Presentation on theme: "1 Accommodate Pro 4.0 Designing and Tracking Effective Interventions With Accommodate Pro TM Data Impact Software, L.L.C Jeff Crockett"— Presentation transcript:
1 Accommodate Pro 4.0 Designing and Tracking Effective Interventions With Accommodate Pro TM Data Impact Software, L.L.C Jeff Crockett email: firstname.lastname@example.org Ted Behn email: email@example.com@dataimpactsoftware.com Judy Mayle email: firstname.lastname@example.org@charter.net Zana Tauriainen email: email@example.com
2 Credits : Sharon LaPointe (Beekman & LaPointe, P.C) Bernard Travnikar (Travnikar Innovation Resources) Chris McElvoy (Wayne RESA) Pat Drake (Wayne RESA) Judy Arkwright (Wayne ATRC) Kathi Tarrant-Parks (Wayne ATRC) Plymouth-Canton Community Schools: Bob Hayes, Julie Woodhams, Kathy Sykes, Kathy Grodus, Johnita Payne, IST Committee Data Impact Software: Judy Mayle (Retired Curriculum Resource Consultant) Ted Behn (Retired Principal) Zana Taurianen (Retired Speech Pathologist)
3 It was six men of Indostan To learning much inclined, Who went to see the Elephant (Though all of them were blind), That each by observation Might satisfy his mind The Blind Men and the Elephant John Godfrey Saxe The First approached the Elephant, And happening to fall Against his broad and sturdy side, At once began to bawl: God bless me! but the Elephant Is very like a wall! The Second, feeling of the tusk, Cried, Ho! what have we here So very round and smooth and sharp? To me tis mighty clear This wonder of an Elephant Is very like a spear! The Third approached the animal, And happening to take The squirming trunk within his hands, Thus boldly up and spake: I see, quoth he, the Elephant Is very like a snake!
4 The Fourth reached out an eager hand, And felt about the knee. What most this wondrous beast is like Is mighty plain, quoth he; Tis clear enough the Elephant Is very like a tree! The Blind Men and the Elephant (continued) John Godfrey Saxe And so these men of Indostan Disputed loud and long, Each in his own opinion Exceeding stiff and strong, Though each was partly in the right, And all were in the wrong! The Fifth, who chanced to touch the ear, Said: Een the blindest man Can tell what this resembles most; Deny the fact who can This marvel of an Elephant Is very like a fan! The Sixth no sooner had begun About the beast to grope, Than, seizing on the swinging tail That fell within his scope, I see, quoth he, the Elephant Is very like a rope!
5 When intervention teams view student problems through a single lens, they often fail to see critical data that not only could help identify the true cause of a problem, but also lead to an effective intervention. Its a behavior problem. Its a family problem. Its ADD. Its a nutrition problem. Its a reading problem. Its a language problem.
6 Forms are documents that are completed to fulfill bureaucratic requirements. One set of forms is provided to document and report all student problems. Paper forms are filed in a cabinet. Documentation: The Old Paradigm
7 If the only tool you have is a hammer, you tend to see every problem as a nail. Abraham Maslow Abraham Maslow Another problem with the old paradigm…
8 Forms are tools designed to solve problems. Forms are tools designed to solve problems. Tools are provided in multiple formats. Tools are provided in multiple formats. Data are shared electronically. Data are shared electronically. Teachers select and use tools that support their teaching style and address the diverse needs of students. Teachers select and use tools that support their teaching style and address the diverse needs of students. The New Paradigm Intervention Tools
9 Providing multiple ways to document Tracking student strengths and preferences define problems Offering alternate intervention formats Recording results of interventions Sharing student information electronically Accommodate Pro 4.0 Supports the New Paradigm by :
10 ACADEMIC SYSTEMS BEHAVIOR SYSTEMS 1– 5% 5 - 10% 80 - 90% UNIVERSAL SCREENING SCHOOL-WIDECLASSROOM-LEVELINTERVENTIONS PROGRESS MONITORING SMALL GROUP, RAPID RESPONSE INTERVENTION 1 TO 1 Accommodate Pro Tracks Data for Both Academic and Behavior Systems
11 Accommodate Pro Supports the Problem Solving Process Implement Plan Evaluate Define the Problem Learning & Behavior Profiles, Student & Parent Surveys, Behavior Rating Scales, Functional Behavior Assessment Recording Behavior Develop a Plan Intervention Planning Worksheet, Positive Behavior Support Planning Worksheet, Student Support Plan, Accommodation and Supports Plan, Intervention Meeting Notes Student Assessment, Assessment History, Formative Assessment, Curriculum Assessment Summary, Behavior Frequency Summary, AT Needs Assessment Response to Intervention, AT-Response to Intervention, Archive of Meeting Notes, Intervention Team Fidelity Checklist
12 Accommodate Pro supports the Response to Intervention process by tracking Results of universal screening assessments Results of universal screening assessments Consultations with teachers, principal, and others to determine best approaches Consultations with teachers, principal, and others to determine best approaches Results of skill probes Results of skill probes Student progress Student progress …and by providing a way to organize student data and prepare reports for intervention team meetings.
13 Accommodate Pro Documents Tier 1, 2, and/or 3 Interventions TIER 1: Alignment of Curriculum, Instruction, and Assessment Effective Instructional Strategies School-wide SIP Interventions, e.g. Writing Across the Curriculum Articulated Course Sequences TIER 2: Supplemental Programs Credit Recovery Programs RtI Problem-Solving Teams Design Plan TIER 3: Tutorials Individualized Education Plans High Quality Instruction Strategic Interventions Intensive Interventions
14 Accommodate Pro Supports The 14 Best Intervention Practices 1.Charles Kettering said that a problem well-defined is a problem half-solved. -- AP prompts teachers to describe students problems in specific, behavioral terms. 2.Establish a baseline before beginning an intervention. -- AP provides a means to record baseline data. 3.When encountering multiple problems, first pick the problem that has the greatest educational impact. -- 3.When encountering multiple problems, first pick the problem that has the greatest educational impact. -- AP provides a system for documenting teacher, parent and student concerns which helps to prioritize the relative impact of multiple student problems.
15 Best Practices Continued 4.Student and/or parent input should always be considered -- AP provides both a parent and student survey. 4.Interventions should always consider a desired outcome and the barrier that is preventing the student from attaining the outcome. -- AP provides a way to document both desired outcomes and student barriers. 5.Always check for health and medical factors, such vision, hearing, nutrition, sleeping habits or a diagnosed medical condition. --AP guides teachers, parents and students to report health and medical issues.
16 Best Practices Continued 7.Check office records and contact previous teachers -- AP provides a checklist of actions that teachers should take as a first step in documenting a problem. 8.Interventions should consider student learning style and strengths. -- AP provides a tool to record a students learning style and strengths. 9.Student, parent, and teacher commitment should be documented with signatures. -- APs intervention plans include a place for students, parents and teachers to acknowledge acceptance of the plan.
17 Best Practices Continued 10.Intervention plans should specify the mode and frequency of communication between home and school. -- APs Student Support Plan includes a checklist to record the way parents and teacher intend to communicate. 11.At intervention meetings, schedule an update and assign responsibilities. -- APs intervention plans include a follow up date and assignment of responsibilities. 12.Consult an administrator immediately when a student problem poses a danger to self or others. -- Act first, document in AP later.
18 Best Practices Continued 13.Remember that interventions provide valuable information even when they dont lead to successful student outcomes. -- APs archive of meeting notes helps teacher avoid interventions that have not worked in the past and suggests strategies that are more likely to succeed. 14.An electronic database system offers the most efficient way to collect data, develop plans and archive interventions. -- AP provides a comprehensive system to document and share interventions.
19 We are continually faced with a series of great opportunities --brilliantly disguised as insoluble problems. John W. Gardner John W. Gardner When parents, students and instructional support teams work together, intervention plans can become great opportunities to significantly improve, if not completely resolve, even the most difficult learning or behavior problems.