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Consistency of interventions using PRESS

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-We have a set team and a set schedule for meetings (Lvl 2 MTSS)
-We have spec ed, title, at risk, counselors collaboration
-Data Google Doc-compiles students info, intervention, pm'ing,

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Implementing PRESS and targeting interventions. Teachers are seeing increase in scores for students with targeted interventions. We have a consistent schedule for each grade level.

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CARE team meetings:  Teachers bring in kids who they have concerns about.
Majority of teachers are doing progress monitoring for students below benchmarks.
Different knowledge bases of interventions: PRESS, SIPPS, Write-in Readers

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Implementation of PRESS has brought about growth. Grade level collaboration keeps us focused and informed.

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We have a portfolio of interventions--we have many interventionist that are trained in comprehensive literacy

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Orton Gillingham in first grade is showing to be successful through progress monitoring data.
Outside reading for 6th grade resource class is showing to be successful through progress monitoring. Extra tutoring after through Title 1 helping students progress shown in progress monitoring.

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We have all three tiers in place, using our data more consistently and are providing research based interventions based on our data.

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Learned 1. Always need to look at system first-strong system.
2. Fidelity check list- talk about it a lot but are we really using the true steps.
3. Appendices helped identify success, whether interventions are affective.
Take back -  Data sheet for Literacy Status, and appendices on interventions
Question- How do we evaluate fidelity of effective interventions? What is an easy-quick way to document the use of intervention with fidelity?

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3 Learning: Fidelity Checklist, Targeted & Intensive serving in different tiers, Delivery of Interventions
2 Take Backs: Fidelity checklist, Appendices
1 Question: What interventions are needed for tier 2 students...who can provide these interventions in the building?

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What we learned:  The literacy status vs. US benchmark. The healthy indicators of the effectiveness of interventions. The importance of fidelity checks.
Take Backs:  The fidelity checks for peer and administrator.  Monitoring progress/trend line to know when a change what we are doing.
Question: How many times do you let a child go through the cycle? (Literacy status)

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Learned: Difference between Targeted and Intensive Interventions, Literacy Status, Intervention Effectiveness

Takeback: Literacy Status Data, Intervention Effectiveness

Question: Where do we find time to continue reviewing information from these discussions once we return?

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What an intervention is.  Importance of the fidelity.  Interventions are not being used at their full potential.

Information about interventions and the importance of them.  Utilizing the data that we have to see if interventions are working.

When do implement the interventions/find time to do them?

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-Take Aways: ROI tool (Ap 5)
-Questions:
1:What is the right number of interventions?
2:Is there evidence to support only using 1 intervention with fidelity instead of picking and choosing out of a list?

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Learned 1. Tools for analyzing data 2. Tools for fidelity of interventions 3. Tools for developing consensus
Take Backs 1. Consensus Survey 2. Data
Question 1. Are interventions effective?

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Learnings Targeted/Intensive can be the same intervention just more intense; group size, duration
Usable templates for data

Take Backs - Intervention    Summary
Targeted Learning Steps

Time Management? How do interventionists find time to meet with classroom teachers?

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We implement interventions during guided reading time, resource time, and with volunteers. We also have after school tutoring.

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WIN (What I Need) at the end of the day for K-4 and 11:30 for 5-6.

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Interventions are implemented during reading time by classroom teachers or our resource teacher.

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We have an extended school day - 20 minutes math MTSS district requirement - Title pushes in during reading time in k-2. Building wide intervention time all hands on deck.

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We implement them throughout the day in the associates scheduled day.  We use PRESS, which is scripted, and their are training videos for the associates.  Teachers are responsible for communicating with associates.

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Everyday at 3:00 is flex time to work with kids on interventions others read.
Classroom teachers pull out of other time during the day to do interventions.

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-Guided Reading (During Indp reading and writing time)
-Title/Spec Ed...Scheduled time during the day

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We built a schedule to include an intervention time for 30 minutes/4 days each week (Tier 2). Tier 3 interventions are done at various times in the day. Tier 1 interventions take place within the workshop structure.

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Share data collected with staff and continue to review flow chart and check for accuracy

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-We would like Kelly G to meet with our team on Feb 5...walk us through the steps, clarifying questions, guide us
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Get a system in place for diagnosing and implementing interventions.

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-Intervention inventory completed by all teachers
-Introduce flowchart to faculty
-Introduce the assessment results sort tools
-Introduce Literacy Status spreadsheet
-Share Literacy Status steps

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After winter screening look at sorting maps - differentiate intervention with hopes to start fidelity checks.
Monthly progress monitoring - using appendix 8 analyzing student progress.

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Skill Measures, Fidelity Checks & Move through student learner steps

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Using the student summary forms to present to staff and evaluate interventions. Implement fidelity checks to ensure students are getting what they need.