Michelle Hinzman Barbara Pline Chamoni DeLong Pamela Fields Functional Assessment of Academic Performance How to select, assess, and provide interventions for students

Framework used to identify the most effective evidence-based intervention for students Before recommending an intervention, AEA staff test a series of interventions during brief instructional trials The effect on a specific target (e.g., oral reading) is assessed during each trial The intervention that produces the largest gains is implemented for an extended period What is FAA?

Time-efficient, reliable, and cost effective Links assessment directly to intervention Combines evidence-based instruction, formative assessment, and response to intervention Prevents the necessity of ineffective interventions being implemented for extended time Why is FAA effective?

Who has been trained? 4 Fluency Cohorts –Fall 2012 –Spring 2013 – Academic Year – Academic Year 41 AEA Staff –26 School Psychologists –10 Consultants –5 Social Workers 1 Decoding Cohort – Academic Year 11 AEA Staff –9 School Psychologists –2 Consultants

Where has FAA been implemented?

FAA Fluency Interventions

Student Outcomes

All Students

Teacher Perceptions of the FAA Process

Behavior Intervention Rating Scale (BIRS) 24 self-report items 6-point Likert scale Higher mean score reflects higher acceptability (i.e., 1-Strongly Disagree, 6-Strongly Agree) Three factors –Acceptability –Effectiveness –Time to Effect

Question: This was an acceptable intervention for the child’s reading concerns. Mean: 5.30/Standard Deviation:.89

Question : The intervention proved effective in improving the child’s reading skills. Mean: 4.83/Standard Deviation: %

Question : I would suggest the use of this intervention to other teachers. Mean: 5.17/Standard Deviation: %

Question : I would be willing to use this intervention in the classroom setting. Mean: 5.09/Standard Deviation: %

Question : The intervention quickly improved the child’s reading skills. Mean: 4.36/Standard Deviation: %

Question : Soon after the intervention started, a positive change in classroom performance was noticeable. Mean: 3.96/Standard Deviation: %

Question : The intervention produced lasting improvements in the child’s reading skills. Mean: 4.46/Standard Deviation: %

Chami DeLong

Laura Ramaekers

Time Gained Instructional Time-hours25 hours Instructional Time-days4 days Administrative Time-hours17 hours Instructional Time-days2 days