Chapter 4 - Implementing a System of Research-based Interventions

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Chapter 4 Implementing a System of Research-Based Interventions Figure 4-2. Level of Problem Analysis. Adapted from Christ, T. (2008), Best Practices in Problem Analysis. Best Practices in School Psychology. NASP. Primary Supports (Tier I) to Help Determine When to Intervene in Core Instruction In some instances, screening data may indicate that a significant number of students require additional instructional supports. Since resources may not be available to provide 20 percent of a class or grade with additional instructional supports, a class-wide or gradelevel intervention may be warranted. After reviewing the screening data, devise appropriate standard protocol interventions to meet students’ needs. For class-wide intervention or a small-group intervention, use multiple sources of data to select the appropriate intervention. Note: Teams making eligibility determinations may want to incorporate data used to analyze and adjust core instruction to address exclusionary factors. These data may be available from Professional Learning Community or grade-level team meetings or school improvement plans. Minnesota Department of Education Draft 4-10
Chapter 4 Implementing a System of Research-Based Interventions Illustrative Example for Decision to Provide A Class-wide Intervention Through screening, the teacher finds that 7 of 28 students are low in decoding skills and records show deficiency in both sight word vocabulary and intermediate decoding skills. Given the number of students needing additional support in sight word vocabulary, the teacher assumes that the students did not have access to adequate instruction in this area. The teacher and the grade-level team develop a class-wide intervention within core instruction to build sight word vocabulary and multi-syllabic decoding strategies. The teacher conducts progress monitoring for the seven students to ensure they are responding to the class-wide intervention. Resource Tool: Possible Reasons Core Instruction Does Not Meet Student Needs The resource tools below provide guidance on options to improve core instruction. This also provides reasons for adjusting and documenting changes to core instruction in order to improve outcomes for subgroups of learners. Table 4-2 Troubleshooting to Improve Core Instruction Instruction Curriculum Environment Instructional approach or method(s) align with curriculum standards. Missing skills or gaps in knowledge are specifically taught and linked to existing knowledge. Percent of instructional time that is academic engaged time is maximized and transitions are minimized. Structure of lessons includes clear expectations, predictable organization, and appropriate pace. Opportunities for practice are maximized. Feedback is specific and frequent. Content is appropriate given students cultural and linguistic background. Content of materials aligns with standards and is appropriately timed. Meets principles of Universal Design. Content is relevant and allows flexibility to develop gaps in prior knowledge. Arrangement of the room facilitates learning. Expectations explicitly posted, modeled and taught. Management plans in place and executed with skill. Task pressure is developmentally appropriate. Social/behavioral skills. Adaptive behavior skills. Motivation. Minnesota Department of Education Draft 4-11
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Chapter 4 - Implementing a System of Research-based Interventions

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