Designing Interventions

      • Introduction to Administering Informal Diagnostic Assessments to Collect Informal Data
      • Planning for Effective Intervention Instruction
      • Intervention Logs and Logistical Planning for Intervention
      • Instructional Modeling
      • Classroom Coaching Visit
      • Student Intervention Response Meeting
      • What is Systematic and Explicit Instruction?

Introduction to Administering Informal Diagnostic Assessments to Collect Informal Data

 

Materials:  Selected informal surveys, sample scoring sheets, student materials

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis

Course Description:  Participants will select informal diagnostics based upon screening data and learn to administer informal surveys to determine students’ instructional level.  Participants will practice administering the assessment with one another and perhaps with students when available.

Learning Objectives:
Participants will be able to:

      • Administer informal diagnostics with fidelity.
      • Discuss the purpose of informal diagnostics and understand how the data can be used to identify student’s instructional level.

Student Participation:   When possible.

Substitute Needs:  1 substitute per classroom teacher

 

Planning for Effective Intervention Instruction

 

Materials:  Informal diagnostic survey data, sample scoring spreadsheet, populated scoring spreadsheet, Instructional Planning for Intervention form, syllabus, resources for interventions core reading curriculum teacher manual.

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys.

Course Description:  Participants will analyze informal surveys previously administered to students.  Participants will identify individual students academic needs as determined by the assessment data.  Participants will group students according to results and plan instructional goals.  Time will be allotted for introduction of appropriate interventions for grade level groups.

Learning Objectives:
Participants will be able to:

      • Form differentiated small groups for intervention into the school day.
      • Create a plan for scheduling intervention into the school day.
      • Discuss the importance of targeted small group instruction.

Student Participation:   No.

Substitute Needs:  1 substitute per classroom teacher

 

Intervention Logs and Logistical Planning for Intervention

 

Materials: Calendar, Instructional Planning for Intervention form, sample intervention logs, “syllabus”, resources for interventions *core reading curriculum teacher manual.

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys.

Course Description:  Participants will review samples of intervention logs and create their own intervention log for grade level use or individual classroom usage.  Instructor will present steps for systematic logistical small group instructional planning.  classroom management strategies for managing multiple small groups and centers will be explored.  Participants will examine their current schedule and document times for intervention on a calendar.

Learning Objectives:
Participants will be able to:

      • Construct intervention logs that meet their individual records keeping styles
      • Develop strategies for classroom management during small groups or centers
      • Formulate a schedule/rotation plan for intervention that accounts for students’ needs and minimum time/frequency requirements based upon need.

Student Participation:   No.

Substitute Needs:  1 substitute per teacher per day.

 

Instructional Modeling

 

Materials: Instructional Planning for Intervention form, Intervention Logs,sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor will explain and model relevant instructional interventions with students in the classroom.  Participants will practice systematic and explicit instructional interventions with the coach.  A conference and debrief competes the visit for the teacher to discuss outcomes.

Learning Objectives:
Participants will be able to:

      • Identify components of systematic explicit instruction in a modeled lesson and then plan to include components in their intervention lessions.
      • Identify areas of personal growth in the instructional process.
      • Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

Classroom Coaching Visit

 

Materials: Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor observes a lesson delivered by the participant with his/her own students.  Instructor is observing the lesson for systematic and explicit instructional interventions.  A conference and debrief completes the visit for the teacher to discuss outcomes and to set personal growth goals.

Learning Objectives are individualized with the coach based upon participants’ instructional level and personal growth goals.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

Student Intervention Response Meeting

 

Materials:  Student screening data, progress monitoring data, informal diagnostic data, Instructional Planning for Intervention form, Intervention Logs, sample lessons, 25-minute collaborative problem-solving process

Course Hours:  4

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor will facilitate a meeting to determine student progress as a result of classroom intervention.  The 25-Minute Process for Academic or Behavior Concerns will be introduced and modeled as a tool for collaborative problem solving.  Participants will practice and then apply the student focused process targeting a current problem.

Learning Objectives:
Participants will be able to:

  • Apply a problemsolving strategy
  • Collaboratively plan with collogues using a systematic approach
  • Use progress monitoring data and intervention logs to determine which students required an instructional adaptation

Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

What is systematic and Explicit Instruction?

 

Materials:  Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological pircutre cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer, fluency progress chart, instructional intervention materials list, *syllabus, *resources for interventions, and *core reading curriculum teacher manual.

Course Hours:  4 hour session

Prerequisite Trainings:

Course Description: Instructor will explain and provide samples of systematic instructional sequences.  Instructor will explain the components of an explicit lesson and then model relevant instructional interventions with the group.  Participants will watch video clips to determine if the lesson is explicit and how they might make it more explicit.  Participants will practice systematic and explicit instructional interventions in small groups.  Participants will craft an explicit lesson to use in their classroom.

Learning Objectives:
Participants will be able to:

  • Identify and evaluate components of systematic explicit instruction in a modeled lesson.
  • Determine how they could revise lessons to make them more explicit.
  • Create a explicit lesson using a template for use in their classrooms.
  • Practice delivery of an explicit lesson.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher for each participant.