InterventionFramework For Student Success

How do you define success?

Does your definition apply?• Got a late start in

school due to illness• Mind often wandered• Referred to as

"addled" • Dropped out after only

three months of formal education. Thomas Edison is probably the most famous and

productive inventor of all time, with more than 1,000 patents in his name, including the electric light bulb, phonograph, and motion picture camera. He became a self-made multimillionaire and won a Congressional Gold Medal

Does your definition apply?

• Dyslexic• Poor student• Quit school at age 16• Moved to London to

live on own

Britain's Sir Richard Branson is a self-made billionaire businessman. He founded Virgin Atlantic Airways, Virgin Records, Virgin Mobile, and most recently, a space tourism company to provide suborbital trips into space for anyone who can afford them.

Does your definition apply?

• Spent three years in a hospital

• Behind in school • Dropped out at age 15• Barely able to read or

write

Ringo Starr, the drummer of the Beatles.

Does your definition apply?• Daughter of share

cropper• Dropped out of HS at

age 16 to get a job• Lost husband early• Single mother with 3

children, 2 jobs• Went back to school

and received GED at 33

Former Delaware Representative & Governor, Ruth Ann Minner.

Started as clerk in the DE House and receptionist.

Student Excellence = Degree Seed Scholarship Program Creator

What do all of these people have in common?

So, what do your students need to be successful?

How can you campus or district help?

So, what exactly IS intervention?

An intervention is the act of inserting one thing between others. Usually an intervention is intended to make things better.

Intervention comes from the Latin intervenire, meaning "to come between, interrupt.“

Taken from Vocabulary.com

The Law

TEC §28.0211(a-1) requires districts to provide accelerated instruction in the applicable subject area each time a student fails to perform satisfactorily (Level II).

NOTE: Acceleration program/design is a district decision.

OUR PROCESS:– Convene focus groups after EOC results in order to

determine practical and best practices for intervening with re-testers and especially multiple re-testers.

– Panels• Affective Support• Curriculum for Interventions vs. Training for Interventionists• Assessment and Progress Monitoring• Scheduling and Funding• Resources and grouping

STAGES OF INTERVENTION FOR SUCCESSSUCCESS: DESIGN & DELIVERY

Core Program

Classroom Embedded Interventions

Formalized Intervention Settings

Core ProgramGuaranteed and Viable Curriculum:• Cognitive Rigor• Aligned Curriculum, Instruction, Assessment• High-Yield Strategies across Content Areas Comprehensive Data and Assessment Program: • Formative/Summative• Curriculum-Based • Screeners

Purposeful Professional Development in Research-Based Instructional Strategies

• TEKS Analysis• Curriculum Monitoring • Quality Instructional Resources• Professional Learning Communities (PLCs)• Student Resiliency Development • College and Career Readiness• Coherent Course Sequence• Counselor Support/Training• Parent Communication

In this stage, the overall core or base program is upgraded to be in full alignment with STAAR expectations (or beyond) so that every child has a better chance at success. While technically not an intervention, thoughtful changes at this level are critical.

Defining Characteristics

Supporting Elements

ClassroomEmbeddedInterventions

Data-Driven Instruction:• Identification of Skill Deficits• Identification of Content Deficits• Differentiated Grouping or Centers

Culture of Accountability:• Preteach/Reteach• Retest/Redo

Purposeful Professional Development in Research-Based Differentiation Strategies

• TEKS Remediation• Focus on Instructional Priorities• Quality Differentiated Resources • Blended or Flipped Instructional Practices• Mentoring/Student Support Teams • Diagnostics and Support for Test-Taking• Proactive Parent Involvement

In this stage, teachers use various strategies to meet the needs of students who have either exhibited difficulties with STAAR success in the previous year or during the present course with formative or curriculum-based assessments.

Defining Characteristics

Supporting Elements

FormalizedInterventionSettings

Data-Driven Placement Procedures

Intensive and Individualized Diagnostics

Designated Funding

Strategic Scheduling

Both Instructional and Affective Support

Purposeful Professional Development in Intensive Intervention Strategies

• Urgent, TEKS-Based Priorities• Quality Online Resources• Recruitment and Policies for Attendance• Measures for Addressing Mobility of Students• Formal Case Management Including Graduation Plan Review• Parent Engagement

In this stage, students are assigned to formal intervention settings with trained interventionists for the purpose of increasing time for acceleration or remediation, especially as they relate to STAAR.

Defining Characteristics

Supporting Elements

Framework Overview

• Take a look at the overview.• Which areas are strongest on your campus

or in your district?• What areas need attention?

CHECKLISTS FOR INTERVENTION FRAMEWORKS

Cognitive Rigor

Specific Indicator Score EvidenceTeachers provide instruction at the appropriate cognitive rigor for the TEKS or above

012

Teachers use bundling of content and process SEs in order to increase rigor in lessons

012

Teachers unpack the TEKS to analyze the depth of content and process required.

012

College and career readiness principles are observed in the delivery of the curriculum and reviews of student work.

012

Scoring the Instrument

Score Point 0

0 = Not Implemented• Indicates urgent priority• No comments required

Score Point 1

Partially Implemented– Indicates moderate priority– Some teachers, some courses, some grade levels

do but not all– Requires a commendation for those who do; notes

of those who do not– Indicates a possible need for professional

development or increased monitoring and accountability

Score Point 2

Fully Implemented– Low to no priority for planning– Requires notes of evidence that item is fully

implemented• Seen in virtually all walk-throughs• Apparent in lesson plans• Part of the system by now

Final Scores

• Total Score by Indicator at the bottom of the criteria

• Remember the x2• Make summary notes of your choice for use

in discussions with administration and teachers

• Other initiatives? We can provide editable copies for your leadership teams.

Planning Pieces

– End of each Stage– Purposeful Professional Development– Improvement Planning• Further Investigation• Priority Setting• The Plan

– Focus and Priority– Don’t try to do everything at once!

RtI ConnectionWhile the Region 10 Secondary Intervention Framework for STAAR Success is similar to the Response to Intervention (RtI) Process, there are clear differences. This Intervention Framework covers only Tiers I and II. Generally speaking, the Core Program (blue column) and the Classroom-Embedded Interventions (gold column) directly match Tier I of the RtI Process. Additionally, the Formalized Intervention Settings stage (red column) aligns with Tier II of the RtI Process. This Intervention Framework does not contain Tier III of the RtI Process. Although there are many parallels between the two systems, this Intervention Framework should not be viewed as a comprehensive RtI Process. Rather, districts/charters should consider both systems when supporting struggling students with the best possible methodology for meeting their needs.

Institutes• Secondary Interventionist Institute: ELAR• Secondary Interventionist Institute: Content Areas

Programs• Positive Behavior Intervention Support (PBIS)

Other Support• Onsite Program Review of Existing Tutoring and Intervention Programs• Counselor Support for Strategic Scheduling• Principal’s Role in Intervention• Assistance with Various Diagnostic Tools• Custom Data Assistance• Analysis of ELL Data• Examining Student Work• Project Share Resources

Training• Differentiated Instruction • Classroom Management• Student Support Teams and Case Management • STAAR Success Strategies• Developmental Assets • Problem-Solving Team Development• Parent Involvement for At Risk Students• Developing Assessments: Common and Formative• Encouraging Effort in Every Child• Super STAAR Questioning• Meeting the Needs of the Long-Term ELL• Self-Regulated Learners: Metacognitive Strategies for the ELL• Teaching At-Risk ELL Learners

Region 10 Support Services