3 Tier Leadership Team Implementation Training: Day 5 The Intervention Continuum Oakland Schools Early Childhood Special Education 248.209.2000 1

The Intervention Continuum

What is a tier of intervention? Layers of intervention responding to student needs Each tier provides more intense intervention Aimed at preventing reading difficulties TIER III TIER II TIER I www.oakland.k12.mi.us

The 3-Tier model of instruction Consortium on Reading Excellence, Inc (Core): Teaching Reading Sourcebook Handout Go over the 3-Tier delineation page in the handout Caution: do not plan for intervention for > 20% of your classroom; if an instructional area is lacking in the data, need to improve your core instruction www.oakland.k12.mi.us www.oakland.k12.mi.us 4

The continuum of interventions in a 3 Tier model Is our Tier I core program sufficient? Collect universal screening data Enter, organize, summarize and display data Determine the acceptable percentage of proficiency Identify the percentage of students who are proficient and not proficient Make a comparison Fork in the Road: Determine what worked? Does anything need to be done with the core programming? www.oakland.k12.mi.us

Tier II: Supplemental/strategic instruction What should Tier II instruction look like? Tier II Instruction requires: Systematic and explicit instruction with modeling, multiple examples, and feedback to students Pacing to match each student’s skill level Providing students with multiple opportunities to participate and respond Providing students with corrective feedback Tier II interventionists coordinate with the general education classroom teacher so that Tier II instruction can be used to pre-teach and review skills. www.oakland.k12.mi.us

Tier II: Supplemental/strategic instruction When should Tier II instruction start? Tier II instruction starts as soon as possible after students have been identified through benchmark testing. www.oakland.k12.mi.us

Tier II: Supplemental/strategic instruction How long is a round of Tier II instruction? One round of Tier II instruction lasts 10 to 12 weeks (approx. 50 sessions). After the first 10- to 12-week round of Tier II instruction, a decision should be made about the student’s instructional needs. The options to be considered include: Exiting Tier II instruction Another round of Tier II instruction Entrance to Tier III instruction for intensive intervention Referral for special services (dyslexia, 504, etc...) www.oakland.k12.mi.us

Tier II: Supplemental/strategic instruction How are students selected for Tier II instruction? List students for whom the core instruction is not sufficient. Determine what specific supplemental instruction is needed: Group students with similar instructional needs Identify current resources to match instructional needs Identify additional resources needed to match instructional needs Determine how supplemental instruction will be delivered: Decide who will provide instruction Decide when, where and how often instruction will occur Determine how treatment integrity will be monitored www.oakland.k12.mi.us

Tier III: Intensive intervention How are students selected for Tier III instruction? There are three ways: If a student has participated in two rounds of Tier II instruction and has not made sufficient progress even after adjustments to instruction If after receiving only one round of Tier II instruction because the student shows a marked lack of progress and further Tier II instruction is deemed insufficient to put him/her back on track A student who has received previous Tier III instruction and has exited may re-enter Tier III as needed www.oakland.k12.mi.us 10

Tier III: Intensive intervention Tier III interventionists coordinate with the general education classroom teacher so that Tier III instruction is aligned with the classroom reading program and carry-over of skills is maximized. www.oakland.k12.mi.us 11

Key elements of effective intervention systems Professional Development: Well trained teachers who understand the process of learning to read, how to identify children lagging behind in literacy development, and how to monitor the growth of critical reading skills. Progress Monitoring: Progress monitoring takes place and is graphed on a regularly scheduled basis with a specific goal. when using multiple intervention programs: how do you know when an intervention is coordinated with the core? How do you communicate with the classroom teacher and all staff members working with a student? How do you measure progress? Consider instructional focus + instructional delivery model/ method; who is at the table for grade-level meetings? Parent support/ instructions at home??? www.oakland.k12.mi.us www.oakland.k12.mi.us 12

Key elements of effective intervention systems Explicit & Systematic: Instruction that is provided at the onset of a problem, and is systematic, explicit and targeted (i.e.: modeling, guided practice of skills/ strategies, and feedback are used). Intensive: Instruction that is delivered intensively (30 minutes, 4-5 days/week), with a consistent lesson structure, most often in small groups (1:6 or 1:4) by the most highly qualified teachers. when using multiple intervention programs: how do you know when an intervention is coordinated with the core? How do you communicate with the classroom teacher and all staff members working with a student? How do you measure progress? Consider instructional focus + instructional delivery model/ method; who is at the table for grade-level meetings? Parent support/ instructions at home??? www.oakland.k12.mi.us www.oakland.k12.mi.us 13

Key elements of effective intervention systems Supplemental: Instruction that is supplemental to but coordinated and communicated with the core reading program so that carry-over of skills/ strategies is maximized. Supportive materials: Are available to help structure interventions and provide scaffolded instruction and practice activities at the appropriate level of difficulty. www.oakland.k12.mi.us www.oakland.k12.mi.us

Key elements of effective intervention systems Leadership: Within the school to allocate intervention resources appropriately and to monitor the use of those resources. Personnel: To assist the classroom teacher in providing intensive interventions to the students most in need. www.oakland.k12.mi.us www.oakland.k12.mi.us

Activity: Differentiating intervention Current State Meets Expectation Professional Development Progress Monitoring Explicit, Systematic, Targeted Instruction Intensive Instruction Supplemental to Core Supportive Materials Supportive Leadership Allocated Personnel & Resources www.oakland.k12.mi.us www.oakland.k12.mi.us

Belief System: What does this progress monitoring data mean? www.oakland.k12.mi.us www.oakland.k12.mi.us

The Charles Darwin School: "They are achieving commensurate with their ability." The Pontius Pilate School: "If they applied themselves more and practiced at home, maybe it would make a difference." The Chicago Cubs Fan School: "They are making some progress and we need to make sure they are feeling good about what progress they are making." The Henry Higgins School: "Have we ensured we have a good fit with our intervention approach and time allocated? And, what have we learned works and doesn’t work with this child that will help us determine what to adjust?" What we believe  what we see what we do what we get www.oakland.k12.mi.us 18

Instructional variables checklist What can we do when we are not getting the results we were expecting? www.oakland.k12.mi.us www.oakland.k12.mi.us

Team reflection Has your school established a 3-Tiered system of service delivery that includes Tier 2 and Tier 3 supports? www.oakland.k12.mi.us www.oakland.k12.mi.us

Team Reflection and Planning