ResearchBased Core Curriculum Educational Support Teams Scientific Research
Research-Based Core Curriculum Educational Support Teams Scientific Research. Based Interventions Universal Screening Improved Outcomes For All Children Tiered Levels of Intervention Progress Monitoring Fidelity and Integrity of Instruction and Intervention Data-Based Decision. Making
Support services are provided in multiple tiers of increasing specificity and intensity with higher tiers of intervention TIERED SYSTEM OF SERVICE DELIVERY
School-Wide Systems for Student Success
The Logic Behind Tier I When Tier I instruction is implemented with fidelity, using a well-designed, evidence-based instructional activities, it should meet the needs of 80 -90% of our students.
Criteria to Determine Need for Tier I Intervention • • • Poor performance on screening tests Bottom portion of students Mid K screening Response to instruction Indentfieded as at risk
Tier I “Universal Intervention” Focus Program Grouping Time Assessment Interventionist Setting For ALL students Scientifically-based curriculum presented in a meaningful manner Multiple grouping formats to meet student needs Whole Group Flexible skills groups for differentiated instruction Appropriate to the content area and developmental level of the student Benchmark assessment at beginning, middle, and end of the academic year Classroom teacher General education classroom
Differentiated Instruction – Paired Reading Tier 1
Tier II: Supplemental Instruction Tier II is typically small-group supplemental instruction in addition to the time allotted for core instruction. Tier II includes programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier I.
The Logic Behind Tier II When Tier I instruction is implemented with fidelity, using a well-designed, evidence-based instructional activities, and struggling students are provided with appropriate and sufficient supplemental supports, it should meet the needs of 90 -95% of our students.
Tier II: Supplemental Instruction • • • May go beyond classroom instruction Provided in small group or one to one Systematic, integrated program Provided by trained persons Frequent, intense Measuring progress related to curriculum
Tier II • • Immediate corrective feedback Mastery of content before moving on More time on difficult activities More opportunities to respond Fewer transitions Setting goals and self monitoring Special relationship with tutor Targeted based on assessment data/instructional need
Tier II Supplemental Services Focus For students who have not responded to Tier I efforts (students who are not meeting benchmarks) Program Specialized, scientifically-based intervention programs) Grouping Small groups, formed on the basis of similar-need (3 -5 students) Time Assessment Interventionist Setting Additional 30 minutes per day of small group instruction (in addition to Tier I) Weekly progress monitoring on the target skill to ensure adequate progress and learning Personnel determined by the school (e. g. , classroom teacher, peer, specialized reading teacher, paraprofessional, volunteer, computer ) Appropriate setting designated by the school; may be inside or outside of the classroom
Tier II (NIHCD Research) • • • Small Groups (1: 3, 1: 5, 1: 10) 10 -12 wks, 3 -4 x per wk, 30 -60 min per session Scripted, specific intervention Point system for motivation Immediate corrective feedback Mastery of content before moving on More time on difficult activities More opportunities to respond Fewer transitions Setting goals and self monitoring
Differentiated Instruction – Paired Reading Tier 1
Differentiated Instruction – Paired Reading Tier 1 Great Leaps Reading Tier 2
How Long Does It Take? • It depends! • Depends on age, severity of deficit • For children with mild deficits 50 -100 hours may be sufficient • Rate of progress in intervention predicts future reading success • Early intervention in phonemic awareness and phonics has long lasting effects and requires least amount of time
Rapid Responders to Tier II • Those without underlying processing disorders (e. g. , naming speed) • Those with phonemic awareness difficulties • Those whose reading problems are a result of limited exposure • Those with better foundational literacy skills • IQ does not differentiate those who will respond
Variables to Consider When Adjusting an Intervention • Duration of the intervention • Size of the instructional group • Frequency with which the intervention is delivered within a day or week • Amount of time focusing on the intervention • Instructors skill level
Tier III: Intensive Intervention Tier III is specifically designed and customized small group instruction that is typically extended beyond the time and intensity allocated for Tier I and Tier II.
The Theory Behind Tier III In spite of our best efforts to support students, there will be 5 -10% of our students, who as a result of a learning disability, will continue to require intensive services for a prolonged period pf time.
Tier III Interventions • Intensive • Targeted with thorough assessment • Generally provided following first and second tier interventions • Problems in reading rate remain for most children who require this level of intervention • SEP / IEP
Tier III Details… Focus For students who have not responded adequately to Tier I and Tier II efforts Program Sustained, intensive, scientifically based program(s) emphasizing the critical elements of content area for students with difficulties/disabilities Grouping Homogeneous small group instruction (1 -3 students) Time Assessment Interventionist Setting Two additional 30 -minute sessions per day (in addition to core classroom instruction). Progress monitoring weekly on target skills Personnel determined by the school (special educator, reading teacher, highly trained paraprofessional, external interventionist etc. ) Appropriate setting designated by the school
Differentiated Instruction – Paired Reading Tier 1 Great Leaps Reading Tier 2 Read Naturally & Speed Drills Tier 3
Doherty High School Special Program Placement – Alternative Placement (Job Core, TESLA, Correspondence School, etc. ) – Home Tutoring Programs – IEP’s – 504’s Tier III Tier I Successmaker Math – Successmaker Reading – Grief Support Group – Dealing with Teenage Pressures & Challenges Support Group – Special Circumstances Support Groups– Truancy Court – Deans – Social Worker Support – Screening Team – Child Studies – Nova Net - Behavioral Support – Fundamentals Classes – Math Essentials – Foundations in Algebra Double Blocked – Mastery Math - Academic Literacy – ILP – Math Tutorial Programs – SRI – Quick Classroom Assessment Tools – School Resource Office –Home School Credit Assessment – Resource Teacher Consultation and Support – Academic Enhancement – Guided Study Hall PLC-Collaboration – Common Assessments – Operation Spartan Success – Academic Enhancement – Student Support Services – Counselors – LINK program – Parent Connect – Student Connect – NHS – Classroom Strategies (Mc. Rel, Brain Research, AVID, 6 -trait, Step-up, etc. ) – Peer Tutors – AVID – Spartan Connect - ACE – Freshmen Orientation – TAP - AVP - SIP – BAAC – Goal Teams – Resource Teacher Consultation and Support – Peer Mediation – Peer Counselors – GT Programs – Honors/AP Programs – DHS Clubs and Activities – Parent Conferences – 8 th grade Open House – 8 th grade Parent Night – 9 th Grade Transitional Services – College Counselor – Freshmen Leadership Team – Post Secondary Educational Opportunities – College Credit Programs – Awards/Recognition – CSAP Elective Credit Opportunities – Specialized Career and Technical Education Programs
Your School Tier III Tier I (PM) Intensive interventions Targeted interventions (Progress monitoring) Universal interventions available to all students (Benchmarking)
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Change
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Confusion
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Anxiety
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Resistance
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Frustration
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Treadmill
Managing Complex Change Vision + Skills + Incentives + Resources + Action Plan = Change
Implementing an Innovation
Stages of Implementation Exploration & Adoption Installation Initial Implementa tion Full Implementa tion Innovation Sustainabilit y Adapted from Fixen, 2005
Stages of Implementation Exploration & Adoption Installation Initial Implementa tion Full Implementa tion Innovation Sustainabilit y
Stages of Implementation Exploration & Adoption Installation Initial Implementa tion Full Implementa tion Innovation Sustainabilit y
Stages of Implementation Exploration & Adoption Installation Initial Implement ation Full Implementa tion Innovation Sustainabilit y
Stages of Implementation Exploration & Adoption Installation Initial Implementa tion Full Implement ation Innovation Sustainabilit y
Stages of Implementation Exploration & Adoption Installation Initial Implementa tion Full Implementa tion Innovation Sustainabilit y
Stages of Implementation Exploration & Adoption Installation Initial Implementa tion Full Implementa tion Innovation Sustainabili ty
PROFESSIONAL DEVELOPMENT
I hear and I forget. I see and I remember. I do and I understand. Confucius
Effectiveness of Professional Development Activities Knowledge Skill Acquisition Present Information 40 -80% 10% 5% Present + Model 80 -85% 10 -40% 5 -10% 80 -85% 80% 10 -15% 90% 80 -90% Present + Model + Practice + Feedback + Classroom Application Support National Staff Development Council, 1995; Fullan, 1991; Joyce & Showers, 1988; Mehring, 1999.
Effectiveness of Professional Development Activities Knowledge Skill Acquisition Present Information 40 -80% 10% 5% Present + Model 80 -85% 10 -40% 5 -10% 80 -85% 80% 10 -15% 90% 80 -90% Present + Model + Practice + Feedback + Classroom Application Support National Staff Development Council, 1995; Fullan, 1991; Joyce & Showers, 1988; Mehring, 1999.
Coaching § Leadership Team could design and implement a system of peer and expert coaching § Coaches could assist and support teachers as they try a new strategy, implement new materials and engage in assessment and intervention of students § Coaches would receive additional training and mentoring as they grow in their roles.
- Slides: 47