn’t Reduce the Gap and Doesn’t Support Success in ALL Content Classes
Ensure There is Sufficient Time and a Coordinated Plan of Appropriately
Intensive Intervention, FOR EVERYONE
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Strengthen and Coordinate Your Core Language Arts Curriculum Across 3 Tiers
Consider a Common, Scientifically Based Core Language Arts Program (At Least Through Grade 9)
Adjust Intensity and Explicitness of Language Arts Components Curriculum By Needs of Students
Ensure You Have Sufficient Time to Impact Tier 1 and Deliver Tiers 2 and 3 WITHIN the Period/Block
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Daily Double Block or Double Period
Language Arts (and Preferably Math)
At least at Grade 6 and potentially higher grades if there are
significant reading (and or mathematics) difficulties in sizable
#s.
Allocates sufficient time to deliver intervention within the
block.
Reduces the need for students to “miss” other classes.
Reduces scheduling pressures.
Addressing Structural Changes
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We Need to Read About Adolescent Reading and Literacy InstructionKamil, M. L., Borman, G. D.,
Dole, J., Kral, C. C.,
Salinger, T., & Torgesen,
J. (2008). Improving
Adolescent Literacy:
Effective Classroom and
Intervention Practices: A
Practice Guide.
Washington, DC: National
Center for Education
Evaluation and Regional
Assistance, Institute of
Educational Sciences,
U.S. Department of
Education. 109
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Effective Classroom and Intervention Practices: A Practice Guide
Recommendations
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Mark’s Biased ApproachProgram and Focus Amount of Time
General Education
Tier 1
Strong, Teacher-Led, Comprehensive Language Arts
Program with Explicit Instruction in Comprehending Narrative and
Content Textbooks (i.e., Read to Achieve) + Novel Study Strongly
Biased Toward Non-Fiction
Double Period or Block Every Day
Tier 2
Read to Achieve, Plus More Explicit and Targeted Intervention + (e.g.,
Rewards) + Structured Outside Wide Reading
Tier 2 Delivered Within the Double Period/Block
Tier 3
Read to Achieve + Explicit and Comprehensive Intervention (e.g., REACH or Corrective Reading) + Structured Outside Wide Reading
3 Periods
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Proactive Reading Intervention Aligned with Severity of Problem
Slide from, and based on, original work of Wayne Callender, Partners for Learning, http://partnersforlearning.org
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Avoid Inventing Interventions and a Bias Against Proven Programs
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No More Inventing Interventions For Students At Risk
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Avoid Bias Against Proven Programs!
High quality teaching and training materials (print, video, electronic)
There is still the problem of superficial implementation when new materials are in use, and even new practices in evidence, without the deeper understanding required for substantial and sustained implementation.
But you get farther, faster by producing quality materials and establishing a highly interactive infrastructure of pressure and support.
Finally, the materials do not have to be treated as prescriptive. Many judgments can and should be made during implementation as long as they are based on evidence linking teacher practices with student performance
To achieve large scale reform you cannot depend on people’s capacity to bring about substantial change in the
short run, so you need to propel the process with...
Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Josey-Bass.
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Examples of Tier 2 or 3 Math Interventions
Tier 1Tier 1
Tier 2Tier 2
Tier 3
Connecting Math Concepts (CMC; SRA) as MS Tier 1 or Tier 2
Essentials for Algebra (SRA) as a Middle School Tier 1 and Tier 2 and HS Tier 2 or 3
VMath (Voyager) at Tier 2 or 3Transitional Math (Sopris West)
at Tier 2 Corrective Math (SRA) at Tiers
2 and Especially 3
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Never Use a Bandaid When a Bandage is Needed
At Risk Students or With Significant Discrepancies Usually
Have Multiple and Significant Intervention Needs...Not One
So We Bought More Band Aids
Until We Discovered That….Sometimes
Band Aids Were Used for the Wrong Purpose
Until We Discovered It Was Pretty Expensive and Ugly in
Terms of Logistics
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Band Aid Versus Bandage
http://www.nationalreadingpanel.org/
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic Awareness
Alphabetic Understanding
Fluency Vocabulary
Comprehension
To Me, A Bandage Covers More...A Good Intervention Should Cover Multiple and
Deep Concerns
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If the Aquarium Is Dirty, Don’t Treat Individual Fish is Needed
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Why? The Underlining Problem in Many Places
Which of These 75 Students Will Be Referred for SE?
Which, After Testing, Would Qualify?
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Ensure Things Are Working By Progress Monitoring Using Proven Tools
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Progress Monitoring Is Powerful
...effective across student age, treatment duration, frequency of measurement, and special needs status
Major message is for teachers to pay attention to the formative effects of their teaching as it is these attribute of seeking (my emphasis) formative evaluation...that makes for excellence in teaching (p. 181)
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
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To Reduce the Gap, Powerful Tools are Required
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
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Contrast PM with A More Popular “Intervention”
Individualized Instruction
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
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Use Tools Reviewed by the USDE/OSEP National RTI Center
www.rti4success.org
w
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SPECIAL EDUCATION LEADS!The Gold Standard for Students with
IEPS
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QuickTime™ and aH.264 decompressor
are needed to see this picture.
Leadership is
RequiredBy Administrators, By Staff
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What Leadership Can Do...
Build Commitment--Some Things You Just Don’t “VOTE”
On!
Give Permission and Guide the Abandonment Process
Allocate Resources
Coordinate Staff Development
Ensure the Work Gets Done
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Building a Scaffold for Judging E-B Interventions
What Do We Think About When Selecting Interventions?
What Adults Prefer?
What Students Need?
How Do We Judge?
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Build Your Consumer’s Guide
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Tier 2 is “MORE”(More) Time(More) Explicit Teacher-Led Instruction(More) Scaffolded Instruction(More) Opportunities to Respond with Corrective Feedback(More) Language Support, Especially Vocabulary(More) Intensive Motivational Strategies(More) Frequent Progress Monitoring
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Mark’s Beginning Suggestions
Works Best With?
Works Less Well With?
Grade Ranges
Comprehensive Intervention or Specifically Targeted?
Fidelity of Implementation Tools Available?
Placement and Diagnostic Tests Included?
Cost?
Suggested Implementation Time and Duration?
Intensity of Training and Support Required?
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Places to BeginReading to Identify Scaffold Features and Why They Are Important (ASAP)
Build Consensus on Scaffold
Identify Interventions for Review, Including Local Inventory
Prioritize List
Field Test Scaffold on Top 3-5 Priority Interventions and Discuss Results (Everyone to Test Inter-Rater)
Revise Scaffold as Necessary
Expand to Include Reviews of All Priority Interventions (At Least 2-3 per Program)
Publish Brief Background Document on Process and Participants