Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions

Transcription

1 Matching Intervention to Need and Documentation of Tier 2 and Tier 3 Interventions Bismarck Public Schools andrea_seibel@bismarckschools.org eleanora_hilton@bismarckschools.org

2 Tools are Online District Website Employees Response to Intervention (on left-hand side) Rate of Progress, Intervention Tracking Forms, List of Approved Interventions, How Too Guides, Four Quadrant Sorts, FAQs, Problem Solving Forms

3 BOY Triangle based on Reading Selection This is just a starting point for determining if students need interventions and if so, what that intervention will be. These students have been identified as being at varying levels of risk for academic failure based on three pieces of data: Classroom Performance, Triggers or MAP, and DIBELS Based on our knowledge of these students, are these levels a realistic representation of their level of need? What data (body of evidence) supports moving a student to a different level of risk?

4 A student has been identified as being at risk Now what? What data can we use to determine which domain of reading to consider starting intervention with? What data do we have to show groupings of students with similar areas of need for possible intervention groups?

5 Four Quadrant Sort A tool to organize students into four areas of need based on DIBELS Oral Reading Fluency (ORF) words correct per minute (wcpm) and percentage accuracy scores at the time of district benchmark assessments.

6 Directions: 1 st grade completes Four Quadrant Sorts MOY & EOY. 2 nd -6 th Grades complete Four Quadrant Sorts BOY, MOY, & EOY. Make sure you have the appropriate sort for your grade level; the cut scores are specific to grade levels. Put a next to the appropriate benchmarking period (BOY, MOY, EOY) in each of the four quadrants.

7 The number next to the benchmarking period indicates the cut score for each quadrant of the sort (the scores will increase throughout the year as grade-level expectations increase). Example: 2 nd grade (BOY): Quadrant 1 consists of students reading equal to or above 44wcpm with 95% or higher accuracy. Quadrant 2 consists of students reading 43wcpm and lower with 95% or higher accuracy. Quadrant 3 consists of students reading 43wcpm and lower with 94% or lower accuracy. Quadrant 4 consists of students reading equal to or above 44wcpm with 94% or lower accuracy.

8 Teachers should use their ORF benchmark data from BOY, MOY, and EOY to sort all students identified in Tier 2 and Tier 3 as well as students from Tier 1 with academic concerns. Once the names are sorted, teachers should highlight students from Tier 3 with pink and students from Tier 2 with yellow to help distinguish identified levels of concern.

9 Once the four quadrant sort has been completed the categories that students have been sorted into can serve as a starting point for determining a specific area of concern. Students within the individual quadrants with similar scores may be grouped specific to their shared area of concern.

10 Quadrant 1: Comprehension

11 Quadrant 2: Fluency

12 Quadrant 3: Phonics

13 Quadrant 4:Accuracy

14 What are your thoughts? Find a partner from a different table Ask a question or answer a question based on your 3 column chart

15 Progress Monitoring Tools Comprehension DIBELS Retell Fluency DIBELS ORF--WCPM Phonics DIBLES ORF WCPM and Accuracy Accuracy DIBELS Accuracy Blending DIBELS NWF Segmenting DIBELS PSF Sounds DIBELS ISF

16 Matching Intervention to Need

17 Matching Direct Evidence Strategies to Need

18 Find your partner Ask or answer a question based on your 3 column chart

19 Now What? Tier 3 documentation (16-22) -electronic ILP documentation Tier 2 documentation (10-12) -document in DIBELS notes section Students who are upper part of Tier 2 (13-15) -determined by Rate of Growth

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21 Tier 3 Documentation Reading Selection Score 16-22: All students in Tier 3 Intervention should be documented on an Electronic ILP

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29 Tier 2 Documentation For Students with Reading Selection Score Intervention can be documented in DIBELS Notes section

30 Entering Data in DIBELS Notes Click on Data Entry Progress Monitoring Data

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33 Upper Tier 2 For Students with Reading Selection Score Use Rate of Progress to determine whether to document on an Electronic ILP or in DIBELS Notes

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35 Your Turn Calculate Desired Rate of Progress Calculate Actual Rate of Progress Which documentation would you use?

36 End of Year Goal: 114 WCPM

37 End of Year Goal: 110 WCPM

38 Tier 1 Reading Selection Score 0-9: Students in Tier 1 can be progress monitored, but academic and behavioral needs should be met through differentiation of Core Instruction

39 Clarify or define at your table: In what case do you use DIBELS notes to document intervention In what case do you use electronic ILP to document intervention Appoint a spokesperson

40 Do you write an ILP for a student on an IEP? Only if the area of need is NOT covered by the IEP. Example: IEP has goal in the area of math, but not reading. You would document the reading intervention.

41 Best Practice Progress Monitoring Guidelines: Changes to an intervention/strategy should not be made until there are six data points to base the decision on. If there are three to four consecutive data points above the aim line, the goal should be increased and the intervention/strategy should be continued. If there are three to four consecutive data points below the aim line, fidelity to the plan should be checked first and changes to the intervention may need to occur. If there is an inconsistent data trend, fidelity should be considered prior to intensifying or changing the intervention/strategy.

42 Decision Making Guidelines for Intervention Plan Reviews The response to instruction/intervention is considered Positive when the gap between expected performance and observed performance is closing. Questionable response to instruction/ intervention exists when the rate at which the gap is widening slows considerably but is still widening, or when the gap stops widening but closure does not occur. Response to instruction/intervention is considered Poor when the gap continues to widen with no change in rate of progress after the instruction/intervention is implemented.

43 Positive Response The current instruction/intervention may be continued with the same or increased goal. Or, the current level of instruction/ intervention may be faded gradually to determine whether the same level of intensity of instruction is necessary for student success.

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45 Questionable Response The first question to be asked is one of intervention implementation fidelity- Was the intervention implemented as intended? If NO, then supports to increase implementation fidelity are put in place. If YES, then the intensity of the current instruction/ intervention may be increased for a short period of time. If rate of progress improves, then instruction is continued at the more intense level. If the rate does not improve, then the team must determine if the appropriate area of concern as been identified and if the intervention is matching the need.

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47 Poor Response When the response is poor, the same question of implementation fidelity is asked. Again, if implementation fidelity is problematic, supportive strategies to increase implementation fidelity are employed. If implementation integrity is good, then the you must ask: 1. Is the instruction/intervention aligned with the area of need, or are there other interventions to consider? 2. Is the area of concern identified correctly?

48 Is the intervention aligned with the specific area of concern? Are there other areas of concern to consider? Was the area of concern identified correctly?

49 Think, Pair, Square In your group, what is the most important question you would like answered Write the question on sheet of paper Large group discussion

50 Fidelity The purpose of monitoring implementation fidelity is not to evaluate the teacher s/ interventionist s performance. Rather, it is to ensure that the team is making decisions based on what was actually provided to the student. Ultimately, the purpose for each component of RTI is to increase student outcomes. Planning supports for the person delivering the instruction/intervention, such as training, coaching, documentation methods, and materials, helps the team monitor implementation fidelity.

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54 Wrap Up: What should to be brought back to your school? What support, if any is needed?