Successful Intervention Plans from Start to Finish

1. Successful Intervention Plans from Start to Finish Amanda Geidel, Director of Special Education Assistant Professor of Education Concordia University, Nebraska Amanda.geidel@cune.edu

2. Do you ever feel like this?

3. Do you ever want to give up?

4. Success in inclusive education… • “…is about changing the general education teachers’ beliefs so that they hold the least dangerous assumption about students’ capabilities and have high expectations for student achievement.” • Jorgensen, Schuh & Nisbet 2006

5. Seven Steps in the Special Education Process: • Pre-referral • Referral • Evaluation • Identification • IEP writing • IEP implementation • Yearly evaluation and re-writing of IEP

6. Identification Process: • 1 – Student has difficulty in class • 2 – Pre-referral services begin, either RtI or SAT • 3 – No improvement? Referral for Special Education?

7. Whether RTI or SAT…Pre-referral Planning Includes: • 1) Identifying the problem(s) • 2) Gathering baseline data • 3) Writing a goal(s) • 4) Planning Intervention(s) • 5) Data collection and follow-up plans.

8. So, what’s the problem? • Be sure to focus on ONE problem per intervention goal • Describe each problem with detail and clarity • What is the difference between what is expected and what is occurring?

9. How do I collect baseline data? • Look at previous report cards • Visit with others who know the child • Take observation notes or find someone to help do that • Look at your own documented scores on student work • Take some simple data

10. Complete an initial scatter plot to chart trouble times:

11. Conduct an ABC Analysis:

12. Take Anecdotal Notes:

13. Sight Word Data:

14. Reading Strategy Data:

15. Running Record Data:

16. Identify Reading Levels: • Independent – 0-5 errors 95-100% accuracy • Instructional – 6-10 errors 90-94% accuracy • Frustration – 11 or more errors 89% or below

17. What goes into the goal? • Timeframe: how long will the intervention last/take? • Student’s expected behavior • Conditions (extra needed details) • Criteria

18. Examples: • By Dec. 22, Sara will volunteer to read a problem out loud, while in math class, on 9/10 opportunities. • By the end of 2nd quarter, Jay will score at the instructional level, on 3rd grade material, on 8/10 opportunities.

19. How can I intervene? • Use available resources and tools for guidance • Seek input from colleagues and other professionals • Look at what needs to change in the environment or setting that will allow student success. • How will you motivate the student during the intervention?

20. More modifying and intervening… • What academic modifications or adaptations are needed? • Are there behavioral issues that need to be addressed? • How is/can the family be involved? • What social situations might impede progress?

21. A “must buy” for any teacher!

22. Make the Needed Adaptations for Student Success: • http://www.grandviewlibrary.org/CurriculumAdaptations/NineTypes.pdf • Adaptation grid.doc

23. Collecting data and making USE of it… • Create simple data charts that you can record student scores/behaviors on quickly. • Ask others to monitor the same skills/behaviors when necessary. • Review the results daily/weekly • IF no progress is being made, revisit your intervention plans and revise where needed!

24. Resources: • Jorgensen, C.M., Schuh, M.C., & Nisbet, J. (2006). The inclusion facilitator’s guide. Baltimore, MD: Brookes. • McCarney, S.B. (2006), Pre-Referral intervention manual (3rd ed.). Columbia, MO: Hawthorne. • Salend, S.J. (2008) Creating inclusive classrooms: Effective and reflective practices for all students. Upper Saddle River, New Jersey: Pearson Education.