IMPLEMENTING INTERVENTIONS AND

PROGRESS MONITORING

Melissa LongJanet Stephenson

Expected Outcomes

What do we want you to Know?How to choose interventions

What do we want you to Understand?What makes a high quality

intervention

What do we want you to be Able to do? Match progress monitoring tools and

interventions

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 MTSS process

Problem Solving Process

Define the ProblemWhat Do We Want Students to KNOW and Be Able to

DO?

Problem AnalysisWhy Can’t They DO It?

Implement PlanWhat Are WE Going To DO About

It?

EvaluateDid It WORK?

(Response to Intervention –RtI)

HOW DO WE DIFFERENTIATE

BETWEEN THE TIERS?

3 Tier Model

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1

Tier 2

• Data focuses on grade level/subject area/behavior

• Effective instructional strategies for large group/small group

• Differentiate Instruction focuses on diverse learners – skill/ability/interest groups

• Should result in approximately 80% of students achieving proficiency

• School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

Tier 1 Instruction Versus Tier 2 Instruction

Tier 1

Tier 2• Focused on a skill that is a barrier• Data is used to identify groups for

academic/behavior needs• Problem solving is used to develop

interventions• Intervention is additional minutes of

supplemental instruction• Instruction provided in Tier 2 must be

integrated with Tier 1 content and performance expectations

• Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

Tier 3 – Most Intense

• More instructional time• Smaller instructional groups• More precisely targeted at the appropriate

level• Clearer and more detailed explanations• More systematic instructional sequences• More extensive opportunities for practice• More opportunities for feedback

Big Ideas of MTSS► More than just about

elgibility► Being proactive► Early intervention for those

who need it► High quality instruction using

best practices in Tier 1► Data-based decision making► Identifying the level of

services needed by which students

► Problem Solving Method

What are the components of MTSS?

Speaking the LINGO!

1. Tiers of Intervention: Students who do not respond to high-quality classroom instruction (Tier 1) and intervention (Tier 2) receive more intensive, individualized research-based interventions (Tier 3). Tiers are the level of intensity of the intervention.

2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress.

3. Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

Interventions

Let’s Discuss

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

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

Classroom InterventionsCRITICAL AREAS

Reading• Letter knowledge• Phonemic Awareness• Phonics• Vocabulary• Fluency• Comprehension

BEHAVIOR

• Numeracy/Calculation• Problem solving/Reasoning• Fluency

MATH

• Motivation• Disruptiveness• Organization

What is Not an Intervention

• Guided reading group or use of leveled reading materials

• Small flexible groups for projects• Scaffolded instruction• Review and practice • Differentiated instruction• Guided writing and conferencing• Word walls, editing check lists etc. • Regular best teaching practices automatically used

in response to an immediate need such as extended time, repeated directions

Intervention or Not?

1. A group of 6 students in Mrs. Jones’s 3rd grade class is receiving guided reading using Level L materials 3x per week for 20 minutes with the classroom teacher.

2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4 times a week for 15 minutes to increase math fact fluency. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected at the end of each session.

3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the boy and monitored his assignment completion each period for 3 weeks.

Turn and Talk

Common Problems

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Consider this….

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InterventionInfrastructure

– Who: grade level teachers, instructional asst., ESE (5th and 6th), speech, all hands on deck.

– When: 8:15 – 8:45 am (grades 1-6)

– How: • Group students by skill deficit, enrichment

area, reading or math.• Smallest group should be neediest kids• Work as a grade level to determine resources,

instruction, who’s teaching what.

Intervention Logistics

– Cycle: a three week period of continuous supplemental instruction

– Progress Monitoring Week: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors.

– Cycle 1: September 7 – 24– Progress Monitoring Week: Sept. 27 – Oct. 1– Cycle 2: October 4 – 22– Progress Monitoring Week: Oct. 25 -29

– Compromise, Integrity, Flexibilty, ?????

Intervention Cycles

3rd Grade – Walk to Intervention (Turner Elementary)CVC

Skill 2(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyVoyager

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)

ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin Jescee Dylan Alexis Ericka (22)

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2

Instructional Delivery: SRA

Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3

Instructional Delivery:Voyager Passport F

Instructional Delivery:Comprehension through Anthologies

Instructional Delivery:Comprehension through Anthologies

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

Progress Monitoring Tool: PSI Form B and C

ProgressMonitoring Tool: Voyager Passport RCT

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Riviera Elementary – Grade 2 Intervention Groups

• What are things that interfere with intervention implementation?

• Create a Problem/Solution T-Chart and post on the wall.

Brainstorm At Your Table…

PROBLEM

SOLUTION

CHOOSING AN INTERVENTION

What Makes an Intervention Scientifically Based and Effective?

• All the prominent trusted sources for information concerning scientifically based interventions in reading, math, writing, and behavior point to eight components that make an intervention effective.

• A good intervention program either has the following components built in or the teacher builds them in.

Components of a Great Intervention

• Explicit Instruction• Systematic Instruction• Think –Aloud Modeling• Guided Practice• Visual Cues for the student to use during

independent practice• Fidelity• In a small group setting or individual basis• With on-going Progress Monitoring

Explicit Instruction

• Explicit Instruction: The skill or strategy is taught directly and the student is told when and how to apply it. (This allows the student to generalize learning to other texts and situations)

Explicit Instruction Examples

• Example 1: The student is taught the silent e rule and exactly how to know when to use it.

 • Example 2: The student is taught how to

sequence events in a story and is taught specific clue words that many texts use that tell the student how to apply the comprehension strategy to help them understand the text.

Systematic Instruction

• Systematic Instruction: The targeted intervention area is narrowed into a specific sequence. Progression to new skills depends on systematic mastery.

Systematic Instruction Examples

• Example : If comprehension was the intervention area, the skills would be broken down so that easier strategies were taught and mastered before moving on to more complicated strategies. (Compare and Contrast before Author’s Purpose)

Think-Aloud Modeling

• Think Aloud Modeling: Students should be exposed to teacher modeling of how to think through the strategy or problem. The teacher should use language the student may use in their own thinking combined with the strategy steps.

Think-Aloud Modeling Example

• Example: (Regrouping for double digit subtraction 52-36)  • “Hmm. What is two minus six? Wait a second… I can’t take six from two. If

I had two cookies I couldn’t eat six of them. Silly me.”

• “Oh ya, I know! I am supposed to ask myself a question before I start. What was it? Oh… If there is more on the floor go next door and borrow ten more.”

• “O.K. I remember now. I steal the number one from the five and give it to the two and make it a twelve. Then I make the five into a four because I stole that one.”

• “Now I can subtract. This makes sense now.”

• (Adjust language based on age so that it doesn’t sound too immature for the grade level but use kid language as much as possible)

Guided Practice

Guided Practice: In the small group setting the teacher should…

• Explicitly teach the skill• Model solving the problem using think

aloud• Scaffold practice by solving part of the

first few practice problems (prompting) and then guiding students to finish

• Provide supervised independent practice, guiding when necessary.

Visual Cues

• Visual Cues for the student to use during independent practice: Any visual cues that a student can use to self prompt when they get stuck.

• Example: Students create a math journal page with an example of double digit regrouping and a picture. During regular class time they can refer back to previous learning if they get stuck. (This is an accommodation not an intervention, but it works nicely to cement learning.)

Fidelity and Group Size

• With fidelity: The intervention is consistently given by the same person on specified days and times. The student attends the intervention on specified days and times.

• In a small group setting or individual basis

INTERVENTIONS:CAROUSEL ACTIVITY

INTERVENTIONS FOR READING

If a Phonological Awareness deficit is suspected:

–Administer PASI • Skills mastery• P. A. necessary to build foundation for reading

• Can be administered biweekly to track progress

• Traditionally used with Kindergarten and First Grade students

Instructional Resources

• P.A.: Blueprint for Intervention by 95% Group

• Barton• Phonemic Awareness: The Skills

That They Need to Help Them Succeed! By Michael Heggerty

• FCRR (online and binders)

If a Phonics deficit is suspected:

–Administer ORF–Administer PSI

• Skills mastery• Skills necessary for decoding• Letter Names and Sounds Multi-Syllable words

• Can be administered biweekly to track progress

Instructional Resources

• Phonics Lesson Library by 95% Group• Phonics They Use • FCRR (online and binders)• Voyager• Rewards (5 – 6 grades)

If a Fluency deficit is suspected:

– Administer ORF• Can be analyzed for following:

– FAST and WRONG» Student needs to slow down, work on self

monitoring strategies, might need decoding intervention

– SLOW and WRONG» Student might need decoding intervention

– FAST and RIGHT» Student needs to slow down, pay attention to

punctuation, prosody– SLOW and RIGHT

» Student needs to work on phrasing, prosody

Instructional Resources

• Repeated Readings• Timed Readings• Phrasing Instruction• Sight Word Practice• FCRR (online and binders)

If a Comprehension deficit is suspected:

• Analyze FAIR/Running Record for question types (K – 2)– implicit vs. explicit

• Administer and analyze a Running Record (3 – 6) or ORF

Instructional Resources

• Write in Readers• Voyager• Comprehension Toolkit• Cold Reads• FCRR (online and binders)

INTERVENTION

RESOURCES

Where do I get these INTERVENTIO

NS?

Demonstrate www.fcrr.org link

BUILDING A BANK OF

INTERVENTION RESOURCES

Build your Library of Interventions

InventoryYour

ResourcesAnd Try to

Develop More!

INTERVENTIONMATCHING ACTIVITY

PROGRESS MONITORING PROGRESS MONITORING

Using Progress Monitoring within the RTI Process

What is Progress Monitoring?

Progress monitoring is a scientifically-based practice of continuous monitoring that teachers use to evaluate the effectiveness of instruction.

The major purposes of progress monitoring are to:

1. Describe the child’s rate of response to instruction and

2. Build more effective instruction.(Fuchs and Fuchs)

On-Going Progress Monitoring

• With on-going Progress Monitoring: It is not an intervention of it is not assessed biweekly or weekly.

• Since a real intervention is systematic and based on mastery, without assessment new sub-skills cannot be taught, thus halting intervention.

• An intervention must be sensitive to measurement and narrowed to specifically what was taught.

Progress Monitoring Data : Is What We Are Doing Working?

Progress monitoring data• Determine response to interventions using

Tier 1 data Tier 2 data Tier 3 data

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• 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?

Wrap Up

THANK YOU