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Using Effective Scientifically-Based Interventions that Align to Students' Needs

Using Effective Scientifically-Based Interventions that Align to Students' Needs. Where are we? Where are we going? How do we get there?. Special education?. More students are being referred for learning disability evaluation, but they are not all eligible for special education services.

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Using Effective Scientifically-Based Interventions that Align to Students' Needs

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  1. Using Effective Scientifically-Based Interventions that Align to Students' Needs Where are we? Where are we going? How do we get there?

  2. Special education? More students are being referred for learning disability evaluation, but they are not all eligible for special education services. Even if they are eligible, most students spend the majority of their day in the general education classroom.

  3. Learning Objectives • Teachers will be able to identify student needs. • Teachers will be able to select accommodations and interventions from a variety of resources. • Teachers will be able to document student performance and progress toward goals. • Teachers will be able to identify when to change interventions and how to document the need for more services.

  4. Cognitive Processing and Achievement Processing Areas Achievement Areas Basic Reading Reading Comprehension Reading Fluency Math Calculation Math Problem Solving Written Expression Oral Expression Listening Comprehension • Crystallized Intelligence • Fluid Reasoning • Auditory Processing • Long-term Retrieval • Short-term Memory • Visual-spatial Processing • Processing Speed

  5. Learning Task Find the chart paper with your colored dot Each chart identifies one of the areas of processing Discuss how weaknesses in that area can impact academics Write your notes on chart paper Share with the group

  6. Intervention, Accommodation, Modification… Interventions Accommodations Work around a deficit Help to access the curriculum Help show what students have learned Reduce unnecessary task demands • Teach a skill • Extra time learning a missing skill • Instruction in a smaller group to learn a skill • Teaching a skill in a different way to reach a specific student or group of small students Modifications • Reduce content standards

  7. What do students need to be successful? Reading/writing task analysis…

  8. Reading Weaknesses – Task Analysis • What skills and/or abilities are required for reading? • How do we know which skills the student has mastered? • How do we measure the skills that are missing? Think-Pair-Share

  9. What do students need to be successful? Attention analysis…

  10. Attention– Task Analysis • What skills and/or abilities are required for attending to instruction? • How do we know which skills the student has mastered? • How do we measure the skills that are missing? Think-Pair-Share

  11. Where are we going? Learning Task: Write a SMART goal Specific, measurable, attainable, relevant, time-oriented

  12. Example SST form for academics -student weaknesses, baseline data, and goals Example SST form for behavior -student weaknesses, baseline data, and goals

  13. How do we get there? Research-Based Interventions

  14. What do we currently use? Data sources… Intervention strategies… SRA Sonday System ALEKS Concrete-Representional-Abstract Specific Feedback Student self-reflection/rubrics • DIBELS • mClass • STAR • Sight word mastery • Math fact fluency • Behavior logs • Rubrics

  15. Where do we go to find new interventions? • Specialized Instructional Strategies flipbook • UDL website • Intervention central • What works clearinghouse Learning task: Pick a resource and find two interventions

  16. How do you know if it’s working? • Pick a specific area and measure it • Use a consistent monitoring tool • Measure the area every two weeks • Compare progress to the goal you set to determine if they will reach the goal

  17. When do you change interventions? It’s been 6 weeks and there is little or no progress You have tried at least two intervention with no progress Both interventions are research-based Second intervention is more intense than the first intervention • Trend line is moving up, but goal line is moving up faster • Trend line is flat • Trend line is moving down

  18. Transfer of Knowledge At your school… • Edit/update the list of currently available data • Add new data sources needed • Edit/update the list of currently used interventions • Add new interventions to try • Select one or two SST files to review • Make sure they have SMART goals • Check to see if their interventions line up with their needs • Create a progress monitoring chart • Decide if they are making enough progress to reach the goal • Consider changing interventions or referral for screening

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