IDEAL Problem Solving Model
1. Identify problem 2. Define problem 3. Explore alternative interventions 4. Apply intervention 5. Look at effects
Analytic vs. Intervention Hypothesis
Analytic - propose cause of problemIntervention - focus on solutions for a problem
High v. Low inferences
High inferences - focus on internal traits/ big assumptions Low inferences - direct observation of explicit behaviors
What is a problem?
Difference between where a student is and where we would expect them to be. - Problem solving efforts to reduce this discrepancy. - Problem solving as hypothesis testing
Curriculum-Based Evaluation (CBE)
Wider scope, extremely thorough problem solving process that includes task analysis, skill probes, direct observation. Relies on CBM for data in which to base decisions.
Curriculum-Based Assessment (CBA)
- Broad assessment program or process which may include CBMs or structured observations. It links instruction with assessment. - is a model of using assessments tied to the curriculum to guide instructional decision making!
General Outcome Measure (GOM)
- very similar to SBMs- Standardized measures used to determine functioning in skill area and measure long-term goals. - Ex. Math, Reading, Oral Reading Fluency- holistic and sample performance across several goals at same time. - Advantages: cuts down on number of measures to administer; present material in way it is usually used; longer acquisition slopes- adequate opportunities for progress monitoring. Good for universal screening and progress monitoring. - Disadvantages: general; some subject areas don't have a capstone tasks i.e. math beyond early grades
Subskill Mastery Measures (SMM)/ Mastery Measures
- Not standardized measures, can be teacher made- They measure short term progress- is student learning what I taught? - Measures what we think of skills in hierarchies. - Repeated assessment of subskill until reach mastery, then move onto next skill. - Disadvantages: narrow focus is not good for surveying general levels of performance or monitoring growth on long term goals; measurement shift causes graph of closely packed peaks and valleys.
Shapiro's Model of CBA
1. Assess Environment2. Assess Instructional Placement (CBM)3. Instructional Modification (CBA or CBE) 4. Progress Monitor (CBM)
Advantages of CBM
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Skilled-Based Measures (SBM)
- very similar to GOMs- This assessment includes a compilation of questions each requiring the use of a different skill that is expected to be learned at that grade level- mostly SBM is not norm-referenced or standardized, as a teacher/interventionist creates a SBM by sampling the grade-level curriculum. - used both for screening data and long-term progress monitoring- Advantages - used to screen & progress monitor in curriculum domains where capstone tasks aren't available. - Disadvantage- when beginning most items will be irrelevant to student because will be above current level AND At end, items will have already been learned.
Short Term Goals =
SMM
Long Term Goals =
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What is CBM useful for?
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Survey Level Assessment & placement levels
- given three probes at each grade level and take median and compare to norms. 1. Mastery: greater than or equal to 75th percentile 2. Instructional: 74 -26th percentile 3. Frustrational: less than or equal to 25th percentile - Choose instructional level: if multiple instructional levels, choose one right above frustrational level.
Specific Learning Disability
SpEd disability where student doesn't achieve adequately compared to grade level standards after at least two interventions. Can use WJ Achievement for assessment of such
Make decisions based on progress monitoring data
- Trend lines: use regression line to estimate projected rate of growth- Compare to goal line:1. If above goal line, intervention continued and goal increased2. If around goal line, intervention continued3. If below, intervention modified. - Look at last 5 data points. (use trend lines)- We should have at least 16 data points to work with.
Concrete-Representational-Abstract (CRA) Assessment
- An assessment practice where students demonstrate skills at any one of three levels:1. concrete: use concrete objects to solve problems 2. representational: solve with pictures, talliers, or numbers 3. Abstract: solve without objects or pictures. * Helps plan meaningful instruction.
5 elements of math competency/proficiency
1. conceptual understanding (number sense)2. procedural fluency 3. Strategic competence4. Adaptive Reasoning 5. Productive disposition
3 different types of math knowledge
1. Factual/declarative2. conceptual 3. procedural
What are some strategies for instruction to use with ELL students?
1. differentiated and intensified instruction 2. explicit instruction 3. utilizing native language and English4. Peer tutoring 5. assessment of testing measures- are they appropriate? Culturally sensitive? Normed on ELL?
How to intensify instruction?
1. Intensified Tier 2: increase duration of intervention, feedback, more explicit instruction, increase OTR, shrink group size. 2. Increase in dosage/frequency 3. Data-Based Individualization (DBI), Tier 3: individual instruction designed to meet unique learning needs. 4. Interventionist characteristics: level of experiences
What are the stages of the Instructional Hierarchy?
1. Acquisition - Responses are hesitant and inaccurate. Intervention should be modeling, guided practice, immediate corrective feedback, prompting2. Fluency - Responses are accurate but slow. Intervention should be timed performance with incentives, drill, delayed feedback, goal setting, fading of reinforcement. 3. Generalization - doesn't display skill in multiple settings. Intervention includes exposure to skill in multiple formats4. Adaptation - doesn't display skill in face of novel environmental demands. Interventions include problem solving skills, providing many novel instances to apply skills.
Treatment Integrity
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Components of treatment fidelity/integrity (ACD)
1. Adherence - extent interventionist uses procedures prescribed by intervention.2. Competence- skill level of interventionist 3. Differentiation - did the interventionist use behaviors that are unique to intervention, essential to intervention, compatible with treatment and not prohibited, or proscribed.
Methods to ensure treatment integrity
1. direct observations of intervention; weakness is if observer is there, behavior may change. 2. permanent product review3. self-report; weakness, is subjective
direct instruction
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Components of effective instructional design
1. Big ideas - identify concepts or ideas that are most salient2. Conspicuous strategies - teach steps and processes explicitly3. Mediated scaffolding4. Strategic Integration 5. Primed Background Knowledge6. Judicious Review
What does Wisconsin State law say about intervention fidelity?
- Pertaining to SLD, intervention must be implemented at least 80% of the recommended number of weeks, sessions, minutes. - Recommended treatment fidelity to be a school wide process and System should be created.
RIOT/ICEL Matrix
- For assessment process. Review, Interview, Observe, and Test:-Instruction-Curriculum-Environment-Learner
What are the five core areas of reading?
1. Comprehension 2. Vocabulary 3. Fluency 4. Phonemic Awareness5. Phonics
phonological awareness
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Phonemic Awareness
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Orthographic Skill
ability to identify specific letters as words; becomes automatic word recognition process
Prosody
Proper expression while reading orally (part of reading fluency)
Early Literacy Interventions
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Reading Fluency Interventions
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Reading Comprehension Interventions
- pre-reading: TELLS, semantic organizers - during reading: story grammar - post-reading: Summarizing, QAR, 3 Hs- Assess comprehension: MAZE
Matthew Effect/ Vocabulary Paradox
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5 Aspects of Word Knowledge
1. Incrementalism - repeated exposure2. Multidimensionality - understanding different aspect of word's use 3. Polysemy - understanding words have multiple meanings across contexts. 4. Interrelatedness - understand association with words we know 5. Heterogeneity - understanding how its functions across range of contexts.
Why is automatic math fact retrieval so important?
Use less cognitive resources on basic facts to then expend more energy on more complicated problems.
Math Fact Acquisition and fluency interventions
Acquisition - Copy-cover-compare Fluency- Explicit timing, taped problems
Math Comprehension/Problem Solving Interventions
Cognitive strategy instruction - explicit instruction, verbal rehearsal, scaffold instruction. Schema-based instruction -think alouds and interactive dialogue between teachers and students
How to adjust an intervention
1. Change intervention dose 2. Adjust target skill 3. Change assistance provided 4. Change student groupings 5. Change or modify intervention 6. Remove intervention