Using Effective Scientifically- Based Interventions that Align to Students' Needs Where are we? Where are we going? How do we get there?

Special education? More students are being referred for learning disability evaluation, but they are not all eligible for special education services. Even if they are eligible, most students spend the majority of their day in the general education classroom.

Learning Objectives Teachers will be able to identify student needs. Teachers will be able to select accommodations and interventions from a variety of resources. Teachers will be able to document student performance and progress toward goals. Teachers will be able to identify when to change interventions and how to document the need for more services.

Cognitive Processing and Achievementand Processing Areas Crystallized Intelligence Fluid Reasoning Auditory Processing Long-term Retrieval Short-term Memory Visual-spatial Processing Processing Speed Achievement Areas Basic Reading Reading Comprehension Reading Fluency Math Calculation Math Problem Solving Written Expression Oral Expression Listening Comprehension

Learning Task Find the chart paper with your colored dot Each chart identifies one of the areas of processing Discuss how weaknesses in that area can impact academics Write your notes on chart paper Share with the group

Intervention, Accommodation, Modification… Interventions Teach a skill Extra time learning a missing skill Instruction in a smaller group to learn a skill Teaching a skill in a different way to reach a specific student or group of small students Accommodations Work around a deficit Help to access the curriculum Help show what students have learned Reduce unnecessary task demands Modifications Reduce content standards

What do students need to be successful? Reading/writing task analysis…

Reading Weaknesses – Task Analysis What skills and/or abilities are required for reading? How do we know which skills the student has mastered? How do we measure the skills that are missing? Think-Pair-Share Letters Sound- Symbol Association Blending Sounds Sight Words Vocabulary Sentence Analysis

What do students need to be successful? Attention analysis…

Attention– Task Analysis What skills and/or abilities are required for attending to instruction? How do we know which skills the student has mastered? How do we measure the skills that are missing? Think-Pair-Share Inhibition Shifting Attention Sustained Attention Initiation Monitoring Selective Attention

Where are we going? Learning Task: Write a SMART goal Specific, measurable, attainable, relevant, time-oriented

Example SST form for academics -student weaknesses, baseline data, and goals Example SST form for behavior -student weaknesses, baseline data, and goals

How do we get there? Research-Based Interventions

What do we currently use? Data sources… DIBELS mClass STAR Sight word mastery Math fact fluency Behavior logs Rubrics Intervention strategies… SRA Sonday System ALEKS Concrete-Representional-Abstract Specific Feedback Student self-reflection/rubrics

Where do we go to find new interventions? Specialized Instructional Strategies flipbook UDL website Intervention central What works clearinghouse Learning task: Pick a resource and find two interventions

How do you know if it’s working? Pick a specific area and measure it Use a consistent monitoring tool Measure the area every two weeks Compare progress to the goal you set to determine if they will reach the goal DIBELS Math Fact Fluency RubricsSTAR % of Work Completed Daily Behavior Report Card

When do you change interventions? It’s been 6 weeks and there is little or no progress Trend line is moving up, but goal line is moving up faster Trend line is flat Trend line is moving down You have tried at least two intervention with no progress Both interventions are research- based Second intervention is more intense than the first intervention

Transfer of Knowledge At your school… Edit/update the list of currently available data Add new data sources needed Edit/update the list of currently used interventions Add new interventions to try Select one or two SST files to review Make sure they have SMART goals Check to see if their interventions line up with their needs Create a progress monitoring chart Decide if they are making enough progress to reach the goal Consider changing interventions or referral for screening