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The reading groups I would create are :
Group 1:

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Interpret the data figure 3.5

Cassidy, Jordan, Hector, and Felix, all progressed above the benchmark in oral affluence at the end of the 8 week intervention.

Julie stayed below the benchmark and may need to be moved up a tier and different and more intense evidence-based interventions must be implemented.

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When an evidence -based intervention is implemented in the correct way, the intervention is valid. This is known as treatment integrity or fidelity.

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Def: organizing schools resources to provide support prevention and intervention programs proportional to students needs.
FEATURES:
1. supported by scientific based research
2. organized along tier continuum that increases intensity
3. standardized problem solving protocol for assessment and instructional decision making
4. data based decision rules for assessing student progress and making instructional and intervention adjustments.
5. emphasis on assessing an ensuring implementation.
6. regular and systematic screening for early ID of students whose performance is not responsive to instruction.

2 types of MTSS:
RtI response to intervention - more academic interventions
SWPBS - schoolwide positive behavior support
- proactive approach - more on behavioral issues

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~If a student is not making adequate progress in Tier 1 they will be moved to Tier 2.
~There are four parts to the referral process for Tier 2:
1. Initial Consultation-meet with the teacher to gather information and build rapport.
2. Problem-Solving team conference-brainstorm ideas to help the student and plan interventions.
3. Follow-Up Consultation-again discuss interventions and see if everyone is on the same page.
4. Follow-Up Conference-meet and discuss the progress of the student, if the interventions are not working this is where you can modify the interventions or refer to special education.
~Data should be continued to be collected to provide crucial information to the team.
~In class observations should be done if possible.
~If adequate progress is not made, the teacher may refer the student for special education.

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1) Observable: emotions, motivations, and attention are difficult to observe
2) Measurable: Targeting a behavior  that can be monitored and measured
3) Attainable and Ambitious: Achieves a balance that considers typical growth, intensity of the intervention, and the perceived effects of alterable conditions. Knowing where the stduent is starting from is essential to achieve a balance between the two.
4) Meaningful: Understanding the needs of each individual student will lead to more meaningful practices.
5) Outcome: Reading 32 correct words per minute is an outcome. Outcomes are not the same as interventions.

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Progress Monitoring Criteria -Evaluating the Effectiveness

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Progress Monitoring Criteria -Evaluating the Effectiveness

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When mild, moderate, or extreme modifications are needed the consultant's role is monitoring the actions of the consultee (intervention integrity) and the student's reactions through progress monitoring.
One of the following will occur...
1) Intervention is successful
2) Intervention has some positive outcomes but needs further work
3) Intervention is minimally successful and needs revamping
4) The intervention is unsuccessful and there may be a necessity to move to the next level of intervention after assessing why it has failed.

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~Initial screening is done for all students.
~Progress monitoring should be done to follow up with the benchmark screenings done three to four times a year.
~If a student falls below benchmark they will be monitored more frequently.
~The goal is to have 80% of the students supported by the general instructional and curricular practices.

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Step 1 of Intervention: Brainstorm alternative strategies
Step 2 of Intervention. evaluate and choose among alternative strategies
3 components to selecting intervention:
1. support in research literature
2.relates to target behavior and hypothesized cause of problem
3.feasible to implement w/ setting, supplies and people

Step 3: "wh" questions-> who what when, where and how  (must all agree)
additional questions are asked: data systems, realistic expectations, how will consultee get feedback and assistance

Step 4 Implementation
*may require multiple students and consulates
*primary roles - are to ensure that each of the participants has the skills to carry out the plan  & done faithfully.
* Identify&modify ineffective plans use a progress monitoring system based on target behavior, intervention goal.

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Problem Analysis and Brief Experimental Analysis (BEA)

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Problem Analysis and Brief Experimental Analysis (BEA)

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In problem analysis, the consultant looks at the ecology of the student's life and classroom to gather information about the problem, possible sources of the problem and the interrelationships within the context of the classroom expectations.

BEA/Brief experimental analysis : when one teaches a student with an assumed deficit a skill to change the deficit and then examines the results.

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Consultation Process
Step 1: Problem Identification
a) Prioritize and identify target behavior
b) Define target behavior
c) Collect baseline data
d) Establish intervention and long term goals
Step 2: Problem Analysis
a) Examine antecedent and consequent events by functional observations
b) Brief experimental analysis to determine if student has performance or skills deficit
c) Look for patterns in errors or behavioral disruptions
d) Hypothesize about why this problem is happening
Step 3: Intervention Development and Implementation
Step 4: Intervention Evaluation
a) Examine intervention integrity data
b) Examine progress monitoring data
c) Apply a decision to discontinue, continue, or modify
d) Schedule a follow up if necessary

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~Data is collected until little to no variation from one day to the next occurs.
~A good starting point is to collect three baseline data points on three different days and use the median point as the starting point from which to establish interventions.
Things we should measure:
1. Frequency- how often a behaviors occurs.
2. Duration-the length of time a behavior occurs.
3. Latency- the amount of time between a stimulus and the actual behavior.
4. Intensity- the strength or power of a behavior.
5. Accuracy- an indicator of how closely the behavior is approximating the desired result. (number of times a student complies with a request relative to the number of requests)