Webinar 4
• Assessment
• Monitoring Progress
• Making data-based instructional decisions
• Instructional Practices
• Re-analyzing the learning problem
• Secondary prevention (small group)
Multi-tiered Systems of Support
Tier 2. Targeted Group Interventions
•Some students
•Linked with Core instructional standards
•Successful for 70-80% of students receiving
intervention and core instruction
Components of Effective Interventions
• Be careful of Standard Protocols. They are “one size fits all
interventions” and don’t necessarily target specific
weaknesses
• Problem solving important—matched with targeted needs,
skills, or strategies
• Options (always in addition to core)
– Covers 2-3 developmentally appropriate reading tasks
(20-40 min. daily)
• In Research, typical group: 2-5 homogenous
• Duration: regroup every 6 weeks
• Scripts and lesson plans are recipes
Components of Effective
Interventions (cont.)
•
•
•
•
•
Correctly targeted
Explicit instruction
Appropriate challenge (controlled difficulty)
High ratio of opportunities to respond
Immediate and specific feedback
– With contingent reinforcers
• Implemented as designed-dosage, intensity,
components, etc.
Burns, VanDerHeyden, & Boice (2008)
More Critical Features of Intervention
• Capacity to systematically maximize effect of instruction
– Documented base of research to support
– Matched to needs of students
• Includes systematic and explicit instruction
– Changes trajectory of performance by focusing on alterable variables
(instruction, curriculum, environment)
– Aligned with core instruction and grade level standards to increase skills
and understandings within core instruction
• Continuously evaluated for effectiveness
– Student performance
– Implementation effort
– Implemented as designed
More Critical Features of Intervention
• Documented base of research to support (Scientific
Research-Based Interventions or SRBI)
• Matched to needs of students
• Implemented as designed
• Continuously evaluated for effectiveness (groups and
individuals)
Examples of Skills vs. Strategies
• Skills: automatic reactions that result in decoding
and fluency and occur without awareness
• Strategies: deliberate, goal-oriented attempts to
control and modify constructions of meaning
“It is important to promote both skills and strategic
reading because students need to know how to read
strategically”
Afflerbach, Pearson and Paris (2008)
Purposes of Assessment Data:
Monitoring Progress
Screening
Diagnostic Assessments
(Instructional
Decisions)
Monitoring
Progress
Determining
Eligibility
Evaluate instructional
effectiveness
Make the next right
instructional step
What is Progress Monitoring?
Screening
Instructional
Decision
Monitoring
Progress
Determining
Eligibility
• Performance is assessed using brief measures
– General outcome and curriculum-based measures
are indicators of growth
– Informal inventories alternating formats
• Given bi-weekly for primary and secondary
prevention
• Given weekly for tertiary prevention and
Special Education
• Use parallel or alternate forms.
Intended Use of Progress Monitoring
• Primarily:
– Make judgments as to effectiveness of
interventions
– Motivate student to improve performance
– Provide data for making systematic changes for
accelerating learning
– Provide guide for when to change instruction
• Lastly:
– Use in making evaluative judgments for
entitlement
Comparing Screening & Progress Monitoring
Screening:
– Level informs need
– Effectiveness of
curriculum
– Benchmarks are
indicators
Progress Monitoring:
– Slope confirms
effectiveness of
instruction
– Rate of improvement or
acceleration of learning
– Decision rules for
change
•Inform effective practice (student, teacher, building)
•Indicator of ability of system to meet students needs
Measuring & Communicating Progress
Quantify goal and rate of student improvement:
• Slope
– Increasing slope indicates responsiveness.
– Flat or decreasing slopes indicate unresponsiveness.
– Slope after intervention is faded indicates ability to
maintain
• Level
– Performance compared to set benchmark/criterion
– Performance compared to norm group
• Recoupment
– Time it takes to reach where student left off prior to
vacation or break
Screening
Instructional
Decision
Monitoring
Progress
Determining
Eligibility
Words
Read Correctly
Fluency
Identification
Word
Sarah’s Progress in Secondary
Prevention
20
18
16
14
12
10
8
6
4
2
0
Sarah’s slope: 1.9
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
What is happening to the error rate?
Is this mirrored with connected text?
Screening
Instructional
Decision
Monitoring
Progress
Determining
Eligibility
Words Read Correctly
Juanita’s Progress in Secondary
Prevention
20
18
16
14
12
10
8
6
4
2
0
Juanita’s slope: 0.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
What is happening to the error rate?
Instructional
Decision
Screening
Monitoring
Progress
Determining
Eligibility
Words Read Correctly
Malik’s Progress in Tertiary Prevention
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Malik’s slope: 2.0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20
Weeks of Instruction
What is needed for Malik to exit?
Instructional
Decision
Screening
Monitoring
Progress
c
Image courtesy of Wireless Generation. MDE does not endorse any product.
Determining
Eligibility
Guided Discussion Tool for Selecting Practices and
Instructional Methods
Data
Practices
Systems
• Student needs
• Implementation Effort
• Instructional Practice
• Professional
Development
• Necessary Resources
• Schedules to support
implementation
• Funding and staffing
support
• Policies
Primary focus of Data-Driven Decision Making and Systemic
Problem Solving
Implement and Evaluate Practice
• Train and coach staff to implement
• Collect data on effectiveness of
implementation (process and outcome data)
• Analyze effectiveness with students
– For whom does it work?
– Under what conditions?
– What factors make a difference in student
response?
How Do we Know Interventions Will be
Sufficient to Close the Gap?
50th %ile
1 year
12th%ile
1 year
= 13%ile
or 8 RIT
points
1 year
90 min. + 90 min. + 90 min.
270 min(catch-up)+ 90 for current year= 360 min. /2 years = 180 min per day
This curve is not to scale. Blue lines are not representing standard deviations,
rather calculations of instructional time to make 1 year growth.
Alterable Task Components and Specific
Adjustments to Intensify Intervention
Task Components
Low
Medium
High
Range of Tasks
(narrow to wide)
Narrow range and
targeted
Wide range and
extensive
examples
Task complexity
Easy/familiar
Difficult with
multiple steps
Task schedule
Responses 1-2 min. 1-2 response in 5
period
min.
Multiple
responses>15 min
Task response
(yes/no, choice,
production)
Yes/no
Use choice form to
teach task request
Production
response
Task modality
Motor response
Oral response
Written response
Alterable Program Components Used to
Intensify Intervention
Task Components
Low
Medium
High
Time and
Response
Opportunities
Increase attendance and Increase response
ensure daily instruction opportunities
delivered
outside group
Additional scoop of
instruction
Program Efficacy
Research-based
program and training
Supplement core
instruction with
enhancements
Specially designed
instructional
program on top of
core
Fidelity of
Implementation
Core program taught
with high fidelity
Additional staff
development
Highly trained
instructor
Group Size
Placement appropriate
to group
2-3 students
1:1 only and daily
Coordination of
Program
Instruction
Instructional Priorities
Aligned instructional
language across
periods
Examine progress
weekly
Allocation of Instructional Resources
Range of Academic and behavioral skills
Alterable variables (Instruction/Curriculum/Environment)
• Additional instructional minutes
• Correctly targeted skills to needs
• Additional practice
• High rates of student response to teacher talk
• Specific feedback (rapid cycles of formative and summative assessment)
• Coordination between services (core and intervention)
• Aligned instructional language
• Group size
Core Instruction
• Differentiated(Content/Process/Product) for Heterogeneous
groups to make progress
• Accommodations/Modifications for students with disabilities to
access and make progress