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A collaborative project between the Florida Department of Education and the University of South Florida Y3D2 SBLT Tier 3 Intervention Design School Implementation.

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Presentation on theme: "A collaborative project between the Florida Department of Education and the University of South Florida Y3D2 SBLT Tier 3 Intervention Design School Implementation."— Presentation transcript:

1 A collaborative project between the Florida Department of Education and the University of South Florida Y3D2 SBLT Tier 3 Intervention Design School Implementation Blueprints

2 Advance Organizer Y3D1 Content Review Skill Assessment Review Integrated T1, T2, T3 Scheduling Review of Master Schedule & Resource Maps T3 Intervention Development Review of Randy - Comprehensive Intervention Plan Columns 1-3 Tier 3 - Comprehensive Intervention Plan - SBLT Data

3 Tier 3 Prob. ID & Analysis Essentials Tier 3 PS extends from previous PS at T1/T2 Don’t assume “lack of effectiveness” Gap analysis used to verify focus of instruction Effective hypotheses requires content experts Question: Why aren’t the T1 & T2 services we provided working for this student? PS model with fidelity at T3

4 Y3D1 Skill Assessment Review 1.For which steps did your team successfully apply the problem-solving process? For which steps did the team have difficulty? What factors helped or hindered the team when using problem-solving to address the student’s needs? 2.Why is it important to calculate the gap between the target student and the expected level as well as the peers and the expected level? What information does it provide? What challenges does your team face when calculating gaps? 3.Having data on peers for some content areas and skills can be a challenge. What can be done to increase the chances that peer data will be available at problem-solving meetings (e.g., Intervention Assistance Team, School-Based Intervention Team, Student Success Team, RtI Team)? 4.In what domains (i.e., Instruction, Curriculum, Environment, Learner) were most of your potential reasons (i.e., hypotheses) for why a student is not meeting expectations focused? Were there any domains that were focused on more than others? Were there any domains that weren’t addressed that you believe should have been? 5.What barriers exist to validating hypotheses by using data during problem- solving meetings? What can teams do to increase the chances that hypotheses can be validated at these meetings?


6 Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized, Interventions. Individual or small group intervention. Tier 2: Targeted, Strategic Interventions & Supports. More targeted interventions and supplemental support in addition to the core curriculum and school-wide positive behavior program. Tier 1: Core, Universal Instruction & Supports. General instruction and support provided to all students in all settings. Revised

7 Tiers of Service Delivery I II III Problem Identification Problem Analysis Intervention Design Response to Intervention

8 Features of Integrated Tiers ALL students receive Tier 1 Goal is improved academic and behavioral outcomes for all students Organized around levels of instruction and intervention that are matched to student need

9 Interventions are designed to be coordinated with core curriculum Organizes educational resources efficiently and effectively Promotes prevention, early identification, early intervention Features of Integrated Tiers (cont.)

10 Student performance needs drive movement between tiers - up and down Endorse research-based instruction/intervention Successful implementation relies on highly effective teachers and related services personnel Features of Integrated Tiers (cont.)

11 Intensified instruction/intervention is provided to students in direct proportion to their individual needs via Tier 2 and Tier 3 Features of Integrated Tiers (cont.)

12 Annual Growth (Tier 1) All students Year’s worth of progress for each year of instruction in core subject Relies on excellent initial teaching Perpetuates the four-to-six year range of incoming Kindergarten achievement (Fielding, Kerr & Rosier, 2007)

13 The 6-Year Range (Fielding et al., 2007)

14 Catch-up Growth (Tier 2/Tier 3) Students who are behind Catch-up growth is annual growth PLUS some Easiest to make EARLY Primary driver of catch-up growth is increased instructional time (Fielding, Kerr & Rosier, 2007)

15 Kennewick study: Annual Growth for All Students, Catch- up Growth for Those Who are Behind Lynn Fielding, Nancy Kerr, Paul Rosier—2007 ISBN: How a school district in Washington met their goal of 90 percent of third graders reading at or above grade level.

16 Table Talk What is your school’s approach to assuring that students make annual growth? What is your school’s approach to assuring that students make catch-up growth?

17 In most cases… When students start school behind, they stay behind Current remedial programs do not catch up lagging students Annual growth occurs, but very little catch-up growth occurs (Fielding, Kerr & Rosier, 2007)

18 The most cost-effective way to provide extended reading instruction to virtually all students is to lengthen the standard reading block and make direct instructional time proportional to need instead of available time slots. (Fielding, Kerr & Rosier, 2007)

19 Increased Instructional Time Standard amounts of instructional time usually generate annual growth Students who are behind need extra direct instruction Increases in instructional time should be proportional to deficiency

20 Reality Check Students who are three years behind at the end of Kindergarten may require minutes of direct instructional time each day during first, second, and third grades to catch up by end of third grade.

21 Increased Instructional Time Students who are 3 years behind need more minutes than those who are 1 year behind. Catch-up growth typically achieved by “running longer” and “running smarter”, not “running faster.” Direct instructional time does not include practice time, SSR, spelling, etc. (Fielding et al., 2007)

22 Example from Annual Growth…Catch-up Growth Calculating proportional increases in instructional time: Suppose a state has set its fourth grade reading standard at the 50 th percentile. Suppose a student (Tony) finished second grade scoring at the 12 th percentile. What will it take to get Tony to the standard?

23 Example (con’t) Assumption: With normal instructional time (reading block, e.g.), Tony should make one year’s growth/annual growth. Bad news: Without catch-up time, Tony will still be at the 12 th percentile at the end of fourth grade.

24 Example (con’t) State standard:50 th percentile Tony’s status: 12 th percentile The difference: 38 points Point difference divided by 13: 2.9 years (Rule of thumb: On a national level, in elementary reading, each 13 percentile points represents approx. one year’s growth)

25 Example (con’t) Calculating instructional minutes: Daily minutes for annual 3 rd gr. growth: 80 Daily minutes for annual 4 th gr. growth: 80 Additional daily minutes to make three additional years of growth: 240 Total 3 rd /4 th grade daily minutes: 400

26 Example (con’t) Dividing the total minutes between third and fourth grade shows that Tony needs 200 minutes of direct reading instruction in both third and fourth grades to reach the 50 th percentile by the end of fourth grade. Example taken from Annual Growth…Catch-up Growth, Fielding et al., 2007)

27 Table Talk How would you provide for a student who needs 200 minutes of daily, direct reading instruction in order to make annual and catch-up growth?

28 Scheduling Considerations Common time for reading blocks vs. Staggered time for reading blocks Pros and Cons?

29 Example of Staggered Reading Blocks with “Walk and Read” (Sarasota County) TeamReadingWritingMathScience/SSSpecial Area Lunch K 8:45-10:3010:30-11:301:35-2:3512:15-12:5012:50-1:3511:30- 12:15 1 8:45-10: :3011: :30- 11: :30-12:159:45-10:308:45-9:451:15-1:401:40-2:2512:30-1: :30-12:159:30-10: :308:45-9:3012: :45-2:308:45-9:3510:20- 11:20 11:20-11:559:35-10:2011:55- 12: :45-2:309:45-10:258:45-9:4511:50-12:3510:25- 11:10 11:10-11:50

30 Example of School Level Schedule Volusia County

31 Example of Grade Level Schedule

32 Kennewick study: The schools tried more time. It worked. They kept on doing it. They saw direct correlation between increased instructional time and reading growth. Improved reading skills positively impacted math scores.

33 “Students must read well to do well. It matters little what else they learn in elementary school if they do not learn to read at grade level.” (Fielding et al., 2007) What traditional assumptions about the Master Schedule does this viewpoint challenge?

34 Using your school’s Master Schedule and Resource maps, consider: 1)Does your schedule allow for an integrated tiered approach? 2)If the typical school day has 375 minutes, how many of those are spent in direct instructional time at your school? Scheduling Exercise

35 Scheduling Exercise (con’t) 3) Are changes to the Master Schedule required in order to provide intensified instruction in direct proportion to individual needs at Tiers 2 and 3? If so, what changes are needed?

36 TIER 3 INTERVENTION DESIGN Designing Individualized, Intensive Instruction

37 What do we know about Tier 3 Instruction? Intensive - increase time - narrow focus - reduce group size Individualized Student intensely behind and/or not sufficiently responsive to core and strategic Small percentage of students

38 What do we know about Intervention Design and … its relationship to Problem Analysis? evidence-based hypotheses? the progression from prediction statement? specificity?

39 Problem Analysis Intervention Design The problem is occurring because ______________. If ___________ would occur, then the problem would be reduced.

40 Intervention Selection/Design & Implementation in Context Identify the Problem Monitor Progress Analyze the Problem Implement Intervention Evaluate Intervention Effectiveness Timeline  Select/Design Intervention

41 Problem Definition & Problem Analysis have revealed information the problem solving team will use to determine what and how the students need to be taught. The purpose of Intervention is to create an instructional match

42 More Less Measurement Frequency Measurement Precision Depth of Problem Analysis Instructional Time Measurement Focus Evidence Base Group Size Less

43 Principles of Intervention Design Intervention should be designed to: Adjust what is being taught and / or how it is taught

44 Principles of Intervention Design Intervention is… Planful- procedures to be applied are specified clearly and completely Environmentally Focused- actions taken modify the environment not the student Goal Directed- the team writes an ambitious, yet attainable goal statement prior to intervention design

45 Designing an Intervention Plan Person(s) Responsible: These should include names of those implementing the intervention, supporting the intervention, collecting the data and making decisions about the effectiveness of the intervention. Targeted skills & Instructional strategies: Specific information about What & How to teach here Implementation Arrangements: Determine: Where, When-(frequency, length of time), Materials Measurement Strategy: Measurement conditions (how, what, where, monitoring schedule) Decision-making Plan Determine frequency of data collection, number of data points/decision rule

46 Comprehensive Intervention Plan Development

47 From “Tiered Instruction and Intervention in a Response-to-Intervention Model” by Ed Shapiro Available at: ion/ar/ServiceDelivery/1 ion/ar/ServiceDelivery/1

48 Comprehensive Intervention Plan - Randy

49 Comprehensive Intervention Plan - Your Student

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