intensive intervention day 2 - university of south...
TRANSCRIPT
Intensive Intervention – Day 2
Designing and Delivering Effective Tier 3 Interventions That Meet the Needs of
Struggling Students
Prologue
Introductions
Materials
Venue Information
Scheduled Breaks
Phones
Technology • Power strip under each
table
Flexibility
Norms Value everyone’s
input/expertise/strengths
What’s working and why?
Remain Positive
Be Learning Focused
Adhere to time-ordered
agenda
Use Parking Lot –
address at end of day
What’s your favorite movie?
Why?
Day 1 Review Intensive Intervention:
Purpose, foci, and implications
Best practices:
Intensifying Tier 1 core instruction
Universal Design for Learning (UDL)
Intensive Intervention:
Infrastructure
Implementation support necessary
http://floridarti.usf.edu/resources/training_modules/intensive_interventions/index.html
Reflection
How has the material from Day 1 impacted your
beliefs about:
– student learning and engagement?
– Intensive interventions?
How have you implemented the information in
your current role?
Review of Data from Day 1 Barriers:
Time
Resources
Collaborative Planning
PD
Administrative Support
Money
Buy-in
Shared vision
Time to plan with team
Learn from other districts
Supports:
• Technical Assistance
• PD
• Website
• More resources
Delivery Methods:
• Face-to-Face
• Virtual TA
• Online modules
Which Schools Need Intensive Interventions? M
illio
n S
tud
ents
5% of the population
3% of the population
~National Center on Intensive Intervention, p. 2. (March 2013)
Day 2 Focus on Intensive Intervention:
• Individual Student
• Your role to support
District School Teacher Student
A roadmap to where you (school/team) are going.
Intensive Intervention Planning
Objective #1- The WHAT
Apply a continuum of supports to address
high probability and high intensity barriers
to student engagement and learning
• Intervention aligned to core instruction
• Addressing knowledge/skill gaps
• Targeted support (level of intensity)
• Qualitative/quantitative intensity
• Generalizable supports
Objective #2- The HOW
Apply problem-solving skills to design and
implement effective intensive intervention
• Utilizing data to understand student needs and to
monitor progress
• Strategies and supports matched to student needs
• Intensity of interventions (closing of
gaps/acceleration)
Objective #3-The DO
Planning for Intensive Intervention
Let’s Dig In…
SWDs supported across tiers
SWDs are general education students first and are receiving
entitlement services in the general education setting
What is Intensive Intervention?
Tier 3 Targeted Instruction
Tier 2 Supplemental
Instruction
Tier 1 Core
All Students
Intensive intervention must include both:
• Intensification of instruction in Tiers 1 & 2, matched to student needs
• Explicit, systematic and integrated instruction
• Integrated supports that increase access to content, interaction with that
content, and provide options for expression of learning
-AND-
• Highly intense Tier 3 intervention
“What if we recognized that our inflexible
curricula and learning environment are
“disabled” rather than pinning that label on
learners who face unnecessary barriers?”
~Rose and Meyer, 2006, pg. vii
Increase Access and Interaction
to Content
Tier 3 Intervention Simulation
Simulation Debrief
•What was it like to have received no support? •Group 1
•What was it like to have the support needed to
ensure understanding of the material? •Group 2
•What was it like to receive support that was
misaligned? •Group 3
Florida Standards
LACC.7.RL.2.4 :Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Desired Outcome
All students will complete the assessment with
a minimum of 80 percent accuracy.
Classroom Data
Assessment Results
Table Talk #1
How close was the teacher to reaching
her desired outcome?
What hypotheses do you have regarding
barriers that impacted the desired
outcome?
Independent Learning Skills
What are some hypotheses that you have
identified revolving around barriers that would be
considered independent learning skills?
Refer to the Independent Learning Skills
document
Focus on the middle column, “Observable
Student Characteristics”
Barriers
High intensity barrier-
significant impact on
individual student
engagement and
learning (e.g., small
group & individual
instruction, DI, aligned
with learning needs)
High probability barrier-
wide-spread or common
barriers that impact many
students’ engagement
and learning (e.g.,
integrate strategies that
support cognitive
processing through
academic instruction, DI,
provide adequate
instructional time)
Buckets of Barriers
High Intensity
Instruction
Curriculum
Environment
Learner
High Probability
Instruction
Curriculum
Environment
Learner
Across
Multiple
Domains
High
Intensity Instruction Curriculum Environment Learner
High
Probability Instruction Curriculum Environment Learner
Tier 3 Barriers Tiers 1 and 2 Barriers
Multi-faceted needs of students
Apply a Continuum of Support to Address
High Probability and High Intensity Barriers
to Student Engagement and Learning
1. Intervention aligned to core instruction
2. Addresses knowledge/skill gaps
3. Targeted support (level of intensity)
4. Qualitative/quantitative intensity
5. Generalizable supports
1. Intervention Aligned to Core
Instruction
Effective core instruction results from
intentionally matching strategies and supports
to student needs.
• Doing mismatched strategies and supports
more intensely (e.g., more often) will not
result in better outcomes.
• Intentionally matched strategies and supports
should be used to intensify instruction.
Interventions (no matter how intensive)
without effective core instruction will not
be sufficient for struggling students.
Organize instruction to allow for success.
Provide explicit or systematic instruction
with opportunities for practice and
feedback.
1. Intervention Aligned to Core
Instruction
Instructional Intervention
Components
• Intentionally foster retention of knowledge
and skills
• Reinforce prior knowledge to make
connections between understanding of old
and new concepts
• Provide multi-modal instruction to reinforce
concepts and engage students
• Scaffold learning to align with grade level
expectations
• Focus on generalizability and transfer of
skills to related core content areas and
authentic, real-life situations
• Link strategies and skills they are learning
to relevant content areas
Instructional Intervention
Components
Examples to Foster Retention
Application and generalizability of knowledge
and skills through:
utilization of a gradual release of
responsibility model
overcorrection activities
use of technology
Table Talk #2
Thinking back to the assessment data…
What would it look like to align interventions to
core instruction?
What supports would be necessary?
What strategies would be used?
Apply a Continuum of Support to Address
High Probability and High Intensity Barriers
to Student Engagement and Learning
1. Intervention aligned to core instruction
2. Addresses knowledge/skill gaps
3. Targeted support (level of intensity)
4. Qualitative/quantitative intensity
5. Generalizable supports
2. Addresses Knowledge/Skill
Gaps Effective multi-tiered Interventions:
are designed to address high probability and high intensity barriers
are coordinated, integrated and cohesive
address students’ proximal and distal needs on a continuum
•intensity of problem •severity of problem
support student engagement
Tier 2 and Tier 3 Differences
When delivered in isolation, interventions
may not always be apparent as both typically
involve small group, explicit instruction.
How is T2 different from T3 in your
district?
Intensive Intervention Matrix
Apply a Continuum of Support to Address
High Probability and High Intensity Barriers
to Student Engagement and Learning
1. Intervention aligned to core instruction
2. Addresses knowledge/skill gaps
3. Targeted support (level of intensity)
4. Qualitative/quantitative intensity
5. Generalizable supports
3. Targeted Support
-Level of Intensity-
Effective Tier 3 interventions are:
• provided to students who demonstrate both
intense needs (large gap in expected versus
current performance) and severe learning
problems (unresponsive to intervention)
• designed to ensure students successfully master
grade/content standards and achieve core
instructional goals
Examples of Ways to Increase
Intensity Pre-teach concepts or missing core
foundational skills
Preview skills to be taught in core instruction
Provide authentic opportunities to practice skills
in a variety of settings
Use explicit instruction to show students where
and when to apply compensatory skills
Have students set goals to show how self-
monitoring and progress monitoring can help
with achievement
Table Talk #3
Reflecting back to the assessment data, along
with hypothesized barriers…
How might the interventions look different for an
intense need vs. an intense and severe need?
What are the challenges to providing interventions
for intense and severe needs?
Apply a Continuum of Support to Address
High Probability and High Intensity Barriers
to Student Engagement and Learning
1. Intervention aligned to core instruction
2. Addresses knowledge/skill gaps
3. Targeted support (level of intensity)
4. Qualitative/quantitative intensity
5. Generalizable supports
4. Qualitative and Quantitative
Intensity
Quantitative Intensifications
Qualitative Intensifications
22
Qualitative and Quantitative
Intensity
QUALITATIVE DIFFERENCES- variations in the type of
instruction provided and/or the focus of instruction
(e.g., delivery and focus of instruction, connection
between academic and behavior across multiple settings,
type of instructional delivery, narrowed focus)
QUANTITATIVE DIFFERENCES- variations in
intervention time and/or group size
(e.g., time, duration, group size, frequency of monitoring,
fewer priorities)
Intensive Intervention Matrix
Apply a Continuum of Support to Address
High Probability and High Intensity Barriers
to Student Engagement and Learning
1. Intervention aligned to core instruction
2. Addresses knowledge/skill gaps
3. Targeted support (level of intensity)
4. Qualitative/quantitative intensity
5. Generalizable supports
5. Generalizable Supports
• Normative • Transportable
Generalizable
Normative- Interventions are
normative when they do not stand out and stigmatize the student Earbuds Speech to Text Translator
Transportable- Interventions are made
transportable when students understand how, when, and why to utilize intervention strategies and supports Graphic organizers Organizational tool
Comprehension
strategies
Table Talk #4
In your district or school, what gaps exist in
applying a continuum of support to address
high probability and high intensity barriers to
student engagement and learning?
What role do you (or could you) play in
applying a continuum of support…
Intensive Intervention Matrix
Objective #2-The HOW
Apply problem-solving skills to design and
implement effective intensive intervention
• Utilizing data to understand student needs and to
monitor progress
• Strategies and supports matched to student needs
• Intensity of interventions (closing of
gaps/acceleration)
Problem ID- Identify the Goal
What we want students to know, understand and be
able to do?
Desired behavior
Current performance
Expected performance
Peer performance
Gap analysis
Problem Analysis
WHY are they not doing it?
Identify variables that contribute to the lack of
desired outcomes.
Develop and validate/invalidate
hypotheses
ICEL
Develop & Implement Plan
Implement as intended
Fidelity
Evaluate
Response to Intervention
Evaluate fidelity
Modify as needed
Problem Solving Process
Problem Solving Intensity
Across Tiers
Tier 1: Universal/Systemic Barriers (e.g., poor instruction
Tier 2: Proximal Barriers (e.g., pre-requisite knowledge and skills, performance deficiencies, motivational concerns)
Tier 3: Wide variety of hypotheses
• Intense and in-depth approach
• Multiple barriers across multiple conditions
• Where can we target resources?
• Engagement barriers
Team Activity
Consider how the guiding questions could
help teams to develop effective interventions.
• Intensified Core and Tier 2 instruction
• Tier 3 interventions
Problem Solving Intervention
Often used for high intensity needs
Advantages:
• Allows for highly personalized intervention plans
for significantly struggling students
Disadvantages:
• Very resource intensive, limiting the number of
students whose needs can be effectively and
efficiently addressed and often impacting the
timeliness of intervention delivery
Problem Solving Approach
Tier 3 intervention planning entails
identifying specific barriers for a specific
student and planning personalized
interventions to address the student’s
specific needs.
Standard Protocol Intervention Often used to address high probability needs
Advantages:
• Less resource intensive than problem-solving approach
• Allows for planning of and resource allocation for specific
intervention programs before school begins.
Disadvantages:
• Does not result in the level of personalization often
needed by significantly struggling students.
• Planned intervention programming may not meet the
needs of all students, resulting in a mismatch between
student needs and intervention support.
Standard Protocol and
Problem Solving Hybrid • Determine high probability barriers and plan a
variety of standard protocol (high probability)
interventions available during the school day
• Utilize problem solving to match student needs to
standard protocol interventions and determine need
for individualization (both quantitative and
qualitative)
• Form groups with common barriers, with the
flexibility to allow for timely movement between
intervention groups/programs as student needs
change
Standard Protocol Approach
Tier 3 intervention planning entails
anticipating high probability (i.e., commonly
occurring) barriers of significantly struggling
students and providing interventions to
address those barriers
Problem-Solving to Design and Implement
Effective Intensive Intervention
1. Utilizing data to understand student needs
and to monitor progress
2. Strategies and supports matched to student
needs
3. Intensity of interventions (closing of
gaps/acceleration)
Data, Data, Data
“It is a capital mistake to
theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.”
Sir Arthur Conan Doyle
(1859-1930)
Using Data to
Understand Student Needs
1. Utilizing Data Data are used to:
• Identify students in need of intensive support Historical data, screening data, EWS
• Understand student needs Diagnostic assessment data, learning scales, Discovery
Ed., etc.
• Monitor student progress Progress monitoring data: academic, behavior,
engagement
• Evaluate effectiveness of tiered intervention
support Program evaluation data:
Academic, behavior, engagement
What do you use in your district for each of these?
Every system is perfectly
aligned for the results it gets.
Utilizing Data
What considerations do you need to keep
in mind when determining if a student
should move directly into Tier III supports?
Student Data Examples
1. Benchmark Assessment
2. Unit Assessment
3. Weekly Vocabulary
4. Daily In-Class Formative Assessment
5. Homework
6. In-Class Participation
7. Observational Data
8. Attendance
Problem-Solving to Design and Implement
Effective Intensive Intervention
1. Utilizing data to understand student needs
and to monitor progress
2. Strategies and supports matched to student
needs
3. Intensity of interventions (closing of
gaps/acceleration)
Strategies and Supports
Matched to Student Need
• Ensure intensity of interventions are sufficient
enough to accelerate development
• One year’s growth will be insufficient for
students who are significantly behind
• Multifaceted needs
• Supporting both proximal/distal:
• Foundational skill gaps that impact grade-level
content mastery
2. Strategies and Supports
Matched to Student Need
Problem-Solving to Design and Implement
Effective Intensive Intervention
1. Utilizing data to understand student needs
and to monitor progress
2. Strategies and supports matched to student
needs
3. Intensity of interventions (closing of
gaps/acceleration)
3. Intensity of Intervention
What to Expect…
• Some students will require supplemental
or intensive instruction long-term to
support mastery of grade level/content
standards
• Other students may need supplemental or
intensive instruction for shorter periods of
time
• Multiple needs
Underlying Needs
Consider other enabling behaviors that are
necessary for successful outcomes such as
independent learning skills that are likely lacking
in students with intense and severe needs. Refer to the Independent Learning Skills
documents. Review how these skills impact all areas of
learning.
Table Talk #5
How might independent learning skills
impact students throughout the day?
How do we incorporate independent
learning skills across tiers and content
areas?
Infrastructure to Support
In order to effectively provide supports at
student level there has be organizational
supports in place to …..
Resources
Leadership
Professional Development
Fidelity
Evaluation
Infrastructure to
Support Intensive Intervention
Resources
Time (scheduling)
Human (personnel)
Fiscal (money)
Material (curriculum/hands-on)
Infrastructure to Support
Intensive Intervention
Leadership
District
School
Teams
Provider
Infrastructure to Support
Intensive Intervention
Professional Development
Formal whole group
Job embedded
PLC
Infrastructure to Support
Intensive Intervention
Fidelity to:
Implement the critical components of an
multi-tiered system of supports (MTSS);
Use the problem-solving process across all
three tiers; and
Implement evidence-based instruction and
interventions matched to specific need(s).
Fidelity to the Implementation
of an MTSS • Professional development and support Technical assistance/coaching
• Data support Data sources and technology
• Leadership support Policies, expectations and evaluation
• Program evaluation On-going data collection to ensure
integrity of implementation and support
Fidelity to the
Problem Solving Process
The development of instruction and
interventions is based on this process.
If the process is flawed, then the
instruction and interventions developed as
a result of the process will be flawed.
Developing Decision Rules – as
a component of intervention plan
development.
Student Performance Results in Response to
Intervention
Good Questionable Poor
Deg
ree o
f Im
ple
men
tati
on
Fid
eli
ty
Qu
an
tity
or
Qu
ali
ty
High
• Continue
• Document success
• Share
• Consider standard
protocol use in future
• Consider more time
• Consider more
intervention
• Consider match to
need is sufficient
• Consider more
settings
• Check fidelity of PS
• Right goal?
• Right hypotheses?
• Right intervention?
selection?
• Right Intervention
design?
Moderate
• Continue
• Document intervention
aspects actually
delivered.
• Share success
• Consider standard
protocol development?
• Increase fidelity and
continue to monitor.
• Ensure PS fidelity
• Ensure sufficient
match with need.
• Increase fidelity and
continue to monitor.
• Ensure PS fidelity
• Ensure sufficient
match with need.
Low
• Continue…but,
• Question why progress
if no or low fidelity?
• Analyze and collect
info to answer why?
• Question why some
progress if no or low
fidelity?
• Increase fidelity and
continue to monitor.
• Increase fidelity and
continue to monitor.
Instructional/Intervention
Fidelity
The degree to which instruction and intervention are delivered as intended and how they are integrated across the tiers of service delivery.
How do we promote fidelity of implementation of intensive supports that will endure over time?
District and school leaders
• Consider the percentage of students that are
making sufficient progress toward goals
• Determine which interventions are most effective
Instructional personnel and intervention
providers
• Understand the effectiveness of specific
intervention approaches
• Expand effective interventions
• Refine or replace ineffective interventions
Evaluation of the Infrastructure to
Support Intensive Intervention
Intensive Intervention Matrix
Prioritize and Share Out
Objective #3-The DO
Planning for Intensive Intervention
Intensive Intervention Planning Supports the student’s achievement of core instructional benchmarks, standards and goals
Includes (SMART) goals (specific, measurable, attainable, realistic and timely)
Increases student engagement with content through the use of specific strategies and supports
Outlines the support provided to core instructional personnel
Planning for Intensive
Intervention
Implementing Intensive
Intervention Consensus
Belief is shared
Vision is agreed upon
Implementation requirements understood
Infrastructure Development
Problem-solving process
Data System
Policies/Procedures
MTSS
Technology support
Decision-making criteria established
Implementation
Changing the Action Plan The action plan is a guide, a living document.
It is okay to change the plan.
Make sure the team understands:
What is causing changes to be made
Why the changes should be made
The changes to make (goals, steps, resources).
Team must be in agreement.
Update the action plan to reflect the changes.
Put revision date
Keep a copy of old action plan for records.
Considering what your
school/district has in
place for the successful
implementation of
intensive intervention…
"Would you tell me, please, which way I ought to go from here?"
"That depends a good deal on where you want to get to," said the Cat.
"I don't much care where--" said Alice.
"Then it doesn't matter which way you go," said the Cat.
"--so long as I get SOMEWHERE," Alice added as an explanation.
"Oh, you're sure to do that," said the Cat, "if you only walk long enough."
--From Alice in Wonderland by Lewis Carroll
What gaps have you identified in how your
school/district is providing intensive
intervention?
Where are you, compared with “ideal” implementation?
How can you build on what works?
Where do you go from here?
What do you need to do to get there?
One sticky note per response:
Closing
See you in the morning!