What To Do When A Student Does Not Respond To An Academic Intervention
Brian Lloyd Ed. S., NCSPMay 2nd, 2013
Agenda
John Endahl will discuss project to use Illuminate Ed to collect intervention and fidelity data.
Overview of determining response versus lack of response to intervention.
Fidelity of interventions and progress monitoring.Making sure problem has been correctly identified.Making sure interventions are correctly aligned to
student skill deficit.Are research-based interventions being used.Listing and description of research based
interventions for math, reading, and behavior.
Making Decisions About ROI
When and how to make a decision about when an intervention is successful. 4 data points below goal line.
At least 8 data points – is ROI more than goal ROI? Good goal is 1.5 expected rate for tier 2 and 2.0 expected
rate for tier 3. (See top of page 6 of LD FAQ)
Is student’s rate of improvement above average peer rate?
Did we give enough time for the intervention to be successful?
Problem Solving Is Recursive
• Implement Plan (Treatment Integrity)
Carry out the intervention
• Evaluate(Progress Monitoring Assessment)
Did our plan work?
• Define the Problem(Screening and Diagnostic Assessments)
What is the problem and why is it happening?
• Develop a Plan(Goal Setting and Planning)
What are we going to do?
What Is The Minimum Number Of Interventions Attempted?
IISD LD FAQ Page 5 – A student may be referred to the MET team
for consideration of special education eligibility after a minimum of two interventions have been tried and the child has demonstrated growth far below the typical (i.e., locally normal) age/grade level rate of acquisition.
Also middle of page 16 of the IISD SLD Guidelines.
FIDELITY
Periodic and/or spot checks of the interventions.
This could include the use of intervention component checklist.
Number of Components Present divided by Total Number of Components times 100 = percentage score that can serve as fidelity rating.
FIDELITY
FIDELITY
FIDELITY
Problems with fidelity checks through observation forms. Who does them? Who does them?! WHO DOES THEM!?!?!?!? Time/Money/Schedules/etc.
FIDELITY
How can we set up system to check?
One check could be to record minutes expected and minutes attended.
FIDELITY
Data Will Tell
One flag you have to check integrity is the outcomes of your interventions. If nobody or only a few are making a progress in response to a research-based intervention, this is a BIG RED FLAG.
Even if only one student is not responding, this is a little red flag, but still worthy of checking.
FIDELITY
InterviewIn the case of one or a few students not
responding, talk with the interventionist and ask her why. She/he may tell you.
An easily correctable issue may arise.
My experience, biggest cause of fidelity issues? Schedule, schedule, schedule, schedule…
2nd place is simple communication break downs.
Progress Monitoring FIDELITY
Are the progress monitoring scores matching benchmark scores?
Are progress monitoring scores matching what the teacher sees in the classroom?
Are you seeing big peaks and troughs on a regular basis with your progress monitoring scores.
Do you not see PM scores reported for months at a time.
RED FLAGS. Check.
Is The Problem Correctly Identified
Set up a target date to meet to evaluate success of interventions.
Periodically check on AIMSWeb or have graphs on accessible network location.
Schedule a meeting to review data for groups of students.
For reading, use BIG FIVE skills to frame your intervention skill target.
Make sure that both your intervention and progress monitoring measure align to skill you want to measure. NWF example.
When in doubt about PM measure for reading, use R-CBM or DORF (oral reading fluency).
Is The Problem Correctly Identified
Math
Try to get access to research-based intervention.
You need broad based skill remediation approach.
http://www.GoSBR.net – Possible resource if you want to target specific skill.
INTERVENTIONS
Not all interventions are created equal.
This year, TD PALS improved NWF scores for Kindergarten, but not 1st Grade.
This year, Phonics For Reading improved scores for students in the 1st grade, but not in the 2nd grade.
This year, 6 Minute Solutions seemed to give better improvement to students with reading fluency issues than Read Naturally, but it could student characteristic dependent.
This year, My Sidewalks had a positive effect on ROI in one school district, but not as much in another.
INTERVENTIONS
READING – Research based, but are they equal?CORE Literacy Library Teaching Reading Source Book 1st Edition
CORE Literacy Library Teaching Reading Source Book 2nd EditionCORE Literacy Library Teaching Vocabulary HandbookCorrective ReadingMy Sidewalks Levels A-EPALS – KindergartenPALS – First GradePearson Early Reading Intervention (ERI)Phonemic Awareness in Young ChildrenPhonics for ReadingPhonics for Reading (has 3 levels)Read 180Read Naturally
INTERVENTIONS
Reading Continued…REWARDSREWARDS - IntermediateREWARDS - ScienceREWARDS - Social StudiesREWARDS - WritingRoad to the CodeSix-Minute Solution PrimarySix-Minute Solution IntermediateSix-Minute Solution SecondarySRA Corrective Reading Comprehension Levels (A, B1, B2, C)SRA Corrective Reading Decoding Levels (A, B1, B2, C)SRA Read to Achieve Comprehending Content Area TextSRA Read to Achieve Comprehending Narrative TextSRA Reading MasteryTeacher Directed PALSWords Their Way
INTERVENTIONS
MathDo the MathFASTT MathNumber WorldsORIGO MathPALS - KindergartenPALS - First GradePALS - Grades 2-6Rocket MathSTAR MathStudy IslandKey Math 3focusMATH - http://www.pearsonschool.com/index.cfm?locator=PS1bFt&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=806&PMDbSubCategoryId=25741&PMDbSubjectAreaId=&PMDbProgramId=67361
INTERVENTIONS
Locally validated results.
What interventions on the IISD lists have you found that improves student outcomes/PM scores?
What interventions not on the lists have you found have improved student outcomes/PM scores?
INTERVENTIONS
It seems to me that keeping track of what research-based interventions work with students of specific kinds of skill deficits and intervention conditions would be VERY useful information.
I’m hoping that the Illuminate Ed project may do that.
School psych involvement with using the data tracking may result in big payoff (improved student outcomes).
DISCUSSIONS
What do you think?