1. the 2015 - 2016 Growing Stronger, Reaching Higher

2. Agenda: –Housekeeping –Transition Heidi Keefer, Jana Crawford –Break –Intervention Michelle Snarr, Carin Cushing –Mythbusters Nate Marsden

3. Agenda: –Housekeeping –Middle School Math Carin Cushing, Heidi Keefer –Executive Functioning Interventions Andrea Parker, Michelle Snarr –Break –Intervention Jen Reese, Michelle Snarr –Mythbusters Andrea Parker –Upcoming PD: Blasting Through Behavior –December 17th New Staff –January 12th Focus on Autism –January 13 th –Class Lists –Parent Transition Nights: January 26 th & February 23 rd – 6:30 to 8:30 pm CTEC –Online registration

4. Interventions Learning Objectives: Define the difference between accommodations,modifications, and interventions.  Develop examples of accommodations, modifications andinterventions.  Understand the importance of having baseline data tocompare to intervention performance outcome

5. Accommodations vs. Modifications vs. Interventions

6.  Accommodations are changes made toinstruction and/or assessments to helpstudents fully access the general educationcurriculum without changing the instructional content. Accommodations do not change the learning expectations in regards to the academic content being taught.  What are some examples of accommodations? Student Learning with Accommodations Student Learning without Accommodations =

7.  Modifications are alterations made toinstruction and/or assessment thatchange, lower, or reduce learning expectations. Modifications change the learning expectations in regards to the academic content being taught.  What are some examples of modifications? Student Learning with Modifications = Student Learning without Modifications

8. Interventions  Interventions teach specific skills and strategiesto change student’s learning outcomes. Accommodation? Modification? Intervention? Sending alternate math homework? Extended time to complete work in a directed studies class? Give a copy of the teacher notes for lesson?

9. Organizational FactorsTier 2Tier 3 Time allotted for instruction 30 min 3-5 days/week45-120 min 5 days/week Instructional grouping5-8 students1-3 students Duration of intervention8-15 weeks20+ weeks Tier 2 and 3 Intervention Differences

10. Instructional FactorsTier 2Tier 3 Success rate of student responses Group is 80% successful on new material and 90% successful in review material Ensure that individual students are at least 80% successful on new material and 90% successful in review Intensity of progress monitoring Bi-weekly or monthlyTwice week/weekly Instructional focusUse of CORE and supplemental programs More strategic structures and remediation intervention programs Behavioral expectationsProvide structured systems to reinforce and correct challenging behavior Use functional behavioral assessment to develop a BIP Pre-correctionUtilize group pre- correction Individual pre-correction Amount of review and repetitions Review and practice of CORE concepts More intensive practice of CORE and remediation RTInetwork 2015

11. What Intervention Would You Put in Place? Darth Vader is an 11 th grade student. Darth Vader’s teacher decided to monitor his progress while providing differentiation of supports during his CORE instruction. Darth did not make the progress the teacher was hoping for. First, his teacher conducted an error analysis of his oral reading fluency. When asked to read a passage aloud, Darth stumbled over multi-syllabic words and often guessed when encountering unknown words. Darth read the passage at a slow and choppy rate without stopping for periods or pausing for commas. He answered comprehension questions slow with 86% accuracy. Darth was given a phonics screener and learned that he lacked automaticity and struggled to read blends and nonsense syllables accurately. What skills should be targeted in this student’s intervention program?

12. Data Collection Recommendations:  Collect 3-5 data points prior to starting interventions  The baseline performance serves as an initial marker to compare performance outcome  The length of time for the intervention should be sufficient to allow enough data to be collected to demonstrate whether that intervention was successful Wright 2013

13. Review an accommodation, modification, and intervention  An accommodation helps a student access the content standards  A modification changes the academic content being taught  Interventions changes the course of something  Tier 2 and Tier 3 interventions differ by increasing intensity, duration, explicit instruction, OTR’s, and feedback

14. Resources for presentation  N.A. (2015) Distinguishing between tier 2 and tier 3 instruction in order to support implementation of RTI. RTI action network. Retrieved on 12/8/15 from rtinetwork.org.  Wright, J. (2013) How the common core works. Intervention central. Retrieved on December 8, 2015 from www.interventioncentral.org www.interventioncentral.org

15. Recommended Books Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction. New York: The Guilford Press. Baumann, J. F. & Kame ’ enui, E.J. (2004). Vocabulary instruction: research to practice. New York: The Guilford Press. Diamond, L. & Gutlohn, L. (2006) Vocabulary handbook. Berkeley, CA: CORE. (www.corelearn.com)www.corelearn.com Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York, New York: Teachers College Pres. 15

16. Recommended Books Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD. Marzano, R.J., & Pickering (2005). Building academic vocabulary: Teacher ’ s manual. Alexandria, VA: ASCD. Stahl, S. A. (1998). Vocabulary development. Cambridge, MA : Brookline. Stahl, S. A., & Kapinus, B. (2001). Word power: what every educator needs to know about teaching vocabulary. Washington, DC: NEA. 16