Judy Rockley September 2012

 Based on student data interventions are chosen from a list of scientifically based programs that are approved by the building/district team  Intervention programs are implemented with fidelity  If a student does not make adequate progress based on building/district decision rules the instruction/intervention is adjusted/customized using a structured, systematic process Rockley, 2012

 Teachers use data analysis from the universal screener or progress monitoring and problem-solving to place students in these intervention programs.  This approach acknowledges that one intervention will not efficiently meet the needs of all struggling readers yet limits the number of possible interventions so that it is easier to train staff and track results. Rockley, 2012

When data show that a student’s scores are below the aimline, follow these steps to adjust the intervention: 1.Check what you are monitoring 2.Check fidelity of instruction 3.Increase pacing of instruction 4.Change pace of intervention 5.Ensure alignment of programs 6.Adjust the instructional materials 7.Move the student to a different group Rockley, 2012

 Tier III Interventions should be: ◦ More Explicit ◦ More Systematic ◦ More Intensive ◦ Targeted or Comprehensive ◦ Developed for students with dyslexia ◦ Effect Size of.5 or larger Rockley, 2012

 Phonological Awareness Activity Books  Start Up  Pathways  Road to the Code  Reading Readiness Rockley, 2012

 Build Up  Spiral Up  Blevins Phonics A-Z  Blevins Word Study  Phonics Boost  Rewards  Multisensory Reading and Spelling (MR&S)  Phonics Blitz Rockley, 2012

 Readers Theater  Read Naturally  Quick Reads  Six Minute Solutions RAVE-O Rockley, 2012

 Comprehension Monitoring  Graphic and Semantic Organizers  Prediction  Question - Answering  Question Generation  Visual Imagery  Story Structure  Summarization (biggest bang for your buck) Rockley, 2012

 The most effective intervention teachers are likely to be those with the most training and experience.  However, in the absence of well-trained and experienced intervention specialists, less experienced teachers, or even qualified para- professionals, can deliver effective interventions if they are trained to use a well-developed, explicit, and systematic intervention program.  Many of these programs are available, and provide a useful “scaffold” to help less experienced teachers provide powerful instruction. (Torgeson, 2006) Rockley, 2012

Developed for students with dyslexia are most intensive. Examples:  Orton Gillingham based programs  Multisensory Matrix  Wilson  Alphabetic Phonics  Neuhaus programs  RAVE-O Rockley, 2012

Problem-Solving Process based on data Rockley, 2012

 Maintaining an intervention log is critical for tracking student’s progress in intervention.  Any changes to the intervention should be based on the results of the progress monitoring data, and documented.  Documenting this information can be done both on the progress monitoring graph and the intervention log. Rockley, 2012

benchmark Tier 1 instruction Tier 2 instruction Growth in Performance but Insufficient Growth Rate Shores & Chester, Rockley, 2012

Increase intensity of instruction by:  increasing number of student responses in a minute by reducing group size  Increase number of questions and error corrections student receives in a minute  Increase scaffolding  Provide more modeling (I Do and We Do)  Increase number of repetition cycles on each skill  Use more systematic curriculum (Hall, 2007) Rockley, 2012

benchmark Tier 1 instruction Tier 2 instruction Lack of Growth in Performance and Insufficient Growth Rate Shores & Chester, Rockley, 2012

Steps to Customize the Intervention 1. Begin with intensive protocol intervention 2. Teach protocol intervention with fidelity 3. The team determines whether a revision to the program is needed to boost the student’s rate of improvement. 4. If so, an instructional feature, based on a well researched instructional principle, is added to the validated protocol. Rockley, 2012

Research-Based Practices Regarding Intervention Effectiveness InstructionCurriculum Fidelity of Instruction Modeling and guided practice prior to independent practice (I Do, We Do, You Do) Explicit Teaching Opportunities to respond Sufficient questioning, check for understandings Sufficient practice Appropriate match between learner and intervention Appropriate rate of progress to reach goal Instructional focus based on diagnostic process Variety of Interests Teaches skills to mastery Appropriate independent work activities SettingIndividual Classroom routines/behavior management support learning Appropriate person teaching the intervention group Transitions are short and brief Academic learning time is high Motivation Task persistence Attendance Pattern of performance errors reflect skill deficits Commitment to school Rockley, 2012

 Current research indicates that the most common cause of failed intervention is a lack of fidelity of implementation.  Scientific research may indicate that an intervention model is successful, but that success can only be dependably duplicated if teachers: ◦ are provided sufficient on-going program- specific training, ◦ agree to implement all aspects of the model as designed, and ◦ adhere to that agreement Rockley, 2012

 Fidelity to MTSS Process  Fidelity to Interventions  Collaboration and Communication between general education & special education staff Rockley, 2012