1. D ESIGNING & I MPLEMENTING INTERVENTIONS Shelly Dickinson, MTSS Trainer Charles Eccleston, MTSS Trainer

2. Group Norms Start and end on time Keep cell phones on silent mode and put away Be fully present and actively participate Refrain from sidebar conversations Remain open to different or opposing views

3. Participants will… Understand how to use a tiered system to provide interventions Learn the components of an effective intervention Designing interventions (resources) to match specific skill deficits Recognize the requirements of progress monitoring in the MTSS process Expected Outcomes

4. Overview of Hand-Outs MTSS (RtI) Share Point Resources Planning Standards Within MTSS Accommodations vs. Interventions Intervention Design, Components & Fidelity Chart Nick’s Math Data to Design an Intervention

5. Brevard’s MTSS Share Point  Brevard’s MTSS Guidebook  Brevard’s MTSS SharePoint  Click on Documents  Folder – (MTSS Class 3– Implementing Interventions)

6. W HAT D OES I NSTRUCTION L OOK LIKE IN A M ULTI -T IERED F RAMEWORK ?

7. 3 Tier Model A Multi-Tiered Framework of Instruction

8. Planning Standards-Aligned Instruction Within MTSS

9. What about the student is causing a problem? STOP!!! What about the interaction of the curriculum, instruction, and learning environment should be altered so that the student(s) will learn? This shift alters everything else! Instead A Shift in Thinking for Planning a Standards-Based Lesson

10. I.C.E.L. Instruction - how skills are taught – Pacing – Opportunities to respond – Activities – Practice opportunities – Review Curriculum - what skills are taught – Content – Skill level Environment - where skills are taught – Classroom management strategies – Engagement strategies – Negative to positive ratios – Classroom stimuli – Exposure to peers Learner - to whom the skills are taught – Health/medical history – Schooling history – Personal history – Beliefs – Interests

11. Think – Pair - Share How does instruction intensify throughout the tiers: Core Supplemental Intensive? How does looking at assessments (students responding to instruction) change throughout the tiers? What types of data are we collecting? How often? How does the planning address student engagement throughout the tiers? CoreSupplementalIntensive Instruction Assessments Student Engagement

12. Interventions Let’s Discuss

13. Define Intervention Instruction that supplements and intensifies classroom curriculum/instruction to meet the need of the student Teach NEW skills to remediate a deficient skill Interventions are developed to help the student acquire the necessary skills to be able to eventually succeed independently with Core Instruction

14. Match the Intervention to the Skill Deficit/Student Need Performance deficit or skill deficit? – Performance Deficit - Factors interfering with student’s capability of performing the skill – Skill Deficit - Student lacks skills to successfully complete task What is the root cause of the problem? Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

15. Common Areas of Difficulty Reading – Phonemic awareness – Phonics/decoding – Fluency – Vocabulary – Comprehension Math – Conceptual understanding – Procedural fluency – Strategic competence – Adaptive reasoning – Productive disposition Attention to task – Can’t – Won’t – Don’t Behavior – Obtain something – Attention – Escape or avoid something Task Setting – Poorly developed skills

16. What is Not an Intervention? Guided reading group or use of leveled reading materials during Core Instruction Small flexible groups for projects Moving a student’s seat Review and practice independently Scaffolding or differentiating the task during core instruction Guided writing and conferencing Extended time to complete assignments Administer test in several sections Allow for frequent breaks Repeat or confirm directions Regular best teaching practices automatically used in response to an immediate need such as extended time, repeated directions

17. Intervention or Not? 1.A group of 6 students in Mrs. Jones’s 3 rd grade class is receiving guided reading during the 90 minute reading block using Level L materials, 3x per week for 20 minutes with the classroom teacher. 2. A group of 4 students in Mr. Smith’s 2 nd grade are working with the teacher 4x per week for 15 additional minutes to work on number sense concepts. Immediate feedback is provided and motivational activities are used. Progress monitoring data was collected weekly using a Math Probe. 3. A student was not able to have his materials ready at the start of each period; thereby impacting the student’s overall academic performance in the classroom. The teacher charted how often this was an issue as compared to his peers. The teacher designed a file system for the student and monitored his progress (assignment completion) each period for 3 weeks. Turn and Talk

18. D ESIGNING AN EFFECTIVE I NTERVENTION

19. Does One Size Fit ALL?

20. What Makes an Intervention Evidenced-Based and Effective?  All the prominent trusted sources for information concerning evidenced-based interventions in reading, math, writing, and behavior point to eight components that make an intervention effective.  A good intervention program either has the following components built in or the teacher builds them in.

21. Intervention Design Determine the level of intensity… The further away the student is from the benchmark, the more intense the instruction/ intervention should be. Page 98

22. Page 99

23. Fidelity Check Chart Page 102

24. C ASE STUDY - MATH Problem Solving to Design Interventions

25. I NSTRUCTIONAL RESOURCES WITH BUILT - IN I NTERVENTION STRATEGIES

26. Instructional Resources What Works Clearinghouse National Center on Intensive Intervention

27. Instructional Resources What Works Clearinghouse

28. Instructional Resources Please Note: These examples are for illustrative purposes only; we are not endorsing any specific products. What Works Clearinghouse

29. Instructional Resources CPALMS - Collaborate, Plan, Align, Learn, Motivate, Share CPALMS - Collaborate, Plan, Align, Learn, Motivate, Share eIPEP - Electronic Institutional Program Evaluation Plans ELFAS - English Language Arts Formative Assessment SystemEnglish Language Arts Formative Assessment System IBTP - Items Bank and Test Platform FSL - Florida School Leaders PMRN - Progress Monitoring and Reporting Network

30. Instructional Resources ELFAS Resources The IRIS Center Instructional routines for Small Groups Learn Zillion Read Write Think Reading Rockets Teaching Channel Why Teach Spelling Latin and Greek Word Elements Persuasive Speeches: Planning a Lesson Series Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research

31. Instructional Resources: Vocabulary Anita Archer Strategic Literacy Videos Visuwords Vocabulary Instruction: Vocabulary building: Building Vocabulary: Prefixes, Common Content Area Roots and Affixes: Teaching Morphology: Enhancing Vocabulary Development andVocabulary Development and ReadingReading Comprehension Improve your Vocabulary: Double Your Vocabulary in a Month via Latin & Greek roots:

32. Instructional Resources: Comprehension Graphic Organizers: Intervention Central: Learning Network: Reading Quest: ReadWriteThink: Research and Reading: Research to Practice Brief: Stem Starters: Reading Comprehension Strategies: TeacherVision: Seven Strategies to Teach Students Text Comprehension: Reading Strategies for the Secondary Classroom: ReadWriteThink- Graphic Organizers:

33. Instructional Resources Syntactic Knowledge Resources Cohesive writing: Cohesion: Skill focus: Cohesion Examples of Cohesive Features: Persuasive Writing Marking Guide: Cohesion Rubric Connectives: Fitting Another Piece of the Vocabulary Instruction Puzzle

34. Instructional Resources: Handwriting, Spelling, Keyboarding Read Write Think Why Teach SpellingWhy Teach Spelling (Checklist) Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research Latin and Greek Word ElementsLatin and Greek Word Elements (Root Words, Roots and Affixes) Persuasive Speeches: Planning a Lesson Series Computer Skills – Keyboarding Skills Keyboarding Activities Powertyping

35. Math Instructional Resources National Center on Intensive Intervention These documents offer examples of how to apply standards-relevant instruction across core instruction, supplemental intervention, and intensive intervention as well as to support students with significant cognitive disabilities. Standards-based examples include the following math topics: computation of fractions, fractions as numbers, number system/counting, place value, basic facts, and algebra.. The NCII also has developed sample lessons and activities related to the standards to support special education teachers, interventionists and others working with students with intensive needs. See the sample lessons and activities.computation of fractions fractions as numbersnumber system/countingplace valuebasic factsalgebraSee the sample lessons and activities

39. Self Regulated Strategy Resources Graphic Organizers: Writing Instructional Chart Reading Quest: ReadWriteThink: Research and Reading: ReadWriteThink- Graphic Organizers:

40. Wrap Up