MTSS Implementers Training Day 1Managing Tier II/III Interventions with

Adaptations for Secondary Schools

MiBLSi Content Adapted By:

Brian Lloyd

Mary Jo Wegenke

Melanie Kahler

To access the PowerPoint go to www.wiki.inghamisd.orgMTSS Implementer Wiki

MTSS Implementer Sessions

Adaptations for Secondary Schools are in purple.

Acknowledgements

W. David Tilly Amanda VanDerHeydenRoland Good Ruth KaminskiEdward Shapiro Dean FixsenKaren Blasé Joseph WittGeorge Noell Nancy Marchand-MartellaDeborah Reed, Jade Wexler, and Sharon VaughnNational High School Center

MiBLSi Staff:Melissa Nantais Stephanie DyerKim St. Martin

Purpose

• Bring together various staff working to implement MTSS at the building-level

• Increase local capacity to implement the components of MTSS with fidelity

• Provide time for teams to develop and/or refine local infrastructures and address barriers specific to their implementation issues

• Ensure that all key staff members roles are identified in their MTSS System

Learning Targets

By the end of the day, teams will be able to:

•Identify and define MTSS roles and responsibilities for your building(s).

•Articulate the steps necessary for successful management of interventions

•Examine the existing system for managing literacy interventions within their school setting

•Identify strengths and areas of improvement within their current system

•Develop specific action steps to take to strengthen the management of intervention within their school

Today’s Agenda

1. Role of the Building Leadership Team in Managing Interventions

2. Introduction to Managing Interventions

3. Necessary Steps for Successful Management of Interventions

4. Examining Your Current System

5. Action Planning and Next Steps

Example Coach and School Psych Roles

TEAM TIME

“Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is vulnerable to the same misuse and subsequent abandonment that has plagued generations of educational innovations”

(VanDerHeyden & Tilly, 2010)

Introduction to 8 Steps of Intervention Management

• We realize that you are in different places with implementing interventions in your districts/buildings.

• The steps we are presenting are in the order they would occur when preparing to implement a new intervention.

8 Steps for Successful Management of Literacy Interventions

1. Select interventions (programs, practices, or strategies) that:

a) Meet the identified need(s) of students.b) Are evidence based.

2. Select an interventionist, grade level, or classroom that is willing to implement the intervention prior to full implementation. Schedule how and when the intervention will be given, and who will give it.

3. Identify staff or staff members with the capacity to train, support implementation, and monitor fidelity.

8 Steps for Successful Management of Literacy Interventions

4. Provide a written protocol or script for implementing the intervention.

5. Provide time and all necessary materials needed to implement the intervention for at least the first week.

6. Observe the interventionist practice the intervention until they demonstrate fluent delivery of the intervention protocol.

8 Steps for Successful Management of Literacy Interventions

7. Develop and implement progress monitoring plans which will include:

a) Use of curriculum based measures that are appropriate for skills that are being taught within the intervention

b) The frequency of progress monitoring, a schedule for reviewing the data, and a person or team assigned to review the data.

c) If growth is not sufficient, the first step should always be to measure fidelity of implementation

(adapted from VanDerHeyden & Tilly, 2010)

8 Steps for Successful Management of Literacy Interventions

8. If student growth is not sufficient, and fidelity has been verified, check if you have correctly identified the area of deficit.a)If yes, use Instructional Variables Checklist.b)If no, redefine skill deficit and move through steps 1-8.

1. Select interventions (programs, practices, or strategies) that:

a) Meet the identified need(s) of students.b) Are evidence based.

Step 1

Programs: Read 180, Six- Minute Solution, Corrective Reading, Rewards Secondary Practices: Scaffolding and immediate feedbackStrategies: Effective engagement strategies

Step 1a

Meet the identified need(s) of students.• Developing Reading Expertise (DRE) Flowcharts • Screening Data- Analysis of data and results (error

analysis, quadrant sorts)

Diagnostic Tools can be used for students that may be at risk. •Core Reading Assessment Handbook 2nd Edition has CORE Reading Assessment Profiles for grades 4-8 and grades 9-12.•Item analysis of PLAN and Explore

AIMSweb Instructional Grouping Worksheet

Grade Level Analysis

This is an example of a Grade Level

Analysis Flowchart

Each flowchart is set up using the same general

framework

Classroom Level Analysis

This is an example of a

Classroom Level Analysis

FlowchartClassroom Level

Analysis Flowchart

Each flowchart is set up using the same general

framework

Team Time – Data Work

1. Choose a grade level and review percentage of students at Tier 1, Tier 2 and Tier 3 based on screening data. Look at the 8th grade results for your entering 9th graders.

2. Follow Grade Level Analysis Flowchart to determine what is happening at Tier 1. Move to Classroom Level Analysis Flowchart when prompted.

3. Choose a classroom or small group of students. Follow Classroom Level Analysis Flowchart as instructed.

4. Begin to use the suggestions for each quadrant to help plan interventions and differentiated instruction.

Need and Fit• NEED: Fifth Grade Reading CBM data is low and an

examination of the errors students are making reveals the majority of students are struggling with decoding multi-syllabic words (advanced word study)

• FIT:– REWARDS is designed to address decoding of multi-

syllabic words, an advanced decoding skill– Advanced decoding is one of the five essential

components of adolescent literacy– Teachers can implement the program within the

core reading block

Need & Fit

• NEED: Fifth Grade Reading CBM data is low and an examination of the errors students are making reveals the majority of students are struggling with decoding multi-syllabic words (advanced word study)

• FIT• Read Naturally (a reading fluency intervention) groups are

suggested as an intervention provided during Language Arts• Materials are already available in the building

At the secondary level, the intervention times are not:• A study skills class• A homework club• A test-taking preparation class• A center for delivering IEP components such as extended time,

test taking, or reading aloud materials

Discuss with your team the processes Discuss with your team the processes within your building(s) that are used to within your building(s) that are used to match student needs to interventions? match student needs to interventions?

Team Discussion

Step 1b

Are interventions evidence based?The What Works Clearinghouse(http://www.w-w-c.org/) established by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, and the public with a central, independent, and trusted source of scientific evidence of what works in education.CASEL Intervention Program Ratingshttp://casel.org/guide/framework/elementary-school-program-ratings/ The 2013 CASEL Guide identifies well-designed, evidence-based social and emotional learning programs with potential for broad dissemination to schools across the United States.Best Evidence EncyclopediaSearch for a program reviewed on the BEE and find an overview of useful information about the program, including evidence of effectiveness ratings and contact information.

TEAM TIME TO DEVELOP A MORE COMPREHENSIVE LIST

What If You Can’t Buy Program?

List of strategy resources:Florida Center for Reading Research

www.fcrr.org Best Evidence Encyclopedia

www.bestevidence.org The Center on Instruction

www.centeroninstruction.org Intervention Central

www.interventioncentral.org

Discuss with your team what process Discuss with your team what process your building and/or district has for your building and/or district has for selecting research based or evidence selecting research based or evidence based interventions? based interventions?

FIS

Team Discussion

Worked Example for Steps 1a and 1b

Use the blank 8 Steps for Successful Management of Interventions

•Write the name of the interventions across the top of the document.

•Answer the question best you can for steps 1a and 1b for each intervention you list.

Team DiscussionTeam DiscussionYTTeam Discussion

Step 2

Select an interventionist, grade level, or classroom that is willing to implement the intervention prior to full implementation. Schedule how and when the intervention will be given, and list who will give it.

HOW DO YOU GET WATER OUT OF A STONE?

• How can buildings plan for the maximum amount of people to give the most amount of intervention time?

• OUT OF BOX – Role flexibility is required. Creative scheduling is required.

• Example: Principals cover a classroom to allow teachers to give small group intervention.

• Example: Teachers take multiple classes to have enrichment activity while second teacher (and other

staff) teaches small group intervention.

As a team discuss:As a team discuss:•Who provides tier 2 and tier 3 interventions in Who provides tier 2 and tier 3 interventions in your building?your building?•List other possible staff members who could be List other possible staff members who could be identified to deliver interventionsidentified to deliver interventions• How could they be enabled to do that?How could they be enabled to do that?•How do you go about addressing barriers to How do you go about addressing barriers to intervention delivery?intervention delivery?As a group:As a group:•Share your team’s responses to bullets 3 and 4 Share your team’s responses to bullets 3 and 4 and list them on the chart paper.and list them on the chart paper.

Team Discussion

Identify staff or staff members with the capacity to train, support implementation, and monitor fidelity.

Step 3

Training and Follow Up Planning

• Select a trainer with experience with the intervention• Responsibilities may be divided across multiple staff.

• Monitoring/ Feedback• Give “how to’s”• Fidelity checks

• Avoid “drive by” consultation

We are providing a list of interventions being used We are providing a list of interventions being used county-wide. These are not ISD endorsed interventions, county-wide. These are not ISD endorsed interventions, simply interventions compiled by the ISD.simply interventions compiled by the ISD.•Please review the intervention list sheets. Please review the intervention list sheets. •If you have found it to be an effective intervention fill in If you have found it to be an effective intervention fill in the appropriate column indicating whether you are the appropriate column indicating whether you are 1)using an intervention, or 2)are using it and want more 1)using an intervention, or 2)are using it and want more information/have questions. information/have questions. •Also fill in the appropriate column if your team is not Also fill in the appropriate column if your team is not using a listed intervention but want to learn more about using a listed intervention but want to learn more about it.it.•Turn in the documents to Amy Baldwin at the end of Turn in the documents to Amy Baldwin at the end of team time.team time.

Team Discussion

Step 4

Provide a written protocol or script for implementing the intervention.

A Few Words on Scripted Programs…

Cook et al. (2011) compared scripted and non-scripted instruction

•Results with scripted instruction included:• Higher number of instructional opportunities• Better on-task behavior/ fewer behavior problems• Better academic performance on DIBELS

benchmarks• Higher fidelity to the intervention• Preferred by both students and instructors

(Marchand-Martella, 2012)

Where Do I Find Intervention Protocols or Scripts?

• Many intervention programs come with a Teacher’s Edition or Manual that includes step-by-step directions for implementing the intervention

• Intervention protocols or scripts can be found on various websites:• www.interventioncentral.org • www.gosbr.net

• Caution – as with all things on the internet, you must be a savvy consumer of the intervention protocols or scripts you find

• Use intervention fidelity checklist when available or use develop a fidelity checklist using the protocol or script as your guide.

Example Intervention Protocols or Scripts

What If An Intervention Does Not Have A Script or Written Protocol

•Develop your own using the intervention instructions as a guide.•Develop an intervention fidelity checklist using your protocol or script as your guide.

Worked Example for Steps 2, 3 and 4

Use the now partially filled out 8 Steps for Successful Management of Interventions

•Answer the question best you can for steps 2, 3, and 4 for each intervention you list.

Team Discussion

Step 5

Provide time and all necessary materials needed to implement the intervention for at least the first week .

Why Provide Materials for the First Week of Implementing an Intervention?

• Research and experience tells us that interventions are not implemented consistently

• Teachers and other school staff have a lot on their plates – implementing a new intervention is another “thing” that has to get done

• Providing materials will free up the cognitive energy and time needed to devote to successfully running the intervention

• Let’s set them up for success!

Step 6

Observe the interventionist practice the intervention until they demonstrate fluent delivery of the intervention protocol.

Coaching Opportunity

• Actual practice USING the intervention in the classroom with live prompting and feedback = much better than hearing or reading about it.

• Observing a teacher or other staff implement an intervention and providing prompting and feedback is an opportunity for coaching (e.g., peer coaching or instructional coaching)

Worked Example for Steps 5 and 6

Team Discussion

Use the now partially filled out 8 Steps for Successful Management of Interventions

•Answer the question best you can for steps 5 and 6 for each intervention you list.

Step 7

Develop and implement progress monitoring plans which will include:a)Use of a general outcomes measure (AIMSweb or DIBELS) and/or skill specific measures included within the intervention (if available).b) The frequency of progress monitoring, a schedule for reviewing the data, and a person or team assigned to review the data.c) If growth is not sufficient, the first step should always be to measure fidelity of implementation

Ways to Progress Monitor at the secondary level:•Curriculum based measures/R-CBM, Maze•Class grades, especially LA in 9th grade and Algebra 1•Class quizzes•Mastery of material taught in small group

Progress monitoring can be done less frequently at the secondary level. PM every two to three weeks for Tier 3 and monthly for Tier 2 is sufficient.

Step 7a

• Important rule of thumb: Always use on-grade level progress monitoring measures unless the student is below the 10th percentile.

• Survey level assessment should be used with students that score below the 10th percentile on the benchmark screener to find the “sweet spot” of between 10th and 25th percentile for progress monitoring.

7b & c - Ensuring Interventions Are Delivered As Designed

Document These In Form Of Your Choosing• Self-Report (recording minutes)

• Permanent Products (when available)• Game sheet from K-Pals, graphs from Six-Minute Solution, etc.• Ongoing grades

• Direct Observation (periodic check)• Fidelity checklists• RTI Network website

http://www.rtinetwork.org/getstarted/evaluate/treatment-integrity-protocols

• Changes in small groups based on mastery of skills

Sample Tier 2/Tier 3 Tracking Form

Worked Example for Step 7

Team Time

Use the now partially filled out 8 Steps for Successful Management of Interventions

•Answer the question best you can for step 7 for each intervention you list.

If student growth is not sufficient, and fidelity has been verified, check if you have correctly identified the area of deficit.a.If yes, use Instructional Variables Checklist.b.If no, redefine skill deficit and move through steps 1-8.

Step 8

Learning Targets

By the end of the day, teams will be able to:

•Identify and define MTSS roles and responsibilities for your building(s).

•Articulate the steps necessary for successful management of interventions

•Examine the existing system for managing interventions within their school setting

•Identify strengths and areas of improvement within their current system

•Develop specific action steps to take to strengthen the management of interventions within their school

Team Time