D ESIGNING & I MPLEMENTING INTERVENTIONS
Shelly Dickinson, MTSS Trainer
Charles Eccleston, MTSS Trainer

• Start and end on time
• Keep cell phones on silent mode and put away
• Be fully present and actively participate
• Refrain from sidebar conversations
• Remain open to different or opposing views

• Understand how to use a tiered system to provide interventions
• Learn the components of an effective intervention
• Designing interventions (resources) to match specific skill deficits
• Recognize the requirements of progress monitoring in the MTSS process

 MTSS (RtI) Share Point Resources
 Planning Standards Within MTSS
 Accommodations vs. Interventions
 Intervention Design, Components & Fidelity Chart
 Nick’s Math Data to Design an Intervention

 Brevard’s MTSS Guidebook
 Brevard’s MTSS SharePoint
 Click on Documents
 Folder – (MTSS Class 3– Implementing
Interventions)

W HAT D OES I NSTRUCTION
L OOK LIKE IN A
M ULTI -T IERED F RAMEWORK ?

A Multi-Tiered Framework of Instruction

A Shift in Thinking for
Planning a Standards-Based Lesson
What about is causing a problem?
Instead
This shift alters everything else!
What about the interaction of the curriculum , instruction, and learning environment should be altered so that the student(s) will learn?

• Instruction - how skills are taught
– Pacing
– Opportunities to respond
– Activities
– Practice opportunities
– Review
• Curriculum what skills are taught
– Content
– Skill level
• Environmen t - where skills are taught
– Classroom management strategies
– Engagement strategies
– Negative to positive ratios
– Classroom stimuli
– Exposure to peers
• Learner - to whom the skills are taught
– Health/medical history
– Schooling history
– Personal history
– Beliefs
– Interests

• How does instruction intensify throughout the tiers:
Core Supplemental Intensive?
• How does looking at assessments (students responding to instruction) change throughout the tiers? What types of data are we collecting? How often?
• How does the planning address student engagement throughout the tiers?
Core Supplemental Intensive
Instruction
Assessments
Student
Engagement

• Instruction that supplements and intensifies classroom curriculum/instruction to meet the need of the student
• 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 with Core
Instruction

Match the Intervention to the Skill Deficit/Student Need
• Performance deficit or skill deficit?
– Performance Deficit - Factors interfering with student’s capability of performing the skill
– Skill Deficit - Student lacks skills to successfully complete task
• What is the root cause of the problem?
• Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

Reading
– Phonemic awareness
– Phonics/decoding
– Fluency
– Vocabulary
– Comprehension
Math
– Conceptual understanding
– Procedural fluency
– Strategic competence
– Adaptive reasoning
– Productive disposition
Attention to task
– Can’t
– Won’t
– Don’t
Behavior
– Obtain something
– Attention
– Escape or avoid something
• Task
• Setting
– Poorly developed skills

• Guided reading group or use of leveled reading materials during Core Instruction
• Small flexible groups for projects
• Moving a student’s seat
• Review and practice independently
• Scaffolding or differentiating the task during core instruction
• Guided writing and conferencing
• Extended time to complete assignments
• Administer test in several sections
• Allow for frequent breaks
• Repeat or confirm directions
• Regular best teaching practices automatically used in response to an immediate need such as extended time, repeated directions

1.
A group of 6 students in Mrs. Jones’s 3 rd grade class is receiving guided reading during the 90 minute reading block using Level L materials, 3x per week for 20 minutes with the classroom teacher.
2. A group of 4 students in Mr. Smith’s 2 nd grade are working with the teacher 4x per week for 15 additional minutes to work on number sense concepts. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected weekly using a
Math Probe.
Turn and Talk
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 student and monitored his progress (assignment completion) each period for 3 weeks.

ESIGNING AN EFFECTIVE
NTERVENTION

 All the prominent trusted sources for information concerning evidenced-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.

Determine the level of intensity…
The further away the student is from the benchmark, the more intense the instruction/ intervention should be.
Page 98

Page 99

Page 102

ASE STUDY
MATH
Problem Solving to
Design Interventions

NSTRUCTIONAL
RESOURCES WITH
BUILT
IN
NTERVENTION
STRATEGIES

What Works
Clearinghouse
National
Center on
Intensive
Intervention

What Works
Clearinghouse

What Works
Clearinghouse
Please Note: These examples are for illustrative purposes only; we are not endorsing any specific products.

• CPALMS - Collaborate, Plan, Align, Learn, Motivate,
Share
• eIPEP - Electronic Institutional Program Evaluation
Plans
• ELFAS English Language Arts Formative Assessment
System
• IBTP - Items Bank and Test Platform
• FSL - Florida School Leaders
• PMRN - Progress Monitoring and Reporting Network

ELFAS Resources
The IRIS Center
Instructional routines for Small Groups
Learn Zillion
Read Write Think
Reading Rockets
Teaching Channel
Why Teach Spelling
Latin and Greek Word Elements
Persuasive Speeches: Planning a Lesson Series
Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research

Anita Archer Strategic Literacy Videos
Visuwords
Vocabulary Instruction:
Vocabulary building:
Building Vocabulary: Prefixes,
Common Content Area Roots and Affixes:
Teaching Morphology: Enhancing
Vocabulary Development and Reading
Comprehension
Improve your Vocabulary:
Double Your Vocabulary in a Month via Latin & Greek roots:

Graphic Organizers:
Intervention Central:
Learning Network:
Reading Quest:
ReadWriteThink:
Research and Reading:
Research to Practice Brief:
Stem Starters:
Reading Comprehension Strategies:
TeacherVision:
Seven Strategies to Teach Students Text Comprehension:
Reading Strategies for the Secondary Classroom:
ReadWriteThink- Graphic Organizers:

Syntactic Knowledge Resources
Cohesive writing:
Cohesion:
Skill focus: Cohesion
Examples of Cohesive Features:
Persuasive Writing Marking Guide:
Cohesion Rubric
Connectives: Fitting Another Piece of the Vocabulary Instruction Puzzle

Read Write Think
Why Teach Spelling
(Checklist)
Webinar: Writing and Writing Instruction to Improve
Reading: What We Have Learned from Research
Latin and Greek Word Elements
(Root Words, Roots and Affixes)
Persuasive Speeches: Planning a Lesson Series
Computer Skills – Keyboarding Skills
Keyboarding Activities
Powertyping

National Center on Intensive
Intervention
These documents offer examples of how to apply standards-relevant instruction across core instruction, supplemental intervention, and intensive intervention as well as to support students with significant cognitive disabilities. Standards-based examples include the following math topics: computation of fractions , fractions as numbers , number system/counting , place value , basic facts , and algebra .. The NCII also has developed sample lessons and activities related to the standards to support special education teachers, interventionists and others working with students with intensive needs. See the sample lessons and activities .

Graphic Organizers:
Writing Instructional Chart
Reading Quest:
ReadWriteThink:
Research and Reading:
ReadWriteThink- Graphic Organizers: