IMPLEMENTING INTERVENTIONS
AND PROGRESS MONITORING
Melissa Long
Janet 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 Problem
What Do We Want Students to KNOW and Be Able to DO?
Evaluate
Did It WORK?
(Response to Intervention –
RtI)
Problem Analysis
Why Can’t They DO It?
Implement Plan
What Are WE Going To DO About It?
HOW DO WE
DIFFERENTIATE
BETWEEN THE TIERS?
3 Tier Model
Tier 1 Instruction Versus Tier 2 Instruction
Tier 1
• 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
2
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 Interventions
CRITICAL AREAS
•
•
•
•
•
•
Reading
Letter knowledge
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
MATH
• Numeracy/Calculation
• Problem solving/Reasoning
• Fluency
BEHAVIOR
• 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.
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 boy
and monitored his assignment completion each period for 3 weeks.
Common Problems
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Consider this….
20
Intervention
Infrastructure
Intervention Logistics
– 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 Cycles
– 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 reassessed. 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, ?????
3rd Grade – Walk to Intervention (Turner Elementary)
CVC
Skill 2
(Jungovich 506)
Sherman
Tiffany
Gabriel
Jane
Bob
Ross
DeeDee
Trevor
Walsh
Jake
Kayla
Ray
(9)
CVC
Skill 2
(Mazziotti 801)
SRA
Jungovich
Caleb
Sara
Travis
Dwight
Ashley
(5)
Instructional Delivery: Instructional
95% Group Phonics
Delivery: SRA
Library Lessons and
Decodable Text for Skill
2
Progress
Monitoring Tool: PSI
Form B and C
Blends Skill 3
(Ross 507)
Jungovich
Bradlee
Lillie
Terri
Walsh
Christopher
Ross(6)
Joe
Tom
Comp/Fluency
Voyager
(Shelton/Pagan)
Pagan Group (3rd Grade Pod)
Jungovich
Sara
Joe
Logan
Lucia
Daniel
Walsh
Charles
A.J.
Jospeh
Colton (9)
(Room 501)
Trenton
Dante J
Dave
Moe
Nick
Andrews
Tommi
Ross
David
Megan
Shane
Najet
Jamie
James
Diamond
Cassandra (15)
Instructional
Instructional Delivery:
Delivery: 95% Group Voyager Passport F
Phonics Library
Lessons and
Decodable Text for
Skill 3
Progress
Progress
Progress
Monitoring Tool: PSI Monitoring Tool: PSI Monitoring Tool:
Form B and C
Form B and C
Voyager Passport RCT
Comprehension
Anthologies
(Walsh 504)
Jungovich
Zachary
Kari
Kate
Nick
Pam
Dan
Jon
Derrick
Bry
Ed
Wyatt
Joey
Sam
Bobby
Walsh
Jim
Dana
Bill
Elaina
Javier
(19)
Comprehension
Anthologies
( 505)
Walsh
George
Sophia
Harvey
Ken
Christina
Silvia
Stever
Eli
Brianna
Abel
Ross
Ethan
Destiny
Aiden
Chris
Tristi
Melina
Ki
Kevin
Jescee
Dylan
Alexis
Ericka
(22)
Instructional Delivery:
Instructional
Comprehension through Delivery:
Anthologies
Comprehension
through Anthologies
Progress Monitoring
Tool:
CARS
Progress Monitoring
Tool: CARS
Riviera Elementary – Grade 2
Intervention Groups
Brainstorm At Your Table…
• What are things that interfere with
intervention implementation?
• Create a Problem/Solution T-Chart and post
on the wall.
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  MultiSyllable 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
INTERVENTIONS?
Demonstrate www.fcrr.org link
BUILDING A BANK
OF
INTERVENTION
RESOURCES
Build your Library of Interventions
Inventory
Your
Resources
And Try to Develop
More!
INTERVENTION
MATCHING ACTIVITY
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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Why Keep an Intervention Log?
• 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
Wrap Up
THANK YOU