1 Interventions ARC Chairperson Training 2 1997 Special

1 Interventions ARC Chairperson Training

2 1997 Special Education Regulations Regulation …providing incentives for whole-school approaches and pre-referral intervention to reduce the need to label children as disabled in order to address their learning needs 18 Years

3 707 KAR 1: 300 Section 3. Referral System (2) …ensuring that each child has been provided appropriate instruction and intervention services prior to referral. (3) The LEA shall ensure that: (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and

4 707 KAR 1: 300 Section 3. Referral System (b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents.

5 Qualified Personnel who meet the statutory or regulatory qualifications for each respective profession currently applicable in this state. 707 KAR 1: 002 Section 1 (49)

6

7 Systems Model for Academics and Behavior Academic Systems 1 -5% Intensive Individualized Interventions 5 -10% Targeted Interventions 80 -90% School-Wide Programming Behavioral Systems 1 -5% Intensive Individualized Interventions 5 -10% Targeted Interventions 80 -90% School-Wide Programming Decisions about tiers of support are data-based

8 Universal Screening • Quick to administer and score • Provides quantitative data (a number) • Focused on foundational skills in a subject area or basic behaviors • All students, 3 times a year • Identify above, on and below-grade level students

9 Diagnostic Assessment • Time to administer and score varies greatly • Provides qualitative data (names specific skills lacking) and sometimes quantitative data, as well. • Focuses on foundational skills • All students placed in Tiers II or III by the universal screener • Identify specific foundational skills for focus in intervention

10 Research-Based Instruction and Intervention Research-based mea ns the intervention has been accepted by a peer-reviewed jo urnal or approved by a panel of independent experts through a co mparably rigorous, objective, a nd scientific review OSEP Comments to Federal Regulations FR, Volume 71, No 156, page 46683

11 Interventions can be… PROGRAMS • Focused on a specific skill deficit determined by a diagnostic assessment • Evidenced-based and proven to work when implemented with fidelity • Provided by qualified person LEARNING STRATEGIES • Evidence-based and proven to work when implemented with fidelity • Must be implemented with fidelity specific to the strategy being used (not all strategies require the same intensity and/or duration)

12 Reading Interventions Example • Elementary ▫ Learning Strategy: Repeated reading • Middle ▫ Learning Strategy: Self-questioning strategy • High ▫ Learning Strategy: Inference strategy

13 Writing Interventions Example • Elementary ▫ Strategy: Fundamentals of sentence-writing strategy • Middle ▫ Strategy: Proficiency of sentence-writing strategy • High ▫ Strategy: Theme-writing strategy

14 Mathematic Interventions Example • Elementary ▫ Strategy: CRA Instructional Strategy • Middle ▫ Strategy: CRA Instructional Strategy • High ▫ Strategy: CRA Instructional Strategy

15 Behavior Interventions Example • Elementary ▫ Strategy: Restorative Practices • Middle ▫ Strategy: Restorative Practices • High ▫ Strategy: Restorative Practices

16 Progress Monitoring Data Collection Tools • Must assess the targeted deficit • Must be consistent (specifically in relation to difficulty/grade-level) over time • Must use to measure at regular intervals Examples (not exhaustive): *DIBELS probes *Frequency Count *CBM *Interval Recording

17 Data Collection Schedule • The effectiveness of services and instructional method is determined most efficiently when progress is measured frequently. If Progress is Monitored Then Effectiveness May Daily, as part of instruction Be determined within 2 weeks Twice a week Be determined within a month Weekly Be determined within a quarter (~9 weeks) Quarterly Not be determined, even after a year An Administrator’s Guide to Measuring Achievement for Students with

18 Progress Monitoring Reasonable Intervals Ø Collection and comparison of data points to evaluate effectiveness of intervention and student progress Ø If performance is consistently around goal line, continue intervention. Ø If at any time multiple data points fall below the goal line, change or modify the intervention

19 Which of these pieces of data are necessary in the intervention phase? • • • Screenings (health and universal) Diagnostic/Benchmark assessment data State and district assessments Loss of instructional time due to discipline issues and attendance Classroom work and grades Staff observations Progress monitoring data Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) Information from the parents

20 Decisions are based on…

Showing Appropriate Instruction and Intervention 21 Academic and Behavior Concerns ▫ Is there documentation the school tried to address concerns? ▫ Was the child’s instruction changed in some way to try to address concern? Document strategies. ▫ Did student receive any Tier 1, 2, and 3 interventions? ▫ Is there on-going progress data? ▫ How was data collected and documented?

22 Prior to or as Part of a Referral g n i t t e S n o i t a c u d E l a r e n In General Education Setting

Intervention Resources National Center of Response to Intervention: www. rti 4 success. org National Research Center of Learning Disabilities: www. nrcld. org Intervention Central www. interventioncentral. org National Center on Student Progress Monitoring www. studentprogress. org

24 A Guide To The Kentucky System Of Interventions (KSI) http: //education. ky. gov/educational/int /ksi/Documents/KSIRt. IGuidance. Docum ent. pdf http: //education. ky. gov/educational/int /ksi/Pages/ksi. IC_Intervention. Tab. aspx