MODULE 3

Interventions & Progress Monitoring

1

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

AgreementsStay focusedYou are the trainers, so think with the end in mindKeep sense of humorSilence cell phonesHonor time limits

3

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

Support and Evaluation in Context

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.

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

By looking at the data of… Screening Assessments Diagnostic Assessments Progress Monitoring Assessments Summative Assessments Formative Assessments

How do we Identify the Problem?

Where is the problem?

Is this an individual student problem, or a larger, systemic problem?

Problem Analysis

Why is the problem occurring?

Instruction

Curriculum

Environment

Learner

What are we going to do about it?

Develop and Implement an Intervention Plan

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

Types of Interventions

Skill Deficit Student lacks skills to successfully

complete task

Performance Deficit Factors interfering with student’s

capability of performing the skill

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

S.M.A.R.T G.O.A.L

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:

Integrating the Tiers

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

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

Tier 1

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

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?

Tier 2

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

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

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

Intervention Format

MATCH to student need is priority. Find the needTarget the skillRemediate the deficit

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%

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

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.

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.

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

Tier 3

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

Intervention Format

MATCH to student need is priority. Find the needTarget the skillRemediate the deficit

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.

Intervention

Resources

Classroom InterventionsCRITICAL AREAS

READING

Letter knowledge Phonemic Awareness Phonics Vocabulary Fluency Comprehension

BEHAVIOR

Numeracy/Calculation Problem

solving/Reasoning Fluency

MATH

• Motivation• Disruptiveness• Organization

Documentation

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?

Entering Area of Concern Recording Intervention Data Recording Progress Monitoring

Data and Status Updates.

A3 Demo

Intervention Documentation Worksheet

Progress Monitoring via Data Boards

Progress Monitoring

What is Progress Monitoring?

“An ongoing process of using student performance and other data to guide instructional and intervention decisions”

Support decision making such as whether to

▪ Continue▪ Change or ▪ Adjust

Instruction.

What is the intent of progress monitoring?

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

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

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

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

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

Progress MonitoringHow do we know if it is working?

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

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

How to Use Graphs to Summarize and Interpret Progress Monitoring Data

Why not use a Graph??!

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?

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

Why use graphs?Students

Know what is expected of them

Can see success as they monitor their own progress

Tier 1 Progress Monitors progress in grade

level/content area

Tier 2 and 3 Graphing

2 4 6 8 10 12

20%

40%

60%

80%

100%

Expected Mastery

Level

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

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.

Performance

Time

Positive response will meet the goal

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

Wrap Up