Interventions

1. Interventions ARC Chairperson Training

2. 1997 Special Education Regulations …providing incentives for whole-school approaches andpre-referral interventionto reduce the need to label children as disabled in order to address their learning needs 18 Years

3. 707 KAR 1:300 Section 3. Referral System (2) …ensuring that each child has been provided appropriate instruction and intervention services prior to referral. (3) The LEA shall ensure that: (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and

4. 707 KAR 1:300 Section 3. Referral System (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were providedto the child’s parents.

5. Qualified Personnel Personnel who meet the statutory or regulatory qualifications for each respective profession currently applicable in this state. 707 KAR 1:002 Section 1 (49)

7. 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Programming 80-90% School-Wide Programming Systems Model for Academics and Behavior Academic Systems Behavioral Systems Decisions about tiers of support are data-based

8. Universal Screening • Quick to administer and score • Provides quantitative data (a number) • Focused on foundational skills in a subject area or basic behaviors • All students, 3 times a year • Identify above, on and below-grade level students

9. Diagnostic Assessment • Time to administer and score varies greatly   • Provides qualitative data (names specific skills lacking) and sometimes quantitative data, as well. • Focuses on foundational skills • All students placed in Tiers II or III by the universal screener • Identify specific foundational skills for focus in intervention

10. Research-Based Instruction and Intervention • Research-based means • the intervention has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review • OSEP Comments to Federal Regulations • FR, Volume 71, No 156, • page 46683

11. Interventions can be… PROGRAMS • Focused on a specific skill deficit determined by a diagnostic assessment • Evidenced-based and proven to work when implemented with fidelity • Provided by qualified person LEARNING STRATEGIES • Evidence-based and proven to work when implemented with fidelity • Must be implemented with fidelity specific to the strategy being used (not all strategies require the same intensity and/or duration)

12. Reading InterventionsExample • Elementary • Learning Strategy: Repeated reading • Middle • Learning Strategy: Self-questioning strategy • High • Learning Strategy: Inference strategy

13. Writing InterventionsExample • Elementary • Strategy: Fundamentals of sentence-writing strategy • Middle • Strategy: Proficiency of sentence-writing strategy • High • Strategy: Theme-writing strategy

14. Mathematic InterventionsExample • Elementary • Strategy: CRA Instructional Strategy • Middle • Strategy: CRA Instructional Strategy • High • Strategy: CRA Instructional Strategy

15. Behavior InterventionsExample • Elementary • Strategy: Restorative Practices • Middle • Strategy: Restorative Practices • High • Strategy: Restorative Practices

16. Progress Monitoring Data Collection Tools • Must assess the targeted deficit • Must be consistent (specifically in relation to difficulty/grade-level) over time • Must use to measure at regular intervals Examples (not exhaustive): *DIBELS probes *Frequency Count *CBM *Interval Recording

17. Data Collection Schedule • The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently. An Administrator’s Guide to Measuring Achievement for Students with IEPs

18. Progress Monitoring Reasonable Intervals • Collection and comparison of data points to evaluate effectiveness of intervention and student progress • If performance is consistently around goal line, continue intervention. • If at any time multiple data points fall below the goal line, change or modify the intervention

19. Which of these pieces of data are necessary in the intervention phase? • Screenings (health and universal) • Diagnostic/Benchmark assessment data • State and district assessments • Loss of instructional time due to discipline issues and attendance • Classroom work and grades • Staff observations • Progress monitoring data • Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) • Information from the parents

20. Decisions are based on… Data Documentation Analysis

21. Showing Appropriate Instruction and Intervention Academic and Behavior Concerns • Is there documentation the school tried to address concerns? • Was the child’s instruction changed in some way to try to address concern? Document strategies. • Did student receive any Tier 1, 2, and 3 interventions? • Is there on-going progress data? • How was data collected and documented?

22. Prior to or as Part ofa Referral In General Education Setting In General Education Setting In General Education Setting

23. Intervention Resources National Center of Response to Intervention: www.rti4success.org National Research Center of Learning Disabilities: www.nrcld.org Intervention Central www.interventioncentral.org National Center on Student Progress Monitoring www.studentprogress.org

24. A Guide To The Kentucky System Of Interventions (KSI) http://education.ky.gov/educational/int/ksi/Documents/KSIRtIGuidanceDocument.pdf http://education.ky.gov/educational/int/ksi/Pages/ksiIC_InterventionTab.aspx