1. Engaging Families within Intensive Intervention
Amy Peterson, National Center on Intensive Intervention
Sue Donovan, Rhode Island Parent Information Network

2. Agenda What is intensive intervention?
How has Rhode Island incorporated intensive intervention implementation to improve outcomes for students with disabilities?
How can we help parents and families understand intensive intervention?
Family Guides
Additional Resources

3. Overview of NCII & Intensive Intervention

4. So what is NCII all about?
“Our mission is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.”

5. NCII’s Technical Assistance: Where Were We?

6. NCII’s Technical Assistance: Where are We Going?
State focused intensive TA aligned to state’s RDA initiatives
Emphasis on integrated academic and behavior planning and exploring culturally and linguistically responsive assessment and instruction
Extend to new audiences including IHEs

8. …when you hear intensive intervention?
What Comes to Mind…
…when you hear intensive intervention?

9. Why Intensive Intervention?

10. Why Intensive Intervention?
Skill deficit
Avoidance behavior
Removal from task

11. Why Intensive Intervention?
VALIDATED
UNIVERSALLY EFFECTIVE

12. Why Do We Need Intensive Intervention?
More Help
3 to 5 percent of students need more help (Fuchs et al., 2008; NCII, 2013).
More Practice
Students with intensive needs often require 10–30 times more practice than peers to learn new information (Gersten et al., 2008).

13. What Do You Say to Parents/Families Faced with These Questions?
My child has an IEP.  He did not make the progress the school had predicted in the last two years although he is making some progress.  Can you point to some steps I should do now?
My son is a second grader who has been in Tier 3 for reading for the last two years and we are not seeing any progress. Is there anything specific that the school should be doing at this point as the current steps are not working?

14. Intensive intervention is intended to help:
Students with disabilities who are not making adequate progress in their current instructional program
Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities)
Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity

15. How Does Intensive Intervention fit into RTI/MTSS Systems?

16. What is the Relationship between Secondary and Intensive Intervention?

17. Data-Based Individualization (DBI)
Origins in experimental teaching
DBI IS A PROCESS Not a one-time fix
Data-Based Individualization (DBI): A systematic method for using data to determine when and how to provide more intensive intervention:

19. Step 1: Secondary Intervention Program, Delivered with Greater Intensity

20. Step 2: Progress Monitoring

21. Step 3: Diagnostic Assessment

22. Informal Diagnostic Assessment Findings
Fidelity
Attendance is consistent
Intervention components are happening with fidelity
Analyze Skill Gaps/Instructional Fit
While data is inconsistent, work samples and class observation support that student gets concepts
Consider Behavior & Social Emotional
Conflicts before class, struggle with emotional regulation and “letting it go,” distractible

23. Step 4: Adaptation Incredible Five Point Scale
Team brainstormed potential intensification strategies.
Modify antecedents (change homeroom or move fluency work to later in period) to prevent “triggering” student.
Teach emotional awareness and self-regulation explicitly using the Incredible Five-Point Scale.
Incredible Five Point Scale

24. Step 5: Continued Progress Monitoring and Adaptation as Needed
After implementation, the student continued to make progress.
The student started out in the “Urgent” intervention level on the STAR assessment and was able to move out of that level by the end of the year.

25. Growth on STAR Math Assessment
Student
Beginning of School Year (percentile score)
End of School Year (percentile score)
Student 1 4 21
Student 2 1 37
Student 3 18 38
Student 4 6 27

26. “It all works out in the end
“It all works out in the end. … If it hasn’t worked out, it is not the end yet.”

27. Implementing Intensive Intervention in Rhode Island

28. State Example: Implementing Intensive Intervention

29. NCII and SSIP Phase I
Extensive data analysis showed a number of students with disabilities making little to no academic progress despite access to general education usually 80% or more of the day.
Observed clear evidence of this in the NCII schools.
In the initial meetings State Planning Team, the interventions provided through NCII emerged as a major infrastructure tool for addressing the State Identified Measurable Result (SiMR).

30. RIDE Presentation Including Data Analysis
Rhode Island SiMR
Improving intensive and individualized instruction within a systematic framework of culturally and linguistically responsive supports for students with disabilities, particularly elementary Grades 3-5 Hispanic and Black children with specific learning disabilities in urban settings, will improve their performance on State assessments of math by 2% by 2018.
RIDE Presentation Including Data Analysis

31. Stakeholder Involvement
The SSIP Core Team sought feedback from multiple groups in RI bringing data and infrastructure to each session and returning with new areas to examine in the data based on group feedback.
Stakeholder Involvement in Equity Plan

32. Stakeholder Involvement
Focus group with practitioners in the State who are implementing intensive interventions to prepare for scaling- up.
Rhode Island Parent Information Network (RIPIN) hosted the focus group, and the Director of the RIPIN participated.
Interviews with special education leaders and their representatives in urban districts.

33. Moving into Phase II
Used the results from the initial focus group and interviews to support with identifying specific ways to build capacity.
Sustainable practices to ensure intensive intervention doesn’t lose traction.
Evaluation Planning
Tools and Resources from NCSI and NCII

34. Rhode Island Approach to SSIP Implementation
Improved Student Results
State & District Data Analysis
Targeted Investments
Targeted Interventions
Changes in Adult Behavior & School Practices

35. Planning for Implementation
Sustainable practices in NCII pilot districts
LEA Changes in Adult Behavior and Practices
LEA-initiated professional development
Changes in LEA culture and practices
Rethinking Internal Capacity
Scripts for teams to follow in the event of leadership/staff turnover
Building relationships with higher education to support teacher/leader training

36. Phase III
Develop the capacity of LEAs and schools to address the math performance of students who persistently struggle with math, specifically students with significant learning disabilities, students receiving special education services, and students in Tier III intervention.
Intensive Math Intervention Project
Multi-Tiered Systems of Support

37. Alignment with RI MTSS Project
Used with permission from RI-MTSS:

38. Consistent Routines Across the Tiers
So at every level of support and team implemented DBDM, we have formal agendas, roles and responsibilities for meetings, scripts and guiding questions to inquiry, formal and projected notes.
Used with permission from RI-MTSS:

39. Family Focused Section of the Website

40. Family Guide Focused on MTSS

41. Webinar Featuring the Family Guide

42. Family Guides & Other Resources

43. Developing Guides to Help Families Understand Intensive Intervention
Intensive Intervention Family Guide
Intensive Intervention Family Guide: A Focus on Data

44. Intensive Intervention Family Guide
Provides context of Results-Driven Accountability
Reviews intensive intervention
Describes how intensive intervention looks in practice using DBI
Discusses how intensive intervention integrates with the MTSS and special education
Provides guiding questions for parents
Includes ways that parents can get involved in the process, actions that they can take, and resources to turn to if they have questions or concerns

45. Intensive Intervention Family Guide: A Focus on Data
Reviews intensive intervention and DBI
Discusses key data sources and their uses within DBI
Provides guiding questions for parents
Includes ways that parents can get involved in the process, actions that they can take, and resources to turn to if they have questions or concerns

46. Activity Review your provided section of the guide In groups consider:
Is the language clear for the parents and families you work with? If not,
Do you have suggested edits?
Are there specific terms and sections that are unclear?
Is there additional content/clarification needed?
Recognizing that this hasn’t been put into final formatting, does the current structure/look make sense or do you have additional considerations?
Share out

47. Additional Available Resources

48. Additional Available Resources

49. Additional Resources
What additional questions and challenges do families face?
What are the best ways to reach families?
Dissemination channels
Types of resources
What additional products might we develop to support families?

50. Connect to NCII
Sign up on our website intensiveintervention.org to receive our newsletter and announcements
Follow us on YouTube and Twitter
YouTube Channel: National Center on Intensive Intervention
Twitter

51. Disclaimer
This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this presentation is intended or should be inferred. 51

52. References
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan- Thompson, S., and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from Fuchs, L.S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31, 79– 92.

53. References
National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Washington, DC: Office of Special Education, U.S. Department of Education. Retrieved from framework-intensive-intervention Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from: U.S. Department of Education. (2015). National Assessment of Educational Progress. Mathematics and Reading Assessments. Retrieved from

54. Contact US National Center on Intensive Intervention
1000 Thomas Jefferson Street NW
Washington, DC
@TheNCII