1. Group Intervention Review (20% Meetings)
Data Day
February 9, 2016
Intervention Review Process
This presentation will lead participants through the nuts and bolts of meetings to look at the effectiveness of interventions. The presentation will look at ways that staff can work together to reduce curricular chaos for students through wise data based decision making. Decision rules will be discussed and how they help to standardize the intervention process for staff and students alike.

2. Data-Based Decision Making with Decision Rules
RTI Essential Components
Standards of
Practice
Data-Based Decision Making with Decision Rules
Training Coaching
Fidelity
SLD Decision Making
Progress Monitoring
Interventions
Screening
Core
Leadership
Teaming/Data-Based Decision Making
Professional Learning & Support
Culture

3. RTI Team Meetings Tier 1 Tier 2 & 3 Tier 3 100% Meetings
Placement Meetings
Individual Problem Solving Meetings
Reading
Behavior
Attendance
EWS Review Meeting
Group Intervention Review Meetings

4. Purpose of the Session
Learn about Group Intervention Review Meetings (Reading)
Logistics
Who attends, how often, when?
Meeting process & decision making
Guiding questions, decision rules

5. What are Group Intervention Review Meetings?
Teams meet on a regular schedule to use data and standardized decision rules to determine if interventions are working or need to be modified.
So kids don’t fall through the cracks
Not making I feel/I believe judgments
So kids don’t stay in interventions forever

6. Team Time:
Do you currently have a way of answering the question for interventions: “Is what we are doing working?”
If so, what does that look like?
How is it working for your students?

7. How do you “Install” Group Intervention Review Meetings?

8. What are your tasks?
Develop Standards of Practice for Group Intervention Review Meetings
Logistics of the meetings
Decision Rules
Group or individual student need?
When do you change an intervention?
What is constitutes an intervention change?
When do you exit students from interventions?
Develop professional development & fidelity processes for Intervention Review
Add additional decision rules

9. Purpose of the Session Learn about Group Intervention Review Meetings
Logistics
Who attends, how often, when?
Meeting process & decision making
Guiding questions, decision rules

10. Installation Matrix

11. Logistics: Who Attends
Buildings Determine the Structure
Grade Level Team?
Building Implementation/Leadership Team?
Content Area Team?
D. Other?
Required Members:
Administrator, Intervention Teacher, General Education Teacher, Specialists as needed.

12. Logistics: How Often Every 6 to 10 weeks.
*At least every quarter
Research-based interventions do not always work immediately.
In 6-10 weeks, we do not necessarily expect that the intervention has worked, but we expect that the intervention is “working”.

13. How do you decide how often to meet?
Skill need of the group
phonics/fluency or vocabulary/comprehension
Progress monitoring tool(s)
Frequency of progress monitoring
Fluency or comprehension

14. Logistics: When do we meet?
After school?
Before school?
During school?
Ensure it’s on the year long calendar.

15. Have a Guidance Document
Guides your team’s decision making
Keeps you focused on decision rules
Keeps you solution focused
Helps to avoid storytelling

16. Sample Guiding Questions Document

17. Who will document your changes?

18. Document in all related places

19. Who will notify parents?
Inform parents of student’s placement & progress in intervention
Call parent
Progress reports

20. Who will track attendance?
Be sure to track attendance in the intervention period

21. Team Time: Standards of Practice
With your team, start to develop your standards of practice for Group Intervention Review Meeting logistics:
Who will meet?
How often?
When will we meet?
Who completes the paperwork?
How will we communicate decisions?

22. Purpose of the Session Learn about Group Intervention Review Meetings
Logistics
Who attends, how often, when?
Meeting process & decision making
Guiding questions, decision rules

23. The Problem Solving Process
Tier 3:
Individual Problem Solving Meetings
FEW STUDENTS
Tier 2/3:
20% Review Meetings
SOME STUDENTS
What is the problem?
Why is the problem occurring?
What are we going to do about the problem?
How is it working?
Either remove or fix to focus on tier 2/3
Tier 1:
100% Meetings
ALL STUDENTS

24. Group Intervention Review process
Use Decision Rules
Group or Individual problem?
1. Problem Identification
What’s the problem
GROUP
INDIVIDUAL
2. Problem Analysis
Why is the problem occurring?
Check ICEL
for GROUP
Start with FIDELITY
Check ICEL
for INDIVIDUAL
3. Plan Development
What are we going to do about the problem?
Make a change for the GROUP
Make a change for the INDIVIDUAL
4. Plan Implementation & Evaluation
How it it working?
Implement for 6-10 weeks

25. Sample Guiding Questions Document

26. Standards of Practice: Decision Rules
Change to MS one.

27. Decisions Rules for Group Intervention Review Meetings
When to modify interventions for the group versus the individual student
When to exit individual students from intervention
When to modify interventions for an individual student
When to intensify interventions for individual students

28. Data-Based Decision Rules…
…help us decide if what WE are doing is working
Using your progress monitoring data
…create consistency across “grade levels” and schools
…determine how to intensify interventions
…standardize the process for eligibility decision making

29. RTI = TIR TIR = Thinking Is Required
Decision rules should trigger us to stop and think.
Decision rules won’t make the decision for you, but they will tell you when you need to make a decision.

30. Team Time
How will you explain to your staff the importance of having decision rules AND following them when making decisions?

31. Decisions Rules for Group Intervention Review Meetings
When to modify interventions for the group versus the individual student
When to exit students from intervention
When to modify interventions for an individual student
When to intensify interventions for individual students

32. Group Intervention Review process
Group or Individual problem?
1. Problem Identification
What’s the problem

34. Consider modifying interventions for the group when:
What is enough success for your intervention group/s?
70%?
80%?
60%?

35. Group or Individual Problem?

36. Group or Individual Problem?

37. Practice

38. Practice

39. Group Intervention Review process
Use Decision Rules
Group or Individual problem?
1. Problem Identification
What’s the problem
GROUP
INDIVIDUAL
2. Problem Analysis
Why is the problem occurring?
Check ICEL
for group
Start with FIDELITY
3. Plan Development
What are we going to do about the problem?
4. Plan Implementation & Evaluation
How it it working?

41. FIDELITY

42. What constitutes an intervention?
What Is Fidelity?
What constitutes an intervention?
Degree to which the evidenced based curriculum is implemented the way it was intended
Fidelity = Consistency and Accuracy
Fidelity = Integrity
Gersten et al., 2005; Mellard & Johnson, 2007; Sanetti & Kratochwill, 2009

43. Why Is Fidelity Important?
Ensures that instruction has been implemented as intended
Allows us to link student outcomes to instruction
Helps in the determination of intervention effectiveness and instructional decision-making
National Center on Intensive Intervention
(Pierangelo & Giuliani, 2008)

44. Team Time
Are you using a research based intervention for interventions?
Are you implementing the intervention as designed?
Has the interventionist received sufficient training to implement the intervention?
What are your barriers with fidelity to interventions?

46. Why might the problem be occurring? The Group
Instruction:
Curriculum:
Environment:
Learner:
What you teach
How you teach
Jon
Where you teach
Who you teach

47. Why might the problem be occurring? The Group
Instruction:
Curriculum:
Environment:
Learner:
Modeling & guided practice?
Opportunities to respond?
Performance feedback?
Other?
Lesson difficulty?
Focus skill match?
Accelerating learning?
Other?
FIDELITY
Jon
Physical setup?
Classroom management?
Other?

48. Active Engagement Rates
Materials
Accuracy Rate
Opportunities to Respond (OTRs)
New Material
80%
4 to 6 per minute
Previously Learned Material
90%
8 to 12 per minute

49. Why might the problem be occurring? The Group
Instruction:
Curriculum:
Environment:
Learner:
Modeling & guided practice?
Opportunities to respond?
Performance feedback?
Other?
Lesson difficulty?
Focus skill match?
Accelerating learning?
Other?
FIDELITY
Jon
Physical setup?
Classroom management?
Other?

50. Is the curriculum at the appropriate level?
Children with weak skills often show poor learning because the content is too challenging
Level
Direct Instruction
Independent Work
Mastery
n/a
> 97%
Instructional
70-85%
93-97%
Frustration
< 70%
< 93%
If student is at frustrational elvel then materials can be adjusted (made easier) so that the student can respond with 93% accuracy for independent work and with 70% accuracy when working with the teacher. For example, is direct support might be needed if student accuracy is low, because they need more corrective feedback from the teaher
Example…. If a student is below the 25th percentile they are at the frustrational level.

51. Why might the problem be occurring? The Group
Instruction:
Curriculum:
Environment:
Learner:
Modeling & guided practice?
Opportunities to respond?
Performance feedback?
Other?
Lesson difficulty?
Focus skill match?
Accelerating learning?
Other?
FIDELITY
Jon
Physical setup?
Classroom management?
Other?

52. Environment Is PBIS being implemented? Effective classroom management?
Expectations
Routines
At least 4:1 positives
Effective classroom management?
Effective instructional practices
Relationship with teacher

54. What is the need?

55. Group Intervention Review process
Use Decision Rules
Group or Individual problem?
1. Problem Identification
What’s the problem
GROUP
INDIVIDUAL
2. Problem Analysis
Why is the problem occurring?
Check ICEL
for GROUP
Start with FIDELITY
3. Plan Development
What are we going to do about the problem?
Make a change for the GROUP
4. Plan Implementation & Evaluation
How it it working?

57. What Can We Change? The Group
Instruction:
Curriculum:
Environment:
Learner:
Modeling & guided practice?
Opportunities to respond?
Performance feedback?
Other?
Lesson difficulty?
Focus skill match?
Accelerating learning?
Other?
FIDELITY
Jon
Physical setup?
Classroom management?
Other?

58. Document Your Changes

59. Individual Students

60. Decisions Rules for Group Intervention Review Meetings
When to modify interventions for the group versus the individual student
When to exit students from intervention
When to modify interventions for an individual student
When to intensify interventions for individual students

61. Intervention Assessment Data
What data do you use?
Progress Monitoring
Intervention Assessment Data
Core Assessments

62. Consider changing interventions for the individual student when:
More than 70% of students in the group are making adequate growth and the student/s is unsuccessful as demonstrated by:
4 consecutive progress monitoring data points below the aimline or
Flat or decreasing slope with scores below benchmark (if data are highly variable)
Supporting data from interventions/core

63. 4 Data Points Below the Aimline
50th %ile

64. Frank Sam George Maria Aimline Aimline Aimline Aimline
50th %ile
50th %ile
Aimline
Aimline
George
Maria
50th %ile
50th %ile
Aimline
Aimline
Decision Rule: 4 Points below the Line

65. When data are variable
Examine the trendline
50th %ile

66. What about EL Students? Cohort groups
Nov 2010
What about EL Students?
Cohort groups
How do their skills and growth compare to students with similar language, acculturation, etc.?
Language (native)
Level of native language proficiency
Level of English language proficiency
Length of time in school/entry grade
Length of time in country
Mobility/Attendance
Coaches will help you with this at your district

67. Group Intervention Review process
Use Decision Rules
Group or Individual problem?
1. Problem Identification
What’s the problem
GROUP
INDIVIDUAL
2. Problem Analysis
Why is the problem occurring?
Check ICEL
for GROUP
Start with FIDELITY
Check ICEL
for INDIVIDUAL
3. Plan Development
What are we going to do about the problem?
Make a change for the GROUP
4. Plan Implementation & Evaluation
How it it working?

70. Attendance Number of sessions attended? Number of sessions available?
Percentage attended?

72. Why might the problem be occurring? The Individual
Instruction:
Curriculum:
Environment:
Learner:
Modeling & guided practice?
Opportunities to respond?
Performance feedback?
Other?
Lesson difficulty?
Focus skill match?
Accelerating learning?
Other?
Physical setup?
Behavior supports?
Other?
Language?
Culture?
Social-emotional?
Physical?
Other?

73. Additional Diagnostic Assessment
Look to your Assessment Protocol
Assessments to consider
Intervention Placement Test
Phonics Screener
CORE Assessments
DRA
QRI
Informal observations of the intervention
Not needed
for EVERY child

74. Group Intervention Review process
Use Decision Rules
Group or Individual problem?
1. Problem Identification
What’s the problem
GROUP
INDIVIDUAL
2. Problem Analysis
Why is the problem occurring?
Check ICEL
for GROUP
Start with FIDELITY
Check ICEL
for INDIVIDUAL
3. Plan Development
What are we going to do about the problem?
Make a change for the GROUP
Make a change for the INDIVIDUAL
4. Plan Implementation & Evaluation
How it it working?

75. What Can We Change? The Individual
Instruction:
Curriculum:
Environment:
Learner:
Modeling & guided practice?
Opportunities to respond?
Performance feedback?
Other?
Lesson difficulty?
Focus skill match?
Accelerating learning?
Other?
Physical setup?
Behavior supports?
Other?
Language?
Culture?
Social-emotional?
Physical?
Other?

76. INSTRUCTION
CURRICULUM
ENVIRONMENT

77. Document Your Changes

78. Document Your Changes

79. Remember Notify Parents
Inform parents of student’s placement & progress in intervention
Call parent
Progress reports

80. Decisions Rules for Group Intervention Review Meetings
When to modify interventions for the group versus the individual student
When to exit students from intervention
When to modify interventions for an individual student
When to intensify interventions for individual students

81. Consider exiting the student from interventions when:
There are 4 consecutive scores above the aimline and they are at or above the 50th percentile, and
The student meets the grade level benchmark on SBAC.

82. Group Intervention Review process
Use Decision Rules
Group or Individual problem?
1. Problem Identification
What’s the problem
GROUP
INDIVIDUAL
2. Problem Analysis
Why is the problem occurring?
Check ICEL
for GROUP
Start with FIDELITY
Check ICEL
for INDIVIDUAL
3. Plan Development
What are we going to do about the problem?
Make a change for the GROUP
Make a change for the INDIVIDUAL
4. Plan Implementation & Evaluation
How it it working?
Implement for 6-10 weeks

83. Professional Learning/Development

84. Professional Learning
How will you train your staff on
Your decision rules?
Your intervention review meeting process?
What resources do you need?
Time?
Materials?
Training personnel?

85. Fidelity/Monitoring Plan

86. Fidelity Who will monitor?
How will you ensure decision rules are being followed?
How will you ensure the process is working?

87. Implement

88. Refine and Adjust

89. Team Time
Start working on developing your district’s decision rules around:
When to make a change
What is a “change in intervention”
How will you communicate why you have these decision rules, and the importance of following them, to your staff?