Embed Size (px)
Citation preview
Developing, Implementing, and Monitoring Interventions
Janice GarlandLynn Sodat
OSI Focus Schools ConferenceSeptember 17-18, 2012
How will we respond when some students don’t learn?
What is it we want all students to learn?
How will we know when each student has
acquired the intended knowledge and skills?
How will we respond to students who HAVE
mastered the intended knowledge and skills?
How do we respond when students don’t
learn?
Source: How Professional Learning Communities Respond When Kids Don’t Learn (Presentation by Gail Varney, Title I School Improvement Workshop, June 17-18, 2009)
Focus School Requirement
“Each focus school will be required to regularly analyze a variety of data points to make strategic, data-driven decisions to implement needed interventions for identified students including students with disabilities and English language learners . . .”
(ESEA Waiver, p. 78)http://www.doe.virginia.gov/federal_programs/esea/va_esea_flexibility_application.pdf
Focus School Requirement
“Indistar® will be required for focus schools and division staff to develop, coordinate, track, and report division- and school-level improvement activities. A number of evidence-based practices and indicators are provided to inform improvement efforts.”
(ESEA Waiver, p. 78)http://www.doe.virginia.gov/federal_programs/esea/va_esea_flexibility_application.pdf
The Process
Intervention Indicators in Indistar®
TA01 The school uses an identification process (including ongoing conversations with instructional leadership teams and data points to be used) for all students at risk of failing or in need of targeted interventions.
Intervention Indicators in Indistar®
TA02 The school uses a tiered, differentiated intervention process to assign research-based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).
Intervention Indicators in Indistar®
TA03 The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.
A Three-tiered Model
Source: How Professional Learning Communities Respond When Kids Don’t Learn (Presentation by Gail Varney, Title I School Improvement Workshop, June 17-18, 2009)
The Classroom Teacher is Critical
“Educators who rely on interventions alone to meet the needs of students who score below proficiency will never solve the basic problem these children face.”
Buffum, Mattos, & Weber, Pyramid Response to Intervention, 2009
Message: during “first teaching,” effective differentiated instruction is critical.
Tier 1: ALL Students Receive Quality Instruction
• Monitored alignment of curriculum and assessments (formative and summative)
• Differentiated instruction and small-group activities• Analysis of assessment data to help inform staff
about quality of core instruction• Programs implemented with fidelity• Maximized instructional time
Source: How Professional Learning Communities Respond When Kids Don’t Learn (Presentation by Gail Varney, Title I School Improvement Workshop, June 17-18, 2009)
Tier 2: SOME Students Targeted for Intervention
• Broad interventions don’t meet any particular need• Planned interventions should be explicit and
systematic• Group by cause of difficulties – not by symptoms• More targeted = more effective
Source: How Professional Learning Communities Respond When Kids Don’t Learn (Presentation by Gail Varney, Title I School Improvement Workshop, June 17-18, 2009)
Tier 3: FEW Students Targeted for Intensive Intervention
• Designed for students who show low content area skills and/or lack of progress over time when provided Tier 1 and Tier 2 interventions
• Generally last a number of weeks and usually serve no more than 5-10% of the student population
• Individual or small group - pull-out setting • Sustained, research-based instruction that may include intensive support programs
Source: How Professional Learning Communities Respond When Kids Don’t Learn (Presentation by Gail Varney, Title I School Improvement Workshop, June 17-18, 2009)
Table TalkPART 1 (5 minutes):• With your school/division colleagues, brainstorm the
Tier 2 interventions that you currently offer in your school
• Share your perceptions regarding the effectiveness of these interventions
PART 2 (3 minutes):• Share a brief overview of your Tier 2 intervention
and its effectiveness with division team sitting at your table
What Interventions Require
1. Is our response systematic?2. Is our response timely?3. Is our response directive?4. Is our response targeted?5. Is our response flexible?
Systematic- Does the intervention process include a planned, team-oriented process for implementing interventions?
Timely – How often is the question asked, “How do we know if our students are not learning?”
Directive – Is there a structure in place that supports students in receiving the needed intervention?
Targeted – Are students identified by difficulties, not by symptoms?
Flexible – Are students returned to the regular instructional program as quickly as possible?
Time to Reflect on Process…
Source: How Professional Learning Communities Respond When Kids Don’t Learn (Presentation by Gail Varney, Title I School Improvement Workshop, June 17-18, 2009)
Monitoring
Who monitors?• Student (self-monitoring)• Teacher• Grade level/content teams• Principal• Division
Monitoring
What is monitored?• Student performance• Program fidelity and impact over timeHow often do you monitor?• Weekly, bi-weekly . . .
– Measuring increased student performance– Making program adjustments – Conducting program evaluation
InterventionWhat it is… What it is NOT…
Preventive and Proactive RemediationTargeted GeneralExplicit Instruction Programs or MaterialsIntentional and Frequent Optional or OccasionalMeasured by Student Progress
Measured by Attendance
Contact Information
Janice Garland, Lead School Improvement Coordinator804-371-6201
Lynn Sodat, School Improvement [email protected]
