1. Successful Intervention Plans from Start to Finish Amanda Geidel, Director of Special Education Assistant Professor of Education Concordia University, Nebraska Amanda.geidel@cune.edu

2. Do you ever feel like this?

3. Do you ever want to give up?

4. Success in inclusive education… “…is about changing the general education teachers’ beliefs so that they hold the least dangerous assumption about students’ capabilities and have high expectations for student achievement.” “…is about changing the general education teachers’ beliefs so that they hold the least dangerous assumption about students’ capabilities and have high expectations for student achievement.” Jorgensen, Schuh & Nisbet 2006 Jorgensen, Schuh & Nisbet 2006

5. Seven Steps in the Special Education Process: Pre-referral Pre-referral Referral Referral Evaluation Evaluation Identification Identification IEP writing IEP writing IEP implementation IEP implementation Yearly evaluation and re-writing of IEP Yearly evaluation and re-writing of IEP

6. Identification Process: 1 – Student has difficulty in class 1 – Student has difficulty in class 2 – Pre-referral services begin, either RtI or SAT 2 – Pre-referral services begin, either RtI or SAT 3 – No improvement? 3 – No improvement? Referral for Special Education? Referral for Special Education?

7. Whether RTI or SAT… Pre-referral Planning Includes: 1) Identifying the problem(s) 1) Identifying the problem(s) 2) Gathering baseline data 2) Gathering baseline data 3) Writing a goal(s) 3) Writing a goal(s) 4) Planning Intervention(s) 4) Planning Intervention(s) 5) Data collection and follow-up plans. 5) Data collection and follow-up plans.

8. So, what’s the problem? Be sure to focus on ONE problem per intervention goal Be sure to focus on ONE problem per intervention goal Describe each problem with detail and clarity Describe each problem with detail and clarity What is the difference between what is expected and what is occurring? What is the difference between what is expected and what is occurring?

9. How do I collect baseline data? Look at previous report cards Look at previous report cards Visit with others who know the child Visit with others who know the child Take observation notes or find someone to help do that Take observation notes or find someone to help do that Look at your own documented scores on student work Look at your own documented scores on student work Take some simple data Take some simple data

10. Complete an initial scatter plot to chart trouble times:

11. Conduct an ABC Analysis:

12. Take Anecdotal Notes:

13. Sight Word Data:

14. Reading Strategy Data:

15. Running Record Data:

16. Identify Reading Levels: Independent – 0-5 errors Independent – 0-5 errors 95-100% accuracy Instructional – 6-10 errors Instructional – 6-10 errors 90-94% accuracy Frustration – 11 or more errors 89% or below Frustration – 11 or more errors 89% or below

17. What goes into the goal? Timeframe: how long will the intervention last/take? Timeframe: how long will the intervention last/take? Student’s expected behavior Student’s expected behavior Conditions (extra needed details) Conditions (extra needed details) Criteria Criteria

18. Examples: By Dec. 22, Sara will volunteer to read a problem out loud, while in math class, on 9/10 opportunities. By Dec. 22, Sara will volunteer to read a problem out loud, while in math class, on 9/10 opportunities. By the end of 2 nd quarter, Jay will score at the instructional level, on 3 rd grade material, on 8/10 opportunities. By the end of 2 nd quarter, Jay will score at the instructional level, on 3 rd grade material, on 8/10 opportunities.

19. How can I intervene? Use available resources and tools for guidance Use available resources and tools for guidance Seek input from colleagues and other professionals Seek input from colleagues and other professionals Look at what needs to change in the environment or setting that will allow student success. Look at what needs to change in the environment or setting that will allow student success. How will you motivate the student during the intervention? How will you motivate the student during the intervention?

20. More modifying and intervening… What academic modifications or adaptations are needed? What academic modifications or adaptations are needed? Are there behavioral issues that need to be addressed? Are there behavioral issues that need to be addressed? How is/can the family be involved? How is/can the family be involved? What social situations might impede progress? What social situations might impede progress?

21. A “must buy” for any teacher!

22. Make the Needed Adaptations for Student Success: http://www.grandviewlibrary.org/ CurriculumAdaptations/NineTyp es.pdf http://www.grandviewlibrary.org/ CurriculumAdaptations/NineTyp es.pdf http://www.grandviewlibrary.org/ CurriculumAdaptations/NineTyp es.pdf http://www.grandviewlibrary.org/ CurriculumAdaptations/NineTyp es.pdf Adaptation grid.doc Adaptation grid.doc Adaptation grid.doc Adaptation grid.doc

23. Collecting data and making USE of it… Create simple data charts that you can record student scores/behaviors on quickly. Create simple data charts that you can record student scores/behaviors on quickly. Ask others to monitor the same skills/behaviors when necessary. Ask others to monitor the same skills/behaviors when necessary. Review the results daily/weekly Review the results daily/weekly IF no progress is being made, revisit your intervention plans and revise where needed! IF no progress is being made, revisit your intervention plans and revise where needed!

24. Resources: Jorgensen, C.M., Schuh, M.C., & Nisbet, J. (2006). The inclusion facilitator’s guide. Baltimore, MD: Brookes. Jorgensen, C.M., Schuh, M.C., & Nisbet, J. (2006). The inclusion facilitator’s guide. Baltimore, MD: Brookes. McCarney, S.B. (2006), Pre-Referral intervention manual (3 rd ed.). Columbia, MO: Hawthorne. McCarney, S.B. (2006), Pre-Referral intervention manual (3 rd ed.). Columbia, MO: Hawthorne. Salend, S.J. (2008) Creating inclusive classrooms: Effective and reflective practices for all students. Upper Saddle River, New Jersey: Pearson Education. Salend, S.J. (2008) Creating inclusive classrooms: Effective and reflective practices for all students. Upper Saddle River, New Jersey: Pearson Education.