1_What is an Intervention

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What is anIntervention?

Rhode Island RTI InitiativeModule Two

2007


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RT I Goals of This Module

1. To develop an understanding of …• the importance of a school-wide approach to interventions;• why interventions are needed after examining student /

school data.• what an intervention is; and• the difference between tandard Treatment !rotocol and

!roblem olving approach to intervention

". To consider and discuss with colleagues what youalready have in place for interventions in yourschool and district and what your next steps are indeveloping a school-wide model of instruction and

interventions.


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RT I What is an Intervention?

• #nstruction that upplements and #ntensifies classroomcurriculum / instruction to meet student needs-$cademic or %ehavioral- tandard Treatment !rotocol / !roblem olving &odel

• $'' interventions must have(-a plan for implementation )e.g. !'!* #+!* ,-evidenced-based pedagogy-criteria for successful response-assessment to monitor progress


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RT I Building a School-WideModel Intervention S ste!

!icture retrieved from( snea0ers.pair.com/ l/school. pg* 2/" ,

"RIM#R$%ore %urriculu!

S&%'()#R$TargetedInterventions

T&RTI#R$IntensiveInterventions


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RT I

* Tier Model


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RT I (&%#" Results200+ - 2007


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RT I

3#f you teach the same curriculum* toall students* at the same time* at the

same rate* using the same materials*with the same instructional methods*with the same expectations for

performance and grade on a curveyou have fertile ground for growingspecial education.4

Gary Germann, 2003


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RT I ,irst ,loor "ri!ar%ore %urriculu!

• $ll students

• 5omprehensive core curriculum

• 6ifferentiated #nstruction

• 7lexible grouping

• %enchmar0 assessments 2times a year on grade level

• !reventative and proactive

• 8,-9 : of students


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RT I Secondar Roof Targeted Interventions

• Targeted group and individualinterventions

• !rograms* strategies* proceduresto enhance and support primaryprogram

• $ligned with primary program

• igh efficiency* short term

• !rogress &onitoring assessmentsat least once a month < twice a!onth is reco!!ended

• 1 -1,: of students


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RT I The %hi!ne TertiarIntensive Interventions

• 6ifferent < $rchitecture < cheduling < 6elivery

• igh intensity

• 'onger 6uration

• pecifically designed intensive

intervention for individualstudents

• 7re=uent progress monitoringassessments

• ,-1 : of students


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RT I

< 5ore < Targeted

< #ntensive

)iscussion of e.a!/les

#ntro to next section… >hat is an#ntervention?


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RT I Things to Thin #1out When "lanning

More Intensive Intervention

> $T( Targeted need for support )6$T$> $T( #nstructional pedagogy )+vidence of effectiveness

!rogress &onitoring $ssessment

@>( Aroup siBe Cumber of sessions per wee0'ength of sessions Cumber of wee0s till review

> @( #nterventionist )teacher* para* specialists

Big uestion3 ow is this intensifying the instruction

happening in the classroom?


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RT I

Define Problem

Implement Intervention

D e v e l o

a P l a n

E v a

l u a

t e I n t e r v e n

t i o n

Instruction

Learner

Curriculum

Environment


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RT I What is (ot anIntervention

• Auided reading group or use of leveled readingmaterials

• mall flexible groups for pro ects• caffolded instruction• Deview and practice• 6ifferentiated instruction

• Auided writing and conferencing• >ord walls* editing chec0 lists etc.• Degular best teaching practices automatically used in

response to an immediate need such as extended time*repeated directions


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RT I &.a!/les of Interventions

• Targeted instruction in writing strategies provided byclassroom teacher while other students completeindependent activity or wor0 in centers )"-2x/w0 for 2mins.

• +xplicit instruction in rhyming for two 1 st graders providedduring enrichment 2 times a wee0 for 1, minutes by

reading consultant

• 6aily supplementary practice in math calculationsprovided by support personnel or by parent at homeusing 5omputer-$ided instruction.


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RT I Intervention or (ot?

1. $ group of E students in &rs. FonesGs 2 rd grade class is receivingguided reading using 'evel ' materials 2x per wee0 for " minuteswith the classroom teacher.

". $ group of students in &r. mithGs th gradeare wor0ing with the teacher times a wee0 for1, minutes to increase math fact fluency.#mmediate feedbac0 is provided andmotivational activities are used. !rogressmonitoring data was collected at the end of each

session.

2. $ student was not able to have his materials ready at the start of eachperiod; thereby impacting the studentGs overall academic performancein the classroom. The teacher charted how often this was an issue ascompared to his peers. The teacher designed a file system for theboy and monitored his assignment completion each period for 2

Turn and Tal


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RT I Two #//roaches toIntervention in RTI

• tandard !rotocol H !roblem olving

· 5ombination


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RT I

Iou have got

to be 0iddingJ

Su/erintendent4s #nnounce!entat 5anuar ,acult Meeting

• # would li0e to implement a standard-protocol approach to instruction and

interventions in the intermediate gradesstarting in the fall. Training in the literacyprotocol will be provided for readingspecialists* special educators andclassroom teachers in two two-daysessions in the coming months.4

K &r. $lba* uperintendent* Dhodeville* D#

$hJ

CoJ

7inallyJ

#t is abouttimeJ


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RT I "ro1le! Solving#//roach

6 "ro1le! Identification

2 "ro1le! #nal sis

* "lan )evelo/!ent8 "lan I!/le!entation

9 "lan &valuation

ReviseModif

IntensifWith &./anding Su//ort


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"ro1le! Solving Standard Treat!ent

:niversalScreening

5lass-wide assessment isadministered. truggling readersare identified.

Tier 6

7re=uent progress monitoring isdone to assess struggling studentsGperformance levels and rates ofperformance.

Tier 2

Tea! !a es instructionaldecisions 1ased on individualstudent /erfor!ance Strugglingstudents are /resented with avariet of interventions

Tier *

tudents whose progress isinsufficient in Tier " may receiveeven more intensive instruction.

ome may =ualify for specialeducation services based on theprogress monitoring data.

5lass-wide assessment isadministered. truggling readersare identified.

7re=uent progress monitoring isdone to assess struggling studentsGperformance levels and rates ofperformance.

Struggling students are /resentedwith one standard validatedintervention &ver one who didn4t!eet 1ench!ar will 1e in the Tier 2intervention grou/ Instructordifferentiates as necessar

tudents whose progress is insufficientin Tier " may receive even moreintensive instruction that is individuallydesigned to meet his/her needs.

ome may =ualify for specialeducation services based on the

ro ress monitorin data.


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RT I Standard Treat!ent"rotocol

#ndividualiBed instruction inearly literacy s0ills

Doad to the 5ode

Auided Deading

!honological $wareness'etter Cames and ounds

http(//iris.peabody.vanderbilt.edu/rti 1Loverview/cresource.htm

#ndividualiBed instruction inmath problem-solving and/ormath calculations

'earning trategies for!roblem olving; 5omputer6rill and !ractice &ath 7acts

#nvestigations

#nvestigations Mnit Test&ath 5alculation !robe

#ndividualiBed 'iteracy0ill

Dead 19 N

#ntervention tudy all

&aBe9 th C+5$!Arades


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RT I #ctivit

• >hat are the pros and cons of !roblemolving and tandard !rotocol

$pproaches to #nterventions?

• ow do you respond to uperintendent $lba?


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RT I RTI Models"rotocol Model3 School /rescri1esand isolates s/ecific intervention

O chool team controls

=uality of interventionO $ll faculty trainedO #ntervention/

evaluation lessconfounded

O 'ess team time

- @ne siBe fits all

- 3@ne shot4 intervention

- !otential for limitedbuy in


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RT I RTI Models"ro1le! solving3 Tea! evaluates

curriculu! ; need and t /e ofintervention

O Delies on existingexpertise

O !rovides increasedflexibility

O Mses existing schooldata

O choice P %uy in

- #ncreased complexityin training and

implementation- &ore confounded…

more susceptible toanecdotal/sub ectiveanalysis


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RT I %o!/arison of RTI#//roaches

Ma


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RT I ,our 'rgani=ing"rinci/les

6 &arlier rather than later -- !revention and early intervention aresupremely more effective and efficient than later intervention andremediation for ensuring reading success.2 Schools; not a!eenui; & 5 ; Si!!ons; ) %

T


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RT I (e.t Ste/s3uestions to thin a1out

1. ow are interventions currently determinedin your school/district? #s this consistent

with either approach?". #n what areas of literacy/math/behavior do

we have a variety of instruction/interventionavailable?

2. #n what areas of literacy/math/behavior dowe need to become more effective inmeeting the variety of needs of students?

T


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RT I Build our i1rar ofInterventions

1_What is an Intervention

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