Chapter 4 - Implementing a System of Research-based Interventions

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Chapter 4 Implementing a System of Research-Based Interventions Resource Tool: Research-Based Suggestions for Strengthening Core Instruction The following table describes research-based adjustments to strengthen core curriculum according to four domains. Documentation of these and other research-based improvements to core instruction will be valuable in matching interventions, comprehensive evaluation, and eligibility determination. Table 4-3 Suggestions for Strengthening Core Instruction Domain Instruction Teaching Suggestion Increase opportunities to respond. Increase feedback both in frequency and specificity. Check level of classroom instruction against student’s instructional level. Pre-teach terms or concepts. Increase direct and explicit instruction as well as opportunities for explicit practice. Curriculum Check alignment of curriculum with state standards and assessment measures. Check for gaps in curriculum and/or execution of curriculum. Prioritize and pre-teach concepts and terms. Use extensions of core program, supplement or replace core curriculum, provide additional staff development. Adjust instruction to provide appropriate practice for stage of learning (acquisition, proficiency, maintenance, generalization, adaptation). Observe or coach staff in implementing core or supplemental features of core curriculum. Environment Create flexible groups that work on targeted skills size. Increase teacher led instruction; alter/eliminate distracters in the environment. Establish clear expectations and class routines. Teach organization and study skills. Teach social emotional skills such as problem-solving, cooperating, and peer coaching, reciprocal teaching. Minnesota Department of Education Draft 4-12
Chapter 4 Implementing a System of Research-Based Interventions Domain Differentiating for Individual Learners Teaching Suggestion Analyze health history and make accommodations for sensory issues. Adjust instruction based on information from an error analysis. Identify and teach to learning strengths, provide immediate feedback. Reinforce effective effort. Provide homework or extra practice within instructional level (90% correct without help). For additional research-based suggestions, visit Center for Applied Special Technology (CAST). See Universal Design for Learning (UDL) Curriculum Self-Check. Secondary Support (Tier II) Decision-Making: Small Groups/Individuals When less than 15 percent of a class or grade level does not develop skills as expected, or at a rate not commensurate with state standards, staff need to use procedures to determine the precise skills to address. Rather than using trial and error, teams should provide a protocol or established guidelines for making data-driven instructional decisions. Solving the problem at the group or individual level should require the staff responsible for selecting interventions to follow team guidelines (also see recommendations made in Building a System of Scientific Research-Based Interventions). An illustrative example of how a district established a protocol for grade level teams is shown below. Illustrative Example Lake Wobegone held meetings to identify and problem-solve the need for large scale intervention within core curriculum and to match specific students with interventions. Grade-level teams now meet the third week of the school year to review screening data and their own data on student performance. This review session is used to verify students’ level of risk, and determine the most powerful intervention that can be provided. Teachers come to the data meeting having identified students that appear to need secondary or tertiary supports based on cut scores and their own data. Each teacher takes turns presenting the list of students and the data that indicates the needs. The teachers discuss the patterns of needs and the available menu of interventions. They begin to form groups for interventions and identify staff that will provide the interventions. Students that have language needs are placed into a group that receives the standard protocol language intervention. Students who require additional support in vocabulary and decoding receive a broad intervention that develops multiple skills. Grouping of students continues until all atrisk students are placed in interventions that address their needs. Some students are placed in tertiary supports and/or receive additional behavioral supports. The figure below illustrates the intervention selection process used by Lake Wobegone. Minnesota Department of Education Draft 4-13
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Chapter 4 - Implementing a System of Research-based Interventions

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