Webinar 4

TIER 2: TARGETED GROUP INTERVENTIONS

TIER 2: TARGETED GROUP INTERVENTIONS

• Assessment• Monitoring Progress• Making data-based instructional decisions

• Instructional Practices• Re-analyzing the learning problem• Secondary prevention (small group)

Multi-tiered Systems of Support Tier 2. Targeted Group Interventions

•Some students •Linked with Core instructional standards•Successful for 70-80% of students receiving intervention and core instruction

Components of Effective Interventions• Be careful of Standard Protocols. They are “one size fits all

interventions” and don’t necessarily target specific weaknesses

• Problem solving important—matched with targeted needs, skills, or strategies

• Options (always in addition to core)– Covers 2-3 developmentally appropriate reading tasks

(20-40 min. daily)• In Research, typical group: 2-5 homogenous • Duration: regroup every 6 weeks• Scripts and lesson plans are recipes

Components of Effective Interventions (cont.)

• Correctly targeted• Explicit instruction• Appropriate challenge (controlled difficulty)• High ratio of opportunities to respond• Immediate and specific feedback

– With contingent reinforcers

• Implemented as designed-dosage, intensity, components, etc.

Burns, VanDerHeyden, & Boice (2008)

More Critical Features of Intervention• Capacity to systematically maximize effect of instruction

– Documented base of research to support

– Matched to needs of students

• Includes systematic and explicit instruction– Changes trajectory of performance by focusing on alterable variables

(instruction, curriculum, environment)

– Aligned with core instruction and grade level standards to increase skills and understandings within core instruction

• Continuously evaluated for effectiveness– Student performance

– Implementation effort

– Implemented as designed

More Critical Features of Intervention

• Documented base of research to support (Scientific Research-Based Interventions or SRBI)

• Matched to needs of students

• Implemented as designed

• Continuously evaluated for effectiveness (groups and individuals)

Examples of Skills vs. Strategies

• Skills: automatic reactions that result in decoding and fluency and occur without awareness

• Strategies: deliberate, goal-oriented attempts to control and modify constructions of meaning

“It is important to promote both skills and strategic reading because students need to know how to read strategically”

Afflerbach, Pearson and Paris (2008)

Purposes of Assessment Data: Monitoring Progress

Evaluate instructional effectiveness

Make the next right instructional step

Screening Diagnostic Assessments (Instructional Decisions)

Monitoring Progress

Determining Eligibility

What is Progress Monitoring?

• Performance is assessed using brief measures– General outcome and curriculum-based measures

are indicators of growth– Informal inventories alternating formats

• Given bi-weekly for primary and secondary prevention

• Given weekly for tertiary prevention and Special Education

• Use parallel or alternate forms.

Screening Instructional Decision

Monitoring Progress

Determining Eligibility

Intended Use of Progress Monitoring

• Primarily:– Make judgments as to effectiveness of interventions– Motivate student to improve performance– Provide data for making systematic changes for

accelerating learning– Provide guide for when to change instruction

• Lastly: – Use in making evaluative judgments for entitlement

Comparing Screening & Progress Monitoring

Screening: – Level informs need– Effectiveness of

curriculum – Benchmarks are

indicators

Progress Monitoring: – Slope confirms

effectiveness of instruction

– Rate of improvement or acceleration of learning

– Decision rules for change

•Inform effective practice (student, teacher, building)•Indicator of ability of system to meet students needs

Measuring & Communicating ProgressQuantify goal and rate of student improvement:• Slope

– Increasing slope indicates responsiveness.– Flat or decreasing slopes indicate unresponsiveness.– Slope after intervention is faded indicates ability to

maintain • Level

– Performance compared to set benchmark/criterion– Performance compared to norm group

• Recoupment– Time it takes to reach where student left off prior to

vacation or break

Sarah’s Progress in Secondary Prevention

02468

101214161820

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Weeks of Instruction

Wor

ds R

ead

Corr

ectly

Sarah’s slope: 1.9

What is happening to the error rate?Is this mirrored with connected text?

Screening Instructional Decision

Monitoring Progress

Determining Eligibility

Wor

d Id

entif

icat

ion

Flue

ncy

Juanita’s Progress in Secondary Prevention

02468

101214161820

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Weeks of Instruction

Wor

ds R

ead

Corr

ectly

Juanita’s slope: 0.0

What is happening to the error rate?

Screening Instructional Decision

Monitoring Progress

Determining Eligibility

Malik’s Progress in Tertiary Prevention

02468

1012141618202224262830

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Weeks of Instruction

Wor

ds R

ead

Corr

ectly

Malik’s slope: 2.0

What is needed for Malik to exit?

Screening Instructional Decision

Monitoring Progress

Determining Eligibility

Image courtesy of Wireless Generation. MDE does not endorse any product.

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Screening Instructional Decision

Monitoring Progress

Determining Eligibility

Guided Discussion Tool for Selecting Practices and Instructional Methods

Data• Student needs• Implementation

Effort

Practices• Instructional Practice• Professional

Development• Necessary Resources

Systems• Schedules to support

implementation• Funding and staffing

support • Policies

Primary focus of Data-Driven Decision Making and Systemic Problem Solving

Implement and Evaluate Practice• Train and coach staff to implement• Collect data on effectiveness of

implementation (process and outcome data)• Analyze effectiveness with students

– For whom does it work?– Under what conditions?– What factors make a difference in student

response?

How Do we Know Interventions Will be Sufficient to Close the Gap?

50th %ile

1 year

= 13%ile or 8 RIT points1 year

1 year

This curve is not to scale. Blue lines are not representing standard deviations, rather calculations of instructional time to make 1 year growth.

90 min.90 min. +90 min. +

12th%ile

270 min(catch-up)+ 90 for current year= 360 min. /2 years = 180 min per day

Alterable Task Components and Specific Adjustments to Intensify Intervention

Task Components Low Medium High

Range of Tasks(narrow to wide)

Narrow range and targeted

Wide range and extensive examples

Task complexity Easy/familiar Difficult with multiple steps

Task schedule Responses 1-2 min. period

1-2 response in 5 min.

Multiple responses>15 min

Task response (yes/no, choice, production)

Yes/no Use choice form to teach task request

Production response

Task modality Motor response Oral response Written response

Alterable Program Components Used to Intensify Intervention

Task Components Low Medium High

Time and Response Opportunities

Increase attendance and ensure daily instruction delivered

Increase response opportunities outside group

Additional scoop of instruction

Program Efficacy Research-based program and training

Supplement core instruction with enhancements

Specially designed instructional program on top of core

Fidelity of Implementation

Core program taught with high fidelity

Additional staff development

Highly trained instructor

Group Size Placement appropriate to group

2-3 students 1:1 only and daily

Coordination of Program Instruction

Instructional Priorities Aligned instructional language across periods

Examine progress weekly

Allocation of Instructional Resources

Core Instruction • Differentiated(Content/Process/Product) for Heterogeneous

groups to make progress• Accommodations/Modifications for students with disabilities to

access and make progress

Alterable variables (Instruction/Curriculum/Environment)• Additional instructional minutes• Correctly targeted skills to needs• Additional practice• High rates of student response to teacher talk• Specific feedback (rapid cycles of formative and summative assessment)• Coordination between services (core and intervention)• Aligned instructional language• Group size

Range of Academic and behavioral skills