Protocol and Guide - Iowa Department of Education · throughout the Protocol and Guides was changed...

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Intervention System

Collaborating for Iowa’s Kids (C4K)

November 2017

v3.0

http://bit.ly/InterventionIowa


COLLABORATING FOR IOWA’S KIDS

Collaborating for Iowa’s Kids (C4K) is a statewide collaboration of the Iowa Department of Education, Iowa’s Area Education Agencies, and local schools committed to work more effectively and efficiently as a full educational system to accomplish agreed upon priorities. C4K regularly collects information and feedback from a range of stakeholders and experts to review, develop, and improve research-based resources to provide to schools to support their implementation of a Multi-Tiered System of Supports (MTSS) in efforts to increase educational outcomes for all learners. Development of the Intervention System guide followed this process.

INTERVENTION SYSTEM GUIDE

The Intervention System Guide was developed to support implementation of an MTSS framework through the use of Collaborative Inquiry Questions. The guide addresses both system level and individual learner needs. The guide was developed by a statewide task team, vetted by a number of stakeholder groups, and field-tested by C4K Partner Schools during 2015-2016. Based on the work with C4K Partner Schools, as well as districts that participated in the initial Differentiated Accountability pilots during the 2016-2017 year, a C4K appointed task group worked in the fall of 2017 to incorporate feedback from the field and make general updates. These updates are reflected in the current Intervention System guide. Members of the Statewide School Improvement Team (SSIT) and Training Cadre (TC), comprised of educators from the Iowa Department of Education and Area Education Agencies, contributed their time and expertise in vetting. The following contributed to the original development and most recent updating of the guide:

Development Team Fall 2017 Update Team Sarah Brown (IDE) Melissa Clarke (CRAEA) Becky Coffelt (PLAEA) Sue Daker (KAEA) Greg Feldmann (IDE) Angelisa Fynaardt (GPAEA) Barb Guy (IDE) Ronda Hilbert (GWAEA)

Lynn Hockenberry (GHAEA) Rhonda Ketels (IDE) Betsy Lin (IDE) Sandy Nelson (IDE) Priscilla Polehna (GWAEA) Claudia Reyes-Fry (MBAEA) Sue Severson (HAEA) Wanda Steuri (Dubuque CSD)

Jen Adams (IDE) Andrea Danker (GHAEA) Tabitha DeMey (PLAEA) Greg Feldmann (IDE) Brad Niebling (IDE) Stacie Stokes (CRAEA) Tina Wahlert (GHAEA)



SUMMARY OF UPDATES

1. Combined Protocol and Guide into Single Document: These two tools have been combined into a single document to make them easier to access and use together.

2. Inclusion of Beliefs and Consensus Questions: A new supporting activity addressing beliefs and consensus is now included, found in Appendix 1.

3. Aligned to Unified Continuous Improvement Model: The color branding throughout the Protocol and Guides was changed from blue to red to align with the red Intervention System conceptual area in the Unified Continuous Improvement Model.

4. Shortened, Updated Language, and Formatting: When possible, the Intervention System was shortened, without losing the intent, purpose or process to the steps and decision making. This included incorporating additional outsides links and updated language to reflect current practices.

The content and rationale is unchanged with the goal of increasing student outcomes through a well-organized, efficient, and well-delivered intervention system for Iowa learners.



TABLE OF CONTENTS

COLLABORATING FOR IOWA’S KIDS ....................................................................................... 1

Intervention System Guide .............................................................................................................1

Summary of Updates ......................................................................................................................2

Intervention System .............................................................................................................. 5

Collaborative Inquiry ......................................................................................................................5

Targeted and Intensive Interventions..............................................................................................7

Beliefs and Consensus ....................................................................................................................7

Early Childhood Implications ..........................................................................................................8

Guide Organization ........................................................................................................................8

Data Protocol ...................................................................................................................... 10

Intervention System ............................................................................................................ 12

Intervention System Flowchart ..................................................................................................... 13

System Step 1: Document Current Interventions .................................................................. 15

Action A: Inventory Available Interventions .................................................................................. 15

Action B: Identify Indicators of Successful Implementation ............................................................ 15

Action C: Select and Record Priority Interventions ......................................................................... 16

System Step 2: Determine Intervention Effectiveness .......................................................... 17

Action A: Evaluate the Effectiveness of Interventions .................................................................... 17

Action B: Evaluate Implementation Fidelity of Ineffective Interventions ........................................ 18

Step 1: Identify Learners Needing Additional Support .......................................................... 20

Action A: Examine Universal Screening Assessments ..................................................................... 20

Action B: Examine Current Intervention Rosters ............................................................................ 20

Action C: Make Decisions Based on Learners’ Needs ...................................................................... 21

Step 2: Assign Interventions ................................................................................................ 22

Action A: Assign Learners to Interventions .................................................................................... 22

Action B: Establish Progress Monitoring Procedures ...................................................................... 23

Action C: Establish Intervention Implementation Monitoring Procedure ........................................ 23

Step 3: Implement Intervention ........................................................................................... 24

Action A: Implement Intervention as Designed.............................................................................. 24

Action B: Collect Progress Data ..................................................................................................... 24

Action C: Collect Implementation Data ......................................................................................... 25

Step 4: Examine Data ........................................................................................................... 26

Action A: Compare Progress and Implementation Data ................................................................. 26

Action B: Determine Next Steps .................................................................................................... 28

Step 5: Make Initial Changes to Intervention ........................................................................ 29

Action A: Consider Potential Changes ........................................................................................... 29

Action B: Identify and Implement Initial Change ........................................................................... 29



Step 6: Determine Skill Deficits ............................................................................................ 32

Action A. Describe the Concern ..................................................................................................... 32

Action B. Develop Assumed Cause (i.e., Generate Hypotheses) ...................................................... 33

Action C. Collect and Analyze Additional Data ............................................................................... 33

Step 7: Determine Additional Instructional Changes ............................................................ 35

Action A: Identify Resources to Target .......................................................................................... 35

Action B. Decide How to Intensify Current Intervention ................................................................. 35

Instructional Delivery .......................................................................................................................... 37

Learner Characteristics ....................................................................................................................... 40

Environment & Setting ........................................................................................................................ 42

Instructional Time ............................................................................................................................... 44

REFERENCES and RESOURCES .............................................................................................. 45

APPENDIX 1: Consensus Considerations ............................................................................... 47

APPENDIX 2A: Intervention Inventory .................................................................................. 48

APPENDIX 2B: Early Childhood Intervention Inventory ......................................................... 49

APPENDIX 3: Intervention Critical Components .................................................................... 50

APPENDIX 4: Sample Implementation Fidelity Protocol ........................................................ 51

APPENDIX 5: Intervention Effectiveness ............................................................................... 52

APPENDIX 6: Learners Needing Support ............................................................................... 53

APPENDIX 7A: earlyReading Instructional Sort ..................................................................... 54

APPENDIX 7B: aReading Instructional Sort ........................................................................... 55

APPENDIX 7C: CBM-R Instructional Sort ............................................................................... 56

APPENDIX 8: Analyzing Student Progress ............................................................................. 58

APPENDIX 9A: Intensification Summary: Option 1 ................................................................ 59

APPENDIX 9B: Intensification Summary: Option 2 ................................................................ 60

APPENDIX 10: Verify Skill Needs .......................................................................................... 61

APPENDIX 11: Diagnostic Evaluation Steps ........................................................................... 62

APPENDIX 12: Summary of Tools ......................................................................................... 63

APPENDIX 13: Identifying Alterable Variable Priorities ......................................................... 66


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INTERVENTION SYSTEM

Acquiring the Iowa Early Learning Standards and Iowa Core can be accomplished by most learners through successful implementation of quality universal tier instruction. Some learners, however, will require more supports to be successful. This Intervention System guide is for use by schools, districts, Area Education Agencies, and the Iowa Department of Education to align resources for those learners who need more than is provided in the universal tier. When Iowa Code 279.68 (IAC Chapter 62) was enacted, specific rule requirements impacted the implementation of literacy intervention. Although Chapter 62 does not require schools to utilize an MTSS model, there are notable overlaps. Schools will best impact learner achievement if the opportunity presented in Chapter 62 is leveraged to make system-wide changes while implementing an MTSS model. Both MTSS and Chapter 62 require the use of universal screening to identify learners who need additional support. Additionally, they both support early intervention and ongoing progress monitoring for those learners who are at-risk. Although differences in implementation exist, the overall goals of MTSS and Chapter 62 are similar, to ensure that all learners are successful. Schools implementing an MTSS framework well will likely find they have met Chapter 62 requirements through that work. Mathematics work is not required per Chapter 62, yet a sound system will also involve quality MTSS practices with mathematics. The practices of an MTSS framework and steps and actions contained within this Intervention System guide may largely be used across content areas.

COLLABORATIVE INQUIRY

MTSS uses a collaborative inquiry process which outlines the questions that teams consider in order to better align resources to achieve intended outcomes. Whereas the Universal Tier Tools focuses on the strength and quality of the overall instructional system, the questions herein support intensifying instruction for smaller groups and individual learners. Steps within align with the MTSS Collaborative Inquiry Questions, namely:

D6: Which students need support in addition to the Universal Tier? D7: Which of the Targeted and/or Intensive Tier supports are needed to meet the needs

of identified students? D8: How will Targeted and/or Intensive Tier options be implemented? D9: How will the implementation of Targeted and Intensive Tier supports be monitored

over time? D10: Have Targeted and Intensive Tier supports been effective?




TARGETED AND INTENSIVE INTERVENTIONS

This guide is intended to support teams as they assign and evaluate both targeted and intensive interventions. C4K has defined targeted and intensive interventions:

Targeted interventions are standard, small group, supplemental instructional sessions for students with similar needs who have not adequately responded to universal instruction.

Intensive intervention is individualized for learners to address severe and persistent learning or behavior difficulties and is designed using individualized, diagnostic assessment information.

Specific programs, materials, groups, “Tiers,” minutes/day, and instructional staff are not included in these definitions and the Intervention System guide intentionally. For the purposes of this guide, as well as our C4K work, the distinction between targeted and intensive interventions will remain in these definitions. It is recognized there is potential for confusion with similar terms found in the Every Student Succeeds Act (ESSA) which uses Universal, Targeted and Comprehensive terminology. These ESSA terms are categories in which a school may be identified based on the ESSA accountability index and are different than one will find here.

BELIEFS AND CONSENSUS

Identifying core beliefs around the principles that guide intervention decisions will allow systems to be flexible as resources change, but remain true to the overall purpose of the work and goals. The guiding principles related to interventions in Iowa’s MTSS work are:

Believing that all children can learn and achieve grade-level standards. Focusing on high-leverage variables. Making data-informed decisions. Implementing and using assessments efficiently. Prioritizing evidence-based practices and fidelity. Recognizing that interventions extend beyond the learner’s skill gaps--the setting,

curriculum and instruction matter. When a team engages in important, yet difficult work, such as reviewing and refining its delivery of interventions and supports to students, local consensus conversations are essential. Included in Appendix 1 (Consensus Considerations) are a few questions which may help teams start this conversation. When completing the steps and actions contained within this guide building leadership teams may encounter work that is not yet systematically and regularly implemented in the building. It may be helpful to document these system needs so building teams can revisit those needs. Leadership teams may want to plan for regular data review and decision making.



EARLY CHILDHOOD IMPLICATIONS

The Collaborative Inquiry Questions and Guiding Principles also apply to early childhood learners. There may be some differences in implementation in some areas, yet MTSS practices apply in early childhood environments, specifically in regards to more individualized and intensive instruction and support when needed. Early childhood and MTSS embody additional considerations of intentional teaching, developmentally appropriate practices, and the inclusion of families.

GUIDE ORGANIZATION

The guide is organized into four major sections: Data Protocol, System Steps, Learner Steps and Supporting Appendices. The Data Protocol serves as a tool to help teams organize and analyze intervention system related data. System and Learner Steps contain specific actions to organize and focus decision-making related to groups and individual students. A number of supporting, but not required, tools are found in the Appendices.



Data Protocol

The Data Protocol serves as a tool to help teams organize and analyze intervention system-related data. These tools will help organize data around the two healthy indicators from a broad system level down to a smaller grain classroom level.



DATA PROTOCOL

Electronic Data Protocol

Healthy Indicator #1: Percent of learners below benchmark two consecutive screening

periods receiving intervention.

District

Number of Learners

Receiving Intervention

Percent of Learners

Receiving Intervention Target Meeting?

≥95% Y / N

Building

Building:

Number Receiving

Percent Receiving

≥95%? Y/N Y / N Y / N Y / N Y / N Y / N

Grade (Building: ______________________________)

PS K 1 2 3 4 5 6

Number Receiving

Percent Receiving

≥95%? Y / N Y / N Y / N Y / N Y/N Y/N Y/N

Classroom (Grade: ______________)

Classroom:

Number Receiving

Percent Receiving

≥95%? Y/N Y / N Y / N Y / N Y / N Y / N


https://docs.google.com/document/d/16JIrj11WU5Sxskeq5lLkTuWbUNGUekLkjB89LQi8TV4/edit?usp=sharing


Healthy Indicator #2: Percent of learners below benchmark in the fall who then score at

or above benchmark in a subsequent Screening Period

District

Number not meeting

benchmark in the Fall who met

benchmark in the Spring

Percent not meeting

benchmark in the Fall who met

benchmark in the Spring

Target Meeting?

≥65% Y / N

Building

Building:

❏ Fall to Winter

❏ Winter to Spring

❏ Fall to Spring

Number

Percent

≥65%? Y/N Y / N Y / N Y / N Y / N

Grade (Building: ______________________________)

PS K 1 2 3 4 5 6

❏ Fall to Winter


❏ Fall to Spring

Number

Percent

≥65%? Y / N Y / N Y / N Y / N Y / N Y/N Y/N Y/N

Classroom (Grade: ____________)

Classroom:

❏ Fall to Winter


❏ Fall to Spring

Number

Percent

≥65%? Y/N Y / N Y / N Y / N Y / N Y / N



INTERVENTION SYSTEM

System Step 1: Document current interventions.

A. Inventory available interventions.

B. Identify indicators of successful implementation.

C. Select and record priority interventions.

System Step 2: Determine effectiveness of interventions.

A. Evaluate the effectiveness of interventions.

B. Evaluate implementation fidelity of ineffective interventions.

Step 1: Identify learners who need additional support.

A. Examine universal screening assessments.

B. Examine current intervention rosters.

C. Make decisions based on learners’ needs.

Step 2: Assign Interventions.

A. Assign learners to interventions.

B. Establish progress monitoring procedure.

C. Establish intervention implementation monitoring procedure.

Step 3: Implement intervention.

A. Implement intervention as designed.

B. Collect progress data.

C. Collect implementation data.

Step 4: Examine data.

A. Compare progress and implementation data.

B. Determine next steps.

Step 5: Make initial changes to intervention.

A. Consider potential changes.

B. Identify and implement initial change.

Step 6: Determine skill deficits.

A. Describe the concern.

B. Develop assumed causes (i.e., generate hypotheses)

C. Collect and analyze additional data.

Step 7: Determine additional instructional changes.

A. Identify resources to target.

B. Decide how to intensify the current intervention.



INTERVENTION SYSTEM FLOWCHART


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System Steps are designed to help a district, school or grade-level team to identify and deliver quality interventions. In these System Steps, teams will identify what interventions are available, prioritize interventions, and measure their effectiveness. This system-level work is vital and will make student-specific decisions and work proceed more smoothly and efficiently.

System Steps

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SYSTEM STEP 1: DOCUMENT CURRENT INTERVENTIONS

Prior to engaging in intervention work, teams will set up their system to be successful. This will allow for more effective and efficient resource allocation for learners who require interventions to be successful learners. This step allows for teams to identify intervention resources. System Step 1 has three actions:

A. Inventory available interventions B. Identify indicators of successful implementation C. Select and record priority interventions

ACTION A: INVENTORY AVAILABLE INTERVENTIONS

This action is about identifying interventions available at each grade level. Documenting current interventions now will save time and resources in the future. The table below provides tools to assist with Action A.

Tools Purpose

Appendix 2A: Intervention Inventory Assists teachers and leadership teams in identifying available interventions and key features Appendix 2B: EC Intervention Inventory

Important: An intervention does not need to be an off-the-shelf or purchased program. A current intervention may be a highly effective in-house set of instructional practices and routines developed by local teams or a purchased commercial program. Some schools have found it useful to use a cloud-based document, such as Google, as an efficient means to manage and communicate interventions across multiple teachers, grades or buildings.

ACTION B: IDENTIFY INDICATORS OF SUCCESSFUL IMPLEMENTATION

In this action, teams will determine the indicators of successful implementation (i.e., critical components) for each intervention. Completing this step for each intervention once will allow for efficient data collection when the intervention is used.

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Tools Purpose

Appendix 3 (Intervention Critical Components)

Supports identification of an intervention’s important features (i.e. critical components).

Appendix 4 (Sample Implementation Fidelity Protocol)

Provides a protocol that can be used to monitor fidelity of implementation.

Implementation Fidelity is crucial. Implementation fidelity is the extent to which an

intervention is implemented as designed and intended. It has two major aspects:

1. Session Fidelity: Frequency and duration as intended. 2. Component Fidelity: Routines and instructional steps as intended.

If a team decides to implement a program in a manner that is not consistent with the program manual’s recommendations, this should be noted on the fidelity monitoring tool. Although adequate progress may be achieved with less than ideal implementation, if the intervention is not as successful as expected, this should be the first consideration for improvement.

Timesaving Tip: Materials to support this action may already exist and should be used when available. The RTI Network has a number of fidelity checklists for common interventions. Many monitoring checklists already exist and might be found here.

ACTION C: SELECT AND RECORD PRIORITY INTERVENTIONS

The purpose of this action is to identify priority interventions within Appendix 2A or Appendix 2B (final column). By prioritizing which interventions will be used, setup is more efficient for teams as they can select from the bank of priority interventions when assigning learners. The effectiveness of interventions can be evaluated at any time. System Step 2 will guide and organize this work

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

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SYSTEM STEP 2: DETERMINE INTERVENTION EFFECTIVENESS

In order to meet the goal of all children being successful learners the system needs to monitor the effect of interventions. The purpose of this step is to examine the effectiveness of interventions at a system-level. Determining intervention effectiveness will allow staff to achieve multiple outcomes, including:

Broadly use interventions found to be effective Identify interventions that require more support to implement effectively Abandon ineffective interventions

Each intervention is an investment of resources so it is important that these limited resources be spent wisely. System Step 2 has two actions:

A. Evaluate the effectiveness of interventions B. Evaluate implementation fidelity of ineffective interventions

ACTION A: EVALUATE THE EFFECTIVENESS OF INTERVENTIONS

This action is about evaluating the effectiveness of delivered interventions.

Tool Purpose

Appendix 5 (Intervention Effectiveness)

Identify the effectiveness, and relative effectiveness, of delivered interventions.

Teams completing this action will identify the percentage of learners in each intervention that demonstrate significant gains. Keep in mind that successful gains can be measured multiple ways, including reaching end-of-year benchmarks or achieving growth that reduces the performance gap. Studies have demonstrated that evidence-based interventions are effective with approximately 65% of learners who receive them (summarized by Foorman, Breier, & Fletcher, 2003).

Appendix 5 provides a table to help organize effectiveness data as well as discussion questions for the team to consider next steps related to improving the impact of the current intervention supports. The team can consider the outcomes of the interventions at the system level, determine if gaps exist in interventions, and if changes (e.g., more staff trained, different resources) are warranted.

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ACTION B: EVALUATE IMPLEMENTATION FIDELITY OF INEFFECTIVE INTERVENTIONS

This action is about using data to identify those interventions for which implementation fidelity may be a concern. Recall that during System Step 1 teams completed Appendix 3 (Intervention Critical Components) and Appendix 4 (Sample Implementation Fidelity Protocol) which will help evaluate implementation. Review implementation fidelity data and identify any components that have not been implemented as intended for those interventions that were not successful.

Ask: Is implementation fidelity a concern for an intervention demonstrating lower-than-ideal results, or for an intervention being less effective than others? Yes, create a plan to improve fidelity. No, create a plan to replace that intervention.

If several interventions are less than 65% successful, the building level team will need to create a long-term action plan to develop a system that has interventions at each grade level that target key content areas.

Leadership Team Reminder:

Return to System Step 1 and System Step 2 regularly. Make updates and distribute resources to teachers as they prepare to support learners. System Step 1 and System Step 2 are iterative steps that should take place on an ongoing basis to improve on a systems level and to support the Learner Steps.

Learner Steps

1-5

Learner Steps 1 through 5 will help teams start to use existing data sources to identify students needing supports, make quick instructional matches and deliver, monitor and evaluate implementation. During these steps, data analysis, decision-making and intervention remain at the class and small group level.

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STEP 1: IDENTIFY LEARNERS NEEDING ADDITIONAL SUPPORT

In this step, teams will identify those learners who need resources beyond the universal tier to be successful. This step utilizes available data sources and can be completed and revisited anytime they are available. Step 1 has three actions:

A. Examine universal screening assessments B. Examine current intervention rosters C. Make decisions based on learners’ needs

Potential Data Sources:

Universal screening data Teacher observation, parent report, additional sources Current intervention status

ACTION A: EXAMINE UNIVERSAL SCREENING ASSESSMENTS

This action is about examining learner outcomes on universal screening assessments.

Tool Purpose

Appendix 6 (Learners Needing Support)

Organize student’s screening results and

current intervention status

Teachers may complete this action and bring information to the grade-level team meeting being sure to include all learners, regardless of performance or status. Performance may fall into one of three general categories: Well Exceeds, Meets, and Does Not Meet. The specific terminology used by local teams or assessment tools may vary, yet the purpose of identifying student need remains the same.

ACTION B: EXAMINE CURRENT INTERVENTION ROSTERS

This action is about identifying those learners who already receive some type of intervention. Examination of screening status must be done alongside intervention status to make sound decisions. Learners who currently receive intervention may include, but not be limited to: Receiving targeted instruction regardless of screening status Participating in advanced, enriched, or accelerated programming Receiving IEP services Learning the English language

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ACTION C: MAKE DECISIONS BASED ON LEARNERS’ NEEDS

This action is intended to assist teachers and teams with analyzing overall intervention needs. Based on the information collected in Appendix 6, teachers can make decisions.

Decision Making Guidelines: For learners not meeting grade-level benchmarks and,

Not receiving intervention, go to Step 2 (Assign Interventions). Receiving intervention, continue intervention and go to Step 4 (Examine Data).

For learners meeting grade-level benchmarks and,

Not receiving intervention, continue high quality universal tier instruction. Receiving intervention, continue intervention and go to Step 4 (Examine Data).

For learners who well exceed grade-level benchmarks, demonstrate high aptitude, or perform well above peers, contact building or district content experts for advanced learner consideration and programming.

Remember: MTSS applies to all learners! It is about utilizing data to make decisions about

aligning resources to improve outcomes for each and every student.

Universal Tier Consideration: If more than 20% of learners require additional resources to be successful, ensure that the building leadership team is considering use of the Universal Tier Tools guide. This guide offers tools to assist teams in examining their Universal Core as well as tools teams may want to consider regarding class wide intervention work if <60% of learners are at or above screening benchmarks.

What about the English Learners (EL)?

Screening tools are designed to identify at-risk learners. Screening data may confirm existing information regarding learners new to the English language. Of specific value for ELs is the individual learner growth that can be observed when the screeners are used over time. Supplemental resources for EL which may support teams in meeting the needs of EL have been developed and can be found in the Universal Tier Tools.

https://sites.google.com/view/utt/home?authuser=1

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STEP 2: ASSIGN INTERVENTIONS

The purpose of this step is to efficiently and accurately assign interventions for those learners for whom universal tier alone was not sufficient. Initial interventions are intended to meet the needs of the majority of learners. Step 2 has three actions:

A. Assign learners into interventions B. Establish progress monitoring procedures C. Establish intervention implementation monitoring procedure

ACTION A: ASSIGN LEARNERS TO INTERVENTIONS

This action is about identifying learner needs and quickly matching an appropriate intervention to those needs. Initial targeted interventions:

Require little or no additional assessment information to assign Can be accessed by any learner in a grade who needs it Are able to be put into place quickly Can be implemented by multiple or all staff in a building

Instructional sorts based on screening data may help. Some are provided here:

Tools Purpose

Appendix 7A (earlyReading Instructional Sort) Use existing screening

data to make initial

intervention

instructional match.

Appendix 7B (aReading Instructional Sort)

Appendix 7C (CBM-R Instructional Sort)

These tools, along with additional relevant data sources (e.g., classroom observations, previous data), can be used to find a quick instructional match. Each are based on some degree of inference, so supporting these with other existing data may increase effectiveness. While the instructional sorts included with the Intervention System guide are based on the FAST assessment suite, comparable sorts can be completed with screening data from other sources of data or from other intervention programs. Assigning a group of learners with similar needs to an intervention group, as opposed to each learner receiving a different intervention may be more efficient and effective.

Basic Instructional Sort Process: 1. After screening period sort all learners based on the particular sort directions. 2. Using these sorts, identify initial instructional needs. 3. Assign intervention (see Appendix 2A or Appendix 2B)

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Consideration: In rare cases, a learner will need more individualized interventions immediately. This is a consideration when the learner’s skills are far below others learners in intervention groups. In this rare case, go directly to Step 6 (Determine Skill Deficits).

ACTION B: ESTABLISH PROGRESS MONITORING PROCEDURES

Learners who fall below target on universal screening assessment receive regular progress monitoring. This allows teachers to monitor growth to ensure end of year outcomes will be met. This information can aid in both celebrating the learner’s success as well as allowing for changes in intervention when progress is not made. For the majority of at-risk learners, progress monitoring on grade level materials is appropriate.

Below are some tips for goal setting and progress monitoring.

Establish reliable baseline.

Set ambitious and attainable goal.

Use specific measurement strategy.

Establish rules for decision making.

Use adequately, but not overly, detailed graph.

ACTION C: ESTABLISH INTERVENTION IMPLEMENTATION MONITORING PROCEDURE

Using the implementation indicator information gathered in System Step 1 determine the logistics for implementation data collection for each intervention group. To increase efficiency, this monitoring may be completed for groups, as opposed to each learner.

For each intervention, ask and answer:

How will implementation fidelity data be collected? (e.g., intervention logs, observations, fidelity checklists, learner products)

How often will implementation data be collected? Who will collect implementation data?

Early Childhood Note:

Currently, there are not approved or provided progress monitoring tools in early childhood. District teams should determine how they will collect progress monitoring information. This could include checklists, task analysis data, or mastery monitoring. It is important that the data collected for progress monitoring matches the instructional goals and objectives of the intervention.

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STEP 3: IMPLEMENT INTERVENTION

The purpose of this step is to deliver intervention to learners who require additional resources beyond the universal tier. During intervention, essential information is collected regarding both implementation and learner outcomes. Monitoring of student progress and implementation fidelity is required for subsequent decision-making. Step 3 has three actions:

A. Implement intervention as designed B. Collect progress data C. Collect implementation data

ACTION A: IMPLEMENT INTERVENTION AS DESIGNED

Implementation is difficult—it requires time and resources. Time and resources are often difficult to find, commit and sustain. Most plans that are not implemented as intended get off track almost immediately. It is recommended that a plan for checking in is identified for each intervention. When checking in, the team member may review the implementation plan with the intervention provider or review learner materials. Consider ways to engage with the intervention provider around critical components. Some wonder how long an intervention should be delivered before effectiveness is evaluated. There are no requirements for the duration an intervention needs to be implemented before reviewing data, yet it is important that the intervention:

Be given enough time to impact learner skills.

Be implemented for enough time to have sufficient monitoring data to make sound decisions.

ACTION B: COLLECT PROGRESS DATA

Progress monitoring data are collected for each student receiving intervention. These data will allow the team to determine when interventions may need to be stopped, maintained, intensified or changed completely. Data are collected regularly because it allows: Teams to determine need for intervention modifications more quickly. Appropriate allocation of valuable resources based on learner need. Schools to look at the overall effectiveness of group interventions.

Tip:

Check-ins shouldn’t involve simply asking “How is it going?” since the answer is almost always, “Fine.”

The critical components identified in Appendix 3 may provide structure for this.

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ACTION C: COLLECT IMPLEMENTATION DATA

Whereas progress monitoring data are collected on a learner-by-learner basis, implementation information may be collected for intervention groups. These data must be collected before proceeding with the later steps. Consideration: If local teams are struggling with the concept of consensus around monitoring fidelity of implementation, a team read and discussion of some additional resources might be helpful. Two possibilities are listed below, others exist.

1. Center on Response to Intervention under American Institutes for Research (AIR) 2. Fidelity of Implementation from the Florida Department of Education

The actions in Step 3 are vital. Prior to moving into later steps, both student progress and implementation fidelity data must be collected. This is required to enable sound decision making and effective responses that lead to increased student outcomes.

Once collected, go to Step 4

Remember:

Appendix 4 has a general fidelity form and the RTI Network has a list of preexisting fidelity monitoring tools. This is the work completed during System Step 1.


In preschool classrooms, the frequency of progress monitoring should be dependent on the frequency, intensity, and intent of the intervention. Additionally, preschool teachers should communicate with families about the interventions and discuss ways the families can support the intervention at home as well.

http://www.rti4success.org/video/we-hear-lot-about-fidelity-implementation-when-talking-about-rti-what-does-really-mean

http://www.floridarti.usf.edu/resources/format/pdf/Fidelity%20of%20Implementation_Revised_SR_09.08.10.pdf



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STEP 4: EXAMINE DATA

The purpose of this step is to analyze progress and implementation data to identify next appropriate steps. This occurs when a team has both data sources to analyze. Step 4 includes two actions:

A. Compare progress and implementation data B. Determine next steps

Data Sources: Student Progress Monitoring Data Implementation Data (e.g., logs, checklists, student products, colleague

observations)

ACTION A: COMPARE PROGRESS AND IMPLEMENTATION DATA

The purpose of this action is to use progress and implementation data to make a decision.

Tool Purpose

Appendix 8 (Analyzing Student Progress)

Helps teams analyze and organize student progress for decision making

Student Progress Decision Making: Accurate interpretation of students’ growth charts is important. A team will need to answer the question, “To what extent is a student making gains toward an established goal?” Quality decisions can be made when a team has:

An accurate baseline Well-established, appropriate goal A sensitive growth measure for monitoring Frequent and on-going data collection

Each student’s progress monitoring graph will be unique, yet some basic criteria will help teams interpret a graph. Appendix 8 may help a team analyze and organize student progress. When analyzing a learner’s graph, teams may attend to three aspects:

Level: Learner’s performance compared to a target Trend or Slope: The direction and “steepness” of data over time Variability: The consistency of data points over time.

27

Implementation Fidelity Decision Making: Recall that Appendix 4 or a similar checklist will help teams track the extent to which an intervention was delivered as designed and intended. Teams may decide locally what’s adequate, but a recommendation of ≥80% implementation is often used.

Decision Making: Examining both progress and fidelity allows for appropriate next steps. The table below outlines decision making recommendations based on learner progress and implementation fidelity.

Implementation Fidelity

Low (i.e., < 80%) High (i.e., ≥ 80%)

Lea

rner

Pro

gres

s Ad

equ

ate

If goal is met, end intervention. If the goal is not met, improve delivery and return to Step 3 (Implement Intervention)

If goal is met, end intervention. If the goal is not met, maintain high fidelity and return to Step 3 (Implement Intervention)

Lo

w Improve intervention delivery

and return to Step 3 (Implement Intervention)

If the intervention has not previously been intensified, go to Step 4 Action B. If the intervention has previously been intensified, go to Step 6 (Determine Skill Deficit)

Another way to make this decision following the same logic, yet presented differently than the table above is the Fidelity and Monitoring Decision-Making visual. The intent is still to use data to make sound decision for increased student outcomes.

https://drive.google.com/file/d/0B4sKmT3Ap5ZTRGE3NU5xTHQ2V28/view?usp=sharing

28

ACTION B: DETERMINE NEXT STEPS

Now that it has been confirmed that the current intervention is being implemented as designed, the purpose of this step is to examine the rate (i.e., slope) of the learner’s progress. This action is important because when a learner is making some progress with current instruction, it may be that the instruction is, in fact, targeting the appropriate skills. In these cases, intensifying the current instruction may be effective. Ask: Is the learner making some discernible progress toward the established goal?

If data show some progress, go to Step 5 (Make Initial Changes to Intervention).

If data show minimal or no progress, go to Step 6 (Determine Skill Deficits).

From this point forward teams may want to document data reviews and decision making in Appendix 9A or Appendix 9B (Intensification Summaries). These are not required, yet available if helpful.

Tools Purpose

Appendix 9A (Intensification Summary: Option 1) To help record and organize team decisions Appendix 9B (Intensification Summary: Option 2)

”Some” Progress?

When interpreting student growth data, “some” can be thought of as making less progress than is needed to meet the current goal, but at least clear and consistent gains (i.e., not flat or nearly flat trends) over time.

29

STEP 5: MAKE INITIAL CHANGES TO INTERVENTION

The purpose of this step is to intensify an intervention that is showing some positive impact indicating the correct skills are being targeted, but at a lower growth trajectory than necessary. These changes are not easy, but potentially effective. Some changes may quickly influence learning with no additional diagnostic information. These include increasing session frequency, increasing session duration and decreasing group size. Step 5 has two actions:

A. Consider potential changes B. Identify and implement initial change

Potential Data Sources: Intervention program materials (including identified critical components Appendix

3, or similar) Attendance records (i.e., intervention attendance) Intervention sessions observation.

ACTION A: CONSIDER POTENTIAL CHANGES

If a purchased intervention program is being implemented, revisit the program manual for delivery recommendations (i.e., duration, frequency, group size). For locally developed or those without stated recommendations revisit Appendix 3 for the identified critical components. Prioritize intensifying the intervention to match these recommendations. If those recommendations are already met, review the considerations on the following page to help determine appropriate modifications.

ACTION B: IDENTIFY AND IMPLEMENT INITIAL CHANGE

Make a decision regarding the change to be implemented. Document changes to be made to the intervention in Appendix 9A or Appendix 9B and implement.

Reality Check!

This is challenging. It requires collaboration, flexible use of resources, and consensus conversations.


In preschool classrooms, increasing the session duration may not be appropriate for young learners. Consider other ways one might make changes for an effective intervention. For example, one might include increasing the child’s engagement in the activity through desired routines and a variety of preferred materials, people, activities or settings.

30

Initial Intensification Considerations:

Return to Step 3

When Consider By

Session frequency is less than program materials recommend.

Attendance is poor. Intervention session replaced

by progress monitoring. Learner benefits from short

bursts of high-intensity practice distributed throughout the day.

Scheduled intervention time frequently interrupted by non-instructional activities.

Learner is not able to sustain attention for the entire lesson, even with reinforcement in place.

Incr

easi

ng

Sess

ion

Fre

qu

ency

Consider before and after school interventions when able to be scheduled regularly.

Provide daily sessions rather than every other day.

Provide multiple sessions daily. Add another intervention at a different time

(go to more than one grade level’s intervention time).

Distributed practice during transitions and wait time (e.g., waiting in line). NOTE: In order for this to be considered intervention it needs to be scheduled into the day and fidelity needs to be monitored.

Split intervention times (e.g., instead of one 30 min, do 2-15 minute sessions).

Session duration is less than program materials recommend.

An entire lesson cannot be completed during a session.

Learner needs more time to ensure completion of a lesson and/or achieve skill mastery.

Learner requires multiple opportunities to respond over time to ensure learning.

Learner processes information more slowly and needs additional time to process.

Incr

easi

ng

Sess

ion

Du

rati

on

Work with staff to ensure students arrive at sessions at time scheduled.

Combine small intervention groups and extend overall session length.

Improve use of entry and exit routines to minimize transition and instructional time lost to inefficiencies.

Address bathroom, water fountain, pencil sharpening, etc. needs before/after scheduled intervention times.

Have teacher/student materials readily available and easy to access.

Conduct progress monitoring outside of the intervention time (e.g. before/after school).

Learner doesn’t keep pace with the current group.

Learner is easily distracted by peers in the current group.

Learner needs additional practice opportunities or additional checks for mastery.

Learner needs more adult attention to monitor behavior.

Dec

reas

ing

Gro

up

Siz

e

Exit peers whose performance meets grade-level expectations.

Shift support staff from other, less needy, intervention group to provide a lower student-teacher ratio.

Divide intervention group into two, smaller groups.

Add additional support personnel to decrease group size.

31

Learner Steps

6-7

In Steps 6 and 7 the work shifts from class and group needs to individual students. At this point, the Intervention System guide moves toward using existing data as well as collecting additional data to identify specific skills and content areas for focus and intensification relative to the individual student.

32

STEP 6: DETERMINE SKILL DEFICITS

Academic content domains have essential foundational skills, focal points and content standards required for success. This step will support teams as they determine the specific skill needs a student has who is not successful with current interventions. Be aware that teams may already have much, if not all of the information needed to make these decisions. Step 6 has three actions:

A. Describe the concern B. Develop assumed cause(s) C. Collect and analyze additional data


Progress monitoring data Cumulative file Formal and informal assessments Classroom observations

Work samples Universal screening results Teacher reports Parent or caregiver information

ACTION A. DESCRIBE THE CONCERN

In this action define the concern in clear, observable, and measurable terms. Utilize the potential data sources above to help in this description.

Tools Purpose

Appendix 10

(Verify Skills Need) Help teams ask questions and organize answers to find areas needing instruction.

Ask: Based on the definition, known information, and age/grade-level expectations, is there a well-defined and confirmable problem?

If yes, document in Appendix 10 (Verify Skill Need) and go to Action B. If no, consider:

o The learner may not have a significant concern. o The definition of the concern may not be specific or clear. o The information used to validate the problem is insufficient.

33

ACTION B. DEVELOP ASSUMED CAUSE (I.E., GENERATE HYPOTHESES)

In order to ensure the intervention targets appropriate skill deficits, teams will identify and verify specific instructional needs. Considering the description of the concern identified in Action A, generate assumed causes and enter them in Appendix 10.

5 Keys to Generating an Assumed Cause: 1. Focus only on alterable skills---the assumed cause must identify a teachable target. 2. Stick to essential tasks---tasks in the Iowa Early Learning Standards or Iowa Core. 3. Prioritize problems---attend to skills that will support future skill development. 4. Pick the most likely target first---common things happen commonly. 5. Use skill sequences---prioritize earlier developing skills.

Adapted from: Hosp, Hosp, Howell, and Allison. (2014). The ABCs of Curriculum-Based Evaluation

After identifying assumed causes, identify how the team will determine if their hypotheses regarding skill needs are correct. Document decisions regarding verifying skill needs in Appendix 10. Ask: Can the verification process be completed by reviewing existing information or is additional information needed to verify the assumed cause? If additional information is needed, proceed to Action C. If no additional information is needed, the team has verified the assumed skill gaps,

and pinpointed the skills that are not mastered. Develop a plan to deliver this instruction and go to Step 7. (Determine Additional Instructional Changes)

ACTION C. COLLECT AND ANALYZE ADDITIONAL DATA

Complete the assessment steps necessary to verify the assumed causes. These assessment steps and tools may or may not be published tests. It should include whatever formal and informal assessment techniques are useful to confidently identify learner needs. The learner’s skills and assumed causes will drive what the assessment process looks like. If needed, there are two additional tools which may be helpful in this work:

Remember:

A diagnostic assessment is a flexible process that helps pinpoint which skills need to be instructed, practiced, and mastered. This process may or may not include testing information.

34

Tools Purpose

Appendix 11

(Diagnostic Evaluation Steps)

Assessment flowchart to guide the diagnostic processes.

Appendix 12

(Summary of Tools)

A list of assessment tools that may support the diagnostic process.

Ask: Were the assumed causes verified? If yes, indicate needs in the appropriate column in Appendix 10 and go to Step 7. If no, return to Action B.


In preschool classrooms, additional diagnostic evaluations may be conducted by professionals trained on the assessment tool. It is important to note that the development of skills in young children is wide and varied.

35

STEP 7: DETERMINE ADDITIONAL INSTRUCTIONAL CHANGES

In addition to a strong instructional match, attending to additional alterable variables is an important instructional consideration. This step will help in the identification of additional intervention components that may be needed. This step will support teams as they determine alterable variables to modify to intensify a learner’s intervention. Step 7 has two actions:

A. Identify resources to target. B. Decide how to intensify the current intervention


Classroom observations. Review of records. Interviews (learner, teacher, and family).

Through time with and knowledge of a learner, teams may already know which aspects, beyond specific skill deficits, need to be addressed. If so, skip Actions A and B, and return to Step 3. If, however, teams need additional tools to help to identify and prioritize additional alterable instructional variables, proceed to Action A.

ACTION A: IDENTIFY RESOURCES TO TARGET

This action is about identifying and prioritizing learner-specific variables worth addressing through instructional modification or intensification.

Tools Purpose

Appendix 13 (Identifying Alterable Variable Priorities)

This tool is a rating scale that can be completed by staff to identify priority areas to address with individual students

Appendix 13 can be completed by one or more teachers that know the student well. The intent is to identify individual student needs. Objectively complete this observation form and then proceed to Action B.

ACTION B. DECIDE HOW TO INTENSIFY CURRENT INTERVENTION

Using the information gathered, or already known, from Action A, identify the specific change(s) that are expected to result in improved outcomes. For each of the four areas (i.e., Instructional Delivery, Learner Characteristics, Environment & Setting and Instructional Time) there are

Recognize that school-based teams may already have much, if not all the information needed to make these decisions.

36

subcomponents that may better match a learner’s specific needs. Use the four tables that follow to identify specific areas to address. These tables are designed to prompt team thinking and conversation to identify what a learner might need to be successful. The following pages include intervention intensification ideas. These strategies and actions are categorized into four categories:

1. Instructional Delivery 2. Learner Characteristics 3. Environment and Setting 4. Instructional Time

Each category is then subdivided into more specific areas. These lists are not an exhaustive lists of strategies, but a starting point at which teams may begin to plan for more intensified interventions to increase student outcomes.

37

INSTRUCTIONAL DELIVERY

Delivery of quality instruction is at the core of a learner’s educational experience and success. This is a broad and complex variable. Below are its major components.

When… Consider By…

There is need to ensure instructional alignment with learner needs.

There is a hierarchy of skill and a clear order in which the learner should acquire skills. In

stru

ctio

nal

Mat

ch Prioritize targeted skills during intervention – considering using Building the

Foundation document from Center on Instruction website. Ensure instructional routine aligns with needs and targeted skills (refer to Step 6

findings). Re-examine learning progression to ensure appropriately applied scope and

sequence of skills. Break down skills and instruction into smaller, potentially more manageable

chunks of sub-skills.

Learner behavior is of concern and interfering with instruction or practice.

Learner engagement is low. Learner has trouble

attending to the task or lesson.

Mo

tiv

atio

n a

nd

En

gage

men

t

Student graphs their own data (e.g., WPM; Sight Words; Letter Sounds; etc.). State the purpose or objective in kid-friendly language. Use highly interactive, positive, reinforcing instruction. Present appropriately challenging learning and practice tasks. Use workshop model/rotations. Choose materials of interest and appropriate level for students considering age

and skills. Select activities that engage multiple modalities. Monitor teacher talk vs. student talk. Increase use of: peer learning, volunteers, home supports, parent practice,

appropriate technology. Increase use of: choral responding, response cards, partner response, brief

written response, rapid rate of response, think-pair-share, and wait time. Implement errorless learning procedures (i.e., increase success ratio). Use least to most cueing. Apply appropriate use of technology. Increase use of visual cues and system of responding.

38


There is an increased need to closely monitor learner responses for accuracy.

Learner likely to improve by opportunities to have errors corrected.

Learner engagement is low. Learner attention and

engagement fades during instruction.

Learner demonstrates inappropriate behaviors during instruction.

Op

po

rtu

nit

ies

to R

esp

on

d

Monitor teacher talk vs. student talk. Provide increased practice with generalization; explicit skills transfer. Increase use of: peer learning, volunteers, home supports, parent practice,

technology. Increase use of: choral responding, response cards, partner response, brief

written response, rapid rate of response, think-pair-share, and wait time. Implement brief practice opportunities strategically throughout the day. Provide opportunities for application of specific skills (e.g. paragraph shrink)

across all content areas. Use peer mediated practice.

Learner frequently practices skills inaccurately.

Learners are not accurate during instruction.

There is a significant need to increase the rate of mastery.

Inst

ruct

ion

al F

eed

bac

k

Increase use of peer mediated practice. Increase use of: choral responding, response cards, partner response, brief

written response, rapid rate of response, think-pair-share, and wait time. Implement errorless learning procedures (i.e., increase success ratio). Apply appropriate use of technology. Increase use of visual cues and system of responding. Increase use of timely, clear and specific performance feedback. Acknowledge and reinforce transfer and application of target skills. Reinforce growth-oriented behavior and skills. Ensure appropriate match of feedback to the instructional goal/task. Increase use of least to most cueing; visual cues and system of responding.

39


New learning will likely require frequent opportunities to respond.

Clear learning progression exists for target skills.

Learner is learning to apply a general skill to a new setting.

Learner is acquiring a new skill.

Exp

lici

t In

stru

ctio

n Break down skills and instruction into smaller, more manageable chunks of sub-

skills. Employ gradual release model of instruction Specifically identify where students are in the learning progression (acquisition,

automaticity, generalization, adaptation) and instruct accordingly. Simplify and clarify precision of instructional language. Increase scaffolding. Apply appropriate use of technology

Syst

emat

ic I

nst

ruct

ion

Provide increased practice with generalization; explicit skills transfer. Simplify and clarify precision of instructional language. Implement errorless learning procedures (i.e., increase success ratio). Increase amount of teacher modeling. Use a more consistent and clear “I do, we do, you do” protocol. Increase intentional overt over-teaching. Provide advanced organizer to prime background knowledge.

40

LEARNER CHARACTERISTICS

While some of these learner characteristics may initially be considered to be unalterable, it is important to identify these characteristics and structure the instruction and environment to ensure success for a particular learner’s needs.


Has difficulty manipulating information mentally.

Needs directions repeated. Has poor retention and

retrieval of learned facts/information.

Mem

ory

Increase frequency review of previously learned skills and summarize new skills. Have student frequently paraphrase/restate directions to check recall and

understanding. Use songs, rhymes, mnemonics, and/or body movements to increase learning or

recall of skills. Visually represent new information (graphic organizers, anchor charts). “Warm-up” the bus with rapid recall of easy information prior to working with

new skills. Increased use of graphic organizers. Intermittent rehearsal.

Experiences difficulty switching between approaches.

Struggles looking at information in a new way.

Gets upset with changes in routine.

Shif

tin

g &

F

lexi

bil

ity Explicitly model flexible thinking and problem solving.

Provide examples and nonexamples of words that follow phonic rules. Verbalize through the thinking.

Use schedules (visual/picture/word). Set a visual timer.

41


Is easily distracted during instruction and independent practice.

Experiences difficulty sustaining during tasks.

Does not recognize when things are unclear and makes careless errors.

Self

-Mo

nit

ori

ng

& A

tten

tio

n

Set a visual timer. Increase use of visual cueing. Have student verbalize self-check strategies e.g., “how did I read this?” “Did this

make sense?” Model and guide this thinking. “Pre-flight checklist” against rubric prior to handing in work (e.g. writing activity),

Learning diary/logs/reflections, self-assessment protocol, “the muddiest point”, find-it-and-fix-it.

Encourage students to reflect and create their own self-monitoring routine through metacognitive reflection. i.e. “What are the 1, 2, or 3 reminders I need to keep in mind today to help me be successful?”

Increase clarity of directions and expectations. Have student create and use personalized “learning checklist”. Use schedules (visual/picture/word). Reduce classroom distractions and increase use of proximity control.

Has difficulty following timelines.

Has messy desk and notebook.

Is unable to complete task in order or as indicated.

Pla

nn

ing

& O

rgan

izat

ion

Increase clarity of directions and expectations. Have student create and use personalized “learning checklist” Visually represent new information (graphic organizers, anchor charts). Use schedules (visual/picture/word). “Pre-flight checklist” against rubric prior to handing in work (e.g. writing activity),

Learning diary/logs/reflections, self-assessment protocol, “the muddiest point”, find-it-and-fix-it.

Encourage students to reflect and create their own self-monitoring routine through metacognitive reflection. i.e. “What are the 1, 2, or 3 reminders I need to keep in mind today to help me be successful?”

Teach and allow think aloud strategies to organize student’s thinking. Break larger tasks into shorter term “due dates” that build to larger outcome.

42

ENVIRONMENT & SETTING

The environment and setting in which a learner is taught contains many alterable variables. These include peer interaction and the physical setting. This also includes the teacher and the relationship amongst all learners and the instructional staff.


Need to increase opportunities for learner response; engaged opportunities between learner and teacher.

Need closer instructional match. Need close monitoring of on-task behavior and

engagement. Different classmates might have a positive impact on

learner’s skill acquisition and mastery.

Soci

al S

etti

ng

Increase group similarity to be sure similar learning goals exist to increase focus (i.e., instructional homogeneity).

Improve intervention group behavior with group behavior plan, or similar.

Surroundings (e.g., room, lights, and noises) seem to have a negative impact on learning.

Learner demonstrates boredom with or dislike of classroom.

Ph

ysic

al S

etti

ng

Allow adaptive equipment. Change location of learner (quieter setting, louder

setting, proximity to teacher or study cube). Move desks/tables around.

Consider temperature control. Change physical environment (like auditory and visual

surroundings). Remove distractions (move student from a

window/door).

43


Current instructional staff have had minimal success in accelerating learner progress.

Current staff have persistent difficulty providing meaningful instruction and practice opportunities.

Inst

ruct

ion

al S

etti

ng

Remove distractions (move student from a window/door).

Keep pace moving at a reasonable rate to keep students engaged.

Include engagement structures to ensure equal participation and individual accountability.

Use technology to enhance the engagement in small group or individually.

Increase use of visuals (visual cue cards on desk). Increase efficiency and efficacy of instructional routines. Maximize management of time and materials. Change teachers.

Learner doesn’t keep pace with the current group. Learner is easily distracted by peers in the current

group. Learner needs additional practice opportunities or

additional checks for mastery. Significant need to monitor learner’s behavior. D

ecre

ase

Gro

up

Siz

e

Exit peers whose performance meets grade-level expectations.

Shift support staff from other, less needy, intervention group to provide a lower student-teacher ratio.

Divide intervention group into two, smaller groups. Add additional support personnel to decrease group

size.

44

INSTRUCTIONAL TIME

Instructional time (i.e., frequency and duration) is an area that may have been previously addressed through the intensification work. It remains a high-leverage variable, especially if not previously considered and addressed.


An entire lesson cannot be completed during a session.

Learner needs more time to ensure completion of a lesson and/or achieve skill mastery.

Learner requires multiple opportunities to respond over time to ensure learning.

Current intervention is implemented with a lesser duration than recommended in the program materials. In

crea

se S

essi

on

Du

rati

on

Work with staff to ensure students arrive at sessions at time scheduled.

Combine small intervention groups and extend overall session length.

Improve use of entry and exit routines to minimize transition and instructional time lost to inefficiencies.

Address bathroom, water fountain, pencil sharpening, etc. needs before/after scheduled intervention times.

Have teacher/student materials readily available and easy to access.

Conduct progress monitoring outside of the intervention time (e.g. before/after school).

Attendance is poor. Learner is not able to sustain attention for the

entire lesson, even with known reinforcement in place or learner seems to forget learning between sessions.

Learner benefits from short bursts of high-intensity practice distributed throughout the day.

Current intervention is implemented with a lesser frequency than recommended in materials.

Intervention time frequently interrupted or trumped by non-instructional activities.

Incr

ease

Ses

sio

n F

req

uen

cy Consider before and after school interventions when able to be

scheduled regularly. Provide daily sessions rather than every other day. Provide multiple sessions daily. Add another intervention at a different time (go to more than one

grade level’s intervention time). Plan distributed practice during transitions and wait time (e.g.,

waiting in line). NOTE: In order for this to be considered intervention it needs to be scheduled into the day and fidelity needs to be monitored.

Split intervention times (e.g., instead of one 30 min, do 2-15 minute sessions).

45

REFERENCES AND RESOURCES

Brown S., & Rahn-Blakeslee, A. (2009). Training school-based practitioners to collect intervention integrity data: One agency’s model. School Mental Health, 1, 143-153.

Center for Early Literacy and Learning: http://earlyliteracylearning.org/

Center for Response to Intervention in Early Childhood (CRTIEC). http://www.crtiec.org/

CORE-Consortium of Reading Excellence. (1999, 2008). Assessing Reading: Multiple Measures For Kindergarten Through Twelfth Grade. Novato, CA: Arena Press.

Foorman, B., Breier, J., & Fletcher, J. (2003). Interventions aimed at improving reading

success: an evidence-based approach. Developmental Neuropsychology, 24, 613-639.

Hosp, J., Hosp, M., Howell, K., & Allison, R. (2014). The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making. New York, NY: Guilford Press.

Howell, K., & Nolet, V. (2000). Curriculum- Based Evaluation Teaching and Decision Making. Belmont, CA: Wadsworth.

Iowa Early Learning Standards. Retrieved from: https://www.educateiowa.gov/sites/files/ed/documents/IowaEarlyLearningStandards2012-Aug2013.pdf

Kosanovich, M., & Verhagen, C. (2012). Building the foundation: A suggested progression of sub-skills to achieve the reading standards: Foundational skills in the Common Core State Standards. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Kovaleski, J.F. (nd). Treatment fidelity protocols. RTI Action Network. Retrieved from:


Moats, L., & Hancock, C. (2012). LETRS Language Essentials for Teachers of Reading and Spelling-Module 8: Assessment for Prevention and Early Intervention (K-3). Mass Market.

NAEYC: National Association for Education of Young Children - www.naeyc.org

Smartt, S., & Glaser, D. (2010). Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions. Baltimore, MD: Brookes Publishing.

Walpole, S. & McKenna, M. (2009). How To Plan Differentiated Reading Instruction: Resources for Grades K-3. New York, NY: Guilford

Wickstrom, K. F., Jones, K. M., LaFleur, L. H., & Witt, J. C. (1998). An analysis of treatment integrity in school-based behavior consultation. School Psychology Quarterly, 13, 141-154.

http://earlyliteracylearning.org/

http://www.crtiec.org/


http://www.naeyc.org/

46

Appendices

The appendices that follow were developed to support the Intervention System

guide. These were designed to be general, yet tied to a specific task or outcome

within the guide. Local teams may already have tools that accomplish these tasks,

so these may be unnecessary. If, however, teams do not have tools to accomplish

these tasks, these appendices can be adapted and used to meet local needs.

In addition to the appendices herein, there are two sites that contain related

resources:

Google Templates -- This folder offers editable templates that may be adapted

and shared among staff to best fit into an existing building system as helpful.

Sample Completed Appendices -- This folder contains samples of completed

appendices. These are not intended as prescribed models, but as examples of how

a team might complete an appendix. A local team’s work will, and should, be

unique.

https://drive.google.com/drive/folders/0B4sKmT3Ap5ZTLWdmbmYxVjhJRlU?usp=sharing

https://drive.google.com/drive/folders/0B4sKmT3Ap5ZTX2dNUzRTXzRWQzA?usp=sharing

47

APPENDIX 1: CONSENSUS CONSIDERATIONS

Electronic Consensus Considerations 1=Strongly Disagree 6=Strongly Agree Notes

Is This Important? Is This Attainable?

1. Providing intervention to ≥95% of learners below benchmark.

1 2 3 4 5 6 1 2 3 4 5 6

2. Having ≥65% of learners making meaningful gains during intervention.

1 2 3 4 5 6 1 2 3 4 5 6

3. Teachers and/or professional staff implementing interventions.

1 2 3 4 5 6 1 2 3 4 5 6

4. Teachers and/or professional staff receiving ongoing coaching and learning related to intervention delivery.

1 2 3 4 5 6 1 2 3 4 5 6

5. Weekly monitoring of student progress. 1 2 3 4 5 6 1 2 3 4 5 6

6. Monitoring intervention implementation fidelity.

1 2 3 4 5 6 1 2 3 4 5 6

Are there priorities for future discussion and consensus building?

https://docs.google.com/document/d/1oUR4nykoqRXfNRt3W4N_XDKxwed9tkTljiZkH6jmG-s/edit?usp=sharing

48

APPENDIX 2A: INTERVENTION INVENTORY

[Used in System Step 1] Electronic Intervention Inventory

Grade(s): School Year:

Intervention Title, Instructional Strategy, or

Routine Skills Targeted Materials

Session Frequency

Session Duration

Who is trained?

Priority Intervention

Y / N?

https://drive.google.com/open?id=18L-RdFv5cj0jhjoZ3ua5_bt3zNbsLcaQY0a0iUIYskA

49

APPENDIX 2B: EARLY CHILDHOOD INTERVENTION INVENTORY

[Used in System Step 1] Electronic Early Childhood Intervention Inventory

School Year:

Intervention Title, Instructional Strategy,

or Routine

Skills Targeted

Materials and Resources

Needed

Daily Routine When Intervention Occurs (Frequency)

Duration Who is

trained?

Priority Intervention

Y / N?

https://drive.google.com/open?id=179jYXhH3gOsZGqr89rRn3yGG_B_tvQDO73OidASimxM

50

APPENDIX 3: INTERVENTION CRITICAL COMPONENTS

[Used in System Step 1] Electronic Intervention Critical Components

When developing the implementation fidelity check tool to be used for a specific intervention, identify each intervention’s critical components.

Critical Components

1. How often does the intervention take place (i.e., frequency)? 2. How long is each session (i.e., duration)?

3. What materials are used? 4. How many lessons/sessions are completed in one week?

5. What is recommended size of intervention groups? 6. What are the specific instructional strategies or routines? For example, what is

prescribed in terms of instructing, modeling, student responses, error correction, learner practice, and/or generalization?

A. B. C. D. E. F. G.

If a specific purchased program is used, access the publisher’s intervention manual to identify the critical components related to both Session Fidelity and Component Fidelity.

Intervention Program Name: ___________________________________________________

https://drive.google.com/open?id=14wBCQDGX5Xtt6nk29CBvsiupCBwCGChjmvJMtmKOX0U

51

APPENDIX 4: SAMPLE IMPLEMENTATION FIDELITY PROTOCOL

[Used in System Step 2] Electronic Sample Implementation Fidelity Protocol

Intervention Name:

Group:

Teacher:

Week of: _______________ to _______________

As prescribed? Y/N

Session Fidelity M Tu W Th F Observed÷

Total

Session frequency

Session duration

Correct materials used

Component Fidelity Present? Y/N

Critical Components M Tu W Th F

Observed÷Total

A.

B.

C.

D.

E.

F.

G.

Learner Engagement (High/Low)

FIDELITY SUMMARY: %

Session Fidelity

Component Fidelity

Learners Highly Engaged

https://docs.google.com/spreadsheets/d/1hpPIPQ0j9sQZQnRJ_xcHUO27A9faXoCZnQrn_ffO8WM/edit?usp=sharing

52

APPENDIX 5: INTERVENTION EFFECTIVENESS

[Used in System Step 2] Electronic Intervention Effectiveness

Grade: Review Date:

Intervention

Total # of Learners Receiving

Intervention

Column A Column B Did at least 65% of

learners fall in Column A?

% Meeting Benchmark

% Closing Gap

% Minimal or No Progress

Y / N

Y / N

Y / N

Y / N

Y / N

Y / N

Intervention System Considerations:

What evidence do we have regarding the success of our interventions? What are next steps to ensure we have successful interventions that address all big ideas in reading? What are next steps to ensure we have successful interventions available to any learner who might need them?

https://drive.google.com/open?id=1Q0o_OOvToLYrOE9EQB-fVhdiH8CUY9Z4a4Sx21rvBpg

53

APPENDIX 6: LEARNERS NEEDING SUPPORT

[Used in Step 1] Electronic Learners Needing Support

Screening Window: Fall / Winter / Spring Grade: _____________ # in class: _________

Teacher: _________________________ # needing support: _____________

Learner

Screening

Score 1

Target benchmark:

(optional) Screening

Score 2

Target benchmark:

Universal Screening Outcome

Does learner receive an intervention? State.

Wel

l Exc

eed

s

Mee

ts

Do

es N

ot

Mee

t

https://drive.google.com/open?id=1jz2FcabgHkWoUiXoAB8Bl0_v2WrFhdmYKIzHi6BQot4

54

APPENDIX 7A: EARLYREADING INSTRUCTIONAL SORT

[Used in Step 2] Electronic Kindergarten sorts and 1st grade sorts

The earlyReading composite is made up of four subtests which can be used to generate instructional groupings. This general organizational sort can be used to group learners with similar needs based on foundational reading skills (e.g., print concepts, phonemic awareness, phonics, sight words, and fluency). Provided below is a generic and customizable earlyReading sort. Teams may also electronically access the sorts for each of the three screening windows through the links above.

Grade: Kdg. / 1st Season: Fall / Winter / Spring

Subtest 1 Subtest 2 Doesn’t Meet

(< ___ ) Meets

(≥ ___ ) Doesn’t Meet

(< ___ ) Meets (≥ ___ )

Subtest 3 Subtest 4

Doesn’t Meet (< ___ )

Meets (≥ ___ )

Doesn’t Meet (< ___ )

Meets (≥ ___ )

https://drive.google.com/open?id=1dVyh7stOImJPIjsPxbmLL7wgmY2YaW0sx4jyOgLPJCY

https://drive.google.com/open?id=1k-d9QuL6RwDftmuDZLBr43UVVxbefbjULyWCaOBcFh8

55

APPENDIX 7B: AREADING INSTRUCTIONAL SORT

[Used in Step 2] Electronic aReading Instructional Sort

This aReading instructional sort can be used to generate initial intervention groupings. Groups can be identified by placing learners into similar groupings based on aReading scale scores. Note: these are groupings based on the inference of mastered and developing skills and is not a definitive or precise identification of specific instructional need for every learner. This process is not intended to be diagnostic, but rather a quick and efficient sort based on existing data sources and the “likelihood” of where students fall along a skills progression. The aReading Score Interpretation Guide can be found in the FAST Knowledge Base.

Teacher: Grade:

Score Range

Learners

≤ 389

390-415

416-442

443-467

468-493

494-520

521-546

≥ 547

https://drive.google.com/open?id=1hcYRy0ApG0tvRsbIZi7IoaaaT0Iujf7o0h7xT79reF0

56

APPENDIX 7C: CBM-R INSTRUCTIONAL SORT

[Used in Step 2]

1st grade 3rd grade 5th grade 2nd grade 4th grade 6th grade

A CBM-R instructional sort can be used to make initial intervention groupings. Existing fluency and accuracy screening data is used to place learners in one of four quadrants that provide initial recommendations and guidance related to instructional need. Provided below is a generic, yet customizable CBM-R sort. Teams may also electronically access the sorts for each grade and screening window through the links above.

Reading Rate

Below benchmark (< ___ ) At (or above) benchmark (≥ ___ )

Rea

din

g A

ccu

racy

At

(or

above)

95%

Accurate and Slow

Accurate and Fluent

Bel

ow

95%

Inaccurate and Slow

Inaccurate and Fluent

https://docs.google.com/document/d/1jWBm5y3T3sGFtKh95iVLBPzWG5vwYJg88c7x6GHuTo0/edit?usp=sharing

https://drive.google.com/open?id=1RyRjMFQIqU-8ZShrpS1ax2iOXdJHZ2B5Qy6dIQ0wOBU

https://drive.google.com/open?id=1rffwJRZJw6KOM7NU7IwnpNkY90KT8b1-VKQ-qP0FoPE

https://drive.google.com/open?id=14iJkpmCaR-VvG5aYM7-p0NO0wz2QyoGDPbCmLH8qzkA

https://drive.google.com/open?id=1qK5bLiSa9b8PylxM4gHpE0ndAZYoykKSmAv1OM4E5fE

https://drive.google.com/open?id=1tHG_ytzhN_a9nKmFPkdiIbkLanspy-m3tFzZW2LeC2w

57

The following is not an exhaustive or comprehensive list of recommendations which might follow from a CBM-R instructional sort. These are general recommendations which local teams maybe work with to meet students’ needs.

Reading Rate

Below benchmark At (or above) benchmark

Rea

din

g A

ccu

racy

At

(or

above)

95%

Accurate and Slow

Focus: Pacing and Phrasing

Instruct:

Fluency and automaticity at a word,

phrase, and sentence level

Consider:

Repeated and assisted reading of

passages, while maintaining

meaning

Maintain attention to comprehension

Practice with chunking of phrases

and words

Accurate and Fluent

Focus: Comp. and Vocab. development

Instruct:

Continue high quality universal

instruction

Bel

ow

95%

Inaccurate and Slow

Focus: Decoding skills

Instruct:

Missing phonemic awareness and

decoding skills

Sight words

Consider:

Applying news skills to connected

text at instructional level

Practice with decodable connected

text

Build fluency reading at independent

level

Inaccurate and Fluent

Focus: Self-Monitoring

Instruct:

Self-monitoring and adjusting rate of

reading to type of text and purpose

Missing decoding skills and sight words,

if applicable

Consider:

Grouping based on similar needs (e.g.,

basic decoding, multisyllabic, etc.)

If helpful, table tap

Challenge learner to read text with <2

errors

Practice reading in connected and

decodable text

58

APPENDIX 8: ANALYZING STUDENT PROGRESS

[Used in Step 4] Electronic Analyzing Student Progress

Below Adequate Progress Adequate Progress

Negative Trendline

Flat Trendline

Trendline Moving -

but gap between Aimline and

Trendline is growing or trending

below the Aimline

Following Aimline (Trendline is at/above the Aimline)

Accelerated Growth - Trendline surpasses Aimline

Developed by Prairie Lakes AEA Literacy Consultants

https://docs.google.com/document/d/1jPBTYQQyUN7ETiWO92TzMY1quvbhhsCym4CVdRylmV8/edit?usp=sharing

59

APPENDIX 9A: INTENSIFICATION SUMMARY: OPTION 1

[Used in Step 4] Electronic Intensification Summary: Option 1

Learner: Teacher: Grade:

Intervention Name

Session frequency Session duration

Lessons/week Number of learners in group

Materials used

Instructional strategies or routines used

Date Started Provider

Intervention and Progress Review


Review Date

Review Method


Changes to Support Implementation

High Low

High Low

High Low

Student Progress

Review Date

Learner Attendance

Progress Status Changes to Intervention

Some None

Some None

Some None

https://drive.google.com/open?id=1mcbzM_W1Mpu0B6gkAu2jTPqM8cCMoiebut4UblmmvAE

60

APPENDIX 9B: INTENSIFICATION SUMMARY: OPTION 2

[Used in Step 4] Electronic Intensification Summary: Option 2

Learner: Teacher: Grade:

Intervention Name Date started Provider

Session frequency Session duration Lessons/week # of learners in group

Materials used

Instructional strategies or routines used

Intervention and Progress Review

Review Date

Learner Attendance


Progress Status

Changes to Support Implementation, and/or Changes to Intervention

High Low Some None

High Low Some None

High Low Some None

High Low Some None

High Low Some None

https://drive.google.com/open?id=1cBYE_vY_Y2WlXk13DUda_7u78q5rTguOOrgw172vskQ

61

APPENDIX 10: VERIFY SKILL NEEDS

[Used in Step 6] Electronic Verify Skill Needs

Learner: Date:

Description of the Confirmed Concern

What has the team identified as the

assumed cause to the skill gaps?

How will you verify the cause of the

concern?

Was the assumed cause verified? Summarize

findings.

From: Step 6, Action A

From: Step 6, Action B

From: Step 6, Action B

From: Step 6, Action C

Adapted from: Hosp, Hosp, Howell, and Allison. (2014). The ABCs of Curriculum-Based Evaluation

https://drive.google.com/open?id=1lOL7nQSYl2TbuJ_8b2P9SNfInzrrnOH5hmwQkRiKbr4

62

APPENDIX 11: DIAGNOSTIC EVALUATION STEPS

[Used in Step 6] Electronic Diagnostic Evaluation Steps

Based on: Howell & Nolet (2000); Moats & Hancock (2012).

https://docs.google.com/document/d/1OtyZoSiy8oSTV7_8FqeTTwTEXJOhgq-V0bXDpl1BOTY/edit?usp=sharing

63

APPENDIX 12: SUMMARY OF TOOLS

[Used in Step 6] Electronic Summary of Tools

This appendix provides the names and source information for a number of tests used in Iowa to provide information during Step 6. The MTSS work team has commissioned a task group with the objective being to support diagnostic assessment for schools implementing MTSS in Iowa. As part of this work, diagnostic tests used in Iowa were summarized.

This information does not represent a statement of endorsement for any test, nor is it

exhaustive list of all assessment tools which could support Step 6. Its purpose is to inform

teams of early literacy diagnostic tests used in the state in the event that existing data fail

to answer the team’s questions regarding an individual learner’s skill gaps. Use of these

tests is recommended only after reviewing all related, existing information.

The summarization process is described below:

1. AEA staff were surveyed regarding early literacy (preschool-grade 6) assessment

tools used as part of a diagnostic assessment process.

2. Diagnostic tests used often in Iowa were included.

3. Task team members summarized information about each tool.

4. Each included tool was summarized by at least 2 task team members.

5. The MTSS work team vetted the summarized list.

https://docs.google.com/spreadsheets/d/13gf_a5R3hNQ4AIZErlmMeYGF98rEzxR31B7AtxpdBm4/edit?usp=sharing

64

Tool

Ap

pro

pri

ate

Gra

de

Ra

ng

e

Ad

min

istr

ati

on

Ind

ivid

ua

l (

I) o

r G

rou

p (

G)

Ap

pro

x. T

ime

(m

inu

tes)

Major Components

Ph

on

em

ic A

wa

ren

ess

De

cod

ing

/P

ho

nic

s

Flu

en

cy

Vo

cab

ula

ry

Co

mp

reh

en

sio

n

1 Pre-Decoding Skills Survey reallygreatreading.com

PK-2 I 15-20 X

2 Yopp-Singer Test of Phoneme Segmentation

K-2 I 10 X

3 Comprehensive Test of Phonological Processing – Second Ed (CTOPP-2) proedinc.com

K-3 I 40 X

4 Phonological Awareness Screener for Intervention (PASI) store.95percentgroup.com

PK-1 I 10 X

5 Phonological Awareness Test - 2 (PAT-2: NU)

www.linguisystems.com

K-4 I 10-15 X X

6 Foundational Skills Survey reallygreatreading.com

K-2 I 10-15 X

7 Diagnostic Decoding Surveys Beginning

reallygreatreading.com

K-12 I 10-15 X

8 Diagnostic Decoding Surveys Advanced Plus

reallygreatreading.com

4-12 I 10-15 X

9 Phonics Screener for Intervention (PSI) store.95percentgroup.com

1-8 I 10-15 X

10 Informal Decoding Inventory – Single and Multisyllabic (book)

K-12 I 10-15 X

11 Quick Phonics Screener 2nd ed. (QPS-2) readnaturally.com

K-6 I 10-15 X

12 Ekwall & Shanker Reading Inventory – 6th ed. (book)

K-6 I 10-15 X

https://www.reallygreatreading.com/


http://www.proedinc.com/customer/productview.aspx?id=5187



http://www.95percentgroup.com/products/assessments



http://www.therapro.com/Browse-Category/Phonemic-Awareness/Phonological-Awareness-Test-2-Normative-Update-PAT-2-NU.html

http://www.therapro.com/Browse-Category/Phonemic-Awareness/Phonological-Awareness-Test-2-Normative-Update-PAT-2-NU.html


http://store.95percentgroup.com/psischoolsitelicense.aspx

http://store.95percentgroup.com/psischoolsitelicense.aspx

http://www.comprehensivereadingsolutions.com/wp-content/uploads/2014/08/InformalDecodingInventory.pdf

http://www.comprehensivereadingsolutions.com/wp-content/uploads/2014/08/InformalDecodingInventory.pdf

65

Tool

Ap

pro

pri

ate

Gra

de

Ra

ng

e

Ad

min

istr

ati

on

Ind

ivid

ua

l (

I) o

r G

rou

p (

G)

Ap

pro

x. T

ime

(m

inu

tes)

Major Components

Ph

on

em

ic A

wa

ren

ess

De

cod

ing

/P

ho

nic

s

Flu

en

cy

Vo

cab

ula

ry

Co

mp

reh

en

sio

n

13 San Diego Quick Assessment of Reading Ability (available online)

K-12 I 10 X

14 Mega Words Assessment of Decoding and Encoding Skills (book)

4-12 I 10-15 X

15 DIBELS –Deep dibels.org

K-5 I 10-20 X X X X X

16 CORE- Assessing Reading – Multiple Measures 2nd Edition

corelearn.com

K-12 I Varies X X X X X

17 Group Reading Assessment and Diagnostic Evaluation (GRADE) pearsonassessments.com

PK-12

G/I 45-90 X X X X X

http://eps.schoolspecialty.com/products/literacy/phonics-word-study/megawords-2nd-edition/about-the-program?gclid=CjwKEAiA_4emBRCxi8_f2cWWjFcSJAB-v1qywj2cPa6qFGl2yRRptx0iqO49WH7SCHUH3GPEqN4EsRoCzZLw_wcB

http://eps.schoolspecialty.com/products/literacy/phonics-word-study/megawords-2nd-edition/about-the-program?gclid=CjwKEAiA_4emBRCxi8_f2cWWjFcSJAB-v1qywj2cPa6qFGl2yRRptx0iqO49WH7SCHUH3GPEqN4EsRoCzZLw_wcB

https://www.corelearn.com/Resources/Free-Materials.html




66

APPENDIX 13: IDENTIFYING ALTERABLE VARIABLE PRIORITIES

[Used in Step 7] Electronic Identifying Alterable Variable Priorities

Directions: For each Learner Behavior listed, circle the number that identified the frequency the behaviors are observed. In rows with more than one set of numbers present, circle the number in each box. Then sum each column and transfer to the appropriate row on the second page.

0 = Rarely or Never 1 = Sometimes 2 = Always Student:________________________________________

Learner Behavior A B C D

Forgets how to complete tasks. 0 1 2

Is acquiring a new skill (learner is not yet accurate). 0 1 2

Current intervention is implemented with a lesser duration than recommended in the program materials.

0 1 2

Is not accurate during instruction/practice. 0 1 2

Needs a significant amount of practice to reach automaticity. 0 1 2

Poor attendance. 0 1 2

Engagement is low. 0 1 2 0 1 2

Struggles finding new ways to reach a goal or complete task. 0 1 2

Has difficulty generalizing learning to a new situation. 0 1 2 0 1 2

Pacing of instruction seems too slow for the learner. 0 1 2

Pacing of instruction seems too fast for the learner. 0 1 2

Has difficulty paying attention to details. 0 1 2

Seems to forget more than expected between sessions. 0 1 2 0 1 2

Needs more frequent checking of mastery and ongoing review.

0 1 2 0 1 2

Has trouble attending to task or lesson. 0 1 2 0 1 2 0 1 2

Column Totals (transfer to following page) ( ) ( ) ( ) ( )

https://docs.google.com/document/d/19-DlGp6HQ4SSNhIURSelqw07qyVO7YUqqpxLVHQivss/edit?usp=sharing

67

Learner Behavior A B C D

Current intervention is implemented with a lesser frequency than recommended in the program materials.

0 1 2

Does not learn well from mistakes. 0 1 2

Has difficulty organizing work or finding a strategy that works.

0 1 2

Learner behavior is of concern and interferes with instruction or practice.

0 1 2 0 1 2

Has difficulty monitoring own understanding. 0 1 2

Instruction time often supplanted by non-instructional activities.

0 1 2

Needs significant amounts of scaffolding. 0 1 2

Has difficulty learning alongside classmates. 0 1 2

An entire lesson cannot be completed during the duration of the intervention session.

0 1 2

Current Page Column Totals

Previous Page Column Totals +( ) +( ) +( ) +( )

TOTAL (sum previous and current page column totals)

Directions: Transfer the totals for each of the four columns to the table below. Circle the range for each total, then transfer to the right to identify “Priority Areas.”

To

tal Priority Areas

Low Need

Some Need

High Need

Low Need

Some Need

High Need

A Instructional Delivery 0-4 5-9 10-18

B Learner Characteristics 0-5 6-11 12-18

C Environment and Setting 0-3 4-6 7-10

D Instructional Time 0-4 5-9 10-16

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