Interventions ARC Chairperson Training 1

1997 Special Education Regulation 1997 Special Education Regulations …providing incentives for whole-school approaches and pre-referral intervention to reduce the need to label children as disabled in order to address their learning needs 2 18 Years

3 707 KAR 1:300 Section 3. Referral System (2) …ensuring that each child has been provided appropriate instruction and intervention services prior to referral. (3) The LEA shall ensure that: (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and 707 KAR 1:300 Section 3. Referral System (2) …ensuring that each child has been provided appropriate instruction and intervention services prior to referral. (3) The LEA shall ensure that: (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and

4 707 KAR 1:300 Section 3. Referral System (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents. 707 KAR 1:300 Section 3. Referral System (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents.

Qualified Personnel Personnel who meet the statutory or regulatory qualifications for each respective profession currently applicable in this state. 707 KAR 1:002 Section 1 (49) 5

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Systems Model for Academics and Behavior Academic Systems Behavioral Systems 5-10% Targeted Interventions 1-5% Intensive Individualized Interventions 80-90% School-Wide Programming Decisions about tiers of support are data-based 7

Universal Screening Quick to administer and score Provides quantitative data (a number) Focused on foundational skills in a subject area or basic behaviors All students, 3 times a year Identify above, on and below-grade level students 8

Diagnostic Assessment Time to administer and score varies greatly Provides qualitative data (names specific skills lacking) and sometimes quantitative data, as well. Focuses on foundational skills All students placed in Tiers II or III by the universal screener Identify specific foundational skills for focus in intervention 9

Research-Based Instruction and Intervention 10 OSEP Comments to Federal Regulations FR, Volume 71, No 156, page 46683

Interventions can be… PROGRAMS Focused on a specific skill deficit determined by a diagnostic assessment Evidenced-based and proven to work when implemented with fidelity Provided by qualified person LEARNING STRATEGIES Evidence-based and proven to work when implemented with fidelity Must be implemented with fidelity specific to the strategy being used (not all strategies require the same intensity and/or duration) 11

Reading Interventions Example Elementary ▫Learning Strategy: Repeated reading Middle ▫Learning Strategy: Self-questioning strategy High ▫Learning Strategy: Inference strategy 12

Writing Interventions Example Elementary ▫Strategy: Fundamentals of sentence-writing strategy Middle ▫Strategy: Proficiency of sentence-writing strategy High ▫Strategy: Theme-writing strategy 13

Mathematic Interventions Example Elementary ▫Strategy: CRA Instructional Strategy Middle ▫Strategy: CRA Instructional Strategy High ▫Strategy: CRA Instructional Strategy 14

Behavior Interventions Example Elementary ▫Strategy: Restorative Practices Middle ▫Strategy: Restorative Practices High ▫Strategy: Restorative Practices 15

Progress Monitoring Data Collection Tools Must assess the targeted deficit Must be consistent (specifically in relation to difficulty/grade-level) over time Must use to measure at regular intervals Examples (not exhaustive): *DIBELS probes *Frequency Count *CBM *Interval Recording 16

Data Collection Schedule The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently. 17 If Progress is MonitoredThen Effectiveness May Daily, as part of instructionBe determined within 2 weeks Twice a weekBe determined within a month WeeklyBe determined within a quarter (~9 weeks) QuarterlyNot be determined, even after a year An Administrator’s Guide to Measuring Achievement for Students with IEPs

Progress Monitoring Reasonable Intervals  Collection and comparison of data points to evaluate effectiveness of intervention and student progress  If performance is consistently around goal line, continue intervention.  If at any time multiple data points fall below the goal line, change or modify the intervention 18

Which of these pieces of data are necessary in the intervention phase? Screenings (health and universal) Diagnostic/Benchmark assessment data State and district assessments Loss of instructional time due to discipline issues and attendance Classroom work and grades Staff observations Progress monitoring data Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) Information from the parents 19

Decisions are based on… 20

Showing Appropriate Instruction and Intervention Academic and Behavior Concerns ▫Is there documentation the school tried to address concerns? ▫Was the child’s instruction changed in some way to try to address concern? Document strategies. ▫Did student receive any Tier 1, 2, and 3 interventions? ▫Is there on-going progress data? ▫How was data collected and documented? 21

Prior to or as Part of a Referral 22 In General Education Setting

Intervention Resources National Center of Response to Intervention: National Research Center of Learning Disabilities: Intervention Central National Center on Student Progress Monitoring

A Guide To The Kentucky System Of Interventions (KSI) 24 /ksi/Documents/KSIRtIGuidanceDocum ent.pdf /ksi/Pages/ksiIC_InterventionTab.aspx