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Developing your Intervention System Intervention failure should be a rare event

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Golden Circle: Simon Sinek If we want students to improve. Interventions need to work How do you set up your system to make interventions work Day to day implementation of interventions

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Why are you Standardizing? Common Definition of Interventions Process for Selecting Interventions Protocol for Core & Intervention Implementation

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What are you standardizing? Create the infrastructure for interventions by determining. How interventions SUPPORT core instruction What constitutes an intervention What instructional practices support interventions How can interventions be delivered Which students should receive interventions Manage the intervention process well

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Standardize to Minimize the Implementation Dip Installation sustain

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Why are you Standardizing? Common Definition of Interventions Process for Selecting Interventions Protocol for Core & Intervention Implementation

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What is an intervention? Scientifically, research based instructional intervention An intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students (NASDSE, 2008)

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How do core & interventions work together? Healthy, balanced diet to ensure good physical health Adapted from

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Literacy Diet Oral Reading Fluency & Fluency &Accuracy ReadingComp PhonemicAwareness Vocabulary Phonics(AlphabeticPrinciple)

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Some will need more Oral Reading Fluency & Fluency &Accuracy ReadingComp PhonemicAwareness Vocabulary Phonics(AlphabeticPrinciple)

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When eating out of the food pyramid is not enough Need to add iron pills, or vitamins, but do not stop eating from the food pyramid.

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What are Tier 2 & 3 Interventions? Tier 2: Intervention: Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency. Tier 3: Intervention: Programs and materials designed to provide intensive support for students performing below grade level. Kame'enui, Simmons, Coyne, & Harn 2003

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Vocabulary Reading Comprehension (Retell) Phonemic Awareness (PSF) Phonics (Alphabetic Principle-NWF) and accuracy Oral Reading Fluency & Accuracy (ORF) Oral Reading Fluency & Accuracy (ORF) Hierarchy of Reading Skills

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Tier 3 provides .. Materials/Instruction Increased intensity Skill focus more in-depth Instructional time Length of time presumed to remediate & catch up the deficit skill Decreased Group size Assessment In depth diagnostic assessment Frequency of monitoring VanDerHyden & Burns (2010)

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Intensity of materials/instruction Modeling Guided practice Corrective feedback Practice

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When are interventions delivered? Core: 90 minutes (1/2 day K: 60 minutes) Interventions: occur outside the core instructional time Small group/differentiated instruction in the core is NOT intervention time

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How are students served in interventions? Core CORE Some students walk to intervention All students walk to additional instruction 30-60 minutes of intervention 30 minutes (+) of additional instruction 90 minutes

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Implementation Plan Work Time

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Golden Circle: Simon Sinek If we want students to improve. Interventions need to work How do you set up your system to make interventions work Day to day implementation of interventions

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Why are you Standardizing? Common Definition of Interventions Process for Selecting Interventions Protocol for Core & Intervention Implementation

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Installing an Intervention System Intervention failure should be a rare event How does your district implement and sustain interventions that WORK?

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How can a district successfully choose and implement interventions? Use a Program and Practice Selection Consideration Process Is it the right thing to do? Can we do it the right way? Why use this process? It helps to ensure that the practice will be delivered effectively

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Why do you need to know this information? You are the leadership team Be thinking about what you bring to the table skills, experiences, thoughts Administrator Teacher Specialist

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Rule of Thumb Resist shiny objects Remember to go slow to go fast Do you have your grocery list?

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How can a district successfully choose and implement interventions? Program and Practice Selection and Consideration 1.NeedY/N 2.FitY/N 3.Resource AvailabilityY/N 4.EvidenceY/N 5. Intervention ready for replication Y/N 6. Capacity to implementY/N

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Example

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Need A gap or a hole in your system with no other resources to fill it. Do you have data to support the need? Is the need a priority?

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Need PSF data show 40% of students at benchmark Core program data indicate lack of mastery of Letter-Sound Correspondence skills (52% at mastery) Student referrals are increasing among kindergarten students Not a Need PSF data show 99% of students at benchmark Core program data indicate mastery of Letter- Sound Correspondence skills (87 % at mastery) Student referrals are decreasing and low. Need: Example

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Review Need

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Find someone across the room and make eye contact. Partner 1: Describe something that is a potential need in his/her district and why he/she thinks it is a need Partner 2: Ask partner 1 the questions from the need section and help them reflect Practice Selection Activity Need

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Fit Aligning the practice that you are about to choose with the vision, mission, goals and structure of your system to ensure alignment. Who or what is a good fit?

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Fit Student data indicate a need for Phonemic Awareness and Basic Phonics Skills. District goals are focused on improving reading achievement in the primary grades. Staff support the use of direct instruction methodology & have attended direct instruction institutes. Reading Mastery could be a fit. Not a Fit Student data indicate a need for Phonemic Awareness and Basic Phonics Skills. District goals are focused on teaching through use of technology. Staff training in reading instruction is limited. District infrastructure is designed for self paced learning. Reading Mastery might not be a fit at this point in time. Examples and Non-Examples

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Review Fit Example

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Partner 2: Ask partner 1 questions to determine if the need is a fit Partner 1: Will respond and reflect on how the process helped them to know whether their need was truly a fit Practice Selection Activity Fit

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Reality Check: Back at your table Facilitator: lead your table in a discussion.How would need and fit bring confidence to the decisions that you make in selecting an intervention?

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Resources Do you have all of the pieces necessary to purchase, train, coach and administratively support the practice are in place? I have been making small regular deposits in this bank of experience: education and training. On January 15 th the balance was sufficient so that I could make a very large withdrawal. (Sully Sullenberger)

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Examples All teachers have the necessary materials to implement the program Training from a person who has implemented the program for some time PD includes: theory, discussion, practice, modeling and re-training will occur after coaching and feedback are provided Non-Examples One copy per grade level can be purchased. Teachers can share Training is condensed to a two hour training to fit into an after school meeting The trainer is new to implementing the program There is nobody available to provide coaching No expectation to implement Resource Availability

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Review Resources

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Partner 1: Answer the question.What specific training and coaching support could you implement to support the intervention that you have selected? Partner 2: Assist in brainstorming ideas Practice Selection Activity Resource

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Evidence consumer beware Evidence of programs

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Replication

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Is this easy to replicate in your setting?

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Capacity Are you ready, willing and able to ACTUALLY DO THIS WORK and SUSTAIN it over time?

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Work Time as a Team 1.Choose one intervention program that is being used in your district (Not REWARDS ). 2.Complete the Practice Selection Document for that intervention. 3.Be prepared to share with your OrRTI coach. (15 minutes)

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Why are you Standardizing? Common Definition of Interventions Process for Selecting Interventions Protocol for Core & Intervention Implementation

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Why use a Reading Protocol? To standardize the implementation of reading programs and supports. Big decisions are made as a result of a students progress in interventions.

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Reading Protocol Example

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Creating a Protocol 1.Take stock of the interventions currently used in your district (use the Taking Stock of Reading Materials Form) 2.Complete Practice Selection for each intervention 3.Share data on why some programs were selected and why some were not with staff 4.Develop protocol (time, programs) 5.Train, support and follow up on interventions 6.Make plan for deficits in the protocol 7.Review & Revise Reading Protocol each year.

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Taking Stock of Reading Materials

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Special Thanks Kim St. Martin, Ph.D. (Michigan Integrated Behavior and Learning Support Initiative) Christi Witter (Kansas Multi-tiered System of Supports) Oregon Reading First

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Please complete the evaluation for this presentation Please write down some things you really want to remember on the Tools and Take Away Sheet Evaluation

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Contact Information Lisa Bates lbates@ttsd.k12.or.us lbates@ttsd.k12.or.us 503-431-4079 Tammy Rasmussen trasmussen@roseburg.k12.or.us trasmussen@roseburg.k12.or.us 541-440-4018