No abstract

School-based practitioners are often overwhelmed at the idea of collecting and analyzing intervention integrity information. In order for the analysis of intervention integrity data to be feasible for busy staff, the system must support the systematic assessment of intervention integrity. In this article, we describe the process used by an intermediate service agency for the systematic assessment of intervention integrity, as well as the model used for planning and delivering professional learning to school-based practitioners in the area of intervention integrity. The model includes training and ongoing support in the areas of integrity data collection methods, data-based decision making for individuals and small groups, and effective consultation. Strengths and limitations of the model are also discussed.

Research suggests that quality interventions, ambitious goals, and formative progress moni toring positively impact student achievement. This study evaluated 32 reading intervention cases, generated from problem-solving service delivery, for the inclusion of quality indices, goal ambitiousness, and student growth over time. Intervention quality was judged using a rubric and published criteria, whereas student achievement was judged using slope. Results suggest strong ratings overall for the presence of quality indices and ambitious goal setting. Most interventions did not include specific cri teria sufficient to change reading perform ance. Most students made progress toward their goal, but their intervention slopes typical ly did not meet or exceed established growth standards or instructional placement stan dards. In addition, intervention data typically did not transfer to the student's initial IEP upon entitlement. Limitations, implications, and future directions are discussed.