Using Effective Scientifically- Based Interventions that Align to Students' Needs Where are we?...

Using Effective Scientifically-Based Interventions that Align to

Students' NeedsWhere 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.

Even if they are eligible, most students spend the majority of their day in the general education classroom.

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.

Cognitive Processing and Achievement

Processing Areas• Crystallized Intelligence

• Fluid Reasoning

• Auditory Processing

• Long-term Retrieval

• Short-term Memory

• Visual-spatial Processing

• Processing Speed

Achievement Areas• Basic Reading

• Reading Comprehension

• Reading Fluency

• Math Calculation

• Math Problem Solving

• Written Expression

• Oral Expression

• Listening Comprehension

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

Intervention, Accommodation, Modification…Interventions• 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

Accommodations• Work around a deficit

• Help to access the curriculum

• Help show what students have learned

• Reduce unnecessary task demands

Modifications• Reduce content standards

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

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

Letters Sound-Symbol Association

Blending Sounds Sight Words

Vocabulary Sentence Analysis

What do students need to be successful?Attention analysis…

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

Inhibition Shifting Attention

Sustained Attention Initiation

Monitoring Selective Attention

Where are we going?

Learning Task: Write a SMART goal Specific, measurable, attainable, relevant, time-oriented

Example SST form for academics

-student weaknesses, baseline data, and goals

Example SST form for behavior

-student weaknesses, baseline data, and goals

How do we get there?

Research-Based Interventions

What do we currently use?

Data sources…• DIBELS

• mClass

• STAR

• Sight word mastery

• Math fact fluency

• Behavior logs

• Rubrics

Intervention strategies…• SRA

• Sonday System

• ALEKS

• Concrete-Representional-Abstract

• Specific Feedback

• Student self-reflection/rubrics

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

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

DIBELS Math Fact Fluency Rubrics

STAR % of Work Completed

Daily Behavior

Report Card

When do you change interventions?

It’s been 6 weeks and there is little or no progress

• Trend line is moving up, but goal line is moving up faster

• Trend line is flat

• Trend line is moving down

You have tried at least two intervention with no progress

• Both interventions are research-based

• Second intervention is more intense than the first intervention

Transfer of KnowledgeAt 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