Developing, Implementing, and Monitoring Interventions Janice Garland Lynn Sodat OSI Focus Schools Conference September 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)

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)

The Process Identify the Problem Analyze relevant data Develop a Plan Implement the Plan Monitor the Plan Modify the Plan

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 Tier 3: FEW (5%) Individual students; high intensity; long duration Tier 2: SOME (15%) At-risk students; high efficiency; rapid response Tier 1: ALL/MOST (80%) Meets the needs of most students; preventive and proactive 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 Tier 1 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 Tier 2 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 Tier 3 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 Talk PART 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 time How often do you monitor? Weekly, bi-weekly... – Measuring increased student performance – Making program adjustments – Conducting program evaluation

Intervention What it is…What it is NOT… Preventive and ProactiveRemediation TargetedGeneral Explicit InstructionPrograms or Materials Intentional and FrequentOptional or Occasional Measured by Student Progress Measured by Attendance

Contact Information Janice Garland, Lead School Improvement Coordinator Lynn Sodat, School Improvement Specialist