Practice with the Intervention Grid

Transcription

1 Practice with the Grid This document provides opportunities for participants to practice applying the entrance criteria outlined within an Grid to selecting intervention(s) for students. Author: Michigan s Integrated Behavior and Learning Initiative (MIBLSI) Version: 1.0 Date: December 2017 Directions Read through each scenario and the example Grid excerpt. Based on the information provided in the Grid, determine which would best meet the student s identified need(s). Scenario #1: Jeff Jeff is a first-grade student at Anywhere Elementary. Jeff s performance on the fall benchmark for DIBELS Next resulted in a composite score that placed him well below benchmark. During a Grade Level Team Meeting, Mrs. Smith, Jeff s teacher noted the following when she examined Jeff s scores on the DIBELS Next measures: Phoneme Segmentation Fluency was at or above benchmark Nonsense Word Fluency Correct Letter Sounds was below benchmark Nonsense Word Fluency Whole Words Read was below benchmark Jeff has had 2 discipline referrals since the start of the school year, both were for disruptive behavior (out of his seat during independent work time during the reading block, distracting other students who were supposed to be working at stations). Mrs. Smith noted that his behaviors seem to be motivated by avoiding the reading work and gaining adult attention. Mrs. Smith s primary concern is Jeff s reading and believes that if this is addressed through intervention his behavior will improve. Please review the excerpt from the Grid developed by Anywhere Elementary and select the intervention(s) that match Jeff s identified need(s). Be sure to include a rationale for what you selected. If a placement test is referenced in the, rely on the DIBELS Next data for the purposes of this activity, 1

2 knowing that in reality, the student s performance on the placement test would impact entrance criteria. Anywhere Elementary Grid Table 1. Grid for Phonemic Awareness: The Skills That They Need to Help Them Succeed Phonemic Awareness: The Skills That They Need to Help Them Succeed! Critical Skill: Phonemic Awareness Small group intervention targeting phonemic awareness skills. DIBELS Next Phoneme Segmentation Fluency (PSF) is Below Benchmark or Well Below Benchmark Classroom teachers will follow the procedure outlined for contacting families when developing Individual Reading Improvement Plans for grades K-3 forms will be sent home by the classroom teacher DIBELS Next Phoneme Segmentation Fluency (PSF) progress monitoring probes Exit Discontinue: ist will use a fidelity checklist to self-report fidelity each session Three or more data points at or above next DIBELS Next benchmark for DIBELS Next PSF Three or more data points below the student s aim line for DIBELS Next PSF 2

3 Table 2. Grid for Teacher Directed PALS Teacher Directed PALS Critical Skill: Basic Phonics Small group intervention that builds upon established phonological skills to build basic phonics skills applied to connected text Appropriate for students mid-kindergarten through early second grade DIBELS Next: At or above benchmark on DIBELS Phoneme Segmentation Fluency AND Below or well below benchmark on Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) AND Placement Test: Performance outlined on page 17 in the Teacher Directed PALS manual to determine starting lesson Classroom teachers will follow the procedure outlined for contacting families when developing Individual Reading Improvement Plans for grades K-3 forms will be sent home by the classroom teacher Mastery in program DIBELS Next Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) & Whole Words Read (WWR) Exit Discontinue: ist self-report using fidelity checklist Three or more data points at or above next DIBELS Next benchmark for DIBELS Next NWF CLS and WWR Three or more data points below the student s aim line for DIBELS Next NWF CLS and WWR 3

4 Table 3. Grid for Check-In, Check-Out (CICO) Check-In, Check-Out (CICO) Function: Obtain adult attention Designed for students with persistent behavior concerns that are not dangerous; provides more immediate feedback on behavior through use of a daily progress report and additional opportunities for positive adult interactions Parents participate by signing off on daily sheets; students are assigned a staff member to check in and out with daily One or more of the following: Behavior: More than 3 ODRs across multiple settings and student seeks adult attention, or SRSS some or high risk on Internalizing or Externalizing scale, or Academic: Report Card marked N on study skills or organization forms will be sent home by the identified CICO Facilitator Daily progress reports collected by CICO facilitator and viewed by parent/guardian are graphed using CICO SWIS Exit Discontinue: Permanent product: Daily progress report copies Meets goal on the daily progress report for 4 consecutive weeks student is moved to self-monitoring phase Self-monitoring phase is exited at the end of the next marking period as long as students continues to maintain behavior Three consecutive data points when student s progress is not on the aim line and fidelity is established 4

5 Response: Identify which intervention(s) you would select for Jeff and why. Write your response in the space provided below. Scenario #2: Lisa Lisa is a third-grade student at Somewhere Primary School. She has been receiving reading intervention support since the Fall as a result of the reading needs identified after the Fall DIBELS Next Benchmark assessment. During a recent Grade Level Team meeting, it was noted that Lisa is making good progress towards her goal for DIBELS Next Oral Reading Fluency as a result of the reading intervention. However, during the Winter SRSS screening, Lisa was identified as a student at some risk based on the SRSS-IE for internalizing scale. In addition, Lisa has had three discipline referrals in the last 6 weeks in a variety of settings. The perceived motivation for all of the referrals was adult attention. Please review the excerpt from the Grid developed by Somewhere Elementary and select the intervention(s) that match Lisa s identified need(s). Be sure to include a rationale for what you selected. If a placement test is referenced in the, rely on the DIBELS Next data for the purposes of this activity, knowing that in reality, the student s performance on the placement test would impact entrance criteria. Somewhere Elementary Grid Table 4. Grid for Phonics for Reading Second Level 5

6 Exit Phonics for Reading Second Level Critical Skill: Basic Phonics Small group intervention that builds upon established knowledge of lettersound relationship (students can decode words that contain short vowels, single and double consonants, consonant blends and consonant digraphs) DIBELS Next: 2nd Grade Below or well below benchmark on DORF accuracy and words correct AND At or above grade level on Nonsense Word Fluency Whole Words Read (WWR) AND Placement Test: Score 80% or higher on subtest A and B but less than 80% on subtest C, D, or E start at the identified lesson in the Second Level Classroom teachers will follow the procedure outlined for contacting families when developing Individual Reading Improvement Plans for grades K-3 forms will be sent home by the classroom teacher Checking Up monitor number of errors student makes DIBELS Next Oral Reading Fluency (ORF) accuracy and words correct ist will use a fidelity checklist to self-report fidelity each session Discontinue: Three or more data points at or above next DIBELS Next benchmark for DIBELS Next ORF accuracy and words correct Three or more data points below the student s aim line for DIBELS Next NWF ORF accuracy or words correct 6

7 Table 5. Grid for Attendance Check-In Attendance Check-In Function: Obtain adult attention Targets increasing attendance by establishing a relationship with an identified adult at school to increase positive interactions with student (obtain adult attention); student checks in with identified adult before the start of the school day. Designed for students who will not come to school and not for students with medical or other needs that prevent him/her from attending school. Attendance: Students with four or more absences within a marking period forms will be sent home by the classroom teacher Daily attendance Exit Discontinue: Assigned Check-In staff will complete the self-assessment fidelity checklist weekly Marking period with no more than 2 absences More than 1 absence within a month 7

8 Table 6. Grid for Check-In, Check-Out Check-In, Check-Out (CICO) Function: Obtain adult attention Designed for students with persistent behavior concerns that are not dangerous; provides more immediate feedback on behavior through use of a daily progress report and additional opportunities for positive adult interactions Parents participate by signing off on daily sheets; students are assigned a staff member to check in and out with daily One or more of the following: Behavior: More than 3 ODRs across multiple settings and student seeks adult attention, or SRSS some or high risk on Internalizing or Externalizing scale, or Academic: Report Card marked N on study skills or organization forms will be sent home by the identified CICO Facilitator Daily progress reports collected by CICO facilitator and viewed by parent/guardian are graphed using CICO SWIS Exit Discontinue: Permanent product: Daily progress report copies Meets goal on the daily progress report for 4 consecutive weeks student is moved to self-monitoring phase Self-monitoring phase is exited at the end of the next marking period as long as students continues to maintain behavior Three consecutive data points when student s progress is not on the aim line and fidelity is established 8

9 Response: Identify which intervention(s) you would select for Lisa and why. Write your response in the space provided below. Michigan s Integrated Behavior and Learning Initiative (MIBLSI) is a Grant Funded Initiative (GFI) funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education. 9