Interventionists, Ryan, John, Me, Isaac

Teachers do not understand what MTSS is

They need to understand tier I interventions

2. Who needs to be invited to this team because they are a strong influencer? What teachers or specialists have influence and need to be supportive/convinced? How do we accomplish this?

Helpers: Ashley Fetchin

Leslie DePace

Lori Sacco (Cara Hessler, Terri Seltzer)

Catie Chinchilla

Amy Shultz

Nay Sayers:

Needs to come from us or outside (IU) not from teachers

3. Have our teachers/specialists been trained on HOW to administer STAR and aimsWeb assessments?

No. We need time to share the data with them. Look at the data. Where are the weaknesses?

Tier 1 groupings? Help teachers determine Tier 1.

WIN Time?

Data analysis. Brainstorm ways to close the gap.

We need to learn more about WIN time

4. Are there fidelity checks?

5. Do we provide new staff and refresher training?

6. Are staff trained on WHAT to do with the data from benchmark screening?

7. If not, how can we change this?

8. As a team, how do we access research-based interventions for all tiers?

9. How do we share these interventions with teachers? (intervention database? via Google Drive? via Padlet?)

10. How do we train and SUPPORT teachers in the use of interventions?

"THE MOMENT WE THROW OUR HANDS UP IN THE FACE OF THE MAGNITUE OF THE PROBLEM, WE HAVE LOST" (p. 53)

1. What is the goal?

2. What is the intervention plan to meet this goal?

   1. What Works Clearinghouse (ies.ed.gov/ncee/wwc): reviews evidence to support the effectiveness of purchasable intervention programs

   2. National Center on Intensive Intervention at American Institutes for Research (www.intensiveintervention.org/chart/instructional-intervention-tools)

   3. Intervention Central (interventioncentral.org)

      1. The latter two include scripts to implementing free research-based intervention methods and strategies.

   4. Five key characteristics of effective instruction: (1) correctly targets skills, (2) includes explicit instruction, (3) provides an appropriate level of challenge, (4) allows students frequent opportunities to respond, and (5) supplies students with immediate feedback.

   5. It is critical to carefully investigate and take into account the function of a student’s or group of students’ problem before deciding upon an appropriate intervention. Functions include:

      1. Have not yet acquired the skill

      2. Are not motivated motivated to demonstrate the skill

      3. Are not yet proficient in the skill

      4. Are not yet fluent in demonstrating the skill

      5. Have not yet generalized demonstration of the skill to other settings

   6. Evidence-Based Intervention Network (ebi.missouri.edu): helps users identify which of these reasons for academic failure best explains their student’s or group of students’ problem and which research-based interventions might best address the problem.

3. How will progress be monitored?

   1. How often progress will be monitored?

      1. It depends on how sensitive the measure is to student growth & how intensive the intervention is.

   2. For how long?

      1. In most cases, 4 data points at or above (below if looking for reduction) the goal unless a high-stakes decision

      2. Many more than four data points are needed before a reliable high-stakes decision (such as sped eligibility) can be made (12+ data points?)

   3. By whom?

      1. Three common models:

         1. General education and special education teachers or intervention specialists themselves screening and progress monitoring the students in their own classrooms, on their own special education caseloads or in their own intervention groups.

         2. An identified assessment team of local data leaders—often including school psychologists, special education

            teachers, intervention specialists, or in some cases, trained paraprofessionals—conducts screening and/or progress monitoring with all students regardless of which classroom they are in, caseload they are on, or intervention group of which they are a part.

         3. Technology-delivered assessments are provided either in a group- or individually

            administered environment. All three models have potential advantages and disadvantages.

   4. With which tools?

      1. www.intensiveintervention.org (Typically general outcome measures or GOMs)

      2. “mastery monitoring” measures: CBMs of individual skills or classroom formative assessments developed in PLCs

   5. How will the data be used to make decisions?

      1. Many assessment-specific progress monitoring systems, such as AIMSweb, as well

         as assessment-agnostic systems, such as ChartDog 2.0 (www.jimwrightonline.com/php/

         chartdog_2_0/chartdog.php), allow users to indicate within progress monitoring graphs

         when an intervention is changed by inserting a vertical line. The slope of the student’s

         progress is then recalculated from that point forward to indicate the impact of the change

         on the student’s growth trajectory.

4. SYSTEMS-LEVEL PLAN IMPLEMENTATION

   1. How will intervention integrity be ensured?

      1. The person who delivers the intervention must have

         the time to deliver it, must be well trained initially, and must be provided with frequent refresher trainings in delivering the intervention.

         1. We recommend that paraprofessionals cover Tier 1 general education classroom instruction during times when supplemental intervention is being provided to at-risk students, releasing the licensed general education teachers to be able to provide Tier 3 individualized support to the most needy students.

         2. (page 63)

5. SYSTEMS-LEVEL PLAN EVALUATION