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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 & Talented Special Education English Language Learner

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student intervention team
Student Intervention Team
  • Purpose
  • Team Members
  • Function of Team
be data driven
Be Data-Driven!
  • Home life
  • Behavior
  • Previous academic performance
  • Identifiers
    • Gifted & Talented
    • Special Education
    • English Language Learner
  • Race, gender, or ethnicity
  • Previous school attended
student planning
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
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
slide6

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
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
slide8

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
4 Characteristics of a well-written Goal
  • Meaningful
  • Measureable
  • Able to be Monitored
  • Useful in Making instructional decisions
smart goals
SMART Goals
  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Time Framed
goal vs objective
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
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
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/
slide16

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/
slide17

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.
slide18

Questions? 502-564-2106

Kim Willhoite, Reading Interventionist

Kim.willhoite@education.ky.gov

Samantha Thomas, Math Interventionist

Samantha.thomas@education.ky.gov

April Pieper, Academic Program Manager

April.pieper@education.ky.gov