Kentucky System of Interventions Student Intervention Plans

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# Kentucky System of Interventions Student Intervention Plans - PowerPoint PPT Presentation

Kentucky System of Interventions Student Intervention Plans. Student Intervention Team. Purpose Team Members Function of Team. Be Data-Driven!. Home life Behavior Previous academic performance Identifiers Gifted &amp; Talented Special Education English Language Learner

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### Kentucky System of InterventionsStudent Intervention Plans

Student Intervention Team
• Purpose
• Team Members
• Function of Team
Be Data-Driven!
• Home life
• Behavior
• Identifiers
• Special Education
• English Language Learner
• Race, gender, or ethnicity
• Previous school attended
Student Planning
• Evaluate the universal screener and/or diagnostic assessment data for each student
• Generate a list of the skills/concepts that the student has not mastered
• Consider and possibly remove tier 1 issues
Individual Math Student
• Number/Computation: Proficient (3/6)
• Rate/Ratio/Proportion
• Algebraic Thinking: Novice (3/11)
• Solve equations/inequalities
• Changing parameters of graphs
• Polynomial expressions
• Identify functions
• Simple algebraic expressions
• 2 Var. Equations/Inequalities
• Properties/Evaluating Functions

Probability/Statistics: Apprentice (2/5)

• Probability
• Sampling techniques
• Curve fitting
• Geometry/Measurement: Novice (3/10)
• Right triangle
• Properties of triangles
• Congruence/similarity
• Dimensions/relationships

- Spatial relationships

• Transformations
Data Analysis Activity
• Prioritize the areas of weakness
• Algebraic Thinking
• Identifying function families
• Graphing a function based on the equation
• Geometry/Measurement
• Properties of triangles
• Probability/Statistics
• Sampling techniques
• Curve fitting

Based on the data, what skills/concepts do you want the student to achieve during the intervention sessions?

• Consider the distance between where the student is currently performing and the goal (gap to goal)
• Consider and possibly remove tier 1 issues
• Consider multiple increments
• Based on that information, what would be a reasonable timeframe for this child to achieve the skills/concepts?
• Note: instructional sessions
4 Characteristics of a well-written Goal
• Meaningful
• Measureable
• Able to be Monitored
• Useful in Making instructional decisions
SMART Goals
• Specific
• Measurable
• Achievable
• Realistic
• Time Framed
Goal vs. Objective
• Long –term goal: system for measuring the student’s progress toward long-range expectations
• Short-term objective: logical breakdown of the major components of the long-term goal and they measure progress toward meeting the long-term goal
Progress Monitoring
• Long-term goals and short-term objectives should be monitored frequently and repeatedly
• Develop a progress monitoring timeline
• Provide Descriptive Feedback to the student
• Template provided
Resources
• Kentucky System of Interventions (KSI) http://www.education.ky.gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/
• Academic & Behavioral Response to Intervention (ABRI) http://louisville.edu/education/srp/abri
• National RtI Center http://www.rti4success.org/
• Kentucky Center for Instructional Discipline (KYCID) http://www.kycid.org/

IRIS Center http://iris.peabody.vanderbilt.edu/

• Characteristics of Highly Effective Teaching & Learning (CHETL) http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Common+Characteristics.tm
• What Works Clearinghouse http://ies.ed.gov/ncee/wwc/publications/practiceguides/

Johnston, P. H. (2010). RTI in literacy responsive and comprehensive. International Reading Association.

• Allington, R. L. (2008). What really matters in response to intervention: research-based designs. Pearson.
• Quinn, P. (2010). Ultimate RTI. Charleston: Total RTI.

Questions? 502-564-2106