Two additional intervention websites worth taking a look at and sharing with your team. Both came from Samantha Gregory.
http://www.pbisworld.com/
This website allows you to pinpoint specific behavior concerns and provides a variety of intervention ideas for students with those concerns. Many intervention strategies can be used for whole class intervention as well as individual students. It also provides increasing behaviors strategies for different tiers of need.
http://ebi.missouri.edu/
This website provides resources for how to select an evidence based intervention, academic and behavior interventions, and ESL interventions. It really helps with the problem-solving framework as you are trying to determine appropriate supports.
**** Email questions to Doug anytime! ****
http://www.pbisworld.com/
This website allows you to pinpoint specific behavior concerns and provides a variety of intervention ideas for students with those concerns. Many intervention strategies can be used for whole class intervention as well as individual students. It also provides increasing behaviors strategies for different tiers of need.
http://ebi.missouri.edu/
This website provides resources for how to select an evidence based intervention, academic and behavior interventions, and ESL interventions. It really helps with the problem-solving framework as you are trying to determine appropriate supports.
**** Email questions to Doug anytime! ****
Question and Answers...
Who else can work with struggling students...can parents be part of the problem solving process plan? Parents can work with students but not be a part of the PS packet as "trackable data." For example, you could have a parent working with a student on a weekly basis as reinforcement but the the intervention (or direct instruction) must be completed by a certified teacher. Refer to the Framework for Meeting the Needs of All Students.
How does this plan apply to behavior? Follow the same steps.
At what point do we move to intensive? Can academic PS packets move to intensive before winter assessments? Yes - the key is making sure the supplemental instruction and progress monitoring has been completed/followed (four criteria from a. The last step of the supplemental portion of the PS packet is as follows:
Where do we put students who see Shanlyn? Are classroom teachers suppose to be filling out the At Risk packets or Shanlyn? At-Risk PEPs (packets) are completed by Shanlyn or a RL teacher. Shanlyn tracks progress and if it involves academic or behavior interventions, you would, of course, be involved. Teachers would not necessarily know which students are identified as at-risk as we are not suppose to release a list to teachers.
If they are doing an at risk program with Shanlyn do you still do a problem solving packet? Work with Shanlyn - when she meets with students, it is likely because of behavior/social-emotional needs. My guess is this question relates to academic needs. If you're providing supplemental interventions for students in the classroom and the student is in a small group with Shanlyn, the at-risk PEP form may be used to add the academic interventions. The teacher may also choose to use the PS packet. Again - work with Shanlyn to create less work - not more.
Reading lab students- NO PACKET due to Kristin/Julie are taking care of this, correct? Problem Solving packets are done in conjunction with RL teachers. If the decision is made to start a problem solving packet with a student, the classroom teacher will keep the PS packet in the classroom and be responsible for filing out the first 2 pages of the packet.
Which students should be in a PS Packet?? Great question - we talked about this a while back and will hit on some of this during PD on 10/28/11, but if your student has a PS packet already or you feel they need to be in one this year, you would work with Julie/Kristin if reading is identified and RL is involved. Use the "WCSD District Problem Solving Process" guidelines spelled out in the Problem Solving Packet and the flow chart for MGE below to help guide your decision.
Remember...we are dealing with little human beings so there will always be some gray area to what we do. Trust your professional-gut/feelings! :-)
Good ideas...
The intensive intervention, and the progress monitoring of the intervention, must match the needs of the student. In the case that the student needs additional, long-term support, the process may move to evaluation. The data collected throughout the intervention will be sufficient for this next step as long as it matched the needs of the student.What about students already in a packet and have been in a packet for a full year? Can we start intensive by end of Sept/beginning of Oct? Yes - if all four criteria have been met: (1) The data indicates the gap has increased; (2) the intervention(s) listed within in the PS packet have been followed; (3) the data collected matches the intervention/need; and (4) the teacher has met with Doug or Lyndsay.
How does this plan apply to behavior? Follow the same steps.
At what point do we move to intensive? Can academic PS packets move to intensive before winter assessments? Yes - the key is making sure the supplemental instruction and progress monitoring has been completed/followed (four criteria from a. The last step of the supplemental portion of the PS packet is as follows:
During PLC or a meeting with the parent, formative assessments are reviewed. The Supplemental Instruction Follow-Up Meeting page is completed [and after reviewing the data, the following three options are discussed]
- Return to core instruction [gap has decreased]
- Revise or continue supplemental plan [gap has not widened]
We are doing a lot of interventions in first grade such as CVC words, blending, etc. Would those "supplemental" interventions be placed in a PS packet or just on the 2023 document? We are a little confused due to on the 2023 document there is not space for us to be specific on the intervention, so just do not want to lose track of what we are doing... FOR FIRST GRADE, I added an "Areas of Instructional Need" column to your Google.doc (2023). ANY TEAM CAN ADD ANY COLUMN YOU WISH except IEP (we cannot identify IEP students). First grade - you can change the heading if needed, but this is where you could add supplemental interventions and those should be included in a PS packet if a student has one. Also - I would assume these may be noted in your assessment binder/folder.
- If problem is unresolved, more to intensive plan [gap has widened]
Where do we put students who see Shanlyn? Are classroom teachers suppose to be filling out the At Risk packets or Shanlyn? At-Risk PEPs (packets) are completed by Shanlyn or a RL teacher. Shanlyn tracks progress and if it involves academic or behavior interventions, you would, of course, be involved. Teachers would not necessarily know which students are identified as at-risk as we are not suppose to release a list to teachers.
If they are doing an at risk program with Shanlyn do you still do a problem solving packet? Work with Shanlyn - when she meets with students, it is likely because of behavior/social-emotional needs. My guess is this question relates to academic needs. If you're providing supplemental interventions for students in the classroom and the student is in a small group with Shanlyn, the at-risk PEP form may be used to add the academic interventions. The teacher may also choose to use the PS packet. Again - work with Shanlyn to create less work - not more.
Reading lab students- NO PACKET due to Kristin/Julie are taking care of this, correct? Problem Solving packets are done in conjunction with RL teachers. If the decision is made to start a problem solving packet with a student, the classroom teacher will keep the PS packet in the classroom and be responsible for filing out the first 2 pages of the packet.
Can they become at risk in the middle of the year? Yes - our team (Shanlyn, Doug, Nicole, Lyndsay) will review every 8-12 weeks. If you have a concern (i.e. student hits 2 of the 4 at-risk indicators) then please see Shanlyn.
If there is no graph in your packet for progress monitoring then do you start with progress from this year? Yes. You should also check with previous teacher to see if their assessment data / running records would be helpful.
Which students should be in a PS Packet?? Great question - we talked about this a while back and will hit on some of this during PD on 10/28/11, but if your student has a PS packet already or you feel they need to be in one this year, you would work with Julie/Kristin if reading is identified and RL is involved. Use the "WCSD District Problem Solving Process" guidelines spelled out in the Problem Solving Packet and the flow chart for MGE below to help guide your decision.
Remember...we are dealing with little human beings so there will always be some gray area to what we do. Trust your professional-gut/feelings! :-)
Good ideas...
- Use our PLC monthly meeting to discuss students who are not making growth. Our team will identify what constitutes a "large gap."
- We will use the At-Risk PEP (Personal Education Plan) if a student needs a "kickstart" to get them going.
General feedback...
- We really like the layout of the sheet provided to make it more clear of when to use the appropriate process tools.
- We think it is good that we are slowing the process down. We need to realize that some kids just need extra TIME. They don't have a disability just because not working at the same pace and learning at same pace as peers.
- We feel less panicked as we don't have to jump in right away this year.
- Process seems a little more clear and takes the pressure off of having to start a PSP for every student.
ACADEMIC INTERVENTIONS
http://www.interventioncentral.org - Jim Wright, M.S., is a certified school psychologist and school administrator in central New York State. He is the creator of Intervention Central (www.interventioncentral.org), a popular website featuring free student intervention ideas (math, reading, writing, behavior).
Graphic Organizers to scaffold instruction and learning. The site offers a collection of pre-formatted graphic organizers that you can integrate into activities and lesson plans or use by themselves. There are three different formats for your convenience
Reading Rockets: Classroom Strategies - GREAT ONE!! Our library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in the following areas: print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing.
Graphic Organizers to scaffold instruction and learning. The site offers a collection of pre-formatted graphic organizers that you can integrate into activities and lesson plans or use by themselves. There are three different formats for your convenience
Reading Rockets: Classroom Strategies - GREAT ONE!! Our library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in the following areas: print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing.
Into the Book is a reading comprehension resource for K-4 students and teachers. The site focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. Behind the Lesson provides information and teaching resources for each strategy. Watch our 10-minute professional development videos and explore the Web site for lesson plans, video and audio clips, downloads, and more.
TenMarks is the an online math program that helps kids refresh, learn, and master math concepts-in their own time, at their own pace. After a teacher or parents signs up for this FREE resource, each student receives a personalized program to help them master the concepts quickly. (Barry's disclaimer) It could be used as an intervention program to track student progress but is not a replacement for direct, explicit instruction.
General Math Interventions - The math intervention section includes interventions that can be used classwide and those for individual math problems. Areas addressed include building math fluency and accuracy as well as math problem-solving skills.
Math Intervention Ideas - Deciding what specific math interventions might be appropriate for any student must therefore be a highly individualized process, one that is highly dependent on the student’s developmental level and current math skills, the requirements of the school district’s math curriculum, and the degree to which the student possesses or lacks the necessary auxiliary skills (e.g., math vocabulary, reading comprehension) for success in math. Here are some wide-ranging classroom (Tier I RTI) ideas for math interventions that extend from the primary through secondary grades.
So What Can We Do? - Interventions For Students Experiencing Math Difficulties
Cognitive Strategy Instruction - This website presents a series of interventions in which students are taught thinking strategies that they can use to perform better in reading, mathematics, writing, studying, and other areas. The site was created by Dr. Bob Reid and Torri Lienemann at the University of Nebraska-Lincoln
BEHAVIOR INTERVENTIONS
http://www.interventioncentral.org - Jim Wright, M.S., is a certified school psychologist and school administrator in central New York State. He is the creator of Intervention Central (www.interventioncentral.org), a popular website featuring free student intervention ideas.
You Can Handle Them All - Sponsored by The Master Teacher, Discipline Help describes itself as "a reference for handling over 117 misbehaviors at school and home." Student problem behaviors are categorized by profile (e.g., "The Fighter", "The Disrupter"). Each behavior description has explanations for why the behavior might be occuring and ideas for how the teacher or parent can effectively respond
Dr. Mac's Amazing Classroom Behavior Management Site - Here you'll find thousands of positive and respectful strategies & interventions for promoting appropriate behavior (in kids AND the adults who serve them)... and it's all free. No need for "pay back" to me. Instead, "pay it forward" ... Share these strategies with another adult who works with kids in need of guidance.
Least Restrictive Behavior Interventions (Utah) - Behavior strategies, resources, downloads and videos from the state of Utah.
