Y3D2 SBLT
Tier 3 Intervention Design
School Implementation Blueprints
A collaborative project between the Florida Department of Education and the University of South Florida
Advance Organizer
• Y3D1 Content Review
• Skill Assessment Review
• Integrated T1, T2, T3 Scheduling
• Review of Master Schedule & Resource Maps
• T3 Intervention Development
• Review of Randy
- Comprehensive Intervention Plan Columns 1-3
• Tier 3 - Comprehensive Intervention Plan - SBLT Data
Tier 3 Prob. ID & Analysis
Essentials
• Tier 3 PS extends from previous PS at T1/T2
• Don’t assume “lack of effectiveness”
• Gap analysis used to verify focus of
instruction
• Effective hypotheses requires content experts
• Question: Why aren’t the T1 & T2 services
we provided working for this student?
• PS model with fidelity at T3
Y3D1 Skill Assessment
Review
•1.
For which steps did your team successfully apply the problem-solving
process? For which steps did the team have difficulty? What factors helped or
hindered the team when using problem-solving to address the student’s needs?
•2.
Why is it important to calculate the gap between the target student and the
expected level as well as the peers and the expected level? What information does
it provide? What challenges does your team face when calculating gaps?
•3.
Having data on peers for some content areas and skills can be a challenge.
What can be done to increase the chances that peer data will be available at
problem-solving meetings (e.g., Intervention Assistance Team, School-Based
Intervention Team, Student Success Team, RtI Team)?
•4.
In what domains (i.e., Instruction, Curriculum, Environment, Learner) were
most of your potential reasons (i.e., hypotheses) for why a student is not meeting
expectations focused? Were there any domains that were focused on more than
others? Were there any domains that weren’t addressed that you believe should
have been?
•5.
What barriers exist to validating hypotheses by using data during problemsolving meetings? What can teams do to increase the chances that hypotheses can
be validated at these meetings?
Assuring Time and Resource
INTEGRATED TIERS AND
SCHEDULING CONSIDERATIONS
Tiered Model of School Supports &
the Problem-Solving Process
ACADEMIC and
BEHAVIOR SYSTEMS
Tier 3: Intensive,
Individualized, Interventions.
Individual or small group
intervention.
Tier 2: Targeted, Strategic
Interventions & Supports.
More targeted interventions and
supplemental support in addition
to the core curriculum and
school-wide positive behavior
program.
Tier 1: Core, Universal
Instruction & Supports.
General instruction and support
provided to all students in all
settings.
Revised 10.07.09
Tiers of Service Delivery
Problem Identification
I
II
Response
to
Intervention
III
Problem Analysis
Intervention Design
Features of Integrated Tiers
• ALL students receive Tier 1
• Goal is improved academic and behavioral
outcomes for all students
• Organized around levels of instruction and
intervention that are matched to student
need
Features of Integrated Tiers (cont.)
• Interventions are designed to be
coordinated with core curriculum
• Organizes educational resources efficiently
and effectively
• Promotes prevention, early identification,
early intervention
Features of Integrated Tiers (cont.)
• Student performance needs drive
movement between tiers - up and down
• Endorse research-based
instruction/intervention
• Successful implementation relies on highly
effective teachers and related services
personnel
Features of Integrated Tiers (cont.)
• Intensified instruction/intervention is
provided to students in direct
proportion to their individual needs via
Tier 2 and Tier 3
Annual Growth (Tier 1)
• All students
• Year’s worth of progress for each year of
instruction in core subject
• Relies on excellent initial teaching
• Perpetuates the four-to-six year range of
incoming Kindergarten achievement
(Fielding, Kerr & Rosier, 2007)
The 6-Year Range
(Fielding et al., 2007)
Catch-up Growth
(Tier 2/Tier 3)
• Students who are behind
• Catch-up growth is annual growth PLUS
some
• Easiest to make EARLY
• Primary driver of catch-up growth is
increased instructional time
(Fielding, Kerr & Rosier, 2007)
Kennewick study:
Annual Growth for All Students, Catchup Growth for Those Who are Behind
Lynn Fielding, Nancy Kerr, Paul Rosier—2007
ISBN: 978-0-9666875-2-1
How a school district in Washington met their goal
of 90 percent of third graders reading at or above
grade level.
Table Talk
• What is your school’s approach to
assuring that students make annual
growth?
• What is your school’s approach to
assuring that students make catch-up
growth?
In most cases…
• When students start school behind, they
stay behind
• Current remedial programs do not catch
up lagging students
• Annual growth occurs, but very little
catch-up growth occurs
(Fielding, Kerr & Rosier, 2007)
The most cost-effective way to provide
extended reading instruction to virtually
all students is to lengthen the standard
reading block and make direct
instructional time proportional to need
instead of available time slots.
(Fielding, Kerr & Rosier, 2007)
Increased Instructional Time
• Standard amounts of instructional time
usually generate annual growth
• Students who are behind need extra
direct instruction
• Increases in instructional time should be
proportional to deficiency
Reality Check
Students who are three years behind at
the end of Kindergarten may require
160-220 minutes of direct instructional
time each day during first, second, and
third grades to catch up by end of third
grade.
Increased Instructional Time
• Students who are 3 years behind need
more minutes than those who are 1
year behind.
• Catch-up growth typically achieved by
“running longer” and “running
smarter”, not “running faster.”
• Direct instructional time does not
include practice time, SSR, spelling, etc.
(Fielding et al., 2007)
Example from Annual
Growth…Catch-up Growth
Calculating proportional increases in
instructional time:
Suppose a state has set its fourth grade
reading standard at the 50th percentile.
Suppose a student (Tony) finished
second grade scoring at the 12th
percentile.
What will it take to get Tony to the standard?
Example (con’t)
Assumption: With normal instructional
time (reading block, e.g.), Tony should
make one year’s growth/annual growth.
Bad news: Without catch-up time, Tony
will still be at the 12th percentile at the
end of fourth grade.
Example (con’t)
•
•
•
•
State standard:
Tony’s status:
The difference:
Point difference
divided by 13:
50th percentile
12th percentile
38 points
2.9 years
(Rule of thumb: On a national level, in elementary reading,
each 13 percentile points represents approx. one year’s
growth)
Example (con’t)
Calculating instructional minutes:
Daily minutes for annual 3rd gr. growth: 80
Daily minutes for annual 4th gr. growth: 80
Additional daily minutes to make
three additional years of growth:
240
Total 3rd/4th grade daily minutes:
400
Example (con’t)
Dividing the total minutes between third
and fourth grade shows that Tony
needs 200 minutes of direct reading
instruction in both third and fourth
grades to reach the 50th percentile by
the end of fourth grade.
Example taken from Annual Growth…Catch-up Growth,
Fielding et al., 2007)
Table Talk
How would you provide for a student who
needs 200 minutes of daily, direct
reading instruction in order to make
annual and catch-up growth?
Scheduling Considerations
Common time for reading blocks
vs.
Staggered time for reading blocks
Pros and Cons?
Example of Staggered Reading Blocks with
“Walk and Read”
(Sarasota County)
Team
Reading
Writing
Math
Science/SS Special
Area
Lunch
K
8:45-10:30
10:30-11:30
1:35-2:35
12:15-12:50
12:50-1:35
11:3012:15
1
8:45-10:30
12-1
1-2
2-2:30
11:15-12
10:3011:15
2
10:30-12:15
9:45-10:30
8:45-9:45
1:15-1:40
1:40-2:25
12:30-1:15
3
10:30-12:15
9:30-10:30
1-2
2-2:30
8:45-9:30
12:15-1
4
12:45-2:30
8:45-9:35
10:2011:20
11:20-11:55
9:35-10:20
11:5512:40
5
12:45-2:30
9:45-10:25
8:45-9:45
11:50-12:35
10:2511:10
11:10-11:50
Example of
School Level
Schedule
Volusia County
Example of Grade Level
Schedule
Kennewick study:
• The schools tried more time. It worked.
They kept on doing it.
• They saw direct correlation between
increased instructional time and reading
growth.
• Improved reading skills positively
impacted math scores.
“Students must read well to do well. It
matters little what else they learn in
elementary school if they do not learn to
read at grade level.”
(Fielding et al., 2007)
What traditional assumptions about the
Master Schedule does this viewpoint
challenge?
Scheduling Exercise
Using your school’s Master Schedule and
Resource maps, consider:
1)Does your schedule allow for an
integrated tiered approach?
2)If the typical school day has 375
minutes, how many of those are spent
in direct instructional time at your
school?
Scheduling Exercise (con’t)
3) Are changes to the Master Schedule
required in order to provide intensified
instruction in direct proportion to
individual needs at Tiers 2 and 3? If so,
what changes are needed?
Designing Individualized, Intensive Instruction
TIER 3 INTERVENTION DESIGN
What do we know about
Tier 3 Instruction?
• Intensive
- increase time
- narrow focus
- reduce group size
• Individualized
• Student intensely behind and/or not
sufficiently responsive to core and
strategic
• Small percentage of students
What do we know about
Intervention Design and …
• its relationship to Problem Analysis?
• evidence-based hypotheses?
• the progression from prediction
statement?
• specificity?
Problem
Analysis
Intervention
Design
The problem is occurring because ______________.
If ___________ would occur, then the problem would be reduced.
Intervention Selection/Design &
Implementation in Context
Identify
the Problem
Analyze
the Problem
Select/Design
Intervention
Implement
Intervention
Monitor
Progress
Evaluate
Intervention
Effectiveness
J
L
Timeline
Problem Definition & Problem Analysis have
revealed information the problem solving
team will use to determine what and how the
students need to be taught.
The purpose of Intervention is to
create an
instructional match
More
Less
Measurement Frequency
Measurement Precision
Evidence Base
Measurement Focus
Group Size
Depth of Problem Analysis
Instructional Time
Less
More
Principles of Intervention
Design
Intervention should be designed to:
• Adjust what is being taught
and / or
• how it is taught
Principles of Intervention
Design
Intervention is…
• Planful- procedures to be applied are
specified clearly and completely
• Environmentally Focused- actions taken
modify the environment not the student
• Goal Directed- the team writes an
ambitious, yet attainable goal statement
prior to intervention design
Designing an
Intervention Plan
Person(s) Responsible:
These should include names of those implementing the intervention,
supporting the intervention, collecting the data and making decisions
about the effectiveness of the intervention.
Targeted skills & Instructional strategies:
Specific information about
What & How to teach here
Implementation Arrangements:
Determine: Where, When-(frequency, length of time), Materials
Measurement Strategy:
Measurement conditions (how, what, where, monitoring schedule)
Decision-making Plan
Determine frequency of data collection, number of data points/decision
rule
Comprehensive Intervention Plan
Development
From “Tiered Instruction and Intervention in a
Response-to-Intervention Model”
by Ed Shapiro
Available at:
http://www.rtinetwork.org/Essential/TieredInstruct
ion/ar/ServiceDelivery/1
Comprehensive Intervention
Plan - Randy
Comprehensive Intervention
Plan - Your Student