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  1. Group Intervention Review Meetings: Determining when to make a change and what to changeDIBELS Strand

  2. Is what WE are doing working?

  3. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in discussions • Ask questions during work time • If you need a break, take one

  4. Session Purposes The participant will be able to: • AWARENESS of the structured process used to evaluate the effectiveness of interventions • CONCEPTUAL UNDERSTANDING of the creation and use of decision rules to place, intensify, and exit students from interventions • SKILL DEVELOPMENT in analyzing a sample case of an intervention group Anita Archer

  5. Session Outcomes • Be affirmed for your good practices. • Be reminded of things you used to do but forgot about. • See things that you already do, now use and can expand on. • See things that are new and you would like to try.

  6. Partnerships • Pick someone near you to be your partner. • The person with the next birthday is bacon. • The other person is eggs. • Call back routine.

  7. How’s your herd?

  8. Strong core instruction

  9. Despite our strong efforts. . .

  10. Group Intervention meetings help decide if the cows are fed the right food

  11. Start with the Why Simon Sinek

  12. Purpose To determine which students are in need of interventions, decide what intervention best fits each student’s needs, coordinate the students’ reading program, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention.

  13. Coordination

  14. CVCe Silent “e” Bossy “e” Super “e” Ninja “e”

  15. Interventions are one part of the system that helps a student be successful. • The adults must coordinate and be explicit with the students how the parts of instructional day are connected. Is what WE are doing working?

  16. Talk time • Review the purpose of the intervention review process. • How does/can your team work together to coordinate the students’ program? With extra time please switch questions

  17. Start with the Why Simon Sinek

  18. Intervention Review Process Meetings must be structured to determine- Is what WE are doing working?

  19. Teaming is hard!! • Having strong and effective teams is the MOST DIFFICULT thing to pull together! • Who meets? • How do we organize meetings? • When do we meet? • Who completes the paperwork? • How do we communicate decisions? • How do we assess our systems?

  20. Who sits at the table? • Principal • LiteracyGuru/Title I • Grade level team • Special Education teacher • May also include • ELL teacher • School Psychologist • Teacher representatives from other grade levels • Paraprofessionals

  21. A solid agenda will. . . . . . guide your team’s decision making . . . keep you focused on decision rules . . . keep you solution focused . . . help to avoid storytelling

  22. Guiding Question

  23. Sample Agenda

  24. When Do We Meet?

  25. Who completes the paperwork?

  26. Notifying Parents

  27. Note taking

  28. Tracking Attendance

  29. System Check

  30. Talk time Review the documents in the handouts • Which components of a tracking and communication system do you believe are most essential? • What do you believe is the next piece of the tracking and communication system that your school should work on? With extra time please switch questions

  31. Start with the Why Simon Sinek

  32. Intervention Review Process Have a clear set of decision rules to determine- Is what we are doing working?

  33. Organize the conversation by intervention group

  34. Purposes of Data Based Decision Making • Is what WE are doing working? • Adjustments to Instructional Design • Time • Design • Delivery • Optimize System Variables • Standardization • Efficiency • Effectiveness

  35. Decision Rules Pause Analyze Respond

  36. Decision Rules • Decision rules guide how we decide if what WE are doing is working • Your decision rules create consistency across grade levels and schools • Determine how to intensify and individualize interventions • Standardizes process for eligibility decision making

  37. Key features of decision rules • Set the grade levels for the decision rules (K, 1-6) • Number of points below the aimline • Give direction if the data is highly variable • Trendline analysis • Duration of intervention /frequency of monitoring (Length of time in between meetings (6 to 8 weeks) • Define success

  38. Example from TTSD Change interventions when: • Progress monitoring indicates 4 consecutive data points below the aimline. • If data are highly variable (points are above and below the aimline), maintain the current intervention until 6 data points have been collected, analyze aimline and trendline. . Change intervention if the slope is flat or decreasing and the scores are below benchmark. • Each time the intervention is changed the aimline should be redrawn using the median of the three data points prior to the intervention change as the starting point for the new aimline. • For ELL Students, check the progress of the cohort group after each 8-week period to determine whether an individual student’s progress is significantly different from the group.

  39. Example from Roseburg (Cont.) Change and intensify interventions when: • Progress monitoring indicates 4 consecutive data points below the aimline. • If data are highly variable, (points above and below the aimline), maintain the current intervention until 6 data points have been collected. Analyze aimline and trendline. Change intervention if the slope is flat or decreasing and the scores are below benchmark.

  40. Example from Roseburg Change and intensify interventions when: • Each time the intervention is changed, the aimline should be re-drawn using the median of the three data points prior to the intervention change as the starting point for the new aimline. • For ELL students, check the progress of the cohort group after each 6-week period to determine whether an individual student’s progress is significantly different from the group.

  41. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Pause • When a student has “X” number of points below the aimlinewe must pause and think. . . Aimline Chase

  42. RTI = TIR • TIR = Thinking Is Required • Decision rules are “trip wires” that tell us when to pause, analyze, respond as needed based on the bestthinking of the group.

  43. Talk time • What are the key features of decision rules? How do the examples help you to understand decision rules? • How would using these decision rules change the discussions at your meetings? With extra time please switch questions

  44. Analyze • Analyze group progress monitoring data • Analyze individual progress monitoring data • Analyze complementary data

  45. Analyze Data • Once the decision rule has triggered a pause, we analyze progress monitoring data

  46. Analyze Group Data • Analyze: Is it an individual or a cohort problem?

  47. Cohort Data Cohort Group Analysis: Students who have similar literacy programming: • Grade level • Intervention program • Time • ELD level

  48. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Analyze Cohort Data Isaiah Mary Amy Chase

  49. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Analyze Cohort Data Amy Isaiah Chase Mary

  50. Analyze Individual Data CWPM (goal 100) Accuracy (goal 95%) 72% 73% 90% 80% 82% 95% Is this intervention successful? • 47 • 50 • 39 • 55 • 57 • 53