Intensive Intervention Day 2 - University of South Floridafloridarti.usf.edu/resources/pl_modules/intensive_interventions/day2/… · Tier 1 Core All Students Intensive intervention

Intensive Intervention – Day 2

Designing and Delivering Effective Tier 3 Interventions That Meet the Needs of

Struggling Students

Prologue

Introductions

Materials

Venue Information

Scheduled Breaks

Phones

Technology • Power strip under each

table

Flexibility

Norms Value everyone’s

input/expertise/strengths

What’s working and why?

Remain Positive

Be Learning Focused

Adhere to time-ordered

agenda

Use Parking Lot –

address at end of day

What’s your favorite movie?

Why?

Day 1 Review Intensive Intervention:

Purpose, foci, and implications

Best practices:

Intensifying Tier 1 core instruction

Universal Design for Learning (UDL)

Intensive Intervention:

Infrastructure

Implementation support necessary

http://floridarti.usf.edu/resources/training_modules/intensive_interventions/index.html



Reflection

How has the material from Day 1 impacted your

beliefs about:

– student learning and engagement?

– Intensive interventions?

How have you implemented the information in

your current role?

Review of Data from Day 1 Barriers:

Time

Resources

Collaborative Planning

PD

Administrative Support

Money

Buy-in

Shared vision

Time to plan with team

Learn from other districts

Supports:

• Technical Assistance

• PD

• Website

• More resources

Delivery Methods:

• Face-to-Face

• Virtual TA

• Online modules

Which Schools Need Intensive Interventions? M

illio

n S

tud

ents

5% of the population

3% of the population

~National Center on Intensive Intervention, p. 2. (March 2013)

Day 2 Focus on Intensive Intervention:

• Individual Student

• Your role to support

District School Teacher Student

A roadmap to where you (school/team) are going.

Intensive Intervention Planning

Objective #1- The WHAT

Apply a continuum of supports to address

high probability and high intensity barriers

to student engagement and learning

• Intervention aligned to core instruction

• Addressing knowledge/skill gaps

• Targeted support (level of intensity)

• Qualitative/quantitative intensity

• Generalizable supports

Objective #2- The HOW

Apply problem-solving skills to design and

implement effective intensive intervention

• Utilizing data to understand student needs and to

monitor progress

• Strategies and supports matched to student needs

• Intensity of interventions (closing of

gaps/acceleration)

Objective #3-The DO

Planning for Intensive Intervention

Let’s Dig In…

SWDs supported across tiers

SWDs are general education students first and are receiving

entitlement services in the general education setting

What is Intensive Intervention?

Tier 3 Targeted Instruction

Tier 2 Supplemental

Instruction

Tier 1 Core

All Students

Intensive intervention must include both:

• Intensification of instruction in Tiers 1 & 2, matched to student needs

• Explicit, systematic and integrated instruction

• Integrated supports that increase access to content, interaction with that

content, and provide options for expression of learning

-AND-

• Highly intense Tier 3 intervention

“What if we recognized that our inflexible

curricula and learning environment are

“disabled” rather than pinning that label on

learners who face unnecessary barriers?”

~Rose and Meyer, 2006, pg. vii

Increase Access and Interaction

to Content

Tier 3 Intervention Simulation

http://www.youtube.com/watch?v=RghazFvtSTI

Simulation Debrief

•What was it like to have received no support? •Group 1

•What was it like to have the support needed to

ensure understanding of the material? •Group 2

•What was it like to receive support that was

misaligned? •Group 3

Florida Standards

LACC.7.RL.2.4 :Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

http://www.cpalms.org/Public/PreviewStandard/Preview/5956

Desired Outcome

All students will complete the assessment with

a minimum of 80 percent accuracy.

Classroom Data

Assessment Results

Table Talk #1

How close was the teacher to reaching

her desired outcome?

What hypotheses do you have regarding

barriers that impacted the desired

outcome?

Independent Learning Skills

What are some hypotheses that you have

identified revolving around barriers that would be

considered independent learning skills?

Refer to the Independent Learning Skills

document

Focus on the middle column, “Observable

Student Characteristics”

Barriers

High intensity barrier-

significant impact on

individual student

engagement and

learning (e.g., small

group & individual

instruction, DI, aligned

with learning needs)

High probability barrier-

wide-spread or common

barriers that impact many

students’ engagement

and learning (e.g.,

integrate strategies that

support cognitive

processing through

academic instruction, DI,

provide adequate

instructional time)

Buckets of Barriers

High Intensity

Instruction

Curriculum

Environment

Learner

High Probability

Instruction

Curriculum

Environment

Learner

Across

Multiple

Domains

High

Intensity Instruction Curriculum Environment Learner

High

Probability Instruction Curriculum Environment Learner

Tier 3 Barriers Tiers 1 and 2 Barriers

Multi-faceted needs of students

Apply a Continuum of Support to Address

High Probability and High Intensity Barriers

to Student Engagement and Learning

1. Intervention aligned to core instruction

2. Addresses knowledge/skill gaps

3. Targeted support (level of intensity)

4. Qualitative/quantitative intensity

5. Generalizable supports

1. Intervention Aligned to Core

Instruction

Effective core instruction results from

intentionally matching strategies and supports

to student needs.

• Doing mismatched strategies and supports

more intensely (e.g., more often) will not

result in better outcomes.

• Intentionally matched strategies and supports

should be used to intensify instruction.

Interventions (no matter how intensive)

without effective core instruction will not

be sufficient for struggling students.

Organize instruction to allow for success.

Provide explicit or systematic instruction

with opportunities for practice and

feedback.

1. Intervention Aligned to Core

Instruction

Instructional Intervention

Components

• Intentionally foster retention of knowledge

and skills

• Reinforce prior knowledge to make

connections between understanding of old

and new concepts

• Provide multi-modal instruction to reinforce

concepts and engage students

• Scaffold learning to align with grade level

expectations

• Focus on generalizability and transfer of

skills to related core content areas and

authentic, real-life situations

• Link strategies and skills they are learning

to relevant content areas

Instructional Intervention

Components

Examples to Foster Retention

Application and generalizability of knowledge

and skills through:

utilization of a gradual release of

responsibility model

overcorrection activities

use of technology

Table Talk #2

Thinking back to the assessment data…

What would it look like to align interventions to

core instruction?

What supports would be necessary?

What strategies would be used?









2. Addresses Knowledge/Skill

Gaps Effective multi-tiered Interventions:

are designed to address high probability and high intensity barriers

are coordinated, integrated and cohesive

address students’ proximal and distal needs on a continuum

•intensity of problem •severity of problem

support student engagement

Tier 2 and Tier 3 Differences

When delivered in isolation, interventions

may not always be apparent as both typically

involve small group, explicit instruction.

How is T2 different from T3 in your

district?

Intensive Intervention Matrix









3. Targeted Support

-Level of Intensity-

Effective Tier 3 interventions are:

• provided to students who demonstrate both

intense needs (large gap in expected versus

current performance) and severe learning

problems (unresponsive to intervention)

• designed to ensure students successfully master

grade/content standards and achieve core

instructional goals

Examples of Ways to Increase

Intensity Pre-teach concepts or missing core

foundational skills

Preview skills to be taught in core instruction

Provide authentic opportunities to practice skills

in a variety of settings

Use explicit instruction to show students where

and when to apply compensatory skills

Have students set goals to show how self-

monitoring and progress monitoring can help

with achievement

Table Talk #3

Reflecting back to the assessment data, along

with hypothesized barriers…

How might the interventions look different for an

intense need vs. an intense and severe need?

What are the challenges to providing interventions

for intense and severe needs?









4. Qualitative and Quantitative

Intensity

Quantitative Intensifications

Qualitative Intensifications

22

Qualitative and Quantitative

Intensity

QUALITATIVE DIFFERENCES- variations in the type of

instruction provided and/or the focus of instruction

(e.g., delivery and focus of instruction, connection

between academic and behavior across multiple settings,

type of instructional delivery, narrowed focus)

QUANTITATIVE DIFFERENCES- variations in

intervention time and/or group size

(e.g., time, duration, group size, frequency of monitoring,

fewer priorities)










5. Generalizable Supports

• Normative • Transportable

Generalizable

Normative- Interventions are

normative when they do not stand out and stigmatize the student Earbuds Speech to Text Translator

Transportable- Interventions are made

transportable when students understand how, when, and why to utilize intervention strategies and supports Graphic organizers Organizational tool

Comprehension

strategies

Table Talk #4

In your district or school, what gaps exist in

applying a continuum of support to address

high probability and high intensity barriers to

student engagement and learning?

What role do you (or could you) play in

applying a continuum of support…


Objective #2-The HOW

Apply problem-solving skills to design and

implement effective intensive intervention

• Utilizing data to understand student needs and to

monitor progress

• Strategies and supports matched to student needs

• Intensity of interventions (closing of

gaps/acceleration)

Problem ID- Identify the Goal

What we want students to know, understand and be

able to do?

Desired behavior

Current performance

Expected performance

Peer performance

Gap analysis

Problem Analysis

WHY are they not doing it?

Identify variables that contribute to the lack of

desired outcomes.

Develop and validate/invalidate

hypotheses

ICEL

Develop & Implement Plan

Implement as intended

Fidelity

Evaluate

Response to Intervention

Evaluate fidelity

Modify as needed

Problem Solving Process

Problem Solving Intensity

Across Tiers

Tier 1: Universal/Systemic Barriers (e.g., poor instruction

Tier 2: Proximal Barriers (e.g., pre-requisite knowledge and skills, performance deficiencies, motivational concerns)

Tier 3: Wide variety of hypotheses

• Intense and in-depth approach

• Multiple barriers across multiple conditions

• Where can we target resources?

• Engagement barriers

Team Activity

Consider how the guiding questions could

help teams to develop effective interventions.

• Intensified Core and Tier 2 instruction

• Tier 3 interventions

Problem Solving Intervention

Often used for high intensity needs

Advantages:

• Allows for highly personalized intervention plans

for significantly struggling students

Disadvantages:

• Very resource intensive, limiting the number of

students whose needs can be effectively and

efficiently addressed and often impacting the

timeliness of intervention delivery

Problem Solving Approach

Tier 3 intervention planning entails

identifying specific barriers for a specific

student and planning personalized

interventions to address the student’s

specific needs.

Standard Protocol Intervention Often used to address high probability needs

Advantages:

• Less resource intensive than problem-solving approach

• Allows for planning of and resource allocation for specific

intervention programs before school begins.

Disadvantages:

• Does not result in the level of personalization often

needed by significantly struggling students.

• Planned intervention programming may not meet the

needs of all students, resulting in a mismatch between

student needs and intervention support.

Standard Protocol and

Problem Solving Hybrid • Determine high probability barriers and plan a

variety of standard protocol (high probability)

interventions available during the school day

• Utilize problem solving to match student needs to

standard protocol interventions and determine need

for individualization (both quantitative and

qualitative)

• Form groups with common barriers, with the

flexibility to allow for timely movement between

intervention groups/programs as student needs

change

Standard Protocol Approach

Tier 3 intervention planning entails

anticipating high probability (i.e., commonly

occurring) barriers of significantly struggling

students and providing interventions to

address those barriers

Problem-Solving to Design and Implement

Effective Intensive Intervention

1. Utilizing data to understand student needs

and to monitor progress

2. Strategies and supports matched to student

needs

3. Intensity of interventions (closing of

gaps/acceleration)

Data, Data, Data

“It is a capital mistake to

theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.”

Sir Arthur Conan Doyle

(1859-1930)

Using Data to

Understand Student Needs

1. Utilizing Data Data are used to:

• Identify students in need of intensive support Historical data, screening data, EWS

• Understand student needs Diagnostic assessment data, learning scales, Discovery

Ed., etc.

• Monitor student progress Progress monitoring data: academic, behavior,

engagement

• Evaluate effectiveness of tiered intervention

support Program evaluation data:

Academic, behavior, engagement

What do you use in your district for each of these?

Every system is perfectly

aligned for the results it gets.

Utilizing Data

What considerations do you need to keep

in mind when determining if a student

should move directly into Tier III supports?

Student Data Examples

1. Benchmark Assessment

2. Unit Assessment

3. Weekly Vocabulary

4. Daily In-Class Formative Assessment

5. Homework

6. In-Class Participation

7. Observational Data

8. Attendance






needs


gaps/acceleration)

Strategies and Supports

Matched to Student Need

• Ensure intensity of interventions are sufficient

enough to accelerate development

• One year’s growth will be insufficient for

students who are significantly behind

• Multifaceted needs

• Supporting both proximal/distal:

• Foundational skill gaps that impact grade-level

content mastery

2. Strategies and Supports

Matched to Student Need






needs


gaps/acceleration)

3. Intensity of Intervention

What to Expect…

• Some students will require supplemental

or intensive instruction long-term to

support mastery of grade level/content

standards

• Other students may need supplemental or

intensive instruction for shorter periods of

time

• Multiple needs

Underlying Needs

Consider other enabling behaviors that are

necessary for successful outcomes such as

independent learning skills that are likely lacking

in students with intense and severe needs. Refer to the Independent Learning Skills

documents. Review how these skills impact all areas of

learning.

Table Talk #5

How might independent learning skills

impact students throughout the day?

How do we incorporate independent

learning skills across tiers and content

areas?

Infrastructure to Support

In order to effectively provide supports at

student level there has be organizational

supports in place to …..

Resources

Leadership

Professional Development

Fidelity

Evaluation

Infrastructure to

Support Intensive Intervention

Resources

Time (scheduling)

Human (personnel)

Fiscal (money)

Material (curriculum/hands-on)


Intensive Intervention

Leadership

District

School

Teams

Provider



Professional Development

Formal whole group

Job embedded

PLC



Fidelity to:

Implement the critical components of an

multi-tiered system of supports (MTSS);

Use the problem-solving process across all

three tiers; and

Implement evidence-based instruction and

interventions matched to specific need(s).

Fidelity to the Implementation

of an MTSS • Professional development and support Technical assistance/coaching

• Data support Data sources and technology

• Leadership support Policies, expectations and evaluation

• Program evaluation On-going data collection to ensure

integrity of implementation and support

Fidelity to the

Problem Solving Process

The development of instruction and

interventions is based on this process.

If the process is flawed, then the

instruction and interventions developed as

a result of the process will be flawed.

Developing Decision Rules – as

a component of intervention plan

development.

Student Performance Results in Response to

Intervention

Good Questionable Poor

Deg

ree o

f Im

ple

men

tati

on

Fid

eli

ty

Qu

an

tity

or

Qu

ali

ty

High

• Continue

• Document success

• Share

• Consider standard

protocol use in future

• Consider more time

• Consider more

intervention

• Consider match to

need is sufficient

• Consider more

settings

• Check fidelity of PS

• Right goal?

• Right hypotheses?

• Right intervention?

selection?

• Right Intervention

design?

Moderate

• Continue

• Document intervention

aspects actually

delivered.

• Share success

• Consider standard

protocol development?

• Increase fidelity and

continue to monitor.

• Ensure PS fidelity

• Ensure sufficient

match with need.



• Ensure PS fidelity

• Ensure sufficient

match with need.

Low

• Continue…but,

• Question why progress

if no or low fidelity?

• Analyze and collect

info to answer why?

• Question why some

progress if no or low

fidelity?





Instructional/Intervention

Fidelity

The degree to which instruction and intervention are delivered as intended and how they are integrated across the tiers of service delivery.

How do we promote fidelity of implementation of intensive supports that will endure over time?

District and school leaders

• Consider the percentage of students that are

making sufficient progress toward goals

• Determine which interventions are most effective

Instructional personnel and intervention

providers

• Understand the effectiveness of specific

intervention approaches

• Expand effective interventions

• Refine or replace ineffective interventions

Evaluation of the Infrastructure to

Support Intensive Intervention


Prioritize and Share Out

Objective #3-The DO

Planning for Intensive Intervention

Intensive Intervention Planning Supports the student’s achievement of core instructional benchmarks, standards and goals

Includes (SMART) goals (specific, measurable, attainable, realistic and timely)

Increases student engagement with content through the use of specific strategies and supports

Outlines the support provided to core instructional personnel

Planning for Intensive

Intervention

Implementing Intensive

Intervention Consensus

Belief is shared

Vision is agreed upon

Implementation requirements understood

Infrastructure Development

Problem-solving process

Data System

Policies/Procedures

MTSS

Technology support

Decision-making criteria established

Implementation

Changing the Action Plan The action plan is a guide, a living document.

It is okay to change the plan.

Make sure the team understands:

What is causing changes to be made

Why the changes should be made

The changes to make (goals, steps, resources).

Team must be in agreement.

Update the action plan to reflect the changes.

Put revision date

Keep a copy of old action plan for records.

Considering what your

school/district has in

place for the successful

implementation of

intensive intervention…

"Would you tell me, please, which way I ought to go from here?"

"That depends a good deal on where you want to get to," said the Cat.

"I don't much care where--" said Alice.

"Then it doesn't matter which way you go," said the Cat.

"--so long as I get SOMEWHERE," Alice added as an explanation.

"Oh, you're sure to do that," said the Cat, "if you only walk long enough."

--From Alice in Wonderland by Lewis Carroll

What gaps have you identified in how your

school/district is providing intensive

intervention?

Where are you, compared with “ideal” implementation?

How can you build on what works?

Where do you go from here?

What do you need to do to get there?

One sticky note per response:

Closing

See you in the morning!

Documents

Intensive Intervention Day 2 - University of South Floridafloridarti.usf.edu/resources/pl_modules/intensive_interventions/day2/… · Tier 1 Core All Students Intensive intervention