1. 1 Accommodate Pro 4.0 Creating Effective Intervention Plans with TM Data Impact Software, L.L.C Jeff Crockett email: jdcro@dataimpactsoftware.com Ted Behn email: thbehn@dataimpactsoftware.comthbehn@dataimpactsoftware.com Judy Mayle email: HenryMay@charter.netHenryMay@charter.net Zana Tauriainen email: mtz@nc.rr.com

2. 2  Diversity of learners  Limited availability of support staff  Increased accountability  Mountains of paperwork  Redundant entry of data by hand New Challenges for Educators

3. 3 If the only tool you have is a hammer, you tend to see every problem as a nail. Abraham Maslow Abraham Maslow

4. 4 Forms are documents that are completed to fulfill bureaucratic requirements. One set of forms is provided to document and report all student problems. Paper forms are filed in a cabinet. The Old Paradigm

5. 5 Forms are tools designed to solve problems. Tools are provided in multiple formats. Data are shared electronically. Teachers select and use tools that support their teaching style and address the diverse needs of students. The New Paradigm

6. 6  Help teachers collect student data  Consider individual differences  Provide multiple ways to document  Offer alternate intervention formats  Can be shared electronically  Ensure all relevant data are considered  Help monitor intervention plans  Provide a tracking system  Support a problem solving process To Support the New Paradigm, New Flexible Tools Are Needed That:

7. 7 Five Steps to Problem Solving Description of problem. Data collection and problem analysis Intervention design and implementation Progress monitoring Evaluation of intervention effects Source :Jeff Grimes and Sharon Kurns, “An Intervention-based System for Addressing NCLB and IDEA Expectations: A Multi-tiered Model to Ensure Every Child Learns” web: http://www.nrcld.org/symposium2003/grimes/grimes.pdf

8. 8 Step 1: Description of the Problem Accommodate Pro Tools:  Learning Profile  Behavior Profile  Student Survey  Parent Survey  Parent Behavior Rating Scale  Teacher Behavior Rating Scale  Adaptive Skills for Secondary Students  Functional Behavior Assessment

9. 9 Step 2: Data Collection and Problem Analysis Accommodate Pro Tools: Accommodate Pro Tools:  Student Assessment  Recording Behavior  Behavior/Intervention Scatterplot  Assessment History  Response to Intervention  AT-Response to Implementation  AT Needs Assessment  Formative Assessment  Curriculum Assessment Summary  Behavior Frequency Summary

10. 10 Step 3: Intervention Design and Implementation Accommodate Pro Tools: Accommodate Pro Tools:  Intervention Planning Worksheet  PBS Planning Worksheet  Intervention Meeting Notes  Student Support Plan  Accommodations and Supports

11. 11 Step 4: Progress Monitoring Accommodate Pro Tools: Accommodate Pro Tools:  Response to Intervention  AT-Response to Implementation  Behavior Frequency Summary  Curriculum Assessment Summary  Intervention Meeting Notes  Archive of Meeting Notes  Student Support Plan

12. 12 Step 5: Evaluation of Intervention Effects Accommodate Pro Tools:  Response to Intervention  Behavior Frequency Summary  Behavior Intervention Scatterplot  AT-Response to Implementation  Intervention Meeting Notes

13. 13 Best Practices for Interventions 1.Charles Kettering said that a problem well-defined is a problem half-solved. Always state problems in specific, behavioral terms. 2.Establish a baseline before beginning an intervention. Baselines can be developed through informal skill tests, behavior tallies, etc. 3.When encountering multiple problems, first pick the problem that has the greatest educational impact. 4.Interventions should always consider a desired outcome and the barrier that is preventing the student from attaining the outcome. 5.Always check for health and medical factors, such vision, hearing, nutrition, sleeping habits or a diagnosed medical condition.

14. 14 Best Practices for Interventions 6.Check office records and contact previous teachers. 7.Student and/or parent interviews should be considered when student motives are unclear. 8.Interventions should consider student learning style and strengths. 9.Student, parent, and teacher commitment should be documented with signatures. 10.Intervention plans should specify the mode and frequency of communication between home and school.

15. 15 Best Practices for Interventions 11.At intervention meetings, schedule an update and assign responsibilities. 12.Consult an administrator immediately when a student problem poses a danger to self or others. 13.Remember that interventions provide valuable information even when they don’t lead to successful student outcomes. 14.An electronic database system offers the most efficient way to collect data, develop plans and archive interventions.

16. 16 Instructional Support Team Process Step 1: Informal Problem Solving a. Attempt to solve problem(s) informally: check office records, medical info; consult with other staff; contact Parents; read reports; talk to student b. Collect datac. Define problem(s) e. Try interventions f. Evaluate results of intervention d. Develop a student outcome Forms: Parent Behavior Rating Scale Parent Survey Student Survey Teacher Behavior Rating Scale Recording Behavior Behavior Scatterplot ELL Cultural Survey Assessment History Parent Release of Records Forms: Learning Profile Behavior/Health Profile Functional Behavior Assessment Form: Student Assessment AT Needs Assessment Forms: Intervention Planning Worksheet PBS Planning Worksheet Response to Intervention A.T.: Response to Implementation Student Success Chart Is Student Improving? Forms: Response to Intervention Bahavior Frequency Summary Curriculum Assessment Summary A.T.: Response to Implementation No, go to Step 2 Yes, continue interventions

17. 17 Instructional Support Team Process Step 2: Setting Up the Team Select Staff. Set Time. Invite Members. Schedule meeting. Forms: Staff Invitation to Intervention Meeting Parent Invitation to Intervention Meeting

18. 18 Instructional Support Team Process Step 3: Intervention Meetings Hold IST meeting. Develop intervention plan. Discuss. Evaluate data. Recommend interventions. Plan for review. Forms: Intervention Meeting Notes Intervention Planning Worksheet PBS Planning Worksheet Accommodations and Supports Student Support Plan

19. 19 Instructional Support Team Process Step 4: Review Review progress. Document results of interventions. Evaluate. Forms: Intervention Meeting Notes Behavior Frequency Summary Curriculum Assessment Summary Is Student Improving? No, revise interventions. Go back to step 3. Yes, continue interventions

20. 20 Instructional Support Team Process Step 5: Track Interventions Archive/share history of interventions. Forms: Archive of Meeting Notes – Individual Archive of Meeting Notes – All Students

21. 21 Our Vision “We are continually faced with a series of great opportunities --brilliantly disguised as insoluble problems.” John W. Gardner John W. Gardner When parents, students and instructional support teams work together, intervention plans can become great opportunities to significantly improve, if not completely resolve, even the most difficult learning or behavior problems.

22. 22 Educators need flexible tools too!

23. 23 Accommodate Pro 4.0 The Multi-Purpose Intervention Tool Kit accommodatepro.com Data Impact Software, L.L.C.

24. 24 Accommodate Pro 4.0 Download a demo version of version 3.0 Version 4.0 available July 1, 2007 accommodatepro.com