IST Interview Task

Research Based Intervention

• Scientifically researched, systematic, and proven to be successful
• Case by case: interventions that have been used with fidelity with a particular student and modified to benefit that student

What it is not

• Random, "on a whim" interventions that constantly change
• A "this is what we have always used" approach, with no regard for individual student needs

KISD IST Role Alignment

• Using RBI to help each individual student reach their full potential (academic, social, emotional, etc)
• Continuous monitoring through formal/informal assessments to determine if the interventions are working or need to be changed
• Goal is to move up in tier level, not just push to SPED testing

Reports don't tell everything!!
I need to get to know the student and read with them to find out what is going on.

AIMSWeb analysis

• First thought: Possibly dyslexic? (fluency and comp)
• How many errors on RCBM and MAZE?
• Low fluency = low comp scores on a 3 min timed test
• No spring scores (hopefully would be at 90 wpm)
• MAZE scores stayed the same but 4th grade content is more difficult

Intervention

• SIPPS: first determine if it is a phonics, sight words, fluency, or comprehension deficit.
• Focus on that portion of the SIPPS program for 2-6 weeks then reassess to determine if the intervention is working
• Collaborate with the teacher and parents so that we are all focusing on the same thing to reinforce

Are interventions working?

• Increase, decrease, or no change in fluency/comp?
• Rate of progress (needs to be steady and moving toward next tier)
• Look at growth, not just numbers. Many students start off lower, so their numbers may not look like others
• Use other classroom assessments as well

This specific student

• Should grow 30-40 wpm increase per year...this student grew 22 (no spring score)
• If dyslexic, the intervention is working
• If not, further testing or change of intervention
• SIT meetings are a team effort to determine what is best for the child