Intervention Resources

1. Intervention Resources Presented by: Lancaster School District Department of Curriculum, Instruction and Assessment

2. Definition of Intervention: An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new situations or settings.

3. Definition of Intervention (cont.): An intervention can be thought of as “a set of actions that, when taken, have demonstrated ability to change a fixed educational trajectory” (Methe & Riley-Tillman, 2008; p. 37).

4. Example Norm for grade level Intervention in place Current Trajectory RTI Score

5. How do I know which intervention to choose?

6. Critical Question Is the student not performing well in the identified academic area because of a performance deficit or a skill deficit?

7. Performance Deficit • Simply put, a performance deficit implies that a student is capable of actually doing the academic task but is not engaging in the given task. • If the student is struggling because of a performance deficit, a behavioral intervention is probably necessary.

8. Skill Deficit • In the case of a skill deficit, a student does not perform the desired task because he or she does not know how to do it. • If the student is struggling because of a skill deficit, an academic intervention is probably necessary.

9. Academic Interventions

10. Instructional Hierarchy(Haring, et al, 1978) How does a teacher decide what type of academic intervention will work best with a student?

11. Instructional Hierarchy • Acquisition • Fluency • Generalization • Adaptation

12. Instructional Hierarchy • Acquisition phase: period between first appearance of the desired behavior and the reasonably accurate performance of that behavior

13. Instructional Hierarchy (cont.) • Fluency phase: period between first reasonably accurate performance of behavior and student’s ability to perform rapidly and with proficiency

14. Instructional Hierarchy (cont.) • Generalization phase: recently acquired behavior is displayed (a) across multiple settings and/or (b) in the appropriate context in which the student is expected to demonstrate the behavior

15. Instructional Hierarchy (cont.) • Adaptation phase: period between using the skill in many situations or settings and adapting the skill to fit novel task-demands or situations.

16. Now you try!

17. Program Specific Intervention(examples) • iRead (grades K-2) • System 44 (grades 3-8) • Read 180 (grades 6-8) • Imagine Learning (grades K-5)

18. Evidence-BasedAcademic Interventions NON-Program Specific, Intervention Central

19. Planning Academic Interventions Click on Academic Intervention Planner.

20. Intervention Planning Steps Select academic area in which student is struggling. Academic Intervention Planner Manual **(Note: The same process can be followed using the Behavior Intervention Planner also.)**

21. Intervention Planning Steps (cont.) Use scroll bar to select intervention(s) that will best address student’s difficulties. Then click arrow to move it over to checklist.

22. Intervention Planning Steps (cont.) Clicking on the “Edit” button will give the teacher a view of the research that supports the intervention as well as a place for the teacher to write notes.

23. Intervention Planning Steps (cont.) Clicking on PDF or MS Word buttons will enable the teacher to print out suggested intervention(s) so that they can be brought to an SST meeting.

24. Mixture of Evidence-Based and non-evidence-Based(not labeled) Behavioral Interventions PBISWorld.com

25. Clicking on one of the links to be led to interventions related to the behavior.

26. By clicking on “YES” you’re taken to a list of interventions that address the chosen behavior.

27. Each link under the Interventions heading will take you to the steps for implementing the intervention.

28. This button will take you to Tier 2 behavioral interventions. (These interventions will most likely require the support of your School Psychologist.)

29. Evidence-Based Behavioral Interventions Intervention Central

30. Planning Behavioral Interventions Click on Behavior Intervention Planner.

31. Intervention Planning Steps Select behavioral area in which student is struggling. Behavior Intervention Planner Manual

32. Intervention Planning Steps (cont.) Use scroll bar to select intervention(s) that will best address student’s difficulties. Then click arrow to move it over to checklist. **(Follow the same process as you did with academic interventions the rest of the way.)**

33. How do I determine the frequency of the intervention?

34. Is it a Tier 1 intervention?

35. Is it a Tier 1 intervention?

36. Is it a Tier 2 intervention?

37. Is it a Tier 2 intervention?

38. Is it a Tier 3 intervention?

39. Is it a Tier 3 intervention?

40. Where will the intervention be “delivered”/taught?

42. Who is responsible for providing and monitoring the intervention?

43. (Elementary School)

44. (Middle School) • ELA and Math Core Teachers (Tier 1) • ELA Support Teacher • Math Support Teacher • Read 180 Teacher

45. What tools do I use to monitor a student’s progress once the Student Study Team has decided on an intervention?

46. Tier 1 • Progress is monitored through benchmark testing 3 times a year. • Acceptable benchmark testing tools: • Basic Phonics Skills Test (BPST) • Dynamic Indicator of Basic Early Literacy (DIBEL’s) benchmarks • Scholastic Phonics Inventory • Scholastic Reading Inventory • STAR test (Accelerated Reader) • SBAC aligned Interdisciplinary Unit Performance Tasks • Embedded Assessments for Math • Easy CBM for Math

47. Tiers 2 & 3

48. Assessments forProgram Specific Intervention(examples) • iRead (grades K-2) • System 44 (grades 3-8) • Read 180 (grades 4-8) • Imagine Learning (grades K-5) --All use computer adaptive assessments

49. Assessments for NON-Program Specific, Academic Interventions

50. Tracking Progress with CBM Click on CBM link to access manuals.