Transcript Academic Skills Analysis - University of Nebraska–Lincoln

Tiers of Intervention and
Academic Task Analysis at the
Secondary Level
ACADEMIC SKILLS ANALYSIS
SKILL BUILDING
PROGRESS MONITORING
Presented by Liz Carey and Kelly O’Toole
Millard Public Schools
PROBLEM-SOLVING
PROCESS:
MILLARD INTERVENTION TEAM (MIT)
INTERVENTIONS THAT EITHER
build skills
and/or
change behavior
Pyramid of Interventions for Student Success
ACADEMIC SYSTEMS
SPED: Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
MIT: Targeted Individual Intervention
•Some students (at-risk)
•High efficiency/intense intervention
•Rapid response
Targeted Group Intervention
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Intervention
•All students
•Preventive, proactive
Adapted from Heartland
Agency, AEA 11, IA
1-5%
5-10%
10-20%
80%
LEVEL OF INTERVENTION
SPED:
•Intense remediation
1-5%
MIT: Targeted Individual
•Individualized screening
•Study Skills Study Hall
•Remediate skills or change
behavior
•Progress Monitoring
5-10%
Targeted Group
•Reteaching
•Specialized Study Halls
10-20%
80%
Universal Intervention
•Class selection
•Classroom differentiation
•Regular Study Halls: Core
Area teacher help
Secondary School Instruction

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Typically concentrates on content
We assume that all kids have the
metacognitive skills to:


Grasp a basic understanding of concepts
Recall and apply skills to content
Skill Level of Students on the Pyramid
Only 80% of our
students at the
secondary level
possess ALL of the
skills needed to
independently absorb
the content we teach
in our classes.
80%
THE OTHER 20%?

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The other 20% need some
conceptual and/or process
instruction (metacognitive skills)
in order to adequately participate
academically in their classes.
Requires specific task analysis
to determine the deficit and
appropriately intervene.
5-10%
10-20%
Tier II Continuum of Interventions:
Millard’s Student Watch Team (SWT)
Teams for each grade watch student
performance and intervene on a continuum
* If student was on the watch list from the
previous year:
Process is started with a single 4 or 5.
* All others:
Process is started with two or more 4’s & 5’s.
SWT Continuum of Intervention

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
TIER II/Level I: Investigate problem by
talking to kids, parents, teachers. Put in
a regular study hall if not currently
registered.
TIER II/Level II: Move student to a
Guided Study Hall
TIER III: Move student to Study
Skills/Study Hall Class (for credit); initiate
MIT
TIER II Guided Study Halls

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Smaller number of students.
Teacher made aware of all
assignments/ incomplete work for
each student.
All texts & materials available in the
study hall.
Students expected to work or
disciplinary action taken.
TIER III: Study Skills/
Study Hall Classes

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Study skills explicitly taught and practiced
MIT initiated: screeners applied to
determine nature of academic/behavioral
deficits
MIT academic and behavioral
interventions delivered here
Progress monitored
Students retained in the class until
progress made or referred to SPED
By the numbers…
MWHS Data: 2005-2006: 9th graders
 102/500+ 9th graders received
some level of intervention
 70 received 3 or fewer interventions
(TIER II)
 32 received 4 or more interventions
(TIER III)
By the numbers…
Of the 32 students who moved to Tier III …
 28 moved out of TIER III, with
increased independence and improved
grades (average increase in GPA =
1.01)
 6 referred for SPED evaluations
(average increase in GPA = 0.12)
 5 qualified; 1 a slow learner & didn’t
meet discrepancy requirements
By the numbers…
MWHS:2006-07 9TH & 10TH GRADERS
• 26 students moved to level II interventions / 14
improved and filtered back down the pyramid
• Of the 12 of those moved to level III; 9 were
referred to Sped and qualified
• .82 average gain in GPA among improved
students
• -1.9 average loss in GPA among referred
students
By the numbers…
MNHS Data: 2006-07 (all grade levels)
 51 students at Level III
 17 screened positive for reading problems
(23%ile or lower)
 11 made progress: 4 graduated to lower
levels early; 7 gained an average of 1.86
stanine on post-tests
 7 tested for SPED & qualified in area of
reading
Steps in Academic Skills Analysis
1.
2.
3.
4.
5.
Gather known and unknown
information using RIOT procedures
(Fact finding)
Screen (Validate hypotheses)
Apply professional knowledge: are
gaps apparent? (Content knowledge/
area teacher)
Link assessment results to
intervention (Indicate and write the
intervention to be implemented)
Monitor progress and make decisions
(MIT team)
STEP 1: Information Gathering

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Instruction
Curriculum
Environment
Learner
How we teach what is
being taught
What is being taught/how it’s
being assessed
Context where learning
is to occur
Characteristics intrinsic to the
individual in relation to
the concern
RIOT Procedures
O’Neill, 1997
Review
Previous Psych Reports
Cumulative Records
Work Samples
Health Records
Attendance/Discipline
Observe
Student-peer
Student-teacher
Parent-child
Interview
Teacher
Parents
Student
Significant Others
Test/Screen
Curriculum-based
Behavior rating scales
Norm-referenced
Criterion-referenced
RIOT: File Review
 Psychological
Reports
 Cums
Previous grades
 Standardized testing
 Minimum competency/high
stakes test results

RIOT: Interview
 Prescreening
questions
Questions to ask the student
 Questions to ask the
parent/guardian/doctors
 Questions to ask yourself or an
expert in specific content area

RIOT: Observations
EXAMPLES:
 Are the basic required skills for success
evident in this student (Read? Comprehend?
Express self in writing?)

What does this student’s participation in
class look like?
 Engaged and attentive?
 Taking good notes?
 Clarifying confusion?
 Quality of homework?
RIOT: Test
Step 2: SCREENINGS
Screeners indicate specific skill
deficits in a given content area
and what strands to remediate.
Sample screeners include:
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Criterion referenced tests
End of semester/year tests
Reading/Writing probes
Checklists
STEP 2:
VALIDATE YOUR HYPOTHESIS WITH
CONVERGENT DATA FROM
MULTIPLE SOURCES (Adapted from Heartland AEA 11, IA)
Step 3: Access Expertise


Each school has one or more assigned
point person in each content/subject
area for expert consultation (EX: area
teachers, READ teachers, department
heads, etc).
Their role is to help analyze screening
results and design intervention
packages (worksheets, etc.) to
remediate skills.
Step 4: Design and implement
interventions…Part 1
“Opportunities for intensive practice with
controlled texts in an environment that
provides constant corrective feedback and
should be scheduled separately from the
regular school coursework and should occur
daily.”
-Bonnie Grossen, 2007, Center on Instruction
State specific interventions
“Kerry will be instructed in the 2 column notes
method for reading textbook materials and use it
in lieu of answering questions at the end of each
chapter in her history and science classes.”

Step 4: Design and implement
interventions…Part 2
Where, how often, who:
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
“Kerry will complete her two-column note
chapter reviews in her study skills class
under guided supervision for 3 weeks and
will be tracked twice weekly for
completeness thereafter.”
“Bob will do worksheets to practice skills
in order of operations 3 times a week for
15 minutes each in his Study Skills class.”
Step 4: Design and implement
interventions…Part 3
Delineate the means of progress
monitoring
“Jason will be given one 5-minute expository
writing probe weekly in his guided study hall
to monitor progress.”
Step 5: Monitor Progress and
Make Decisions
Data collection to determine if the
intervention is either:

Working (skill is being acquired)
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Continue doing what you’re doing
Increase the goal?
Not working
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Intervention/goal needs to be modified?
Redesign an intervention?
Refer to SPED testing?
Reading
“In grades K-3 kids learn to read, in grades 4-12
kids read to learn. This assumes that by the
end of 3rd grade, kids have mastered reading”
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-Torgeson, 2007
Interview
Screening
Interventions
Progress Monitoring
Case Example
READING: Interview
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Students at the secondary level have
insight into their reading problems
Is it a study skills problem and/or a real
reading problem?
Would teaching study strategies alone be
enough to help this student?
READING: Screening
Why test for Comprehension first?
 5th grade or better reading fluency
(115+ wpm) level minimally
adequate for high school success
 Comprehension the bigger
problem for most high school
readers
READING: Screening
Example: Stanford Diagnostic
 50 minute administration
 Can be group administered
 Breaks Comprehension into 4 critical
skills:
 Initial
Understanding
 Interpretation
 Critical Analysis
 Process Strategies
Results at Stanine 4 or better?
Look for the difficulty elsewhere…
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Need study strategies?
Vocabulary problems?
Speech/language issues?
Social/emotional issues?
Results at Stanine 3 or below
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Use the results to determine type of
comprehension intervention needed
One stop/shop interventions:
Two-column notes; QAR; SQ3R
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Determine reading fluency
Build skills if below 115 wpm
Strategy: Repeated Readings
2-Column Notes
QAR Reading Strategy
In-the-Book
Questions
In-My-Head
Questions
Right There
Questions
Author and You
Questions
Think and
Search
On My Own
SQ3R Reading Strategy
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Survey the chapter before you read
Question while you survey
When you start to Read…
Recite after you’ve read a section
Review as an ongoing process
Reading:
Progress Monitoring
For Reading Comprehension:

Maze (Espin, Wallace, Lambke, Campbell, Ticha,
2005)
Fluency Probes
 Reading Strategy Checklist

For Reading Fluency:

Fluency Probes
Progress Monitoring cont.
MAZE CBM
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3 minute probe
Constructed from content area reading
passages
Use interventioncentral.org to make
passages
The student can graph his/her progress by
counting the # of correct responses.
MAZE RISK LEVEL CHART Grade 9
Florida Center for Reading Research (www.fcrr.org)
Grade 9
Fall Testing
Winter
Testing
Spring
Testing
High Risk
0-16 correct
0-18 correct
0-19 correct
Medium Risk
17-27 correct
19-30 correct
20-33 correct
Low Risk
28+ correct
31+ correct
34+ correct
READING INTERVENTION:
Case Example
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Lily will be taught how to create a reading web to help her
read textbook chapter content
Content area teachers will work with Lily to support her use
of the reading webs and accept the webs in lieu of other
types of assignments, such as completion of questions at
the end of a section.
Lily will be monitored on her use of the reading webs
through her study hall teacher and samples saved each
week to make sure that she is understanding the strategy
and class content.
The study hall teacher will administer a 3-minute Maze
probe weekly and send them to the MIT case manager to
monitor comprehension progress.
Math
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Interview
Screening
Intervention
Progress Monitoring
Case Example
Interview continued
Questions for Student
1. Tell me about the math classes you’ve struggled with?
Why?
2. What skills were included in your
(algebra/foundations/topics, etc.) class? What grade were
you when you learned those skills?
Questions for the student’s past/present math teachers
1. How did the student do in class?
2. Did s/he need additional assistance frequently?
3. Can you identify specific skills for this student that seem
weak?
4. What areas are strengths for this student?
Screening Possibilities
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Administer the final exam for the
last math class the student has
taken
Probe individual skills for accuracy
(for example: addition facts,
multiplying fractions, subtraction of
two numbers, order of operations..)
Have your math experts help
pinpoint difficulties and design
interventions.
Example: Math Intervention
Cover, Copy, Compare
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For math worksheets, computation problems with
answers appear on the left side of the sheet. The
same computation problems appear on the right side
of the page, unsolved.
The student is instructed to cover the correct model
on the left side of the page with an index card and to
copy the problem and compute the correct answer in
the space on the right side of the sheet. The student
then uncovers the correct answer on the left and
checks his or her own work.
Progress Monitoring

Math experts can provide worksheets
or review assignments that target the
skills the student is working to build.

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Use worksheets of the same level skills to
monitor progress in skill acquisition.
There are also websites where
students can practice the skills.
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www.math.com
www.aplusmath.com/
Progress Monitoring cont.

Math CBM
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Probes for specific skills can be made on
www.interventioncentral.org
The amount of time a student gets to
complete a probe depends on the target
skill.
*See www.interventioncentral.org for general guidelines
The student can graph his/her progress by
counting the # of correct digits.
Data
Writing Skills
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Interview
Screening
Intervention
Progress Monitoring
Case Example
Interview
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Is there a reading problem underlying
writing problems?
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If the problem is writing alone, what
type(s)?
Narrative
Expository
Persuasive
Interview
Which areas (Six Traits) are problematic?
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Organization
Sentence fluency
Ideas/Development
Voice/Tone
Word Choice
Conventions
Screening
 Administer
a 7 minute probe in each
type of writing: narrative, expository &
persuasive
 Rate each according to the 6 traits
rubric
A score of 3 in each area represents a minimum
competency for that area
Design your intervention
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Consult your building or district
writing specialist to design
intervention lesson plans
Target only those strands that need
remediation (ex: organization is an
area of difficulty in narrative
writing)
Scaffold learning and production
using graphic organizers and
webbing strategies
Progress Monitoring

Take weekly 5-minute writing probes,
targeting type of writing concerned.
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Rate the probes according to the 6-Traits
rubric, rating only those areas that
required remediation
Case Example
Lily will be taught to use webbing strategies for the
narrative mode of writing to learn organizational skills.
Lily will write a thesis sentence where the teacher
breaks this statement down into parts and use a
web/graphic organizer to help organize her thoughts.
Lily will be taught to write introductions and
conclusions and to use details for the narrative mode.
Lily will work on the above strategy with her English
teacher before and after school, and supported during
study hall as she works on writing projects.
Data
Study Skills
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Interview
Screening
Intervention
Progress Monitoring
Case Example
Interview
Questions for Parents
1.
What is the history of your child’s study skills over the
years?
2.
What kinds of problems do you see?
3.
What kids of things have you tried at home to help your
child with his/her study skills?
Questions for the student
1.
Tell me about your organizational skills?
2.
Time management skills?
3.
Study skills?
4.
What about studying is difficult for you?
5.
What kinds of things have you tried to help your
organization, time management, and study skills?
Interview Continued
Questions for the teacher (or person working with the child)
1.
Does the student participate in class?
2.
How organized is their backpack/book/notes?
3.
Are the student’s notes complete and legible?
4.
Does the student remember things well?
5.
Does the student seem anxious or nervous when a big test is
coming?
6.
Does the student manage time well?
7.
Does the student seem to have a system for: studying?
8.
Organization?
Screening
 Checklists
can be used to
screen the student’s current
study skills.
 The
checklists can be used to
design interventions based on
the students identified
weaknesses.
Checklist Topics
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Organizational
Skills
Participating in
Class
Note Taking
Time
Management
Self-Care
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Memory
Strategies
Test
prep/studying
Test Taking
Strategies
Test Anxiety
Study Skills Interventions
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Interventions are developed based
on the areas the student identifies
as “not present”
Students will need direct teaching,
including modeling, to make these
skills habits.
Often students perceive working on
study skills as more work and do
not see the benefit of increasing
their study skills.
Example Intervention
Contract
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Have the student choose a few study skills that
they found were weak and work on them.
Detail out the specifics of the study skills
(when, how, who, where etc…)
Teach any skills that the child may need (ex:
using a planner to manage time)
Have the student sign and date the contract
and share the contract with all involved (post
in on the wall at home and school)
Have the student verbally tell you about the
strategies or have them write about it in a
journal.
Progress Monitoring
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Progress monitoring depends on the
skills you are working on and the
intervention that was developed.
Many things can be used to monitor
progress and should be tied to the
intervention.
Checklists can be re-administered to
check a students progress.
Data
Questions?