Strategic Early Intervention: Planning for Columbus Public School Students

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Strategic Early InterventionPlanning for
Columbus Public School Students

• Dr. Penney Brooks, Speech/Language Pathologist
• Ms. Kristine Joaquin, School Psychologist
• Dr. Antoinette Miranda. OSU Professor

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Strategic Intervention-Using the Problem Solving
Model

1. Problem Identification
2. Problem Validation
3. Exploring Solutions
4. Evaluate Solutions
5. Problem Solution

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Problem Identification What do we know?

• 66 of kindergarten students come to school
  unprepared to meet curriculum goals
• Approximately 80 of all referrals to school
  intervention teams include poor reading skills as
  an area of concern
• Reading trajectories are established early and
  difficult to change

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Early Reading Intervention Project

• Collaboration with Ohio State University School
  Psychology Program
• Project implemented in three Columbus Public
  elementary schools with similar populations
• Dynamic Indicators of Basic Early Literacy Skills
  (Problem Validation)
• Implement additional reading instruction, using
  Scott Foresman materials, to 8 students at each
  school who are considered in need of intervention
  (Exploring Solutions)
• Monitor general population, intervention students
  and control students (Evaluate Solutions)

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DIBELS Instructional Recommendations
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School 1 Data
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School 2 Data
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School 3 Data
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Evaluate Solutions Intervention Data School 3
Intervention Group DIBELS INSTRUCTIONAL RECOMMENDATIONS DIBELS INSTRUCTIONAL RECOMMENDATIONS DIBELS INSTRUCTIONAL RECOMMENDATIONS
FALL WINTER SPRING
Student 1 Intensive Strategic Intensive
Student 2 Strategic Benchmark Benchmark
Student 3 Strategic Strategic Strategic
Student 4 Intensive Strategic Intensive
Student 5 Intensive Benchmark Benchmark
Student 6 Intensive Strategic Benchmark
Student 7 Strategic Strategic Benchmark
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Evaluate Solutions Intervention Data - School 3
Control Group DIBELS INSTRUCTIONAL RECOMMENDATIONS DIBELS INSTRUCTIONAL RECOMMENDATIONS DIBELS INSTRUCTIONAL RECOMMENDATIONS
FALL WINTER SPRING
Student 1 Intensive Benchmark Benchmark
Student 2 Strategic Not Available Intensive
Student 3 Strategic Benchmark Benchmark
Student 4 Strategic Benchmark Benchmark
Student 5 Intensive Benchmark Strategic
Student 6 Intensive Intensive Strategic
Student 7 Strategic Benchmark Benchmark
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Evaluate Solutions What do we know now?

• Preliminary data indicates
• The total percentage of kindergarten students at
  benchmark did not change significantly at School
  1 and School 2.
• At School 3, 4 out of 7 students in both the
  control group and the intervention group moved
  from needing strategic or intensive intervention
  to reaching benchmark.
• All three schools have several students who
  continue to need intensive intervention and are
  not on track to be readers by the end of first
  grade.

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Problem Solution Do we have students who
continue to be at risk?

• Yes.

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Creating the Next Strategic Intervention

1. Analyze possible reasons why each school
   performed differently.
2. Determine obstacles to the interventions
   effectiveness and consider possible modifications
   in implementation.
3. Identify the skill deficits of students who are
   considered still in need of intensive
   intervention.
4. HURRY! We only have one year left!