IMPLEMENTING INTERVENTIONS AND

PROGRESS MONITORING

Shelly DickinsonMTSS Trainer

• 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

WHAT DOES INSTRUCTION LOOK LIKE IN A MULTI-TIERED FRAMEWORK?

3 Tier Model

A Multi-Tiered Framework of Instruction

Planning Standards-Aligned Instruction Within MTSS

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?

Core Supplemental

Intensive

Instruction

Assessments

Student Engagement

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.

InterventionsLet’s Discuss

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

Types of Interventions

• Skill Deficit– Student lacks skills to successfully

complete task

• Performance Deficit– Factors interfering with student’s

capability of performing the skill

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

Classroom InterventionsCRITICAL 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

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

Intervention or Not?1. A group of 6 students in Mrs. Jones’s 3rd 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

InterventionInfrastructure

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

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.

– Who: Grade level teachers, instructional asst., ESE teachers, (5th and 6th), 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

– 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

3rd Grade – Walk to Intervention (Turner Elementary)CVC

Skill 2(Jungovich 506)

CVCSkill 2

(Mazziotti 801)

Blends Skill 3(Ross 507)

Comp/FluencyVoyager

(Shelton/Pagan)

ComprehensionAnthologies(Walsh 504)

ComprehensionAnthologies

( 505)

ShermanTiffany Gabriel JaneBobRossDeeDee TrevorWalshJakeKayla Ray (9)

SRAJungovichCaleb Sara Travis Dwight Ashley (5)

JungovichBradlee Lillie Terri WalshChristopher Ross(6)JoeTom

Pagan Group (3rd Grade Pod)JungovichSara JoeLogan Lucia Daniel WalshCharlesA.J. Jospeh Colton (9)(Room 501)Trenton Dante JDave Moe Nick Andrews Tommi RossDavid Megan Shane Najet Jamie James Diamond Cassandra (15)

JungovichZachary Kari KateNickPamDanJonDerrick BryEdWyatt Joey SamBobbyWalshJimDanaBillElaina Javier (19)

WalshGeorgeSophia HarveyKenChristina Silvia SteverEli Brianna Abel RossEthan Destiny Aiden ChrisTristiMelina KiKevin 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

ProgressMonitoring Tool: Voyager Passport RCT

Progress Monitoring Tool:CARS

Progress Monitoring Tool: CARS

Riviera Elementary – Grade 2 Intervention Groups

• What are the barriers that interfere with intervention implementation?

• Complete the Problem/Solution T-Chart at your table.

Brainstorm At Your Table…

PROBLEM

SOLUTION

CHOOSING AN EFFECTIVE INTERVENTION

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.

Page 99

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.

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.

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.

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.

Teach Students How to Use Visual Representations

Excellent resource of “Best Practices in Action”• Modeling• Think-Alouds• Scaffolding• Visual Representations

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.

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

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.

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

Guided Practice Example

Subtracting Fractions using Fraction Tiles

Guided Practice Example Cont.

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

INSTRUCTIONAL RESOURCES

WITH BUILT-IN INTERVENTION

STRATEGIES

Instructional Resources

What Works Clearinghouse

National Center on Intensive Intervention

Instructional Resources

What Works Clearinghouse

Instructional Resources

Please Note: These examples are for illustrative purposes only; we are not endorsing any specific products.

What Works Clearinghouse

Instructional Resources

• CPALMS - Collaborate, Plan, Align, Learn, Motivate, Share

• eIPEP - Electronic Institutional Program Evaluation Plans

• ELFAS - English Language Arts Formative Assessment System

• IBTP - Items Bank and Test Platform

• FSL - Florida School Leaders

• PMRN - Progress Monitoring and Reporting Network

Instructional ResourcesELFAS 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 ElementsPersuasive Speeches: Planning a Lesson Series

Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research

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 and Reading Comprehension

Improve your Vocabulary:

Double Your Vocabulary in a Month via Latin & Greek roots:

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:

Instructional Resources

Syntactic Knowledge Resources

Cohesive writing:

Cohesion:

Skill focus: Cohesion

Examples of Cohesive Features:

Persuasive Writing Marking Guide: Cohesion RubricConnectives: Fitting Another Piece of the Vocabulary Instruction Puzzle

Instructional Resources: Handwriting , Spelling, Keyboarding

Read Write Think

Why Teach Spelling (Checklist)

Webinar: Writing and Writing Instruction to ImproveReading: What We Have Learned from Research

Latin and Greek Word Elements (Root Words, Roots and Affixes)

Persuasive Speeches: Planning a Lesson Series

Computer Skills – Keyboarding Skills

Keyboarding Activities

Powertyping

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.

http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=15

Self Regulated Strategy Resources

Graphic Organizers: Writing Instructional Chart Reading Quest:ReadWriteThink: Research and Reading:ReadWriteThink- Graphic Organizers:

BUILDING A BANK OF INTERVENTION RESOURCES

Where do I get these INTERVENTIO

NS?

InventoryYour

ResourcesAnd Try to

Develop More!

Build your Library of Interventions

PROGRESS MONITORING PROGRESS MONITORING

Using Progress Monitoring within the MTSS Framework

Progress-Monitoring measures are ongoing assessments conducted for the purposes of:

Guiding InstructionMonitoring Student Progress

Evaluating Instruction/Intervention Effectiveness

What is Progress Monitoring?

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

Wrap Up

THANK YOU