Presentation on theme: "Group Intervention Meetings. Partnerships Pick someone near you to be your partner. The person with the next birthday is bacon. The other person is eggs."— Presentation transcript:
To determine which students are in need of interventions, decide what intervention best fits each student’s needs, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.
Who sits at the table? Principal Literacy Specialist/Title I Counselor (if talking behavior) Grade level team May also include –S–Special Education teacher –E–ELL teacher –S–School Psychologist –T–Teacher representatives from other grade levels –P–Paraprofessionals
Facilitator Data manager Communicator Recorder One person may have several roles Roles may change based on topic of conversation (i.e. literacy, behavior, etc) Roles
Facilitator Data manager Communicator Recorder Calls the meeting Directs the meeting agenda Keeps track of time Roles
Facilitator Data manager Communicator Recorder Collects the data that is discussed at the meeting Roles
Facilitator Data manager Communicator Recorder Notifies team of location and time of meeting Tells people what they may need to bring Reviews norms Roles
Facilitator Data manager Communicator Recorder Takes notes on action items Sends notes to team members within 1 day Roles
Norms Why are team norms important? – Reduces Conflict & Stress within the Team. – Enables Team Members to Hold Each Other Responsible – Early Resolution of Issues – Enables Team Members to Focus On their Goals & Objectives
Talk time Review who should be at the table, the roles and the importance of norms. What does your team do well with the infrastructure of our meetings? What do you still need to work on? With extra time please switch questions
Talk time Which components of a tracking and communication system do you believe are most essential? What do you believe is the next piece of the tracking and communication system that your district should work on? With extra time please switch questions
Group Intervention Data Meeting Agenda Purpose of Meeting: To determine which students are in need of interventions, decide what intervention best fits each student’s needs, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.
Advanced Organizer Decision making models: ATI & RTI Purposes of DBDM Three types of decisions: – Place – Change/Intensify Apply Decision Rules – Exit Changing Instruction – ICEL – Alterable Variables
Decision Making Models: ATI Aptitude by Treatment Interaction asks: How can we predict what treatment will work? Heavy front loading of assessment and resources Difficult to predict how a given student will respond Studies of ATI generally based on GROUPs
Decision Making Models: ATI Snow and Cronbach (1977) concluded that: " an understanding of cognitive abilities considered alone would not be sufficient " to explain learning, individual differences in learning, and aptitude treatment interactions. Snow (1989) summarizes Cronbach & Snow (1977) as: Many ATI combinations are complex and difficult to demonstrate clearly, and no particular ATI effect is sufficiently understood to be the basis for instructional practice. ATIs vary within individuals as a function of task and situation variables. Snow, R. (1989). Aptitude-Treatment Interaction as a framework for research on individual differences in learning. In P. Ackerman, R.J. Sternberg, & R. Glaser (ed.), Learning and Individual Differences. New York: W.H. Freeman.
Decision Making Models: RTI Response to Intervention asks: How do we know if what we are doing is working? Greater emphasis on assessing results Time and resources distributed systematically across screening, progress monitoring, and diagnostics only as needed
Purposes of DBDM Is what we are doing working? Instructional Design – Time – Design – Delivery System Variables – Standardization – Efficiency – Effectiveness
Who is Placed into Intervention? Decision Rule: Based on Screener: DIBELS, easy CBM, etc – All students who are strategic or intensive OR – Lowest 20% (10%, 15%) of students Consider: Resources (time & people) Balance of CORE and INTERVENTIONS
Example of Placement Decision Rule: TTSD Place students in the 20% group and begin weekly progress monitoring when: Academic skills fall below benchmark and place them in the lowest 20% compared to their peers on one or more of the following measures: DIBELS, IDEL, Reading curriculum based assessments, OAKS
Deficit: Big 5 of Reading Phonemic Awareness Phonics Fluency Vocabulary Comprehension Intervention Program from Protocol Time Design Delivery Matching Intervention to Need
Intervention Resources TTSD EBIS Handbook reading Protocol What Works Clearing House (http://ies.ed.gov/ncee/wwc/)http://ies.ed.gov/ncee/wwc/ National Center on Response to Intervention (http://www.rti4success.org/instructionTools) (http://www.rti4success.org/instructionTools New Slide
Driver: Performance Assessment Driver: Decision Support Data System
Decision Rules Decision rules guide how we decide if our interventions are working—and when to move on Your decision rules create consistency across grade levels and schools Determine how to intensify and individualize interventions Standardizes process for eligibility decision making
Key features of decision rules Set the grade levels for the decision rules (K, 1-6) Number of points below the aimline Give direction if the data is highly variable – Trendline analysis Duration of intervention /frequency of monitoring (Length of time in between meetings (6 to 8 weeks) Define success
Example from TTSD Change interventions when: Progress monitoring indicates 4 consecutive data points below the aimline. If data are highly variable (points are above and below the aimline), maintain the current intervention until 6 data points have been collected, analyze aimline and trendline.. Change intervention if the slope is flat or decreasing and the scores are below benchmark. Each time the intervention is changed the aimline should be redrawn using the median of the three data points prior to the intervention change as the starting point for the new aimline. For ELL Students, check the progress of the cohort group after each 8-week period to determine whether an individual student’s progress is significantly different from the group.
Example from Roseburg (Cont.) Change and intensify interventions when: Progress monitoring indicates 4 consecutive data points below the aimline. If data are highly variable, (points above and below the aimline), maintain the current intervention until 6 data points have been collected. Analyze aimline and trendline. Change intervention if the slope is flat or decreasing and the scores are below benchmark.
Example from Roseburg Change and intensify interventions when: Each time the intervention is changed, the aimline should be re-drawn using the median of the three data points prior to the intervention change as the starting point for the new aimline. For ELL students, check the progress of the co- hort group after each 6-week period to determine whether an individual student’s progress is significantly different from the group.
Example from North Clackamas Progress monitoring indicates three or more data points below the aimline after 20+ instructional sessions If data is highly variable, maintain the current intervention for another month to establish a trendline Progress is monitored weekly or biweekly.
Evaluating Interventions: Is What We Are Doing Working? AAA Apply Decision Rules: Is the student making adequate progress based on decision rules? Analyze: Is it an individual or a group problem? Action: Determine what to change
Apply: Is the Student Making Adequate Progress? 99 Aimline Chase
Analyze: Is it an Individual or a Group Problem? Cohort Group Analysis: Students who have similar literacy programming: – Grade level – Intervention program – Time – ELD level
Instruction Fidelity to program Appropriate instructional level Clarity of instruction Pace presentation of new content
Curriculum Instructional philosophy/approach Arrangement of the content and instruction Cultural relevancy Balance of skills vs. concepts
Environment Rules, routines and expectations Physical arrangement of the room, furniture, equipment, proximity to distractions, temperature, light, organization, noise
Learner Ability to attend or focus Special needs of learners Basic needs – sleep, food, shelter Last domain to consider when planning intervention
Variables Related to Student Achievement Desire to learn Strategies for learning Knowledge Skills Prior content knowledge Self-efficacy/helplessness Race Genetic potential Gender Birth Order Disposition Physical difference IQ Disability category Personal history Quality of instruction Pedagogical knowledge Content knowledge Quality of curriculum Quality of learning environment Quality of evaluation Quality and quantity of time/content Family income and resources Family housing Parent years of schooling Mobility Members of family Family values Socioeconomic status Family history Alterable Unalterable (hard to change) Within the studentExternal to the student
Alterable Variables Chart 114 http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdf Intensity Time Group Size Different program Fidelity Time/ Engagement
Example from TTSD Consider Exiting students from interventions when: The student has met the DIBELS grade level goal at the next benchmark three times consecutively. Core reading assessments and intervention assessments indicate grade-level proficiency. Student has met the benchmark goal on OAKS (for students in grades 3 to 5).
What comes off the plate? With your district team list all of the reasons that schools meet to discuss the academic and behavioral needs of students Cross off the meetings that can serve the same needs during a well run tier 2 meeting.
Talk time With extra time please switch questions
Talk time With extra time please switch questions