1. Interventions Identifying and Implementing

2. What is the purpose of providing interventions? To verify that the students difficulties are not due to a lack of instruction. According to federal law, a child must not be determined to be a child with a disability if the determinant factor for that determination is: A lack of appropriate instruction in reading, including the essential components of reading instruction. The term “essential components of reading instruction” means explicit & systematic instruction in: phonemic awareness, phonics, vocabulary development, reading fluency & reading comprehension strategies. Lack of appropriate instruction in math or Limited English proficiency

3. Ruling out lack of instruction  To ensure that under achievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the team must consider, as part of the evaluation: Data that demonstrates that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; & Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment student progress during instruction.

4. An intervention is that “extra something” put in place that extends Beyond the regular curriculum AND Specifically targets identified weaknesses of a student or group of students.

5. Research-based Research-based interventions are strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions used prior to determining eligibility for special education and related services must be designed to address the skill deficiency of the particular individual student. North Carolina Department of Public Instruction

6. What is an RTI Intervention?  Instruction that supplements and intensifies classroom curriculum/instruction to meet student need Academic or Behavioral Standard Protocol or Individualized  All interventions must have plan of implementation, criteria for successful response, assessment to monitor progress.  ALL INTERVENTIONS MUST HAVE AN INSTRUCTIONAL COMPONENT!!!

7. Some Common Language Intervention Intervention vs. Instruction Intervention vs. Re-teaching Who receives Interventions? (Crawford, fcrr)

8. Intervention is…  additional, targeted, and intensive instruction provided to students who continue to struggle with learning despite conventional instruction. Foorman & Torgesen (2001)

9. Intervention vs. Instruction “The primary differences between instruction appropriate for all children in the classroom and that required by children at risk for difficulties are related to the manner in which instruction is provided. Foorman & Torgesen (2001)

10. Intervention vs. Instruction  “…Specifically, instruction for children who have difficulties learning must be more explicit and comprehensive, more intensive, and more supportive than the instruction required by the majority of children.” Foorman & Torgesen (2001) p. 206

11. Intervention vs. Reteaching Re-teaching occurs when students don’t master content or skills on the first try, and a different method to deliver this content or skill is needed. (Crawford, fcrr)

12. Effective Interventions …  Begin as soon as it is clear the student is lagging behind  Increase the intensity of instruction and practice

13. Basic Guideline of Effective Interventions Intensive Use additional materials than core program to focus on specific skills Focus on areas of individual student weaknesses Utilize more vertical instruction, one skill at a time taught and practiced Provided on a frequent and consistent basis

14. Effective Interventions …  Begin as soon as it is clear the student is lagging behind  Increase the intensity of instruction and practice  Use direct, explicit, systematic instruction and practice

15. Explicit and Systematic Frequent review and assessment to insure mastery of skills Provided as soon it becomes clear that a student is struggling Carefully sequenced and logical to both teacher and students Taught directly through teacher explanation, modeling, guided and independent practice Basic Guideline of Effective Interventions

16. Strategic Explicit Teaching  Focuses on the learner and areas of need  Uses assessment to determine areas of need  Delivers instruction systematically

17. Effective Interventions …  Begin as soon as it is clear the student is lagging behind  Increase the intensity of instruction and practice  Use direct, explicit, systematic instruction and practice  Provide skillful instruction with error correction and immediate positive feedback  Guide instruction with student data and is responsive to data on student progress  Ensure a positive atmosphere that is motivating, engaging and supportive

18. Fast-paced for maximum student engagement Provide format for frequent student response Emphasis on skillsFocus on improvement Characteristics of Effective Interventions

19. Development of Intervention Plan  Based on data, identify interventions with highest likelihood of success  Intervention involves explicit instruction and progress monitoring  Intervention is NOT accommodations and modifications  Decision making for progress monitoring data Roles, responsibilities, and timeline

20. What About Accommodations?  Intervention plans do not give accommodations  If the student needs extended time than the intervention would be with fluency

21. Characteristics of Intervention Plan  Focus on modifying student’s environment to improve performance  Intervention and monitoring is continuation of hypothesis testing  Interventions need to be feasible  Team must share responsibility and accountability for outcome

22. Procedures for Developing Intervention Plan  Brainstorm interventions  Evaluate ideas  Select intervention  Write action plan  Implement the intervention

23. Analysis of Intervention Plan  Review progress monitoring data  Calculate discrepancy between current level of performance and acceptable level of performance, post interventions  Indicate standard  Summarize the effectiveness of intervention plan  Determine what further action will be taken