1. I MPLEMENTING INTERVENTIONS AND PROGRESS MONITORING Shelly Dickinson MTSS Trainer

2. Participants will… Understand how to use the tiered framework to provide interventions Learn the components of an effective intervention Match interventions (resources) with specific skill deficits Recognize the requirements of progress monitoring in the MTSS process Expected Outcomes

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

4. 3 Tier Model A Multi-Tiered Framework of Instruction

5. Planning Standards-Aligned Instruction Within MTSS

6. Table Talk 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

7. What are the Components of MTSS? Speaking the LINGO! 1. Tiers of Instruction: Students who do not respond to high-quality standards-based classroom instruction (Tier 1) and supplemental instruction (Tier 2) receive more intensive, individualized evidence- based instruction (Tier 3). Tiers are the level of intensity of the intervention. 2. Progress Monitoring: Data-based documentation of repeated assessments reflecting student progress. 3.Data Based Decision Making: Students who don’t respond to these interventions or require a highly individualized program to progress are evaluated in a more comprehensive manner.

8. Interventions Let’s Discuss

9. 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

10. Types of Interventions Skill Deficit – Student lacks skills to successfully complete task Performance Deficit – Factors interfering with student’s capability of performing the skill

11. Match the Intervention to the Skill Deficit/Student Need What is the root cause of the problem? – Lack of Phonological Awareness – Phonics/Decoding/Text Processing – Fluency – Comprehension Performance deficit or skill deficit? Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

12. Classroom Interventions CRITICAL AREAS Reading- – Phonemic awareness – Phonics/decoding – Fluency – Vocabulary – Comprehension Math- – Conceptual understanding – Procedural fluency – Strategic competence – Adaptive reasoning – Productive disposition Consider instructional hierarchy – Acquisition – Fluency – Generalization – Adaptation Behavior – Obtain something – Attention – Escape or avoid something Task Setting – Poorly developed skills

13. What is Not an Intervention? Guided reading group or use of leveled reading materials 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 Word walls, editing check lists, etc. Regular best teaching practices automatically used in response to an immediate need such as extended time, repeated directions

14. Intervention or Not? 1.A group of 6 students in Mrs. Jones’s 3 rd grade class is receiving guided reading using Level L materials, 3x per week for 20 minutes with the classroom teacher. 2. A group of 4 students in Mr. Smith’s 4th grade are working with the teacher 4x per week for 15 minutes to increase math procedural fluency. 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

15. Intervention Infrastructure

16. Infrastructure Necessary for Intervention Implementation Leadership MTSS vision/mission aligned with the School Improvement Plan (SIP) School-based leadership team MTSS implementation plan Data-Based Problem Solving Data-based problem solving Communication and Collaboration Communicated expectations and accountability Capacity Building/Infrastructure Organized and strategic capacity building for implementation Master schedule that allows time for data collection Master schedule that allows time for collaboration Master schedule that allows time for multiple tiers of intervention Multiple Tiers of Support Resource allocation – Materials, personnel, etc

17. Intervention Model for Elementary Intervention block is 30 minutes a day. It is scheduled throughout the day based on grade level scheduling: – Model 1: Teachers keep their own students; provide small group instruction and blended learning using computer programs – Model 2: Grade levels divide up students based on needs and each teacher has a group. – Model 3: Partnering Teachers Share Students – Good model if too many teachers on a grade level or for intermediate teachers. Good model for location barriers.

18. – Who: Grade level teachers, instructional asst., ESE teachers, (5 th and 6 th ), speech, all hands on deck. – When: 8:15 – 8:45 am (Grades 1 - 6) – How: Group students by skill deficit, enrichment area, reading or math. Smallest group should be for the neediest kids and instructed by most qualified Work as a grade level to determine resources, instruction, who’s teaching what Model: Walk to Intervention School-Wide

19. – Cycle: a three week period of continuous supplemental instruction – Progress Monitoring: occurs after a 3 week cycle. Progress monitoring data is gathered. At risk students are re-assessed. Teachers meet to reorganize groups and instructors. – Cycle 1: September 7 – 24 – Progress Monitoring Week: Sept. 27 – Oct. 1 – Cycle 2: October 4 – 22 – Progress Monitoring Week: Oct. 25 -29 – What are the barriers? Compromise, Integrity, Flexibility, ????? Intervention Cycles

20. 3 rd Grade – Walk to Intervention (Turner Elementary) CVC Skill 2 (Jungovich 506) CVC Skill 2 (Mazziotti 801) Blends Skill 3 (Ross 507) Comp/Fluency Voyager (Shelton/Pagan) Comprehension Anthologies (Walsh 504) Comprehension Anthologies ( 505) Sherman Tiffany Gabriel Jane Bob Ross DeeDee Trevor Walsh Jake Kayla Ray (9) SRA Jungovich Caleb Sara Travis Dwight Ashley (5) Jungovich Bradlee Lillie Terri Walsh Christopher Ross(6) Joe Tom Pagan Group (3 rd Grade Pod) Jungovich Sara Joe Logan Lucia Daniel Walsh Charles A.J. Jospeh Colton (9) (Room 501) Trenton Dante J Dave Moe Nick Andrews Tommi Ross David Megan Shane Najet Jamie James Diamond Cassandra (15) Jungovich Zachary Kari Kate Nick Pam Dan Jon Derrick Bry Ed Wyatt Joey Sam Bobby Walsh Jim Dana Bill Elaina Javier (19) Walsh George Sophia Harvey Ken Christina Silvia Stever Eli Brianna Abel Ross Ethan Destiny Aiden Chris Tristi Melina Ki Kevin Jescee Dylan Alexis Ericka (22) Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 2 Instructional Delivery: SRA Instructional Delivery: 95% Group Phonics Library Lessons and Decodable Text for Skill 3 Instructional Delivery: Voyager Passport F Instructional Delivery: Comprehension through Anthologies Instructional Delivery: Comprehension through Anthologies Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: PSI Form B and C Progress Monitoring Tool: Voyager Passport RCT Progress Monitoring Tool: CARS Progress Monitoring Tool: CARS

21. Riviera Elementary – Grade 2 Intervention Groups

22. What are the barriers that interfere with intervention implementation? Complete the Problem/Solution T-Chart at your table. Brainstorm At Your Table… PROBLEM SOLUTION

23. C HOOSING AN EFFECTIVE I NTERVENTION

24. 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.

25. Page 99

26. Explicit Instruction Explicit Instruction is overt teaching of the steps or processes needed to understand a construct, apply a strategy, and/or complete a task. Explicit instruction includes teacher presentation of new material, teacher modeling, and step-by-step demonstration of what is expected, so that students can accomplish a learning task.

29. Systematic Instruction Systematic Instruction is complex skills broken down into smaller, manageable “chunks” of learning and requires careful consideration of how best to teach these discrete pieces to achieve the overall learning goal. Systematic instruction includes sequencing learning chunks from easy to difficult and providing scaffolding to control the level of difficulty throughout the learning process.

30. Systematic Instruction Table Activity Less Systematic Instruction More Systematic Instruction Given this lesson, what might struggling students find challenging about learning to measure objects to the nearest inch? How could you adapt this lesson to make it more systematic? List at least three ways this lesson was adapted to make it more systematic.

31. Visual Representations Visual Representations: Any visual cues that a student can use to self prompt for identifying and organizing pieces of relevant information. This helps the student to summarize what key information is needed to solve the problem.

32. Teach Students How to Use Visual Representations Excellent resource of “Best Practices in Action” Modeling Think-Alouds Scaffolding Visual Representations

33. Think-Aloud Modeling Think-Aloud Modeling: Students should be exposed to teacher modeling of how to think through the strategy or problem. The teacher should use language the student may use in their own thinking combined with the strategy steps.

34. Here’s How a Teacher’s Modeling Might Sound…

35. Think-Aloud Modeling Example “First, I ask myself, ‘What is this problem about and what do I need to find the answer? I see that the problem asks me to compare two different product sizes to see which is the better value. So I’ll need the product sizes, and I’ll need to know the cost of each item. “Once I’ve got that answer, I ask myself, ‘Have I ever seen a problem like this before?’ I think this is similar to the problems we had about finding the volume of different containers and also the problem of comparing prices. “Then I ask myself, ‘What steps should I take to solve the problem?’” This practice is also beneficial when reviewing concepts and activities that the students have encountered before. Thinking aloud through the process helps students build good problem-solving habits.

36. Guided Practice Guided Practice: In a small group setting the teacher should… Incorporate goal setting and self-monitoring of progress toward the goal to increase student attention, motivation, and effort Explicitly teach the skill Model solving the problem using think-aloud Scaffold practice by solving part of the first few practice problems (prompting) and then guiding students to finish Provide more opportunities for response and corrective feedback

37. Guided Practice Example Subtracting Fractions using Fraction Tiles

38. Guided Practice Example Cont.

39. Fidelity and Group Size With fidelity: The intervention is consistently given by the same person on specified days and times. The student attends the intervention on specified days and times. In a small group setting or individual basis MTSS Guidebook page 102

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

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

42. Instructional Resources What Works Clearinghouse

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

44. 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

45. 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

46. 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:

47. 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:

48. 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

49. 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

50. 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

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

55. B UILDING A BANK OF INTERVENTION RESOURCES

56. Where do I get these INTERVENTIONS?

59. Inventory Your Resources And Try to Develop More!

60. Build your Library of Interventions

61. P ROGRESS M ONITORING Using Progress Monitoring within the MTSS Framework

62. Progress-Monitoring measures are ongoing assessments conducted for the purposes of: Guiding Instruction Monitoring Student Progress Evaluating Instruction/Intervention Effectiveness What is Progress Monitoring?

63. Progress Monitoring Data : Is What We Are Doing Working?  Progress Monitoring Data determines students’ Response to Instruction using:  Tier 1 Data  Universal Screenings  Inventories  District Assessments  Tier 1 Unit/Weekly Assessments  Tier 2 Data  Collecting intervention data at least every 2 to 3 weeks (IPST Form7)  ORF, MAZE, DIBELS Next, CBM (General Outcome Measures)  Teacher Made Assessments (Mastery Measurement)  Tier 3 Data  Weekly (IPST Form 7)  Measuring Specific Targeted Skills (Mastery Measurement)  Continually adjusting instruction based on OPM data to meet student’s needs

65. Wrap Up

66. THANK YOU