Strand Leaders Louis Danielson PhD Rebecca O Zumeta PhD National Center on Intensive Intervention NCII American Institutes for Research Washington DC Understand strategies for identifying intervening and evaluating progress of students with intensive intervention needs i ID: 320157
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Strand I: Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners
Strand Leaders:
Louis Danielson, Ph.D.
Rebecca O. Zumeta, Ph.D.
National Center on Intensive Intervention (NCII)
American Institutes for Research, Washington, DC Slide2
Understand strategies for identifying, intervening, and evaluating progress of students with intensive intervention needs in academics, specifically in reading and mathematics.
Understand strategies for identifying, intervening, and evaluating progress of students with intensive behavioral needs.
Discuss common implementation challenges when planning for intensive intervention.
Strand Objectives
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Today’s Sessions
(Download slides at
www.intensiveintervention.org
)
Time
Session Title
Presenters
8:00–9:00 a.m.Addressing the Needs of Students With Persistent Math Difficulties Through Intensive Intervention Lynn Fuchs, Sarah Powell, and Rebecca Zumeta 9:15–10:15 a.m.Addressing the Needs of Students With Persistent Reading Difficulties Through Intensive Intervention Doug Fuchs, Devin Kearns, and Laura Magnuson10:30–11:30 a.m.Planning Function-Based Interventions for Students With Intensive Behavior NeedsGail Chan, Lori Newcomer, and Joseph Wehby1:30–2:30 p.m.Confronting Implementation Challenges When Providing Intensive Intervention Lou Danielson, Allison Gandhi, Chris Lemons, and Rebecca Zumeta
3Slide4
Addressing the Needs of Students With
Persistent Math Difficulties T
hrough Intensive Intervention
Lynn S. Fuchs, Ph.D., Vanderbilt University
Sarah R. Powell, Ph.D., University of Texas at Austin
Rebecca O. Zumeta, Ph.D., AIR Slide5
Rationale for intensive intervention Overview of the data-based individualization (DBI) processMethods for intensifying instruction in mathematics
Case example
Time for questions
Today’s Presentation
5Slide6
Intensive intervention addresses
severe and persistent
learning or behavior difficulties. Intensive intervention should be: Driven by data Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports
What is Intensive Intervention?
6Slide7
Is…Individualized based on student needs More intense, often with substantively different content AND pedagogy
Comprised of more frequent and precise progress monitoring
Is Not…
A single approach A manual
A preset program
More of the same Tier 1 instruction
More of the same Tier 2 instruction
What Intensive Intervention… 7Slide8
Low academic achievement
Dropout rates
Arrest rates
Why Do We Need
Intensive
I
ntervention?
8Slide9
More Help
Validated programs are not universally effective programs; 3 to 5 percent of students need more help (Fuchs et al., 2008; NCII, 2013).
More Practice
Students with intensive needs often require 10
–
30 times more practice than peers to learn new information (Gersten et al., 2008).
Why Do We Need
Intensive Intervention? 9Slide10
Students with disabilities who are not making adequate progress in their current instructional programStudents who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities)
Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity
Who Needs DBI?
10Slide11
Data-Based Individualization (DBI): A systematic method for using data to determine when and how
to provide more intensive intervention:
Origins in data-based program modification/experimental teaching were first developed at the University of Minnesota (Deno & Mirkin, 1977).It is a process, not a single intervention program or strategy.
It is not a one-time fix, but an ongoing process comprising intervention and assessment adjusted over time.
What is NCII’s Approach to
Intensive
Intervention
?11Slide12
Students with disabilities who require special education need specially designed instruction to progress toward standards.
A data-driven, systematized approach can help educators develop programs likely to yield success for students with intensive needs.
DBI Assumptions
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DBI is a distinctively different and more intensive approach to intervention, compared to primary prevention’s (Tier 1’s) core program and secondary prevention’s (Tier 2’s) validated, supplementary programs (NCII, 2013
).
In
a longstanding program of field-based randomized controlled trials, DBI has demonstrated improved reading, math, and spelling outcomes, compared with business-as-usual special education practice (e.g., Fuchs, Fuchs, & Hamlett
, 1989).
DBI Assumptions
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Secondary intervention program, delivered with greater intensity
Progress monitoring
Diagnostic assessmentAdaptation
Continued progress monitoring, with adaptations occurring as needed to ensure adequate progress
Five DBI Steps
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A Bird’s Eye View of DBI
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Many components of DBI are consistent with elements of special education and tiered service delivery systems.
Is DBI the Same as RTI?
Special Education?
16
Tiered Interventions
(
RTI, MTSS, PBIS)
Universal, secondary, and tertiary interventionsProgress monitoringTeam-based decisions based on data Special EducationIndividualized programProgress monitoringTeam-based decisions based on data Slide17
Intensive Intervention
in Mathematics
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Principles for Intensive Intervention
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Use a task analysis to break problems into smaller steps
19
Look
at the first fraction. Multiply the numerator and denominator by the denominator of the second fraction.
Rewrite.
Look
at the second fraction. Multiply the numerator and denominator by the denominator of the first fraction.
Rewrite.
Write
addition and equal
signs.
Add numerators and rewrite denominator.
Reduce
fraction to lowest terms
(when
necessary).Slide20
Generate a list of important vocabulary with student-friendly definitionsProvide directions and instruction with precise language
Instead of saying, “The denominator is the bottom number,” say:
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The denominator is the whole divided into equal parts. Slide21
Repeat important vocabulary and definitions, algorithms, and steps for problem solving
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Whenever
you need to solve a word problem, even a word problem with fractions,
use
the mnemonic
RIDE.
R tells you to Read the problem. I tells you to Identify important information. D tells you to Determine the operation. E tells you to Enter the correct numbers and solve.Slide22
Students explain their thinking in their own words. Helps the teacher check for understanding of concepts, correct use of vocabulary, and understanding of procedures.
Teacher may need to model talk-alouds and give the student opportunities for practice with feedback.
22
In this problem, I multiply both the numerator and the denominator by 5.
Now, look at the next problem. Explain to me your multiplication.Slide23
Model concepts and procedures
23
To find a common denominator, I multiply the numerator and denominator of the first fraction by the denominator of the second fraction. The denominator of the second fraction is 3, so I multiply by 3.
So
, the numerator of the first fraction is 2. We multiply 2 times 3. What’s 2 times 3?
(
6)
I write 6 here. The denominator of the second fraction is 9. We multiply 9 times 3. What’s 9 times 3? (27) I write 27 here.Slide24
Use manipulatives to demonstrate concepts and procedures
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Provide a worked example to promote discussion of
how
the work was completed
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3
8
1
3+=924824+=
17
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Provide multiple opportunities for repeated practice of skills
Examples:
Practice finding common denominators for addition and subtraction using multiplicationPractice multiplication facts
Practice discriminating between addition of fractions and multiplication of fractions
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Provide error correction for mistakes in the student’s work
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Let’s look at this part again. You need to multiply both the numerator and denominator by 4.
The
numerator is 2. What’s 2 times 4?
(8)
Yes. 2 times 4 is 8. Write 8 here. The denominator is 5. What’s 5 times 4? (20) Yes. 5 times 4 is 20. Write 20 here.Slide28
Begin fading support as the student becomes more confident with a skill
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Remember
to multiply by the denominator of the second fraction. Go ahead and try it on your own
.Slide29
Provide opportunities to build fluency with a skill
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Let’s practice our multiplication facts so
that finding
common denominators is quick and
easy.Slide30
When the student demonstrates proficiency with a task, it is time for the teacher to move on.
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You’ve
learned how to add and subtract fractions with unlike denominators, so now let’s learn how to multiply fractions
.Slide31
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Sixth-grade studentIndividualized education program goal in mathematics:
Given 25 problems from the fifth-grade curriculum, Molly will write 44 correct digits in answers in six minutes by the end of the school year.
Meet Molly
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Visit www.intensiveintervention.org for:
Tools charts to identify intervention and progress-monitoring tools in academics and behavior
DBI Training Series Webinars (Live webinar April 29, 2014 @ 3 pm EDT)
Sample adapted activities and supplemental materialsAsk the Expert videos
Reports
Newsletter
NCII Resources
36Slide37
Tools
Charts
37Slide38
DBI Training
Series
38
Slides and speaker notes
Activities
Coaching guidesSlide39
Webinars
39
Live webinar April 29, 2014 at 3 pm Eastern.
Sign up and join our mailing list:
www.intensiveintervention.org
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Sample
Activities
and Materials
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Generally effective programs are not universally effective programs—some students require more intensive support.DBI comprises assessment and intervention practices tailored to meet students’ individual learning needs.
Specific mathematics instructional strategies, combined with regular progress monitoring, can enhance learning for students with intensive needs.
In Summary
41Slide42
Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., Wang, X., & Zhang, J.
. (2012).
The condition of education 2012 (NCES 2012-045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from
http://nces.ed.gov/pubs2012/2012045.pdfDeno, S. L., & Mirkin, P. K. (1977).
Data-based program modification: A manual.
Minneapolis, MN: Leadership Training Institute for Special Education..
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs.
Remedial and Special Education, 10, 43–52.Fuchs, L.S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31, 79–92. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide (NCEE 2009-4045). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3 References 42Slide43
National Center for Education Statistics. (2013).
The Nation’s Report Card: A
first look: 2013 mathematics and
reading (NCES 2014-451). Washington, DC: U.S. Department of Education, Institute of Education
Sciences.
Retrieved
from
http://nationsreportcard.gov/reading_math_2013National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Washington, DC: U.S. Department of Education, Office of Special Education.Planty, M., Hussar, W., Snyder, T., Provasnik, S., Kena, G., Dinkes, R., KewalRamani, A., & Kemp, J. (2008). The condition of education 2008 (NCES 2008-031). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2008/2008031.pdfSanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A.-M., & Shaver, D. (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school. Key findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). Menlo Park, CA: SRI International. Retrieved from http://www.ies.ed.gov/ncser/pubs/20113004/pdf/20113004.pdfReferences 43Slide44
National Center on Intensive Intervention
1000 Thomas Jefferson Street NW
Washington, DC 20007-3835
www.intensiveintervention.org
Email: ncii@air.org
44
Questions?Slide45
NCII Disclaimer
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