Transcript Improving Outcomes for ALL Students Through the Flexible Student Services

Improving Outcomes for ALL Students
Through the Flexible Student Services
Model (FSSM) : Building the
Infrastructure--Effective Problem Solving
and Review of Effective Interventions
Gary L. Cates, Ph.D.
Mark E. Swerdlik, Ph.D
Illinois State University
Kirkwood, Mehlville, Special School District, Webster Groves (KMSW) Cooperative
“Expect the Best”
Responses to Parking Lot:
Will Be Available on FSSM
Website
<http://www.ilstu.edu/~glcates/
FSSM.html>
Overview of Your Day-Morning
• AM Before Break-Structuring your
Team/Effective Problem Solving and
Operating Procedures (for Beginning Level
Teams) OR Activity of Practice Problem
Solving (for Advanced or Intermediate Teams
. If unsure-divide up your team)
• AM After Break-Communication Skills for
Effective Problem Solving and ActivityViewing of Two Problem Solving Teams
Overview of Your Day-Afternoon
• Whole-Group Activity-Inventory of Current
Interventions being used at Tiers I, II, and III in
your building and Assessment of Gaps
• Divide Team Members between Break-Out
Groups Addressing:
• Reading Interventions OR Interventions for
Behavior
• Math Interventions OR Interventions for Written
Language/Spelling
• Whole Group Closing Activity
Objectives-Structuring Your
Team/Effective Operating Procedures
Module
– Learn the who, what, when, where and how of
problem-solving teams and evaluate your team
in these areas.
– Understand how to facilitate a problem-solving
team meeting so that the process is completed
with integrity.
– Consider a plan to evaluate the outcomes of
your problem solving process.
The Pre-Requisites
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Who? Team Membership
What? Roles and Responsibilities
When? Meeting Time
Where? Meeting Location
How? Process/Operating Procedures
Evaluating the Effectiveness of your
Team
WHO?: Team Membership-What does
the Research Tell Us?
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4-8 People.
Representation:
– Requesting teacher
– Grade level representation
– Balanced representation of ALL building staff including general
education teacher(s) as permanent member(s) of the team, special
service personnel such as school psychologist and social workers,
and counselor
– Principal / Administrator
– Parent(s)
– Not all representing special education
Constant Membership for most but can invite individuals with particular
areas of expertise depending on needs of individual child.
More Experienced vs.. Less
Experienced Team Members?
• More recent graduates may be more informed about the
problem solving process for developing interventions
• More experienced team members may possess expert
knowledge helpful in data collection and exploration of more
effective solutions
• Combination of less and more experienced is best choice.
• Include team members that are not as entrenched in “test and
place” forms of problem solving or willing to learn new content
and process of problem solving for interventions
WHAT?: Roles and
Responsibilities
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Principal / Administrator
Timekeeper
Note Taker
Case (Data) Manager
Teacher Requesting Assistance
Facilitator
Parent Advocate
All Team Members
Principal / Administrator
– What they do: Ensures implementation
of the problem-solving process.
Attends all meetings. Responsible for the allocation of resources.
Monitors staff climate. Communicates the importance of the initiative
to staff, that use of the problem solving team by the teacher is a highly
professional action not a sign of teacher failure, and that in-class
interventions need to be thoroughly implemented before special
education eligibility can be considered.
– Characteristics: Willing to take risks. Prioritizes students’ needs.
– Tips: May have another role on the team.
Timekeeper
– What they do: Keeps the team on track by
making the time and time limits public.
– Characteristics: Assertive
– Tips: May have another role, such as note
taker. Establish time limits before meeting.
Time Keeping Supports
www.timetimer.com
www.venturaes.com
Note Taker
– What they do: Responsible for documenting the meeting
on designated forms. Should verbally summarize
information when necessary and alert the team when a
step has been skipped.
– Characteristics: Detail oriented, stays on task, knows
steps of problem solving.
– Tips: Make notes public using technology. Use forms to
guide note taking.
Case (Data) Manager
– What they do: Responsible for communicating with parents and
teachers. Ensures that the designated data are collected and
summarized for the meetings (problem-solving and follow-up) and
that the intervention is being implemented.
– Characteristics: Organized, good interpersonal skills.
– Tips: Helpful to have written guidelines for those acting as case
managers. Rotate this role among several people and can be
assigned based on skills and interest.
Preparing Prior to the
Meeting?
• Helps in staying within the established time limits.
Team can spend more time in defining and analyzing
the problem and developing a plan.
• Appoint the Case Manager prior to first problem
solving meeting who will collect the following:
• Document the reason for referral
• Review records
• Assist the teacher in bringing helpful information to
the meeting and interview the parents (will be video
example).
Teacher Requesting
Assistance
– What they do: Attend all meetings and help collect any necessary
data. Involved in implementation of intervention. Communicates
with parents that problem solving will be attempted and invites the
parent(s) unless completed by Case Manager.
– Characteristics: Aware of the problem-solving process.
– Tips: They should not have another role during the meeting.
Facilitator
– What they do: Ensures the integrity of the process. Supports
effective communication. Keeps team on track.
– Characteristics: Very knowledgeable of the problem-solving
process, possesses group process skills, assertive, a strong leader.
– Tips: Not everyone makes a good facilitator.
Those typically trained in group process skills include guidance
counselors, school nurses, school psychologists, social workers, and
educational consultants. Others can be trained if interested.
Parent(s)
• Provides information as part of initial assessment, give
input on selection of intervention strategies, and have
participated in the final outcome decisions
• Design interventions for parents to use at home as part
of the overall plan
• Provide parents with training in the instructional
techniques most frequently utilized in the team process
• Parents do not give up their due process rights under
IDEA
Parent Advocate
• Not typically assigned but can be
valuable
• Make effort to be certain parent
involvement occurs
• Monitor parent reactions to proceedings
• Insure parents’ rights are upheld
All Team Members
– What they do: Participate during team meetings.
Help collect data and implement interventions
outside of the meetings.
– Characteristics: Trained on the problem-solving
process and related skills.
– Tips: Not necessary for team members to know
the student. All members should be committed to
the success of the problem-solving process.
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Team Member Participation
Research
Typically school psychologists and special educators provide a
disproportionately larger input when compared to other members.
Classroom teachers and parents are less active participants.
Leads to less satisfaction with team decisions and less buy-in to
plans
Need to redistribute power
Explicit knowledge of roles and expectations can mediate power
imbalances
Can also structure communication so that members contribute in an
organized manner. Teachers and parents are asked to contribute
first and are provided with ample prompts and supports,. Additional
members are called upon to contribute later.
WHEN?: Meeting Time
• A consistent meeting time.
• Use time efficiently.
• Never do at a meeting what can be done at
another time.
WHERE?: Location
• Consistent meeting area.
• Room should be comfortable for
teaming (round or square table with
everyone facing each other)
• Should have access to confidential
student files.
TEAM STRUCTURE
Team Structure: Many
Roads to Rome…Is there too much work for any one team?
• Data Analysis Team: Analyze school-wide data to determine
effectiveness of Tier I interventions
• Grade level teams (Cluster teams): Organized around particular grade
levels
• Pathway teams: Organized around multi-grade groupings of classes (i.e.,
a primary team for grades K-3, and intermediate team for grades 4-6)
• Building Teams: One team for all grades in a particular building
• Unit Teams: Organized around a physical unit of a school (i.e., house of
a high school)
Procedural Issues
Forms
• Necessary for documenting information and should be
aligned with your process.
• Should be easy to follow and contain only the most useful
information.
• Some helpful forms:
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Request for Assistance
Team Notification
Parent Notification
Documentation of Problem-Solving Steps
Intervention Articulation Form
Data Collection
Request for Assistance
– Determines a course of action to be taken when a teacher
identifies a problem
– Questions to consider
• How will teachers/staff refer a problem to the team?
• How is the team notified about new cases/meeting agendas?
• If you have a dual system, (e.g., a problem solving team and a child
study team-special education) consider criteria for bringing cases to
either team.
• How are roles and responsibilities assigned (permanent or
rotating?)
Timelines
• Request for Assistance to Problem-Solving meeting: 1-2
weeks for team to collect Problem Identification and
Analysis data.
• A member of Problem-Solving team should meet with
implementer of an intervention the first 2 days of
implementation and follow-up weekly.
• Follow-up meeting should be scheduled at initial ProblemSolving meeting based on individual student case and
progress monitoring data should be collected weekly.
Creating a manual
• Manual should be created to ensure long-term
implementation and institution of the process.
• Includes:
– Mission Statement
– Visual of school’s process
– Logistics (e.g., meeting time, roles and responsibilities, team
membership)
– Forms
• Usually a summer project for team.
Switching Gears
Evaluating Problem-Solving
Outcomes
1. Importance of evaluating outcomes
2. What to evaluate
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The process
Consumer satisfaction
Student Outcomes
3. When to evaluate
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Formative vs. summative outcomes
1. Importance of
Evaluating Outcomes
• Accountability
– No Child Left Behind and other similar legislation
– Appropriate use of resources
• Progress Monitoring of Problem Solving Implementation
– Ensuring that the problem solving process that you have
implemented is effective.
– Goal of problem solving is to improve outcomes for
students
– Formative evaluation tells us where we can improve to
reach our goal
2. What to evaluate?
• Process
• Consumer Satisfaction
• Student Outcomes
Process Data
Examples of questions answered by “process” data:
• How many staff are trained?
• Who are we serving?
• What types of problems are we addressing?
• Are we implementing the process with integrity?
• What is the quality of our implementation?
• Do we have all of the recommended components?
• Are interventions being implemented with integrity?
• How are we doing with the facilitation of meetings?
Principal-Led Pro blem-Solving
School Information 2004-2005
Schoo l _________________________
Principal _____________________
On-Site Coach _________________
NSSED Coach _________________
Number of years in grant: __________
Cycle(s) training (s) currently attend ing:
Leve l of schoo l:
Elementary
Grades in schoo l (cir cle all ): K
Cycle 1
Middle
1
2
3
Cycle 2
Cycle 3
Cycle 4/5
High
4
5
6
7
8
9
10
11
12
Number of studen ts in schoo l __________
Number of certifi ed staff members in schoo l __________
Number of certifi ed staff members trained in p roblem- solving _______
Do all of the trained staff me mbers serve on your problem-solving team? Yes
No
How many p roblem- solving teams do you currently h ave? _______
Are you doing individua l or systems-leve l problem solving? Individu al Systems Both
Numbers of studen ts that have gone to the p roblem- solving team each year you’v e been
in the grant (if you’re doing p roblem solving w it h ind ividua l studen ts):
Year 1 ________
5_______
Year 2 _______ Year 3 _______
Year 4 ______
Year
PROBLEM-SOLVING CASE FEEDBACK FORM
2006-2007
School_______ Case__________ Reviewer___________ Date
Yes
Component
No
______
Quality
Indep.
INITIATION OF INDIVIDUAL CASE
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The academic area or behavior to problem-solve was prioritized
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The measurement net was designed (e.g., who, what, when, where)
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Current student performance data gathered
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Problems were listed and prioritized
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Behavior was defined in observable/measurable terms
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RIOT data was collected to state discrepancy between what is expected
& what is occurring (baseline data)
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Necessary additional RIOT assessment was completed to determine
why problem is occurring
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Decision that problem is primarily skill or performance based was made
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Situations in which problem behavior is most/least likely to occur were
identified.
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Hypotheses were developed across multiple domains
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The most validated and alterable hypothesis was selected
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Process in place for a referral to problem solving team
INITIATION OF SYSTEMS CASE
PROBLEM IDENTIFICATION/ANALYSIS
PLAN DEVELOPMENT
Goal is clearly delineated (measurable/observable, time frame
provided, connected to progress monitoring device)
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Intervention plan was clearly defined (who, what, when, where)
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Method of measuring performance (i.e., progress monitoring) was
clearly identified
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Progress monitoring plan was developed (who, what, when, where)
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A decision-making rule was selected for use (i.e., 3 day or trend
analysis)
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Progress monitoring data were collected as intended
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Progress monitoring data were graphed
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Support was provided to assure implementation with integrity
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Progress was formatively evaluated using agreed upon decisionmaking rule
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Each intervention strategy was reviewed to determine acceptability
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Team decided what to do next
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PLAN IMPLEMENTATION
PLAN EVALUATION
Quality Scale:
1 = Objective Not Met /No Evidence At All
2 = Objective Not Met But Some Evidence Is Present
3 = Objective Met With Minimal Support ing Evidence
4 = Objective Met With Minor Imperfect ions/Absent Details
5 = Objective Clearly Met With Comprehensive & Quality Detail
Independence Scale:
1 = Coach Complet ed
2 = Completed With Maximal Support (Re-T eaching, Modeling)
3 = Completed With Moderat e Support (Ongoing Consult ation)
4 = Completed With Minimal Support (Brief Consultat ion)
5 = T eam Completed Independent ly
Consumer Satisfaction
• Parent Survey
• Staff Survey
Parent Satisfaction Survey
2006-2007
The problem-solving process was conducted in a
timely manner.
I was kept informed about my child’s progress.
The problem-solving team helped my child.
The problem-solving team answered my questions.
The problem-solving team listened to my concerns.
I am pleased with my experience with the problemsolving team at my child’s school.
Strongly
Disagree
I was provided useful information about my child
Disagree
I felt included in the problem-solving process.
Agree
Strongly
Agree
I was informed of the problem-solving process at
my child’s school.
Staff Satisfaction
Examples of open-ended questions that may be asked of
staff:
1.
2.
3.
4.
5.
If you used PST this year, what do you think worked well?
What could be improved?
If you did not use PST, tell us why.
What are some suggestions you have to make PST more
effective?
Other comments:
Student Outcomes
• Whole school/grade
student outcomes
• Individual Student
Outcomes
3. When to Evaluate
• Formative Evaluation
– Formative data collection allows you to
make decisions and change your practice
throughout the school year.
• Summative Evaluation
– Allows you to make conclusions about the
success of your efforts at the end of the
year.
Give Some Thought to• Create or evaluate the following
about your problem-solving team(s) in your building:
Who? Team Membership
What? Roles and Responsibilities
When? Meeting Time
Where? Location
How?
Request for Assistance
Team Structure
Timelines
Forms
Manuals
How you will evaluate the effectiveness of your team?
Thank Your for Your Attention
Please Return to the Large Group
Activity: Swap Meet
Refer for Swap Meet/Cross-Team
Sharing Handout for Topics to
Address
Please Count-Off by 4’s
It’s Lotto Time!
Communication Skills for
Effective Problem Solving and
Common Pitfalls in the Process
Facilitating Group
Communication
• Facilitation: “to make easy or easier”.
• Group leader to facilitate means to
assist, encourage, foster, and support
group members in order to make it
easier for them to participate
successfully in the group.
Group Facilitation Skills
• Active Listening-foundation techniques include listening for both
facts and beyond the facts for feelings, attitudes, assumptions,
and beliefs Let people know they are being heard, understood,
and encouraged to say more.
• Clarify
• Reflect
• Encourage
• Summarize
• Validate
• Explore Implications
Group Facilitation Skills
• Seeking Clarity
• Use open-ended questions that can’t be
answered yes or no
• Ask someone to clarify his/her comment
• Ask others to express their thoughts on
a comment someone else made
Encouraging Group
Participation
• Effective group leaders and members assure
that each group member has a chance to
participate
• Encourage quieter group members to get
involved but also keeps more active members
from taking overt
• Including
• Affirming
• Extending
Encouraging Group
Participation
• Refocusing (getting a discussion back on track,
ending a discussion, or keeping a discussion
appropriate).
• Limit setting (gently letting the group know it is time to
stop)
• Intervening-stronger than limit setting. Use on rare
occasions to stop potentially destructive behaviors
such as ganging up on one group member, breaking
confidentiality, bullying a group member. Use as little
force as necessary..
Group
Decision Making
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Brainstorming-Rules:
All ideas are welcome
It’s OK to piggyback on someone else’s idea
Ideas should be based on problem analysis
data
• Ideas should be research-based (as much as
possible)
• No negative comments, criticisms, or
evaluations are allowed-just ideas
Brainstorming: Sorting Down
• Sorting down-Give each group member a certain number of
votes (Vote for your top two picks)
• Take a show of hands on each item (Raise your hand if student
choices is one of your top picks)
• Sort the list down to items that received the most votes (Four or
more votes went to give choices and provide picture cues)
• Repeat the process if you still need to reduce the total number
of ideas.
• Teacher should recognize he/she is not alone in implementing
this intervention
Reaching Consensus
• Consensus involves enabling a group to
reach a decision that all can accept
• Tell what the options are, after brainstorming,
or when the solutions have been sorted down
to a couple of options.
• If disagreement, ask each group member to
share his or her thoughts, ideas, or feelings
or simply invite comments from the group.
Reaching Consensus
• If the group reaches an impasse, try
one of the ideas for awhile, then
evaluate it, and come up with a
compromise. Avoid pressuring to
accept.
Techniques to Avoid in
Leading a Group
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Ordering, directing, commanding,
Warning, admonishing, threatening
Exhorting, preaching, moralizing
Giving solutions
Judging, criticizing, blaming,
Name calling, ridiculing, shaming
Interpreting, diagnosing, psychoanalyzing
Potential Potholes on the Road/Pitfalls to
Problem-Solving
&
How to Navigate Around Them
Before the Meeting Starts
• What you want to have happen…
– School staff and parents to all be aware of the purpose and
processes of the problem-solving team and know how to
access it.
– The team members to be fully prepared for the problemsolving meeting (I.e., come having collected and reviewed
RIOT data).
• What can go wrong…
– School parents and staff do not understand problem-solving
or how to access the team.
– Data has not been collected and/or distributed prior to the
problem-solving meeting.
How to stay on track
when preparing for the meeting…
– Present regularly to staff members about the problemsolving initiative (booster session each fall).
– Provide all parents with brochures about problem
solving at the beginning of the year.
– Put a system in place for making sure that data are
collected and distributed prior to meeting (e.g., Case
manager assigns data collection duties).
At the Start of the Meeting
• Make the purpose of the meeting explicit
• Next introduce and clarify the steps of problem
solving orally and in written form.
• Point out as the team engages in each problem
solving step
• Provide team members with copies of interview
questions that will be asked during problem
identification, problem definition, and each
subsequent phase.
• Remind team members that referral sources (teacher
and/or parent) will be asked for input first.
Step 1: Problem Identification
• What you want to have happen…
– Identify and define a discrepancy between
what is expected (typical peer
performance) and what is occurring.
• What can go wrong…
– Cannot select one problem to focus on.
– Cannot empirically quantify the behavior.
– Cannot establish ‘typical peer’ behavior.
– “Admiring the problem”.
• What can go wrong-Problem Analysis
– Don’t consider appropriate variables
• Choosing variables you can’t change.
• Focus solely on ‘kid’ factors.
– Get ‘stuck’ searching for the cause
• Do you collect all data first, or make a plan & test it?
– The Filibuster
• Individual team members focused on their own agenda.
– Problem analysis is skipped altogether
• After identifying problem, team members start to generate solutions
– Hypotheses selected are not supported
How to stay on track
during Problem Identification…
– Interview the teacher before the meeting to allow
for venting time and facilitate the description of the
problem.
– Proactively collect school-wide benchmark data.
– Collect baseline data before meeting.
– Prioritize keystone behaviors.
How to stay on track
during Problem Analysis (Step 2)…
– Ensure consideration of multiple domains when generating
hypotheses.
– Insist that a hypothesis needs at least two supporting pieces of
evidence (one must be quantitative).
– Enforce the agenda.
– Verbally redirect those that start to talk about solutions before
selecting a hypothesis.
Step 3: Plan Development
• What you want to have happen…
– Set a measurable goal.
– Create a comprehensive intervention to address
the goal.
– Design a system by which to monitor progress.
• What can go wrong…
– Missing any one of the above steps.
– Relying on Special Ed staff for all interventions.
– Developing a plan that people won’t implement.
– Developing an intervention that is not related to
the selected hypothesis.
How to stay on track
during Plan Development…
– Don’t leave the meeting without the current level of performance and
the aimline to the goal drawn on a graph.
– Skill development in interventions.
• Training on ‘best practices’ for instruction.
• Training on evaluating intervention research.
• Training on interventions vs. consequences or accommodations.
– Design interventions that target “keystone” behaviors, are easy to
implement, and have the greatest likelihood of being successful.
Step 4: Plan Implementation
• What you want to have happen…
– Plan to be implemented as it was intended.
• What can go wrong…
– Intervention is not applied with integrity:
• Deviation from the intended plan.
• Not intended frequency, intensity, or
duration.
How to stay on track
during Plan Implementation…
– Assign a case manager:
• Check in within 2-days of start of a new
intervention.
– Involve more than one person in implementation.
– Utilize implementation integrity checklists.
Step 5: Plan Evaluation
• What you want to have happen…
– Team to evaluate student progress monitoring
data to determine efficacy of plan.
• What can go wrong…
– Making decisions about effectiveness without
data.
– “Evaluating” a plan that was not implemented
with integrity.
– Plan effectiveness is never formally evaluated.
How to stay on track
during Plan Evaluation…
– Set date for evaluation meeting at the problemsolving meeting.
– Check with case manager before evaluation
meeting to be sure there will be data to
evaluate.
– Be sure criteria for success is predetermined.
– Start evaluation meeting by looking at the
graph.
As Prepare to View Videos of
Problem Solving Teams-Steps of
Problem-Solving
1. Problem
Identification
5. Plan
Evaluation
2. Problem
Analysis
3. Plan
Development
4. Plan
Implementation
Activity: View this Example of a
Less than Effective Team.
List what you find is less
effective about their team
process (refer to your Team
Observation Sheet)
Activity: View This Tape of a
Case (Data) Manager
Interviewing a Teacher. Note to
yourselves what are effective
and ineffective aspects of the
interview.
Activity: Observe this Next Team
Meeting Using Your Team
Process Rating Form. Rate the
team on each of the dimensions
(Areas 1-4)
Lotto Time!!!
Research Supported
Interventions As Part of the
Three Tiers-Includes both
Academically and Behaviorally
Focused Problems
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
UNIVERSAL:
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
INTENSIVE:
Tertiary Prevention:
Specialized
Individualized
Systems for High-Risk
Students
TARGETED:
Secondary Prevention:
Specialized Group
Systems for At-Risk
Students
Activity
• 1) In your teams, make a list of what programs (standard
protocol treatments)/interventions you have in place in
your building and what resources you have available to
implement them.
• 2) What gaps exist? Anticipate needs at different tiers
based on referrals to your problem solving teams over
the past 1-2 years.
• Organize your list into three columns-Tier I (Universal), II
(Targeted) and III (Intensive) and include
programs/interventions for both academic and behavioral
concerns. Leave space in your columns to add types of
interventions you become aware of during break-out
session that you want to explore further.
What are Scientifically Based
Interventions (What Works
Clearinghouse)?
• Employs systematic, empirical methods
• Ensures that studies and methods are
presented in sufficient detail and clarity
• Obtains acceptance by a peer-reviewed
journal or approval by a panel of independent
experts through scientific review
• Uses research designs and methods
appropriate to the research question
Selecting Research-Based
Strategies
• Maalox Approach -attempt highprobability strategies that have
demonstrated research support and are
likely to show quick and effective results
before conducting lengthy evaluations
that may not lead to beneficial
interventions.
USEFUL WEBSITES (See
Handout):
• www.fsds.org (Flexible Services Delivery System)
• www.aimsweb.com (Aimsweb)
• www.fcrr.org (Florida Center for Reading Research)
• http://reading.uoregon.edu/ (Big Ideas in Reading)
• http://pals.virginia.edu/Virginia/Activities/
(Un. of Virginia – PALS page – instructional strategies:)
• http://www.interventioncentral.org/ (intervention central)
• http://www.whatworks.ed.gov/ (What Works Clearinghouse)
• More detailed descriptions of FSSM interventions discussed
during break-out sessions including additional readings
posted on:<http://www.ilstu.edu/~glcates/FSSM.html
Break-Out Sessions
• Please divide up your team among the
following break-out sessions addressing
research supported interventions in the
following areas:
• 1:00-2:00 Interventions for Reading OR
Behavior
• 2:15-3:00 Interventions for Math OR
Written Language/Spelling
Reading Interventions
5 Big Areas of Reading Based
on 30 Years of Research
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•
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•
•
Phonemic Awareness (PA):
Phonics (P)
Fluency (F)
Vocabulary (V)
Comprehension ( C )
Example of 3-Tier Level Interventions
Reading
Time
Curricular
Focus
Curricular
Breadth
Frequency of
Progress
Monitoring
Tier I
Tier 2
Tier 3
90
120
180
5 areas
Less than 5
2 or less
Core
Core
+
Supplemental
Core
+
Supplemental
+
Intensive
3X
Yearly or
greater
Monthly
or
greater
Weekly
Things to keep in mind about interventions…
Intensive and focused – it should give struggling readers a
chance to practice a limited set of skills with immediate
corrective feedback.
Intervention is in addition to core reading program!
Intervention starts at the lowest skill that is deficient then
moves up the continuum as children reach automaticity and
mastery
Example: Focus on student’s proficiency with recognizing
and expressing initial sounds before teaching
segmentation of all sounds in words
INSTRUCTIONAL PLANNING FORM: 5 BIG AREAS OF READING
TEACHER____________________
5 BIG
AREAS:
PHONEMIC
AWAR ENES
S
(K-2)
PHONICS
(K-2)
FLUEN CY
(K-6)
VOCABULA
RY
(K-6)
COMPREHE
NSION
(K-6)
TEACHING
STRATEGY
(e.g. round
robin , reciproca l
teachin g, read
aloud s,etc.)
GRADE_____________________
MATERIALS
WHOLE
GROUP/
SMALL
GROUP
TIME
PER
DAY
MOTIVAT IONAL
STRATEGIES
UNIVERSAL TIER 1:
Benchmark/Core Programs (Elem):
1. Rigby Literacy (Harcourt Rigby Education,
2000)
2. Trophies (Harcourt School Publishers, 2003)*
3. The Nation’s Choice (Houghton Mifflin, 2003)
4. Macmillan/McGraw-Hill Reading (2003)
5. Open Court (SRA/McGraw-Hill, 2002)*
6. Reading Mastery Plus (SRA/
McGraw-Hill, 2002)
7. Scott Foresman Reading (2004)
8. Success For All (1998-2003)
9. Wright Group Literacy (2002)
10. Read Well*
Reviewed by: Oregon Reading First and FCRR
Comprehensive: Addressed all 5 areas
and included at least grades K-3
~5%
~15%
~80% of Students
UNIVERSAL TIER 1
( Middle and High School)
Building Continuously Improving General
Education Instruction
~5%
~15%
Use of Teaching Routines and Learning
Strategies(Kansas)
Well Designed Curriculum with
“Big Idea”
Focus
Effective Secondary Classroom
Management
Study and Organizational Skills
~80% of Students
Curriculum Modification
~5%
~15%
TIER 2 TARGETED:
Strategic/Supplemental
(Elementary):
1. Early (Soar to) Success (Houghton
Mifflin)
2. Reading Mastery (SRA)
3. 6 Minute Solutions-F
4. Great Leaps (Diamuid, Inc.)*PA,P, F,
5. REWARDS (Sopris West)*P, F
6 Ladders to Literacy (Brookes)
7. Read Naturally *-F
8. Peer Assisted Learning Strategies:
KPALS (PA, P) and PALS*-, F
Earobics* (Tier III too)-PA
9. Project READ* (Tier III too)
~80% of Students
~5%
~15%
TIER 2 TARGETED:
Strategic/Supplemental
(Middle School):
1. Early (Soar to) Success (Houghton
Mifflin)
2. Reading Mastery (SRA)
3. Early Reading Intervention (Scott
Foresman)
4. Great Leaps (Diamuid, Inc.)*-P
5. REWARDS (Sopris West)*-P
6 Ladders to Literacy (Brookes)
7. Read Naturally *-F
8. Peer Assisted Learning Strategies
(PALS)*-F
~80% of Students
~5%
TIER 2 TARGETED:
Strategic/Supplemental
(High School):
~15%
Consultation Support
~80% of Students
TIER 3: INTENSIVE
Intervention (Elementary)
~5%
1. Corrective Reading (SRA)*
~15%
2.
3.
4.
5.
6.
7.
8.
9.
10.
~80% of Students
Language! (Sopris West)
Wilson Reading System* (Tier 2 also)
Reading Mastery
Earobics (phonics/phonemic
awareness; Cognitive Concepts)
Great Leaps/ Read Naturally
(Fluency) (Tier II also)
REWARDS (Fluency, Comp. and
Vocab. in Plus Program)
Soar to Success (comp.)
Wilson Reading Program*
Lindamood Phonemic Sequencing
Reading Curriculum*
~5%
~15%
~80% of Students
TIER 3: INTENSIVE
Intervention (Middle
School and High
School)
1. Corrective Reading (SRA)*
2. Failure Free Reading*
Language! (Sopris West)
3. Wilson Reading System*
4. Reading Mastery
5. Earobics (phonics/phonemic
awareness; Cognitive Concepts)
6. Great Leaps/ Read Naturally
(Fluency)
7. REWARDS (Fluency, Comp. and
Vocab. in Plus Program)
8. Soar to Success (comp.)
9. Lindamood-Bell Programs*
(Phonics)
10. Spell-Read P.A.T*
Acquisition-Letter or Sound
Naming Bingo
• A fun way to teach letter names or letter-sounds
• Make copies of bingo cards and the picture and
letter-squares
• If the student draws the picture square, the student
names the picture and gives the first letter of the
name. Any student who has that letter on his or or
card, should place a bingo chip on it.
• If a letter square is drawn, without showing the
students the card, read the letter name to the
student. Any student with that letter on their card
should place a bingo chip on it.
Letter Name AcquisitionDiscrete Trial Learning
• Give the student an unknown letter-name
probe.
• Two Known letter cards and 1 unknown letter
cards are placed in front of the student
• Tell the student to point to the unknown card.
• A) If the correct letter is named, the cards are
mixed and placed in front of the student who
is asked to point to the unknown letter again.
When the student is able to correctly point to
the unknown letter five times the letter
becomes known.
Letter Name Acquisition-Discrete
Trial Learning
• Then, one of the original known cards is
removed leaving the new known card and the
old known card . Finally a new unknown card
is added to the grouping.
B) If an incorrect letter is named, the student is
told the correct name and asked to repeat the
correct letter name. Then the cards are mixed
and placed in the front of the student again.
The examiner asks the student to point to the
unknown letter.
• Steps 2 & 3 are repeated until all of the
unknown cards are considered known
Letter Naming-Listening Passage
Preview
• Place the Letter naming probe in front of the
student.
• Explain that the examiner will read the probe
to them before the student is allowed to read
it to them. May need to point to each letter as
they read the probe in order to keep the
student’s attention
• Read the probe correctly
• Allow the student to read the probe and note
any errors.
• Repeat with different probes as often as
desired.
Research Based InterventionsReading Fluency Repeated Reading
• Objectives: To increase fluent reading
on passages students read with high
accuracy
• In repeated readings of the same
passage, the student tries to beat
his/her previous score (errors and rate)
• Materials: Texts that the student can
read with at least 95% accuracy
Research Based InterventionsReading Fluency Duet Reading
• Objective/Method: To increase fluent reading
particularly for students who lose their spot or
just don’t get to the next word quickly enough.
First Reading-student reads a passage aloud.
Second Reading-Teacher and student take
turns reading EVERY OTHER WORD. Third
Reading-Student reads the entire passage
alone
• Materials: Short texts that the student can
read with at least 95% accuracy
Research Based InterventionsReading Fluency-Newscaster
Reading
• Objective: To increase prosody
(expression) for students who have
difficulty with phrasing and expression
• Materials: Short texts at the student’s
instructional level (can read with at least
95% accuracy)
Research Based InterventionsReading Fluency-Newscaster
Reading
• Teacher reads with excellent
expression-just slightly (about 10%)
faster then the student reads.
• If the student doesn’t keep going with
your voice, say “uh, oh, keep your voice
with mine and start again until they keep
up”.
Research Based InterventionsReading Fluency-Partner Reading
• Objective: Given a selected text, students will
increase fluency by rereading it.
• Materials: Copies of short texts at lowerperforming reader’s instructional level for
each pair of participating students.
• This can be a whole class intervention (Tier I)
Sentence Repeat (Fluency)
• At the start of the reading session, student is
told, “If you come to a word that you do not
know, I will help you with it. I will tell you the
correct word while you listen and point to the
word in the book. After that, I want you
repeat the word and then read the rest of the
sentence. Than I want you to read the
sentence again. Try to best not to make
mistakes”.
Research Based Interventions-SelfMonitoring-Pencil Tap
• Objective: To increase self-monitoring
and self-correction of errors in reading
among students who read with low
accuracy.
• Materials: Short texts at the student’s
instructional level
Carbo Methods-Fluency
• Method to record books to achieve maximum
gains in fluency.
• Record 5-15 minutes at a typical pace for
instructional level material and have student
listen to the tape once. For difficult material,
record no longer than 2 minutes at a slow
pace with good expressions and student
listens 2-3 times.
• After listening, student reads the passage
outloud.
Word Attack Hierarchy
(Phonics)
• Instructor prompts the student to apply a
hierarchy of word-attack skills whenever the
student misreads a word. The instructor gives
these cues in descending order. If the student
correctly identifies the words after any cue,
the instructor stops delivering cues at that
point and directs the student to continue
reading. Do not correct minor errors (e.g.,
misreading or dropping the or a, dropping
suffixes such as -s, -ed, -ing.
Comprehension-Prior
Knowledge: Activating the Known
• Through a series of guided questions,
the instructor helps the student activate
their prior knowledge of a specific topic
to help them comprehend the content of
a story or article on the same topic.
Comprehension-Prior
Knowledge: Reciprocal Teaching
• This intervention package teaches
students to use reading comprehension
strategies independently including text
prediction, summarization, question
generation, and clarification of unknown
or unclear content.
Comprehension-Text Lookback
• Text lookback is a strategy that students
can use to boost their recall of
expository prose by looking back in the
text for important information.
• Student write lookback questions for
assigned readings.
• Must teach skimming to be effective
Comprehension: Click or Clack
(omitted from your outline)
• Students periodically check their
understanding of sentences,
paragraphs, and pages of text as they
read. When students encounter
problems with vocabulary or
comprehension, they use a checklist to
apply simple strategies to solve these
reading difficulties.
Comprehension: Click or Clack
• During any reading assignment, when come
to:
• End of a sentence ask the question, “Did I
understand this sentence”? If the student
understands, he/she says “click” and
continues reading. If they do not understand,
they say “clack”: and refer to My Reading
Checklist to correct the problem.
Comprehension: Click or Clack
• When the student reaches the end of each
paragraph, they should ask themselves what
did the paragraph say. If they understand,
they say, “Click:” If not,they say, “clack” and
they do not continue reading and refer to their
reading checklist.
• When the student reaches the end of a page,
they ask themselves “What do I remember”?
If they remember they say, “click”. If they do
not remember, they say “clack” and refer to
the study sheet.
Reading Comprehension-Mental
Imagery: Improving Text Recall
• By constructing “mental pictures” of what they are
reading and closely studying text illustrations,
students increase they reading comprehension
• In teaching, read aloud and ask class what mental
pictures come to mind as they read
• Independently students are reminded to “make a
picture in your head about what you are reading and
study the pictures carefully”.
Other Reading Comprehension
Interventions
• Generating questions: Who what where why
when and how
• SQ3R: Survey, Question, Read, Recite, and
Restate
• POSSE: Predict, Organize, Search,
Summarize, and Evaluate
Vocabulary
• In this mnemonic (memorization) technique,
students select the central idea of a passage
and summarize it as a 'keyword'. Next, they
recode the keyword as a mental picture and
use additional mental imagery to relate other
important facts to the keyword. They can then
recall the keyword when needed, retrieving
the related information
Vocabulary
• Number of other useful resources will
be listed on website
Other Interventions in Resource-I’ve
DIBELED Now What ?and Blachman
et.al., , The Road to the Code ?
•
•
•
•
Phonemic Awareness
Phonics
Vocabulary
Comprehension
Writing and Spelling
• More detailed descriptions and
supporting research articles available
on FSSM website
• Not as much empirically supported Tier
I, II, and III programs/interventions
available in Writing and Spelling as In
Reading (particularly) and Math
Written Language-Tier I
• Kansas University-Center for Research on
Learning Strategy Instruction Model
• Teach specific learning strategies in following
areas:
• Sentence Writing Fundamentals
• Proficiency
• Paragraph Writing Strategy
• Theme Writing Fundamentals
• Error Monitoring Strategy
• InSPECT Strategy (for words processing
spellcheckers)
Written Language-Tier I or II
• SRA Expressive Writing (grades 4-6)
• Sequenced Lessons
• Includes 4 instructional strands (mechanics,
sentence writing, paragraph and story writing
and editing)
• Check System (helps students become
efficient at editing and revising their work)
• Extensive practice-encourages students to
apply grammar rules and style
Written Language: Tier I or II
• Peer Assisted Learning System (PALS)
for Writing
• Use of peers to assist younger students
with learning written language skills
Written Language-Tier I or II
• SRA High Performance Writing
• Grades 1-6
• Lessons to provide scaffolding to help
internalize the writing process and
become independent writers
Focus on Improving Writing
Fluency
• Tiers I or II
• Journal writing-write daily minimum of 15 minutes
including minimum of one written page on a subject
of student’s choice. Lower requirements for extremely
non-fluent writers.
• Written Conversation-Two people (student-student or
student-teacher) “talk” to each other about topic of
interest.They sit next to each other,exchanging the
paper when ready for the next person’s response.
Activity encourages student to focus on ideas and
written rapidly so he/she can respond quickly to
partner’s conversation.
Tier II-Writing Program (Not
on Outline)
•
•
•
•
•
•
•
King, D.H. (1985)
Writing Skills 1
Writing Skills 2
Writing skills for the Adolescent
Cursive Writing Skills
Keyboarding Skills
All published by: Educator’s Publishing
Service, Cambridge, MA.
Focus on Writing Fluency
• Tiers I, II and III
• Mind Mapping-Mind Mapping or spider
diagrams are a useful way of recoding
information. Either used for revisions or
for encouraging processing of
information into chunks.
Focus on Writing Fluency
• Planning Strategy
• 1) Think Who, What?
• 2) Use C-Space to take notes (C=Characters,
S=Setting, P=Problem or Purpose, A=Action,
C=Conclusion, E=Emotion) to generate
content and make notes
• 3) Write and Say More
Focus on Writing Fluency
• Writing Conferencing-Goal is to support
and extend what students are able to do
on their own and to reflect on and
become more aware of their own writing
processes. Teachers listen responsively
as students read and talk about their
writing.
Focus on Writing Fluency
• Word Processing-Computers are
powerful and flexible tools for writing.
Especially helpful when handwriting
impedes fluency.
Writing Strategies
• What writing strategies have you found
effective?
Spelling-Tiers II and III
• Cover Copy Compare-Worksheets are prepared with correctly spelled
words are listed on the left of the page with space on the right for the
student to spell each word. Student is instructed to cover the correct model
on the left side of the page with an index card and to spell the word on the
right side of the paper. The student then uncovers the correct answer on the
left to check his work.
• Constant Time Delay-The time interval between the student being
instructed to spell the word and the presentation of the model is
systematically increased until the student emits the correct response before
the model is presented. Begin with zero second delay. This gives the
student an opportunity to respond before the presentation of the model or
wait for the model if further prompting is needed.
Spelling -8 Step Method for Pencil or
Computer Practice (Multi-Sensory)
1.
2.
3.
4.
5.
Look carefully at the word while the tutor sweeps
finger over and says it outloud
Watch and listen while tutor says sounds
corresponding to color-coded graphemes in a left to
right fashion (e.g., “/b/ /o/ /t/ while point to “b” “oa”
and t.
Name letters as tutor points to letters
Close eyes and picture word in the “mind’s eye”
Keep eyes closed and spell the word out loud
Spelling -8 Step Method for Pencil or
Computer Practice (Multi-Sensory)
• 6. With pencil, open eyes and write the word OR with
computer, open eyes and point to letter on an
alphabetical grid; then tutor points to the letter on the
keyboard and child presses key.
• 7. Compare spelling to target
• 8. If incorrect, tutor points out where difference lies ,
then previous steps repeated.
Spelling: Error Imitation and
Modeling
• When child makes an error, use this
corrective feedback procedure:
• 1. Imitate the child’s error by rewriting it.
• 2. Then present the correct model
(especially the case of non-phoneticallyspelled words)
• Need a sufficient number of trials
Spelling:Study Techniques
• 1. Propose a word to learn
• 2. Correctly write the word or display the word
with letter tiles
• 3. Name the word
• 4. Write the word.
• 5. Name the word again, check accuracy, and
continue steps 2-4 until mastery
• 6. Practice the word in this way for 6
consecutive days
• Use with interspersal (known and unknown
words, use of positive practice and
reinforcement
Spelling:Study Techniques
Variations
•
•
•
•
•
1. Say the word
2. Write the word
3. Check the word
4. Trace and say the word
5. Write the word from memory and
check
• 6. If the word is incorrect, repeat steps
in first 5 steps
Handwriting-Tiers II and III
• Give student page with complete letters.
• Give student a different colored pen or pencil
to copy the letters
• Use tracing as a form of fading as opposed to
an intervention alone. Letter forms are better
learned by copying than by tracing.
• Do not use unsupervised practice of tracing
responses such as join the dashed sections
in traced letters using short lines rather than
one continuous line.
Handwriting-Tiers II and III
• Cover-Copy-Compare using letters
• Increase opportunities for respondingdictate letters or words and sentences
the student is capable of spelling
correctly. The student must write the
them without models.
• Use of reinforcement is important
Handwriting-Tiers II or III
• Demonstration, Corrective Feedback, and Praise
• Demonstrate how to form the letter. Use an identical
stroke sequence during each demonstration
• Give the student an opportunity to write the letter.
• Provide the student with corrective feedback and
praise. Tell the student how his or her her letters were
formed correctly or incorrectly.
• Provide student with praise or tangible reinforcers.
Handwriting-Tiers II or III
• Use of Chemical Inks-The student uses a
special pen to copy on treated paper. When
the student writes outside a zone on the
paper, the ink changes colors.
• Templates-Student writes on translucent
paper. After writing a line of letters, the
student places a template beneath the paper.
The student assesses the degree to which his
or her efforts were consistent with the model.
Handwriting-Tiers II or III
• Counteract Procedural Errors
• The student uses a worksheet with a model at
the top and space for several practices lines
below. The models are individual manuscript
or cursive letters, numerals, words, short
sentences, or the students’ name, address or
phone number. Student typically begins with
letters but should move to meaningful
sentences as soon as possible.
Counteract Procedural Errors
(Continued)
• 1) The student completes the first line and
informs the teacher
• 2) The teacher corrects by overmarking with a
“high-lighter” (light-colored felt-tip marker).
Letters which represent significant improvement
are not corrected and the student is not required
to repeat them. The teacher tries to incorporate
as much as possible of the student’s efforts into
his/her overworking.
• 3) The student erases incorrect portions of
letters and traces over the teacher’s
overmarking. The student must trace the whole
letter, not just the incorrect portions
Counteract Procedural Errors
(Continued)
• 4) The student moves to the next line
and the same procedure is followed
except that the student repeats only the
letters which had been corrected on the
previous line.
Closing Activity
Based on the content you were
exposed to in your break-out
sessions, share what you learned
and make a list of
interventions/standard protocols
your team wants to learn more
about or plans to implement in the
fall. What additional resources
might you use to implement these
programs?
It’s Lotto Time!
Mark
• Insert Slides here