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Individualized Plan Meeting Agenda Template

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Individualized Plan Meeting Agenda Template

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Did you discuss student concern in a grade level meeting? Did you have a Parent conference? Collected information from previous teachers? Discussed student concern with Arabic teacher, School counselor and Team Lead?

What kinds of T1 T2 interventions were applied?

Did you collect evidence of student’s response to these interventions?

What supports and accommodations with environmental controls have been made?

Was student referred for T2 supports to a learning support teacher?

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Did you talk to other teachers on the team?

Did you ask parents about getting a tutor or ask student if they had a tutor?

Did you modify your teaching style with the student?

Have you used peer supports in any way?

Consult with leadership-AP, Counselor, Principal?

Was student referred for Tier 2 supports to a learning support teacher?

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Analyzing student data to determine the referral question

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Analyzing student data to determine the referral question

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Which area of learning is of concern?

Be specific in describing the student concern.

Look at referral questions in the different subject areas

Analyze data to determine where is the student in comparison to the peers in their class?

How does the student compare to his/her peers in terms of growth; mastering concepts at the same level as peers, pace; are they moving through content at the same speed as peers?, and retention; are they comprehending the material to the same level of mastery as their peers?

What is the students rate of growth compared to peers? (look at baseline vs current assessment data)

How far away is the student from his/her projected growth?

How do we get the student to INCREASE their rate of progress, (not ‘catch up’)

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Small-Group Interventions for Reading, Math, and SEL (+ Intervention Planning Forms)

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Small-Group Interventions for Reading, Math, and SEL (+ Intervention Planning Forms)

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Small-group interventions can be an effective way to differentiate supports for learners who are in need of extra instructional time in a specific area.

First, what is small-group instruction? Typically, educators or interventionists deliver this type of instruction with groups of three or more students within a tiered Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS)model. Assessment data can help identify students who generally need the same level of support in a particular area, such as reading, mathematics, or social-emotional learning (SEL).

With small-group instruction, it can be helpful for your school or district team to build a shared intervention menu of high-quality strategies that are effective in groups.

In this article, explore a curated list of small-group interventions organized by subject-area (e.g., Reading, Math, and SEL/Behavior). We also indicate recommended Tiers (e.g., Tier 3) and grade-level appropriateness (e.g., elementary school, middle school, and/or high school).

As a bonus, we've included group intervention planning forms that can help your team monitor and document students' progress toward mastery over the course of the intervention program.
Download this Interventions and Progress Monitoring Toolkit (includes templates and worksheets for intervention planning!).

Small-Group Reading Interventions

Intensive small-group reading interventions can help students work to master the five core elements of reading: phonological awareness, phonics, reading fluency, vocabulary, and comprehension. Research shows that reading intervention provided in small groups is more effective if targeted at specific reading skills. The menu below offers evidence-based group reading interventions for ELL students and readers in need of additional support towards mastery.

Intervention Name Tier(s)Grade Level(s)Intervention Description

Close Reading

1, 2, 3

K-12

Close Reading is a strategy for complex texts that develops students' understanding through multiple opportunities to read the same text. Each time a student reads through the short, complex text, the level of thinking deepens, allowing the student to grasp the reading better each time. How it works:

(Planning) Choose a short, complex text. Identify the learning objective of the lesson. Identify areas of complexity in the text and determine how to best chunk the text for meaning. Script questions.

(First Reading) Key ideas and details. Explain the purpose of the lesson to students. Students read and annotate for meaning.

(Second Reading) Craft and structure. Ask the questions on your script to deepen students' understanding of the text.

Decoding Practice

1, 2, 3

K-3

Practice applying word attack skills with students to improve their reading rate and accuracy. Note: This intervention requires phonological awareness. Use a phonological awareness assessment to determine whether or not your student already has these skills. How it works:

(1) Segmenting and Blending Practice: Students tap each letter making each sound in a word, then blend them together.

(2) For longer words, teach students to use their fingers to mask words and word parts. This makes decoding multi-sensory and helps visually segment words into smaller pieces.

Graphic Organizer

1, 2, 3

2-12

​Graphic organizers are designed to visually represent thinking and to visually connect key ideas. Graphic organizers can serve many purposes for students, from helping them take notes in class, to recording different perspectives during a group discussion, to pre-writing, problem-solving, pre-reading, or synthesizing their thinking at the end of a lesson. How it works:

(1) Select an organizer that matches the task.

(2) Model how to use the organizer.

(3) Consider collecting the graphic organizers at the end of the lesson to give students feedback.

Phonological Awareness Training

2, 3

K-3

​Teach students to recognize and manipulate the sounds in words. This can involve detecting, deleting, segmenting, or blending segments of spoken words (i.e., words, syllables, onsets and rimes, phonemes) or identifying and producing rhymes or alliteration. How it works:

(1) Teach students that words can be broken into smaller parts. Demonstrate how to isolate the individual sounds in words and how to break words into their component sounds by modeling with two- or three-phoneme words sun as "dig," "sun," or "at."

(2) Lead students in practicing isolating the sounds in words by using Elkonin sound boxes or colored discs to mark the unique sounds they hear in words.

Repeated Readings

2, 3

5-12

Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level.

During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than five seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.

Small-Group Math Interventions

Within the RTI framework, small-group instruction is used much less frequently for math than for reading. However, there is a growing body of research on the effectiveness of mathematics interventions, according to practice guide from the What Works Clearinghouse prepared for the National Center for Education Evaluation and Regional Assistance. Here are a few math strategies that are appropriate for use in group intervention settings.

Intervention Name Tier(s)Grade Level(s)Intervention Description

Word Problem Types

2, 3

K-5

Teach students to recognize various problem types and determine an appropriate problem solving strategy based on the problem type. The student reads the problem, restates the problem in their own words, visually represents the problem, creates a plan to solve the problem, computes the answer, and then checks their work.

Math Fact Fluency

1, 2

K-8

Fluent understanding of the relationships between numbers is critical for problem solving. Build student number sense through "number talks," teaching fact families, and strategies like "counting on" and "make 10."

Math Time Drill

1, 2

K-12

Timed math drills are used to improve students' speed and ease of math fact recall. The goal of math drills is to build students' automaticity, allowing them to instantly recall the answer to any math fact, freeing up cognitive energy to solve more complex problems. How it works: (1) Pass out drill sheets face down. (2) Set the timer for three minutes. (3) Students answer as many questions as they can. (4) Lead students in correcting their work.

Place Value

2

K-8

Teach students a conceptual understanding of place value using manipulatives, like base 10 blocks. This helps to introduce and build number sense skills.

Small-Group SEL and Behavior Interventions

Although academic-based interventions have existed for years, small-group SEL and behavior interventions are an emerging practice. For example, interventionists or behavior coaches might gather a group of students who need support in similar core SEL skills and competencies (e.g., emotion regulation or relationship skills) during lunch time or an advisory period. Gathering SEL perception data can help identify which students might benefit from these types of small-group interventions.

The small-group interventions listed below are sourced from leading SEL curriculum providers and are available in Panorama's Playbook, an online professional learning library for our school and district partners. (Are you focused on high school SEL? Explore five SEL activities for high school students.)
For more intervention ideas, download this packet of 15 SEL interventions (includes individual and group interventions).

Intervention Name Tier(s)Grade Level(s)Intervention Description

4 at the Door + 1 More

1, 2

PK-12

Greet students intentionally at the door using protocols such as "Eye to Eye" and "Name to Name."

Asking For Help

2

K-12

Help students identify areas in their lives in which they could use support and construct an explicit request for support. For example, ask students to identify a problem they could use help on right now and someone who might be able to help. Or, ask students to craft a written request for help.

Challenge the Challenging

2

K-12

Use this move to connect with your students beyond the classroom material and build stronger relationships. Have students fill out a survey that pulls out things they are interested in and/or passionate about.

Empathy Exercise

1, 2

6-12

Encourage students to be more empathetic and increase perceptions of "connectedness" in your classroom using a short self-reflection questionnaire.

Lunch Bunch

2, 3

K-12

A "Lunch Bunch" is a small group of students who meet with a teacher or counselor away from their usual lunch place. For teachers, it's an important time to build connections and learn about students. For counselors, it's a space to work towards a specific goal. Goals and duration vary from group to group.

Make a Face

1, 2

PK-5

Children learn a simple way to "make change." By changing their facial expression, they can change how they're feeling and acting and, by extension, how others experience them.

Mind Sweep

1, 2

K-12

Helps students reframe negative thoughts and turn them into productive energy.

Rose, Bud, Thorn

1, 2

K-12

Students name a "rose," a "bud," and a "thorn" to identify positive moments and areas where they need support.

Two Word Check-In

1, 2

K-5

The goal of this intervention is to take stock of where everyone in your community is at during the start or end of class, or during a community circle. It is a simple yet powerful exercise that enhances emotional awareness, promotes authenticity, and builds community.

WOOP

1, 2

K-12

WOOP stands for Wish, Outcome, Obstacle, and Plan. WOOP helps you to explore what your wish is as well as the barriers that hold you back from fulfilling this desire.

If you use Panorama: You can easily build and track group intervention plans across reading, math, and SEL. Select students from your roster to include in the group, then assign an intervention from Panorama's intervention library. Add progress monitoring notes for each student as the plan progresses.

Example of a group intervention plan in Panorama (mock data pictured)

Group Intervention Planning Forms

For small-group instruction to be most effective, it's critical to log and document results (also known as progress monitoring). How are students in the group performing against the intervention goal? Is the intervention working?

Once you and/or your grade-level team identify students who need the same targeted intervention, use the planning sheets/forms below. The first form is best for creating the initial small-group intervention plan. The second form is best for recording students' progress as the intervention continues. You can also download these forms in PDF and Excel formats in this toolkit.

[Form #1] Small Group Intervention Plan

Students: ______________, ______________, ______________, ______________, ______________, ______________

Group Name: ______________

Intervention Type (ELA, Math, Attendance, Behavior, SEL, Other Academics): ______________

Tier (2 or 3): ______________

Intervention Goal (What skills are you trying to improve?): ___________________________

Intervention Strategy (or Strategies): _______________________

Adult Champion: ______________

Start Date: ______________

Duration: ______________

Monitoring Method (Notes Only, Assessment): ______________

Baseline and Target Scores: ______________

Monitoring Frequency (Weekly, Every Other Week, Monthly): ______________

[Form #2] Updating Intervention Progress

Date: ______________

Student Name: ______________

Was the Intervention Performed? ______________

Notes and Observations: __________________________________________________

Optional Score: ______________

Download this Interventions and Progress Monitoring Toolkit to access the forms in PDF and Excel formats.

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Small-Group Interventions for Reading, Math, and SEL | Panorama Education

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Small-group interventions can be an effective way to differentiate supports for learners who are in need of extra instructional time in a specific area. First, what is small-group instruction? Typically, educators or interventionists deliver this type of instruction with groups of three or more students within a tiered Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS)model.

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20 Evidence-Based High School Interventions

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20 Evidence-Based High School Interventions

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Office of Elementary and Secondary Education

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Three of the four tiers of EBPs in the ESEA, as amended by ESSA, are based on tiered levels of evidence from existing research:

Tier 1 (Strong Evidence) requires evidence from studies that have had a positive, statistically significant impact on student outcomes without any negative findings from well-designed, well-implemented experimental or quasi-experimental studies examining the same interventions and outcomes.

Tier 2 (Moderate Evidence) requires evidence from studies that have had a positive, statistically significant impact on student outcomes without any negative findings from well-designed, well-implemented experimental or quasi-experimental studies examining the same interventions and outcomes.

Tier 3 (Promising Evidence) requires evidence from at least one correlational study with statistical controls for selection bias, which generally includes a statistical model for determining the relationship between two factors or variables.

Each of these three tiers also requires that the evidence of impact be statistically significant, meaning that the impact is substantial enough to not be due to chance. For Tiers 1-2, evidence should come from large, multisite studies with characteristics of the sample and setting similar to those in your school or district. Samples and settings can be pooled across multiple studies examining the same practice or program to meet the large, multisite sample criteria. For more information on technical assistance resources to help states and districts develop processes for identifying EBPs, see the Guides for Identifying Evidence-Based Interventions for School Improvement, the What Works Clearinghouse (WWC) Glossary, and the webinar on Understanding the Department of Education's Evidence Definitions.

Process for Identifying EBPs

To identify potential EBPs that fit these three tiers, districts will need to navigate clearinghouses and other research repositories. While there are existing resources on how to navigate these sites, this process can still be challenging for many school and district staff. The table below provides a detailed process school and district staff can use to identify EBPs based on identified local needs, which is aligned with step one and step two of the cycle outlined in ED's Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments.

Step 1: Identify Local Needs Identify search terms or criteria based on the needs identified through the local needs assessment.
Through a needs assessment process, local staff identify the key types of needs or challenges for which they will need to identify appropriate EBPs. These might include categories such as improving reading intervention, developing and retaining highly effective educators, or creating a positive school climate and culture. Staff can browse categories within WWC or other clearinghouses to identify more discrete key search terms or use practice queries to better refine search terms. When possible, staff can use WWC practice guides, research summaries, or literature reviews to identify multiple relevant studies on a specific topic.

Step 2: Select Relevant, Evidence-Based Interventions Refine the specific types of practices, interventions, or approaches to target.
Once staff have gathered a list of potential types of practices, interventions, and approaches to target, they may wish to further refine this list of practices, interventions, or approaches to more closely align with the identified local needs. In some cases, there may be a limited number of evidence-based interventions or models from which to choose; in other cases, there may be a wide variety of approaches that schools and districts may take.

Identify the tiers met by these EBPs.
As part of local planning and reporting, staff must determine what tiers these potential EBPs meet, and whether this aligns with state and federal requirements under ESEA.

Consider which EBPs may be most relevant for the local context.
When selecting EBPs, staff might balance various factors in deciding which programs to choose. Staff may want to consider the extent to which the study population(s) reflect the local context and community. It is also important to note that Tier 1 requires overlap with district or school population and setting, Tier 2 requires overlap with district or school population or setting, and Tier 3 does not require overlap.

Using Clearinghouses to Find and Select EBPs

The following resources may be helpful to school and district staff in using and navigating clearinghouses to select EBPs.

What Works Clearinghouse: Find What Works Tool The WWC website provides searchable reviews of existing research in a wide variety of areas such as mathematics, literacy, science, dropout prevention, teacher excellence, and working with English learners, among others. The "Find What Works" tool allows users to easily search for studies by topic area, such as math or science, to find studies where there is evidence of positive effects.

How to Use the What Works Clearinghouse: A Presentation for the Policies, Programs, and Implementation Committee at the NCES Forum This presentation provides an overview of the products included on the What Works Clearinghouse webpage as well a demonstration on how to use its database to find evidence-based interventions and practices.

Guides for Identifying Evidence-Based Interventions for School Improvement The Florida Center for Reading Research has developed guides for states and districts on identifying evidence-based interventions for school improvement. These guides provide tools for facilitating a self-study process to find interventions that are most relevant and appropriate based on need, with the strongest evidence base possible.

Aligning Evidence-based Clearinghouses with the ESSA Tiers of Evidence This resource from REL Midwest identifies how the terminology used by major databases (e.g., WWC, Blueprints for Healthy Youth Development) aligns with the criteria for the four tiers defined in ESEA.

Databases to Search for EBPs

The following databases may be helpful to staff in locating appropriate EBPs for their identified needs. ( Please Note: Some studies that qualify as "strong" or "moderate" on a listed website might not meet those standards if submitted to WWC. For that reason, this section is for informational purposes only and does not endorse any specific rating.)

What Works Clearinghouse This database reviews and rates research regarding programs, practices, products and polices in the field of education. In doing so, it ensures that education stakeholders are using the best available research when making evidence-based decisions.

Results First Clearinghouse Database This one-stop online resource developed through a partnership of the Pew Charitable Trusts and other organizations provides an easy way to find information on the effectiveness of various interventions as rated by eight national research clearinghouses, including education and related topics. The database applies a uniform color-coding system to the clearinghouses' ratings, allowing users to quickly assess where each intervention falls on a spectrum from highest rated (green) to negative effects (red). Clearinghouses included are:

Blueprints for Healthy Youth Development

California Evidence-Based Clearinghouse for Child Welfare

The Laura and John Arnold Foundation's Social Programs That Work

The U.S. Department of Education's What Works Clearinghouse

The U.S. Department of Health and Human Services' Research-Tested Intervention Programs

The U.S. Department of Health and Human Services' Teen Pregnancy Prevention Evidence Review

The U.S. Department of Justice's CrimeSolutions.gov

The U.S. Substance Abuse and Mental Health Services Administration's National Registry of Evidence-based Programs and Practices

The University of Wisconsin Population Health Institute and Robert Wood Johnson Foundation's County Health Rankings and Roadmaps What Works for Health

Evidence for ESSA This searchable website, developed by researchers at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University, reviews math and reading programs for grades K to 12 to determine which meet the strong, moderate, or promising levels of evidence defined in ESEA.

Campbell Collaboration The Campbell Collaboration is an online, searchable database of EBPs, including research summaries and "plain language" summaries for a non-technical audience.

Child Trends LINCS Database This database includes EBPs identified across Child Trends evaluation programs, organized by fact sheets by topic area. Users can also access the Child Trends What Works site to further explore all evaluations by topic area and keyword.

Substance Abuse and Mental Health Services National Registry of Evidence Based Practices and Programs (Note: This database is no longer being updated). This database allows users to find scientifically based mental health interventions by keyword or topic area.

Blueprints for Healthy Youth Development This database of positive youth development programs includes both broad prevention programs and targeted programs for specific needs. Each intervention included in this database is reviewed by an advisory board using strict selection criteria.

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Selecting Evidence-Based Practices for Tiers 1, 2, and 3: Navigating Clearinghouses and Databases - Office of Elementary and Secondary Education

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Selecting Evidence-Based Practices for Tiers 1, 2 and 3: Navigating Clearinghouses and Databases Three of the four tiers of EBPs in the ESEA, as amended by ESSA, are based on tiered levels of evidence from existing research: Tier 1 (Strong Evidence) requires evidence from studies that have had a positive, statistically significant impact on student [...]

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Avoid power struggles Call parent or note home Card Flip Clear, consistent, and predictable consequences Do unfinished work during recess or unstructured time Have student say a nice thing to the student they called a name Logical consequence Natural consequences Office referral Reflection sheet Remove from room Speak in calm and neutral tone Take away privileges Take away unstructured or free time

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Everything you need to know from what is an IEP to who is involved as well as the documentation and process of it all!