Lamar County Elementary School Intervention Strategies

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Lamar County Elementary School Intervention

Strategies

Mission Statement

Learn today to succeed tomorrow!

Vision Statement:

Lamar County Schools will provide all students with an equitable and excellent education that prepares them for college, care er, and life.

Principal Assistant Principal Counselor

Dr. Andrea Scandrett Waylon Knight Paige Adams

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Behavior Flow Chart

Tier 1 Classroom Referral x 3

(3 Notes Home about specific P.R.I.D.E. behavior)

Office Referral x 2

(Behavior identified on Tier 1)

(

Tier 2 Check-In/Check-Out

Improvement After 6-8 Weeks?

Yes

No

Move to Tier 3

Individualized Behavior

Intervention Plan

Complete Functional Behavior

Assessment (FBA) Assessment

P – Prepared

R – Respectful

I – Involved

D – Dependable

E - Excellent


Yes

No

Continue Another 6-8 Weeks?

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Academic Concern: Behavior

Area of Concern Intervention Description Research Reference Page # PM

Problem behavior associated with a P.R.I.D.E element

Check In – Check Out (CI/Co)

The tier 2 intervention Check-in, Check-Out helps students with individual goals on a daily basis. Students meet with counselor in group setting at the beginning of the day (extended learning time) for social skills class and end of the day). Daily 45 minutes.

PBIS World http://www.pbisworld.c

om/tier-2/check-in-check-out-cico/

24 Weekly: CI/CO

Data Summary and Point Sheet

Problem behavior associated with a P.R.I.D.E element

Behavior Intervention Plan

The Behavior Intervention Plan (BIP) is an intensive support using an individualized student plan to address specific issues associated with PRIDE.

PBIS World http://www.pbisworld.c

om/tier-3/behavior-intervention-plan-bip/

26 Daily: Student tracking

sheet

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Academic Flowchart

Tier 1

Formative Instructional Practices, Lexile, Accelerated Reader,

Bookworms Reading, GSE, GaDOE frameworks, McGraw Hill Math

Tier 2

Read Naturally, Repeated Reading, Reciprocal Teaching, Cover-Copy-

Compare, Concrete-Representational-Abstract, Word Problem Mnemonics

Tier 3

Corrective Reading SRA, Sonday System, Math Peer-Assisted

Learning Strategies, Incremental Rehearsal


Yes No

Improvement After 6-8 Weeks? Yes No

Continue another 6-8 weeks

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Academic Concern: Reading


Phonological Awareness, Phonics,

Word Recognition

Corrective Reading SRA

Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grade 3 or higher who are reading below their grade level. The program has four levels that correspond to students’ decoding skills. All lessons in the program are sequenced and scripted. Corrective Reading is implemented in small groups of 4–5 students or in a whole-class format. Corrective Reading taught in 45-minute lessons 4–5 times a week.

What Works Clearinghouse:

https://ies.ed.gov/ncee/wwc/Intervention/325

9 Weekly: STAR Early

Literacy

Mastery Test (every 10th

lesson)

Phonological Awareness, Phonics,

Word Recognition

Sonday System Through the structured and systematic use of tools in the Sonday System® such as flash cards, words lists, word games, phrase and sentence reading, and short stories, teachers are able to teach students to effectively blend phonemes and letters, master the sound-symbol relationships needed for basic reading, and apply effective word reading strategies to unfamiliar and sight words. Sonday is taught in small groups of 4-5. Sonday is taught in 45 minute lessons 4-5 times a week.

No qualifying studies (What Works

Clearinghouse and Best Evidence Encyclopedia)

10 Weekly: STAR Early

Literacy

Fluency Read Naturally Teacher Modeling and Repeated Reading see repeated reading. Read Naturally is taught daily for 30 minutes on individual reading levels.

What Works Clearinghouse

https://ies.ed.gov/ncee/wwc/Intervention/325

11 Weekly: Fluency and

comprehension graph

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Bi-monthly: DIBELS Oral

Reading Fluency

Quarterly: STAR Reading

Vocabulary and Comprehension

Reciprocal Teaching

Structured discussion of text including 1)summarizing, 2)question generating), 3)clarifying, and 4)predicting. This is a daily 30 minute activity using passages and strategic reading lessons provided through Harcourt Strategic Intervention Guide.

Promising Practices http://www.promisingpractices.net/program.as

p?programid=144

12 Weekly: Multiple choice comprehension

test

Bi-Monthly: MAZE passages

DIBELS DAZE

Quarterly: STAR Reading

Vocabulary and Comprehension

Paired Reading A fluent reader (Partner 1) is paired with a less fluent reader (Partner 2). Partner 1 reads the material to model fluent reading. Then, Partner 2 reads the material and Partner 1 corrects any errors made. This should be conducted for about 30-35 minutes 3 times per week. Reading materials from Harcourt’s Strategic Intervention guide are used.

University of Missouri http://ebi.missouri.edu/

?cat=40

13 Weekly: Multiple choice comprehension

test

Bi-Monthly: MAZE passages

DIBELS DAZE

Monthly: STAR Reading

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Academic Concern: Math


Math Fluency Peer-Assisted Strategies (PALS)

Peer-tutoring program with students to work on grade-level mathematics skills. This strategy is conducted 3 times a week for 30 minutes with a partner.


?p=972

14 Weekly: Math Facts in a Flash

Quiz

Quarterly: STAR Math

Math Fluency Incremental Rehearsal

A student is presented with flashcards containing unknown items added in to a group of known items. This strategy is conducted 3 times a week for 30 minutes with a partner.


?cat=40

15 Weekly: Math Facts in a Flash

Quiz

Quarterly: STAR Math

Computation Cover-Copy-Compare

A student looks at a solved mathematics problem, covers it, copies and solves it, and then compares to see if the newly-written problem matches the original problem using response to intervention materials with McGraw-Hill MyMath. This strategy is conducted 3 times a week for 30 minutes in a small group.


wp-content/uploads/2013/10/EBI-Brief-Template-

Cover-Copy-and-Compare.pdf

16 Weekly: Easy CBM

Assessment

Bi-Monthly: STAR Math

Solving Math Problems

Concrete-Representational-Abstract (CRA)

Students work with hands-on materials that represent mathematics problems (concrete), pictorial representations of mathematics problems (representational), and mathematics problems with numbers and symbols (abstract). This strategy is conducted 3 times a week for 30 minutes in a small group.



Concrete-Representational-

Abstract.pdf

17 Weekly: Easy CBM

Assessment


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Solving Math Problems

Word Problem Mnemonics

Provides students with a framework to solve problems with a step-by-step process. This strategy is conducted 3 times a week for 30 minutes using materials from McGraw-Hill My Math.



Word-Problem-Mnemonics.pdf

18 Weekly: Easy CBM

Assessment


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SRA Corrective Reading

Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grade

3 or higher who are reading below their grade level. The program has four levels that correspond to students’ decoding skills.

All lessons in the program are sequenced and scripted. Corrective Reading can be implemented in small groups of 4–5

students or in a whole-class format. Corrective Reading is intended to be taught in 45-minute lessons 4–5 times a week.

Students identified as red (below 10PR) through STAR Reading

Daily 45 minutes

Small group

Follow lessons as scripted (see media center to check out student books and manuals)

Progress Monitoring Tool: STAR Early Literacy and Mastery Test (every 10 days in SRA)

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SONDAY System

The Sonday System materials have been carefully crafted to incorporate the essential components of reading (phonemic

awareness, phonological awareness, fluency, vocabulary, comprehension) and also integrates a systematic spelling

component. When reading and spelling are taught together, progress is faster, learning is more secure and the learner

becomes a writer as well as a reader. Through the structured and systematic use of tools in the Sonday System® such as flash

cards, words lists, word games, phrase and sentence reading, and short stories, teachers are able to teach students to

effectively blend phonemes and letters, master the sound-symbol relationships needed for basic reading, and apply effective

word reading strategies to unfamiliar and sight words.

Students identified as red (below 10PR) through STAR Reading

Daily 45 minutes

Small group

Follow lessons as scripted (see media center to check out student books and manuals)

Progress Monitoring Tool: STAR Early Literacy (weekly) and DIBELS (CEIS requirement for 3rd grade only)

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Read Naturally

Read Naturally® is an elementary and middle school supplemental reading program designed to improve reading fluency using

a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text

for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by

teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress

through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in

a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not

originally developed for English language learners, additional materials for these students are currently available.

Students identified as yellow (below 11-24PR) through STAR Reading

Daily 30 minutes

Individual Level

Follow lesson plan on pages 39-46 (see media center to check out student books and manuals)

Students graph weekly comprehension and fluency scores on cold and hot reads

Progress Monitoring Tool: DIBELS Oral Reading Fluency (bi-monthly)

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Reciprocal Teaching

The purpose of Reciprocal Teaching (RT) is to facilitate a group effort between teachers and students by bringing meaning to

segments of text. In order to promote understanding, RT is an instructional activity that utilizes dialogue between teachers

and students while segments of text are studied. The teacher and students take turns in assuming the role of instructor in

leading the two-way dialogue. Four strategies are used to structure the discussion, including: (1) summarizing, which compels

students to determine the most important information in the text; (2) question generating, which reinforces the summarizing

strategy and increases comprehension; (3) clarifying, which is especially important for students with a history of difficulty with

comprehension; and (4) predicting, which increases students’ depth of understanding by hypothesizing what the author will

discuss next in the text. These strategies are modeled by the teacher and then practiced by the students in cooperative

groups. While the students engage in discussions aimed at constructing meaning to the text, the teacher provides the support

necessary for students to learn how to implement RT strategies.

Students identified as yellow (below 11-24PR) through STAR Reading.

Daily 30 minutes

Small Group

Follow Comprehension and Vocabulary lesson plan using Harcourt’s Strategic Intervention Guide (see media center to

check out student books and manuals)

Students graph weekly comprehension and vocabulary scores

Progress Monitoring Tool: Maze passages using DIBELS DAZE (bi-monthly), STAR Reading (monthly)

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Paired Reading

A fluent reader (Partner 1) is paired with a less fluent reader (Partner 2). Partner 1 reads the material to model fluent reading.

Then, Partner 2 reads the material and Partner 1 corrects any errors made. This should be conducted for about 30-35 minutes

3 times per week.

Students identified as yellow (below 11-24PR) through STAR Reading.

3 times a week, 30 minutes

Small Group

Use the weekly story from Harcourt’s Strategic Intervention Guide to reread the story(see media center to check out

student books and manuals)

Students graph weekly comprehension and vocabulary scores

Progress Monitoring Tool: Maze passages using DIBELS DAZE (bi-monthly), STAR Reading (monthly)

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Math Peer-Assisted Learning Strategies (PALS)

Math PALS is a whole-class peer-tutoring program that can be used with students across grades K-6. With PALS, students work

step-by-step on grade-level mathematics skills. The PALS model allows for students to practice mathematics skills with

immediate feedback and to engage in discussion about mathematics.

Students identified as red (below 10) through STAR Math.


Partner

Use the weekly lessons from McGraw-Hill My Math RTI guide for practice (use online ConnectEd to access teacher and

student materials)

Progress Monitoring Tool: Math Facts in a Flash (weekly), STAR Math (monthly)

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Incremental Rehearsal

A student is presented with flashcards containing unknown items added in to a group of known items. Presenting known

information along with unknown allows for high rates of success and can increase retention of the newly learned items,

behavioral momentum and resulting time on task. Research shows that this technique can be used with sight/vocabulary

words, simple math facts, letter names, and survival words/signs. In addition, this technique could be used for other facts,

such as state capitals or the meanings of prefixes or suffixes, etc.

Students identified as red (below 10) through STAR Math.


Partners


student materials)

Progress Monitoring Tool: Math Facts in a Flash (weekly), STAR Math (monthly)

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Cover-Copy-Compare

Cover, Copy, and Compare is an approach to building fluency with basic facts and computation. A student looks at a solved

mathematics problem, covers it, copies and solves it, and then compares to see if the newly-written problem matches the

original problem. Cover, Copy, and Compare only takes a few minutes to complete, and students can use the practice every

day.

Students identified as yellow (11-24 PR) through STAR Math.


Small group


student materials)

Progress Monitoring Tool: STAR Math (bi-monthly)

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Concrete-Representational-Abstract (CRA)

With CRA, students work with hands-on materials that represent mathematics problems (concrete), pictorial representations

of mathematics problems (representational), and mathematics problems with numbers and symbols (abstract). The teacher

explicitly bridges the connection between the concrete, representational, and abstract representations of the mathematics

problems.

Students identified as yellow (11-24 PR) through STAR Math with errors on solving word problems.


Small group


student materials)


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Word Problem Mnemonics

The purpose of a word-problem mnemonic is to provide students with a framework for solving word problems. The mnemonic

reminds students to work step-by-step through a word problem. Some word-problem mnemonics can be used for problem

solving beyond basic word problems.

Students identified as yellow (11-24 PR) through STAR Math with errors on solving word problems.


Small group


student materials)


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DIBELS Oral Reading Fluency

The DIBELS Oral Reading Fluency (ORF) is a standardized, individually administered test of accuracy and reading fluency with

connected text for students in Grades 1 through 5. It is a standardized set of passages and administration procedures designed

to identify children who may need additional instructional support, and monitor progress toward instructional goals.

Student performance is measured by having students read a passage aloud for one minute. Words omitted, substituted, and

hesitations of more than three seconds are scored as errors. Words self-corrected within three seconds are scored as

accurate. The number of correct words per minute from the passages is the oral reading fluency rate.

The tool provides information on student performance in English.

The administration of the test takes 2 minutes and should be administered one-on-one to individual students.

There are 26 test forms for Grade 1 (20 are typically used for progress monitoring, the other six are typically used for

benchmarking) and 29 for all other grades (each grade has 20 passages that are typically used for progress monitoring and

nine passages that are typically used for benchmarking).

The raw score consists of the number of words read minus the number of errors for a total of words read correctly in one

minute. There is no cluster/composite score. Raw scores can be converted to percentiles by looking up the equivalent

percentile in a tech report. Raw scores can be compared to the criterion- and norm-referenced benchmark scores that are also

available from dibels.uoregon.edu(link is external).

https://dibels.uoregon.edu/

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DIBELS DAZE

DIBELS Next measures are brief, powerful indicators of foundational early literacy skills that: are quick to administer and

score; serve as universal screening (or benchmark assessment) and progress monitoring; identify students in need of

intervention support; evaluate the effectiveness of interventions; and support the RtI/Multi-tiered model. DIBELS Next

comprises six measures: First Sound Fluency (FSF), Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF),

Nonsense Word Fluency (NWF), DIBELS Oral Reading Fluency (DORF), and Daze.

Daze is the standardized DIBELS version of maze procedures for measuring reading comprehension and is intended for use in

grades three to six. The purpose of a maze procedure is to measure the reasoning processes that constitute comprehension.

Specifically, Daze assesses the student’s ability to construct meaning from text using word recognition skills, background

information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and reasoning skills.

Administration of the test takes 3 minutes and can be administered in a group setting.

There are 20 alternate forms per measure.

Raw scores and developmental benchmarks are available. Raw scores are provided as the reading level of the student. Cut

Points for each proficiency level are provided. Developmental benchmarks for each measure, grade, and time of year

(beginning, middle, end) report each score as Above Proficient, Proficient, Below Proficient, or Far Below Proficient. Raw

scores, cut points, and benchmark goals are all grade-specific but are not strictly based on grade norms.

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STAR Math

STAR Math is a computer-adaptive assessment of general mathematics achievement for students in grades 1 to 12. STAR

Math provides information on student performance on hundreds of skills within 32 domains. Mathematics computation,

mathematic application, and mathematics concepts can be assessed. The difficulty of items is adjusted automatically to reflect

the skill level of all students.

STAR Math takes approximately 20 minutes to administer the test. It may be individually or group administered.

Scoring is automated and does not require any additional time.

STAR Math uses a proprietary, Rasch-based, 1-parameter logistic response model to calculate scores. STAR Math scaled scores

range from 0 to 1,400. Norm-referenced scaled scores including Grade Equivalent scores, Percentile Rank, Student Growth

Percentile, and Normal Curve Equivalent scores are available.

Numerous reports are generated automatically by STAR Math that include all of these scores. Specific Progress Monitoring

Reports are available.

Vertical scaling allows students’ progress to be monitored across grades rather than just within a grade, and a student’s most

recent performance can be compared with the results of previous assessments in order to monitor progress. STAR Math

provides data that teachers can use to determine relative growth and absolute growth, and the technical manual explains the

difference between the two. Specific Progress Monitoring Reports are available. Student Growth Percentile scores can also be

reported.

Because STAR Math is computer adaptive, the number of alternate forms is virtually unlimited.

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STAR Reading

STAR Reading is a computer-adaptive, interim progress monitoring assessment of reading comprehension and overall reading

achievement for students in grades 1 through 12. The tool provides information on student performance in 46 reading skill

areas in 11 domains.

Most students complete STAR Reading in less than 30 minutes. It may be administered to individuals or groups of students.

Scoring is automated and does not require any additional time. The STAR Reading software calculates a maximum likelihood

Rasch ability estimate based on the calibrated difficulty of the items that were administered to the student, and the pattern of

the student's right and wrong responses to those items. The Rasch ability estimate is transformed to the equivalent STAR

Reading scaled score. No cluster or composite scores are reported. Grade Equivalent, Percentile Rank, Normal Curve

Equivalent, IRL (instructional reading levels), Student Growth Percentile, and Scale Scores (on a vertically equated

development scale going from 0 to 1,400) are available.

Numerous reports are generated automatically by STAR Reading that include all of these scores. Specific progress monitoring

Reports are available.

The number of alternate forms is virtually unlimited because STAR Reading is a computer-adaptive assessment.

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Easy CBM

The math tests are based on the National Council of Teachers of Mathematics (NCTM) Focal Point Standards in Mathematics

and include three test types per grade (aligned with the NCTM Curriculum Focal Points for each grade level). Each of the math

tests is comprised of 16 items (though the screening measure on the district version has 45 items).

The math tests on easyCBM® were developed to assess students’ mastery of the knowledge and skills outlined in the National

Council of Teachers of Mathematics Focal Point Standards. They were designed to focus more on students’ conceptual

understanding than basic computational skills.

Visit the site: https://www.easycbm.com/ for benchmark and progress monitoring tools.

https://www.easycbm.com/

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Check-In/Check-Out

Why should I do it:

Improves student accountability

Increases structure

Improves student behavior and academics when other interventions have failed

Provides feedback and adult support on a daily basis

Improves and establishes daily home/school communication and collaboration

Improves student organization, motivation, incentive, and reward

Helps students to self monitor and correct

Internalizes success and accomplishment of goals

Students get involved and excited about the program, enjoying the structure, support, and incentives of the

intervention

Leads to maintenance free responsible behaviors, habits, and effort

When should I do it:

When a student has failed to respond to other interventions and general class management techniques and

interventions

When a student is competing little to no work

When a student is not doing home work

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When a student is not participating, being involved, or taking part in the learning process

When a student has emotional issues, like anxiety, frustration, etc

When kids have attention, focus, and impulsivity issues

When kids have very poor organization

When a student is exhibiting behavioral problems

When a student demonstrates low motivation and effort

How do I do it:

The CICO intervention, from the book Responding to Problem Behavior in Schools, 2nd Ed: The Behavior Education

Program 1, is a highly effective research based intervention and can be changed and adapted to suit any school or

situation

The program consists of students daily checking in with an adult at the start of school to retrieve a goal sheet and

encouragement, teachers provide feedback on the sheet throughout the day, students check out at the end of the day

with an adult, and the student takes the sheet home to be signed, returning it the following morning at check in

For details on CICO, information on how to implement it, and resources for tracking forms, see the great resources and

links below.

Resources:

Visit these links for additional resources and charts: http://www.pbisworld.com/tier-2/check-in-check-out-cico/

https://miblsi.org/practices/behavior/tier-2-behavior/check-in%2C-check-out

http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/crone2.htm&dir=edu/PIS_series

http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/crone2.htm&dir=edu/PIS_series

http://www.pbisworld.com/tier-2/check-in-check-out-cico/

https://miblsi.org/practices/behavior/tier-2-behavior/check-in%2C-check-out

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Behavior Intervention Plan (BIP)

Why should I do it:

Provides more intensive intervention and monitoring

Increases support around student

Provides an individualized plan for success

Addresses specific issues in a specific manner

Involves teachers, support staff, the student, and parents actively

Helps teachers to address behaviors and issues consistently across subjects, rooms, sessions, etc

When should I do it:

When students exhibit consistent and significant behavior problems that interfere with their learning and/or others in

the class

When students demonstrate significant emotional difficulties that interfere with learning and/or others, including

frustration, anxiety, depression, fear, etc

When students demonstrate significant difficulties with organization, motivation, work completion, etc

When you have parents that cause children to be consistently late, tardy, or who don’t help or enforce homework

routines, etc

When students demonstrate any other significant and consistent issues that affect their school experience and learning

When students’ parents cause the student any other significant and consistent issues in school or related to school, like

academic support, reinforcing good behaviors, etc

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How do I do it:

Use one or more of the “Data Tracking Forms” to track information on the student’s behaviors, like frequency, degree,

time, patterns, antecedents and consequence, etc

After tracking the behaviors, you may or may not choose to perform a Functional Behavior assessment, which takes the

behavior data and helps you to analyze it and decide on why the student may be engaging in the behavior

After tracking and analyzing the behaviors function, utilize one of the behavior plan forms below to create a plan as to

which specific behaviors you will address and what specific interventions and class supports you will provide to address

the behaviors. Included in the plan should be a component as to what is expected of the teacher, student, and parent

Meet with the student, teachers, parent, and support staff to review the behavior plan, giving copies to everyone and

having everyone sign the plan

Implement the behavior plan for 2-4 weeks, using a data tracking tool below to track progress, and then meet with the

team again (student, teachers, parents, support staff) to review progress and make any necessary changes

Regular reviews of the students progress and adjustments to the plan should occur about every month

Tracking Forms:

Visit the site: http://www.pbisworld.com/tier-3/behavior-intervention-plan-bip/ for tracking forms and specific behavior plans

for specific behaviors associated with P.R.I.D.E.

http://www.pbisworld.com/tier-3/behavior-intervention-plan-bip/

Documents

Lamar County Elementary School Intervention Strategies