the teacher as classroom 'first responder': how to find ... · the teacher as classroom...

Response to Intervention

The Teacher as Classroom 'First Responder': How to Find and Fix Academic Problems

Ji W i htJim Wrightwww.interventioncentral.org

www.interventioncentral.org


Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/rivertonWY



“ ”In a completely rational society, the best of us would be the best of us would be teachers and the rest of us would have to settle for

thi lsomething less.-Lee Iacocca

www.interventioncentral.org 5


Tools for Teacher as RTI‘First Responder’: A Mosaic

1. Knowledge of Teacher’s Role in Supporting RTI

2. Delivery of Strong Core Instruction

3 Skill in Defining Student Supporting RTI4. Capacity to Create

Classroom (Tier 1)

3. Skill in Defining Student Academic Problems in Clear & Specific Terms

Academic Intervention Plans 5. Access to Research-

Supported Tier 1 Intervention 6 Ability to Set Supported Tier 1 Intervention Ideas

6. Ability to Set Intervention Goals and Collect Data to


Monitor Classroom Interventions


RTI: The Big Picture. What is Response to Intervention? And how pcan RTI support the Common Core Standards? Standards?



Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)

1. A “continuum of evidence-based services available to all students" that range from universal to highly g g yindividualized & intensive

2. “Decision points to determine if students are performing significantly below the level of their peers performing significantly below the level of their peers in academic and social behavior domains"

3. “Ongoing monitoring of student progress"4. “Employment of more intensive or different

interventions when students do not improve in response" to lesser interventionsresponse to lesser interventions

5. “Evaluation for special education services if students do not respond to intervention instruction"


Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.


www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


What does RTI look like when applied to an i di id l t d t?individual student?

A widely accepted method for determining whether a student should be referred to Special Education under RTI is the ‘dual discrepancy model’ (Fuchs, 2003).

Di 1 Th t d t i f d t b f i – Discrepancy 1: The student is found to be performing academically at a level significantly below that of his or her typical peers (discrepancy in initial skills or performance).yp p ( p y p )

– Discrepancy 2: Despite the implementation of one or more well-designed, well-implemented interventions tailored specifically for the student he or she fails to ‘close the gap’ with classmates the student, he or she fails to ‘close the gap’ with classmates (discrepancy in rate of learning relative to peers).



Avg Classroom Academic Performance Level

Discrepancy 1: Skill Gap Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


Dual-Discrepancy : RTI Model of Learning Disability (Fuchs 2003)


Common Core State Standards InitiativeStandards Initiativehttp://www.corestandards.org/

View the set of Common Core View the set of Common Core Standards for English Language Arts (including writing) and mathematics being adopted by mathematics being adopted by states across America.

Source: National Governors Association Center for Best Practices and Council of Chief State School Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrieved on September 23, 2012, from


http://www.corestandards.org/; p. 6.


Common Core State Standards: Supporting Different Learners in ELA

“The Standards set grade-specific standards but do The Standards set grade specific standards but do not define the intervention methods or materials necessary to support students who are well below or necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great grade specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given achievement levels of students in any given classroom.”


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Common Core State Standards:

“ It is also beyond the scope of the Standards to Supporting Different Learners in ELA

…It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives ”and skills necessary in their post high school lives.


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Response to Intervention (RTI)Response to Intervention (RTI) is a blue-print that schools can implement to proactively identify students who struggle with

d i d/ b h i l d fi it d id th ith academic and/or behavioral deficits and provide them with academic and behavioral intervention support. RTI divides school support resources into 3 progressively more intensive school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI first gained national recognition when written into congressional legislation, the g g g ,Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Because the focus of RTI is on the underperforming learner, schools can use this approach as the 'toolkit' for h l i t li l t tt i th biti


helping struggling learners to attain the ambitious standards of the Common Core.

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Activity: What Are Your School’s Greatest Challenges?• In your groups discuss the most significant • In your groups, discuss the most significant

challenges that your school faces in educating your studentsyour students.

• Narrow the list of challenges to your TOP 2-3.• Be prepared to share with the larger group.



RTI & Strong Core Instruction. What are the elements of instruction that are the elements of instruction that benefit struggling learners?



How To: Implement

Strong Core Instruction


Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student Success

Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice


g

Checks for Understanding Support for Independent PracticeDistributed Practice


How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support3 W k M d l Th t h k l f d i 3. Work Models. The teacher makes exemplars of academic

work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine available to students for use as models (Rosenshine, 2008).

4. Active Engagement. The teacher ensures that the lesson 4. Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support5 C ll b ti A i t St d t h f t 5. Collaborative Assignments. Students have frequent

opportunities to work collaboratively--in pairs or groups. (Baker Gersten & Lee 2002; Gettinger & Seibert 2002)(Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

6. Checks for Understanding. The instructor regularly checks for student understanding by posing frequent checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support7 G R di Th t h f ll l 7. Group Responding. The teacher ensures full class

participation and boosts levels of student attention by having all students respond in various ways (e g choral having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).q ( , )

8. High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support9 B i k R t f I t ti Th l t b i k 9. Brisk Rate of Instruction. The lesson moves at a brisk

rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert 2002)Gettinger & Seibert, 2002).

10. Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine 2008) for use during independent work (e g (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).



How To Implement Strong Core InstructionGive Timely Performance Feedback1 R l F db k Th t h id ti l d 1. Regular Feedback. The teacher provides timely and

regular performance feedback and corrections throughout the lesson as needed to guide student learning (Burns the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).

2. Step-by-Step Checklists. For multi-step cognitive 2. Step by Step Checklists. For multi step cognitive strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice1 S i f P ti Th h t L Th l 1. Spacing of Practice Throughout Lesson. The lesson

includes practice activities spaced throughout the lesson. (e g through teacher demonstration; then group practice (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & p ) ( , y ,Boice).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice2 G id d P ti Wh t hi h ll i t i l th 2. Guided Practice. When teaching challenging material, the

teacher provides immediate corrective feedback to each student response When the instructor anticipates the student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The g , p p ,teacher also tracks student responding and ensures sufficient success during supervised lessons before having

d i h kill k l d students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice3 S t f I d d t P ti Th t h 3. Support for Independent Practice. The teacher ensures

that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).( , )

4. Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).



Activity: Core Instruction Fidelity Checks

• Lembke et al (2012) recommend that schools periodically use teacher self- collegial or periodically use teacher self , collegial, or administrative checks to ensure that strong explicit core instruction is occurring in classes.g

• Discuss how your school could use a ‘core instruction’ checklist like the one just reviewed to ensure strong Tier 1 (core) instruction across all classrooms.


Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272.


Intervention Sampler What are Intervention Sampler. What are examples of reading & writing instruction/interventions that instruction/interventions that teachers can use in the classroom?


Response to InterventionReading/Writing Interventions:1. Reading Racetrack (Vocabulary)g ( y)2. Assisted Cloze Reading (Fluency) 3. Paired Reading (Fluency)4 HELPS P (Fl )4. HELPS Program (Fluency)5. Group-Based Repeated Reading (Fluency)6. Click or Clunk (Comprehension)6. Click or Clunk (Comprehension)7. Reading Reflection Pauses (Comprehension)8. Question Generation (Comprehension)9. Linking Pronouns to Referents (Comprehension)10. Read-Ask-Paraphrase (RAP) (Comprehension)11 Ask-Read-Tell Cognitive Strategy(Comprehension)11. Ask-Read-Tell Cognitive Strategy(Comprehension)12. Sentence Combining (Writing/Syntax)



Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and

manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit t 3. Fluency with Text: The effortless, automatic ability to

read words in connected text. 4 Vocabulary: The ability to understand (receptive) and 4. Vocabulary: The ability to understand (receptive) and

use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning ”


and text to convey meaning.Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Sample Strategy to Promote…Sight-Word p gy gVocabulary



Reading Racetrack• The teacher selects 28 words from a sight word list

(e.g., Dolch, Fry) to create ‘Reading Racetracks’.( g y) g• In one session, the student reads through four target

Racetracks with 7 words each and one review Racetracks with 7 words each and one review Racetrack with all 28 words.

• The student reads words aloud from a ‘Reading • The student reads words aloud from a Reading Racetrack’ sheet for 1 minute.The student engages in repeated readings from that • The student engages in repeated readings from that Racetrack wordlist until reaching a 90-word criterion or having read the list five times in a row


or having read the list five times in a row.

36Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 37Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 38Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


Sample Strategy to Promote…Reading p gy gFluency



Classroom Academic Interventions: Reading Fluency• ASSISTED CLOZE INTERVENTION: INCREASE READING

FLUENCY. The teacher selects a passage at the student's i t ti l l l Th t h d l d f th instructional level. The teacher reads aloud from the passage while the student follows along silently and tracks the place in the text with a finger Intermittently the teacher pauses and the text with a finger. Intermittently, the teacher pauses and the student is expected to read aloud the next word in passage.

The process continues until the entire passage has been read. Then the student is directed to read the text aloud while the t h f ll l il tl Wh th t d t it teacher follows along silently. Whenever the student commits a reading error or hesitates for 3 seconds or longer, the teacher provides error correction


provides error correction.Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


Classroom Academic Interventions: Reading Fluency• PAIRED READING: INCREASE READING FLUENCY. Teacher

and student begin the session reading aloud in unison.

During the session, at the student’s choosing, he/she gives a silent signal (e g lightly tapping the teacher's wrist); at this signal the signal (e.g., lightly tapping the teacher s wrist); at this signal, the teacher stops reading aloud and instead follows along silently while the student continues to read aloud. Whenever the student commits a reading error or hesitates for 3 seconds or longer (during either unison or independent reading), the teacher corrects th d di i i the error and resumes reading in unison.

www.interventioncentral.org 41Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


Tutorial: Distinguishing Between an Intervention Practice and a Program

• Practice. An intervention ‘practice’ is an educational practice that has been found through research to be effective in improving student academic or behavioral performanceperformance.

• Program. An intervention ‘program’ is usually a packaged approach that has multiple components and that is approach that has multiple components and that is scripted. Programs often incorporate several research-based practices.p

Both ‘practices’ and ‘programs’ have their place on RTI


intervention plans.

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National Reading Panel Report (2000): Conclusions R di I t f O l R di FlRegarding Importance of Oral Reading Fluency:

“An extensive review of the literature indicates that An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to reading with feedback and guidance leads to meaningful improvements in reading expertise for students—for good readers as well as those who are students for good readers as well as those who are experiencing difficulties.”-p. 3-3



Intervention Practice Example: R t d R diThis intervention targets reading fluency (Lo, Cooke, &

Repeated ReadingThis intervention targets reading fluency (Lo, Cooke, & Starling, 2011). The student is given a passage and first 'rehearses' that passage by following along silently as the rehearses that passage by following along silently as the tutor reads it aloud. Then the student reads the same passage aloud several times in a row, with the tutor giving passage aloud several times in a row, with the tutor giving performance feedback after each re-reading.



Intervention Program Example: HELPS ( h l )

• HELPS (Helping Early Literacy with Practice Strategies) is a free

HELPS (www.helpsprogram.org)( p g y y g )

tutoring program that targets student reading fluency skills. Developed by Dr. John Begeny of North Carolina State University, the program is an evidence-based intervention package that includes:

adult modeling of fluent reading – adult modeling of fluent reading, – repeated reading of passages by the student, – phrase-drill error correction phrase drill error correction, – verbal cueing and retell check to encourage student reading

comprehension,


– reward procedures to engage and encourage the student reader.

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HELPS Reading Fluency ProgramProgram

www.helpsprogram.orgLINK AVAILABLE ON

CONFERENCE WEB PAGECONFERENCE WEB PAGE



Group-Based Repeated Reading(A il bl C f W b P )(Available on Conference Web Page)

An effective group repeated reading interventiong p p g(Klubnik & Ardoin, 2010) has been developed that allows a tutor to work on reading fluency with up to 3 t d t i f t Thi t t i k students in a group format. This tutoring package

includes several components, with repeated reading as the 'engine' that drives student growth in reading the engine that drives student growth in reading fluency. A tutoring session using this group intervention will last about 15 minutes.

www.interventioncentral.org 47Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Group-Based Repeated ReadingGroup Based Repeated Reading

Preparation. To prepare for each tutoring session, the p p p gtutor creates or obtains these materials:

• 1 student reading passage: This passage should be 150 words or longer and at students' instructional level. Instructional as defined here means that students are able t tl d t l t 90% f th d i th to correctly read at least 90% of the words in the passage. Copies of the passage are made for each student and the tutortutor.

• 1 copy of the Group Repeated Reading Intervention Behavior Rating Scale (two versions of which appear later


Behavior Rating Scale (two versions of which appear later in this document).

48Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.



Procedure. The group repeated reading intervention has 4 g p p gcomponents: passage preview, repeated readings, phrase-drill error correction, and contingent reward:

1. Passage Preview. The tutor reads the practice passage aloud once while students follow along silently, tracking th i l ith i d fi D i thi i iti l dtheir place with an index finger. During this initial read-through, the tutor stops several times at unpredictable points and asks a student selected at random to read the points and asks a student selected at random to read the next word in the passage. (NOTE: This 'assisted cloze' strategy -- Homan, Klesius, & Hite,1993--ensures that


gystudents pay close attention to the tutor's modeling of text.)




Procedure.2. Repeated Readings. The tutor next has the students read

the practice passage aloud 3 times . For each read-aloud, th t d t i ti l di ith th the students engage in sequential reading, with the process continuing in round-robin fashion until the passage is completed When a student misreads or hesitates in completed. When a student misreads or hesitates in reading a word for 3 seconds or longer, the tutor states the correct word. At the beginning of each repeated reading, the g g p gtutor selects a different student, to ensure that by the end of the 3 readings, each student will have read each sentence i th


in the passage once.


Response to InterventionGroup-Based Repeated Reading

P dProcedure.3. Phrase Drill Error Correction. At the end of each reading, the

tutor reviews error words (misreads or hesitations for 3 tutor reviews error words (misreads or hesitations for 3 seconds or longer) with students. The tutor points to each error word ensures that students are looking at the word and asks word, ensures that students are looking at the word, and asks them to read the word aloud in unison.

If students misread or hesitate for 3 seconds or longer, the tutor pronounces the error word and has students read the

d l d t th ( h l di ) Th th t t h word aloud together (choral responding). Then the tutor has students read aloud a phrase of 2-3 words that includes the error word--performing this action twice


error word--performing this action twice.



P dProcedure.4. Contingent Reward. At the start of each tutoring session, the

tutor reviews with the group the 3 behavioral expectations from tutor reviews with the group the 3 behavioral expectations from the Group Repeated Reading Intervention Behavior Rating Scale:Scale:– When asked to read aloud, I did my best reading. – When others were reading I paid close attention– When others were reading, I paid close attention.– I showed good behaviors and followed all directions quickly.

The tutor reminds the students that they can earn a reward if they observe these behavioral expectations


they observe these behavioral expectations.



P dProcedure.4. Contingent Reward (Cont.) At the end of the session, the tutor

rates each student's behavior on the Group Repeated Reading rates each student's behavior on the Group Repeated Reading Intervention Behavior Rating Scale. Any student who earns a top score (3 points) on all rating items receives a nickel top score (3 points) on all rating items receives a nickel (Klubnik & Ardoin, 2010), sticker, or other modest reward.

www.interventioncentral.org 55Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Sample Strategies to Promote…Reading p g gComprehension



Reading Comprehension: Self-Management StrategiesCLICK OR CLUNK: MONITORING COMPREHENSION

• The student continually checks understanding of sentences, paragraphs, and pages of text while reading.

• If the student understands what is read, he/she quietly says ‘CLICK’ d ti di ‘CLICK’ and continues reading.

• If the student encounters problems with vocabulary or h i h / h i tl ‘CLUNK’ d h kli t comprehension, he/she quietly says ‘CLUNK’ and uses a checklist

to apply simple strategies to solve those reading difficulties.

www.interventioncentral.org 57Source: Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.


‘Click or Clunk’ Check SheetCheck Sheet



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] P ti U d t di & B ildi • [Student Strategy] Promoting Understanding & Building Endurance through Reading-Reflection Pauses (Hedin & Conderman 2010) The student decides on a reading interval Conderman, 2010). The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student p g p ) ,pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read. This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers.


endurance as attentive readers.

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Reading Comprehension ‘Fix-Up’ Skills: A Toolkit[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Question Generation) (Davey & McBride, 1986; Rosenshine Meister & Chapman 1996) For each paragraph Rosenshine, Meister & Chapman, 1996). For each paragraph in an assigned reading, the student either (a) highlights the main idea sentence or (b) highlights key details and uses them ( ) g g yto write a ‘gist’ sentence. The student then writes the main idea of that paragraph on an index card. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence. This stack of ‘main idea’ cards becomes a useful tool to review assigned readings cards becomes a useful tool to review assigned readings.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Li ki P t R f t (H di & • [Student Strategy] Linking Pronouns to Referents (Hedin & Conderman, 2010). Some readers lose the connection between pronouns and the nouns that they refer to (known as between pronouns and the nouns that they refer to (known as ‘referents’)—especially when reading challenging text. The student is encouraged to circle pronouns in the reading, to g p g,explicitly identify each pronoun’s referent, and (optionally) to write next to the pronoun the name of its referent. For example, the student may add the referent to a pronoun in this sentence from a biology text: “The Cambrian Period is the first geological age that has large numbers of multi celled organisms age that has large numbers of multi-celled organisms associated with it Cambrian Period.”



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



Sample Strategy to Promote Writing/SyntaxSample Strategy to Promote…Writing/Syntax


Response to InterventionSentence Combining (Online)

Students with poor writing skills often write sentences that lack Students with poor writing skills often write sentences that lack ‘syntactic maturity’. Their sentences often follow a simple, stereotyped format. A promising approach to teach students use of di erse sentence str ct res is thro gh sentence combining diverse sentence structures is through sentence combining.

In sentence combining, students are presented with kernel sentences and given explicit instruction in how to weld these kernel sentences into more diverse sentence types either

by using connecting words to combine multiple sentences into – by using connecting words to combine multiple sentences into one or

– by isolating key information from an otherwise superfluous sentence and embedding that important information into the base sentence.

Sources: Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.


Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English.

Response to InterventionFormatting Sentence Combining Examples


Response to InterventionReading/Writing/Math Interventions:1. Reading Racetrack (Vocabulary)

Group Activity: Reading/Writing

2. Assisted Cloze Reading (Fluency) 3. Paired Reading (Fluency)4 HELPS Program (Fluency)Reading/Writing

InterventionsAt your tables:

4. HELPS Program (Fluency)5. Group-Based Repeated Reading (Fluency)6. Click or Clunk (Comprehension)At your tables:

• Consider the intervention ideas

7. Reading Reflection Pauses (Comprehension)8. Question Generation (Comprehension)9 Li ki P t R f t (C h i )shared here.

• Discuss how you i ht

9. Linking Pronouns to Referents (Comprehension)10. Read-Ask-Paraphrase (RAP) (Comprehension)11. Ask-Read-Tell Cognitive Strategy(Comprehension)might use one or

more of these strategies in your

g gy( p )12. Sentence Combining (Writing/Syntax)


strategies in your classroom.


Identifying the Academic Identifying the Academic Problem. How can teachers describe academic problems to describe academic problems to increase the chances of finding i t ti th t k?interventions that work?



Activity: Describe an Academic Problem: Part 1E h b f illEach member of your group will:• select one student in your room who you believe

needs a Tier 1 academic interventionneeds a Tier 1 academic intervention.• write a brief description of that student’s

academic problemacademic problem.• share that description with your group partners.



Academic Problem Identification: 3 Steps ( 7 9)(pp. 7-9)1 Describe the problem1. Describe the problem.2. Format the problem description as a 3-part

problem identification statementproblem-identification statement.3. Choose a hypothesis for what is the most likely

fcause of the problem.



Academic Problem Identification: 3 StepsAcademic Problem Identification: 3 Steps1. Describe the problem.

TIP 1: When available, use research-derived h kli t th t b k l b l d i kill i t checklists that break global academic skills into

more specific components. Evaluate the t d t’ kill f h f th t t student’s skills for each of these components to

locate the one that is the chief blocker to success.



Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and manipulate

sounds in words. 2. Alphabetic Principle [Phonics]: The ability to associate

sounds with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit t d 3. Fluency with Text: The effortless, automatic ability to read

words in connected text. 4 Vocabulary: The ability to understand (receptive) and use 4. Vocabulary: The ability to understand (receptive) and use

(expressive) words to acquire and convey meaning. 5. Comprehension: The complex cognitive process involving p p g p g

the intentional interaction between reader and text to convey meaning.”


Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Academic Problem Identification: 3 StepsAcademic Problem Identification: 3 Steps1. Describe the problem.

TIP 2: Task-analyze a global academic task i t th t kill f into the component skills necessary for success on the larger task. Use this task-analysis h kli t t l t th t d t d ichecklist to locate the student academic-

performance blocker.



Academic Problem Identification: 3 StepsAcademic Problem Identification: 3 Steps2. Format the problem description as a 3-part

bl id tifi ti t t tproblem-identification statement.

Th f iti thi t t t h l The process of writing this statement can help to make the description of the academic b h i ifi d l t th behavior more specific and also prompts the teacher to think about an appropriate

f lperformance goal.



3 Part Problem ID Statement: ExamplesConditions Problem

DescriptionTypical/Expected Level of Performance

3-Part Problem ID Statement: Examples

Description Level of Performance

For science homework…

Tye turns in assignments an average of 50%

while the classroom median rate of homework average of 50%

of the time…rate of homework turned in is 90%.



3 Part Problem ID Statement: Examples3-Part Problem ID Statement: ExamplesConditions Problem

DescriptionTypical/Expected Level of PerformanceDescription Level of Performance

When given a 2-minute timed worksheet of

Brad computes an average of 21 correct

while the math-computation benchmark norm worksheet of

multiplication facts 0-9...

21 correct digits...

benchmark norm for Brad's grade level is 42 correct di itdigits.



3 Part Problem ID Statement: ExamplesConditions Problem

DescriptionTypical/Expected Level of Performance

3-Part Problem ID Statement: Examples

Description Level of Performance

When completing an introductory-level algebra word

Ann is unable to translate that word problem

while most peers in her class have mastered this level algebra word

problem…word problem into an equation with variables…

mastered this skill.



Activity: Describe an A d i P bl P t 2Academic Problem: Part 2

• Review the models for 3-part problem-ID statements that appear on pp. 7-8 of your handout.D bl k 3 t

Conditions Problem Description

Typical/Expected Level of • Draw a blank 3-part

problem-ID table:R it

Description ed Level of Performance

• Rewrite your academic problem statement using this statement using this 3-part format.

• Share your completed statement with your group.


Share your completed statement with your group.


Academic Problem Identification: 3 StepsAcademic Problem Identification: 3 Steps3. Choose a hypothesis for what is the most likely

f th blcause of the problem.



Academic Problems: Hypotheses & Recommendations

Hypothesis Recommendation

Skill D fi it Th t d t h P id di t li it Skill Deficit. The student has not yet acquired the skill.

Provide direct, explicit instruction to acquire the skill. Reinforce the student for effort Reinforce the student for effort and accuracy.





Fl D fi it Th t d t P id t iti f th Fluency Deficit. The student has acquired the basic skill but is not yet proficient

Provide opportunities for the student to practice the skill and give timely performance but is not yet proficient. give timely performance feedback. Reinforce the student for fluency as well as accuracy.y y





R t ti D fi it Th Gi th t d t f t t iti Retention Deficit. The student can acquire the skill but has

Give the student frequent opportunities for practice to entrench a skill and help the student to retain it over time Begin the skill but has

difficulty retaining it over an extended

the student to retain it over time. Begin by scheduling more numerous practice episodes within a short time ('massed

period.p (

review') to promote initial fluency and then strengthen longer-term skill retention by scheduling additional periodic review ('distributed review') across longer spans of several weeks


across longer spans of several weeks or more.




E d D fi it C id th id t b t d Endurance Deficit. The student can do the skill but

Consider these ideas to boost endurance: In structuring lessons or independent

work gradually lengthen the period of do the skill but engages in it only for brief periods.

work, gradually lengthen the period of time that the student spends in skills practice or use. p p

Have the student self-monitor active engagement in skill-building activities--setting daily, increasingly ambitious work goals and then tracking whether he or she successfully reaches those


he or she successfully reaches those goals.




G li ti D fi it Th T i th t d t t id tif th Generalization Deficit. The student possesses the basic skill but fails to use it across

Train the student to identify the relevant characteristics of situations or settings when the skill but fails to use it across

appropriate situations or settings.

situations or settings when the skill should be used. Provide incentives for the student to use gthe skill in the appropriate settings.





M ti ti (P f ) U i t t i t Motivation (Performance) Deficit. The student is capable of performing the

Use various strategies to engage the student in the skill (e g select high interest capable of performing the

skill and can identify when use of the skill is

(e.g., select high-interest learning activities; offer incentives to the student for

appropriate—but nonetheless is not motivated

successful use of the skill, etc.).

to use the skill.



Activity: Describe an A d i P bl P t 3Academic Problem: Part 3

• Study the list of hypotheses for academic problems on p. 8 of your handout.

• Select a hypothesis that b li b t l i

Hypotheses for Academic ProblemsSkill Deficityou believe best explains

your student’s problem. (If you find more than 1

Skill DeficitFluency DeficitRetention Deficit(If you find more than 1

hypothesis that fits, recordall that could apply.)

Retention DeficitEndurance DeficitGeneralization Deficitpp y )

• Share your selected hypothesis—and your

Generalization DeficitMotivation (Performance) Deficit


yp yrationale for choosing it—with your group.


The Classroom Teacher as ‘First The Classroom Teacher as First Responder’. What are the steps that a teacher would follow to implement a teacher would follow to implement a classroom intervention plan ? pp. 14-16



Tier 1: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher meets

briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

95


How To: Create a Written Record of Classroom

I t tiInterventions



Creating a Written Record of Classroom Interventions: Form C i f ti Th i ti f th f i l d • Case information. The opening section of the form includes general information about the case, including:

Target student– Target student– Teacher/interventionist– Date of the intervention planDate of the intervention plan– Start and end dates for the intervention– Description of the student problem to be addressed



Creating a Written Record of Classroom Interventions: Form I t ti Th t h d ib th id b d • Intervention. The teacher describes the evidence-based intervention(s) that will be used to address the identified student concern(s) As a shortcut the instructor can student concern(s). As a shortcut, the instructor can simply write the intervention name in this section and attach a more detailed intervention script/description to p pthe intervention plan.

98


98


Creating a Written Record of Classroom Interventions: Form M t i l Th t h li t t i l ( • Materials. The teacher lists any materials (e.g., flashcards, wordlists, worksheets) or other resources (e g Internet connected computer) necessary for the (e.g., Internet-connected computer) necessary for the intervention.

99


99


Creating a Written Record of Classroom Interventions: Form T i i If d lt d/ th t t t d t i • Training. If adults and/or the target student require any training prior to the intervention, the teacher records those training needs in this section of the formthose training needs in this section of the form.

100


100


Creating a Written Record of Classroom Interventions: Form P M it i Th t h l t th d t • Progress-Monitoring. The teacher selects a method to monitor student progress during the intervention, to include:

what type of data is to be used– what type of data is to be used– collects and enters student baseline (starting-point) information– calculates an intervention outcome goalcalculates an intervention outcome goal– The frequency that data will be collected.

101


101


How To: Create a Written Record of Classroom

I t tiInterventions



Tier 1 InterventionActivity: Discuss

t Ti 1 your current Tier 1 intervention-planning process and how process and how your school might use a resource like the Cl Classroom Intervention Planning Sheet.


Sheet.


Intervention Sampler What are Intervention Sampler. What are examples of math instruction/interventions that instruction/interventions that teachers can use in the classroom?



Math Interventions:Math Interventions:

- Cover-Copy-Compare: Math Facts

- Peer Tutoring in Math Comp tation With Computation With Constant Time Delay

- Customized Math Self-Customized Math SelfCorrection Checklists



How Do We Reach Low-Performing Math St d t ? I t ti l R d tiStudents?: Instructional Recommendations

Important elements of math instruction for low-performing p p gstudents:

– “Providing teachers and students with data on student f ”performance”

– “Using peers as tutors or instructional guides”“Providing clear specific feedback to parents on their children’s – Providing clear, specific feedback to parents on their children s mathematics success”

– “Using principles of explicit instruction in teaching math concepts and procedures.” p. 51


Source: Baker, S., Gersten, R., & Lee, D. (2002).A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73..


The Importance of Math-Fact MasteryThe Importance of Math Fact Mastery

• Math-fact mastery permits students to shift valuable • Math-fact mastery permits students to shift valuable cognitive capacity away from simple calculations toward higher-level problem-solving (Gersten, Jordan, & Flojo, g p g ( , , j ,2005; National Mathematics Advisory Panel, 2008).

• An important goal for schools is to ensure that students are proficient in math-facts by the end of grade 5 (Kroesbergen & Van Luit, 2003) to better prepare them for the demanding middle-school math curriculum.



Cover-Copy-Compare: Math Facts

In this intervention to promote acquisition of th f t th t d t i i h t ith th math facts, the student is given a sheet with the

math facts with answers. The student looks at h th d l th d l b i fl d each math model, covers the model briefly and

copies it from memory, then compares the i d i t th i i l t d l copied version to the original correct model

(Skinner, McLaughlin & Logan, 1997).



9 x 7 = 63 9 x 7 = 63

9 x 2 = 189 x 4 = 36

Cover-Copy-Compare Math

9 x 4 36

9 x 1 = 9p

Fact Student Worksheet

9 x 9 = 819 x 6 = 549 x 3 = 27

9 5 459 x 5 = 459 x 10 = 90


9 x 8 = 72


Peer Tutoring in Math Computation with Constant Computation with Constant

Time Delay



Peer Tutoring in Math Computation with Constant Ti D lTime Delay

• DESCRIPTION: This intervention employs students as reciprocal peer tutors to target acquisition of basic math facts (math computation) using constant time delay (Menesses & Gresham, 2009; Telecsan, Slaton, & Stevens, 1999). Each tutoring 2009; Telecsan, Slaton, & Stevens, 1999). Each tutoring ‘session’ is brief and includes its own progress-monitoring component--making this a convenient and time-efficient math intervention for busy classrooms intervention for busy classrooms.



Peer Tutoring in Math Computation with Constant Ti D lTime Delay

MATERIALS:Student Packet: A work folder is created for each tutor pair. The

folder contains:

10 math fact cards with equations written on the front and correct answer appearing on the back. NOTE: The set of cards is replenished and updated regularly as tutoring pairs master their math facts.

Progress monitoring form for each student Progress-monitoring form for each student. Pencils.


Response to InterventionPeer Tutoring in Math Computation with Constant Time Delay

PREPARATION: To prepare for the tutoring program, the teacher selects students to participate and trains them to serve as tutors.

Select Student Participants. Students being considered for the reciprocal peer tutor program should at minimum meet these

i i (T l Sl & S 1999 M & criteria (Telecsan, Slaton, & Stevens, 1999, Menesses & Gresham, 2009):

Is able and willing to follow directions; Shows generally appropriate classroom behavior;Can attend to a lesson or learning activity for at least 20

minutes.


Response to InterventionPeer Tutoring in Math Computation with Constant Time DelayS l t St d t P ti i t (C t ) St d t b i id d f th Select Student Participants (Cont.). Students being considered for the

reciprocal peer tutor program should at minimum meet these criteria (Telecsan, Slaton, & Stevens, 1999, Menesses & Gresham, 2009):( )

Is able to name all numbers from 0 to 18 (if tutoring in addition or subtraction math facts) and name all numbers from 0 to 81 (if tutoring in multiplication or division math facts) multiplication or division math facts).

• Can correctly read aloud a sampling of 10 math-facts (equation plus answer) that will be used in the tutoring sessions. (NOTE: The student ) g (does not need to have memorized or otherwise mastered these math facts to participate—just be able to read them aloud from cards without errors)errors).

• [To document a deficit in math computation] When given a two-minute math computation probe to complete independently, computes fewer


than 20 correct digits (Grades 1-3) or fewer than 40 correct digits (Grades 4 and up) (Deno & Mirkin, 1977).


Peer Tutoring in Math C t ti T h Computation: Teacher

Nomination Form


Response to InterventionPeer Tutoring in Math Computation with Constant Time DelayTutoring Activity. Each tutoring ‘session’ last for 3 minutes. The tutor:

– Presents Cards. The tutor presents each card to the tutee for 3 seconds seconds.

– Provides Tutor Feedback. [When the tutee responds correctly] The tutor acknowledges the correct answer and presents the next card.

[When the tutee does not respond within 3 seconds or responds incorrectly] The tutor states the correct answer and has the tutee incorrectly] The tutor states the correct answer and has the tutee repeat the correct answer. The tutor then presents the next card.

– Provides Praise. The tutor praises the tutee immediately following correct answers.

– Shuffles Cards. When the tutor and tutee have reviewed all of the math-fact carts the tutor shuffles them before again presenting


math fact carts, the tutor shuffles them before again presenting cards.

Response to InterventionPeer Tutoring in Math Computation with Constant Time DelayProgress-Monitoring Activity. The tutor concludes each 3-minute tutoring

session by assessing the number of math facts mastered by the tutee. The tutor follows this sequence:The tutor follows this sequence:– Presents Cards. The tutor presents each card to the tutee for 3

seconds.– Remains Silent. The tutor does not provide performance feedback

or praise to the tutee, or otherwise talk during the assessment phasephase.

– Sorts Cards. Based on the tutee’s responses, the tutor sorts the math-fact cards into ‘correct’ and ‘incorrect’ piles.

– Counts Cards and Records Totals. The tutor counts the number of cards in the ‘correct’ and ‘incorrect’ piles and records the totals on the tutee’s progress-monitoring chart


the tutee s progress monitoring chart.


Peer Tutoring in Math Math

Computation: Score SheetScore Sheet


Response to InterventionPeer Tutoring in Math Computation with Constant Time Delay

Tutoring Integrity Checks. As the student pairs complete the tutoring activities, the supervising adult monitors the integrity with which the intervention is carried out. At the conclusion of the tutoring session, the intervention is carried out. At the conclusion of the tutoring session, the adult gives feedback to the student pairs, praising successful implementation and providing corrective feedback to students as needed NOTE: Teachers can use the attached form Peer Tutoring in needed. NOTE: Teachers can use the attached form Peer Tutoring in Math Computation with Constant Time Delay: Integrity Checklist to conduct integrity checks of the intervention and student progress-monitoring components of the math peer tutoring.



Peer Tutoring in Math

Computation: Intervention Intervention

Integrity Sheet:(Part 1: (Part 1:

Tutoring A ti it )Activity)



Peer Tutoring in Math

Computation: Intervention Intervention

Integrity Sheet(Part 2: (Part 2:

Progress-M it i )Monitoring)


Response to InterventionStudent Self-Monitoring: Customized Math Self-Correction

ChecklistsChecklistsDESCRIPTION: The teacher analyzes a particular student's pattern of errors commonly made when solving a math algorithm (on either computation or word problems) and develops a brief error self correction problems) and develops a brief error self-correction checklist unique to that student. The student then uses this checklist to self-monitor—and when necessary this checklist to self monitor and when necessary correct—his or her performance on math worksheets before turning them in.

Sources: Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students


with learning disabilities. Journal of Applied Behavior Analysis, 229, 309-314.

Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39(5), 269-275.

Response to InterventionSample Self-Correction Checklist



Group Activity: Math Math Interventions:

C C C G oup ct ty atInterventions - Cover-Copy-Compare:

Math FactsSelf Administered Folding At your tables:

• Consider the math-intervention id h d h

-Self-Administered Folding –In Technique

- Peer Tutoring in Math ideas shared here.• Discuss how you might use one

or more of these strategies in

gComputation With Constant Time Delay

or more of these strategies in your classroom.

- Customized Math Self-Correction Checklists



Classroom Data Collection Classroom Data Collection. What are examples of how teachers can collect & interpret teachers can collect & interpret data to efficiently monitor growth in student skills?



Classroom Data Collection: Right Tools for the Job…Classroom Data Collection: Right Tools for the Job…Classroom measures are ‘academic performance/student behavior’ detectors They should performance/student behavior detectors. They should therefore be:

– feasible for teachers to use– valid and reliable measures of the academic valid and reliable measures of the academic

performance/behavior being measured’– sensitive to short-term student improvementsensitive to short term student improvement



Interventions: The Essential Data Elements1. Clear problem definition: ‘If you can’t name it, you can’t

measure it.’2. Baseline data: ‘If you don’t know the student’s starting

point, you can’t know if that student has made progress point, you can t know if that student has made progress with the intervention.’

3 Intervention outcome goal: ‘If you have no exit goal 3. Intervention outcome goal: If you have no exit goal, you cannot judge if the intervention is successful—no matter how much data you collect ’matter how much data you collect.

4. Progress-monitoring plan: ‘If you don’t actually collect the data o are blind abo t the inter ention o tcome ’


the data, you are blind about the intervention outcome.’

127

Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

Response to InterventionIntervention Target Classroom Assessment Methods

Academics: Acquisition of • Cumulative Mastery LogAcademics: Acquisition of Basic Skills

• Cumulative Mastery Log

Academics: Fluency in Basic • Curriculum-Based MeasurementySkillsAcademics: Complex Skills • RubricAcademics: Survival Skills • Academic Survival Skills ChecklistBehaviors • Behavior Report Card

• Behavioral Frequency CountHomework • Gradebook Information: To measure

h k l ti d ti l homework completion and timely submission

• Quality: Percentage of work attempted


Quality: Percentage of work attempted• Quality: Grades• Quality: Rubric


Review of Selected Methods of Classroom Data Collection

1. Academic Survival Skills Checklists2. Curriculum-Based Measurement3. Behavior Report Cards3. Behavior Report Cards



1. Academics: Survival Skills pp. 23-26• What to assess: Academic survival skills are those global

'academic enablers'--such as time management, study skills, homework completion, note-taking--required to support a strong academic performance (DiPerna, 2006).



1. Academics: Survival Skills• How to assess and where to find materials:

Academic survival skills checklists. A global academic survival skill (e.g., study skills) can be made measureable by dividing that overarching category into specific, observable component sub skills (e g maintains clear work space for component sub-skills (e.g., maintains clear work space for study; creates a study schedule; allocates adequate time each day for study) to create a checklist Each element of that each day for study) to create a checklist. Each element of that checklist can then be verified through direct observation, student interview, and/or examination of student work products.



Academic Survival Skills Checklist: Homework Examplep

www.interventioncentral.org 132Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker


Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-makerchecklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.


1. Academics: Survival Skills1. Academics: Survival Skills• Goal-Setting: Academic Survival Skills Checklists

These checklists are criterion referenced (that is they These checklists are criterion-referenced (that is, they spell out the essential elements that make up a survival-skill). skill).

The typical teacher-made goal would be for the student to master most or all sub-skills on the checklist.



Bonus Assessment Method: Self-Check Behavioral ChecklistsBehavioral Checklists



Checklists• Challenge: How can instructors measure student

adherence to steps in a cognitive strategy presence or adherence to steps in a cognitive strategy, presence or absence of appropriate classroom behaviors, or readiness for work tasks?readiness for work tasks?

• Solution: Checklists are flexible tools for defining and gmeasuring discrete ‘YES/NO’ behaviors, including:

– general classroom conduct.– work readiness.


– ability to apply steps in a problem-solving strategy.139


Self-Check Behavior Checklist(Online)(Online)



Self-Check Behavioral Checklist MakerChecklist Maker




2. Academics: Fluency in Basic Skills2. Academics: Fluency in Basic Skills• What to assess: When a student has acquired basic

academic skills the next goal is often to build fluency in academic skills, the next goal is often to build fluency in those skills.

Examples of fluency goals are increasing a student's oral reading speed and working toward automatic recall of math-facts. In this fluency stage of learning, the instructor's measurement objective is to continue to

it hil l t ki i i d monitor accuracy while also tracking increasing speed of performance.



2. Academics: Fluency in Basic Skills2. Academics: Fluency in Basic Skills• How to assess and where to find materials:

Curriculum based measurement A very useful way to Curriculum-based measurement. A very useful way to assess a student's growing fluency (as well as accuracy) in foundation academic skills is via accuracy) in foundation academic skills is via curriculum-based measurement (CBM) -- a family of quick assessments of basic academic skills. While CBM covers a wide range of different assessments, all are brief; timed; use standard procedures to prepare

t i l d i i t d d i l d d i i materials, administer, and score; and include decision rules to help educators to make appropriate instructional decisions (Hosp Hosp & Howell 2007)


instructional decisions (Hosp, Hosp & Howell, 2007).

143

Response to InterventionCurriculum-Based Measures (CBMs)CBM Skill Area Activity

Letter Sound Fluency/Letter Name Fluency

Alphabetics/Phonics

1 Minute: Student reads letter names or sounds from a randomly generated list.

FluencyOral Reading Fluency Reading Fluency 1 Minute: Student reads aloud from a text passage.

ReadingComprehension Fluency (Maze)

Reading Comprehension

3 Minutes: Student reads silently from a Maze passage and selects correct word in each choice item that restores meaning to the passage.

Early Math Fluency Number Sense1 Minute: Student completes an Early Math Fluency probe: (1) Quantity Discrimination; (2) Missing Number; or (3) Number Identification

C t ti Fl M th F t 2 Mi t St d t l t th f t d i Computation Fluency Math Fact Fluency

2 Minutes: Student completes math facts and receives credit for each correct digit.

Written Expression Mechanics/ 4 Minutes: Student reads a story-starter (sentence stem)


Written Expression Mechanics/Conventions of Writing

4 Minutes: Student reads a story starter (sentence stem), then produces a writing sample that can be scored for Total Words Written, Correctly Spelled Words, Correct Writing Sequences.


Mechanics & Conventions of WritingMechanics & Conventions of Writing• Tracking student growth in emerging writing skills can

be confusing and time-consuming for teachers. be confusing and time consuming for teachers.

However, Curriculum-Based Measurement-Written Expression (CBM-WE) is an efficient, reliable method of formative student assessment that yields numeric i di t th t i t ti ll f l h t t l indicators that are instructionally useful--such as total words written, correctly spelled words, and correct writing sequenceswriting sequences.



CBM-Written Expression: pSample Story Starter


Source: Writing Probe Generator. Available at http://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing


CBM Writing Assessment: ScoringT t l W dI woud drink water from the ocean and I woud Total Words:

eat the fruit off of the trees. Then I woud bilit a house out of trees and I woud gather firewood house out of trees, and I woud gather firewood to stay warm. I woud try and fix my boat in my spare timespare time.

Total Words = 45Total Words = 45www.interventioncentral.org

Total Words = 45Total Words = 45


• CBM WE: Total Words Written [4 Minutes] The student’s • CBM-WE: Total Words Written [4 Minutes]. The student s writing sample is scored for the total words written.

www.interventioncentral.orgSource: Gansle, K. A., VanDerHeyden, A. M., Noell, G. H., Resetar, J. L., & Williams, K. L. (2006). The technical adequacy of curriculum-based and rating-based measures of written expression for elementary school students. School Psychology Review, 35, 435-450.


CBM Writing Assessment: ScoringC tl S ll d W dI woud drink water from the oceanCorrectly Spelled Words:I woud drink water from the ocean and I woud eat the fruit off of the trees Then I o d bilit a ho setrees. Then I woud bilit a house out of trees, and I woud gather gfirewood to stay warm. I woud try and fix my boat in my spare timeand fix my boat in my spare time.

www.interventioncentral.orgCorrectly Spelled Words = 39Correctly Spelled Words = 39


• CBM WE: Correctly Spelled Words [4 Minutes] The • CBM-WE: Correctly Spelled Words [4 Minutes]. The student’s writing sample is scored for the number of words spelled correctly.spelled correctly.



CBM Writing Assessment: ScoringC t W iti SI woud drink water from the oceanCorrect Writing Sequences:I woud drink water from the ocean and I woud eat the fruit off of the trees Then I o d bilit a ho setrees. Then I woud bilit a house out of trees, and I woud gather gfirewood to stay warm. I woud try and fix my boat in my spare timeand fix my boat in my spare time.

Correct Writing Sequences = 37Correct Writing Sequences = 37www.interventioncentral.org

Correct Writing Sequences = 37Correct Writing Sequences = 37

Response to Intervention• CBM-WE: Correct Writing Sequences [4 Minutes]. A point

is scored whenever two adjacent units of writing (e g two is scored whenever two adjacent units of writing (e.g., two words appearing next to each other) are correct in punctuation, capitalization, spelling, and syntactical and p , p , p g, ysemantic usage.)



W iti P b Writing Probe Generator

Create a probe to assess the mechanics and mechanics and conventions of student writing.

www.interventioncentral.orgURL: http://www.interventioncentral.org/tools/writing-probe-generator

Response to InterventionCurriculum-Based Measures (CBMs)CBM Skill Area Activity

Letter Sound Fluency/Letter Name Fluency

Alphabetics/Phonics

1 Minute: Student reads letter names or sounds from a randomly generated list.

FluencyOral Reading Fluency Reading Fluency 1 Minute: Student reads aloud from a text passage.

ReadingComprehension Fluency (Maze)

Reading Comprehension

3 Minutes: Student reads silently from a Maze passage and selects correct word in each choice item that restores meaning to the passage.

Early Math Fluency Number Sense1 Minute: Student completes an Early Math Fluency probe: (1) Quantity Discrimination; (2) Missing Number; or (3) Number Identification

C t ti Fl M th F t 2 Mi t St d t l t th f t d i Computation Fluency Math Fact Fluency

2 Minutes: Student completes math facts and receives credit for each correct digit.

Written Expression Mechanics/ 4 Minutes: Student reads a story-starter (sentence stem)


Written Expression Mechanics/Conventions of Writing

4 Minutes: Student reads a story starter (sentence stem), then produces a writing sample that can be scored for Total Words Written, Correctly Spelled Words, Correct Writing Sequences.


2. Academics: Fluency in Basic Skills2. Academics: Fluency in Basic Skills• Goal-Setting: Curriculum-based measurement.

CBM measures typically are accompanied by research CBM measures typically are accompanied by research norms that allow the teacher to set student performance goals.goals.



3. Behaviors• What to assess: Classroom behaviors are specific,

observable behaviors that relate to such categories as general conduct (e.g., remaining in seat, calling out), compliance (e.g., following teacher directives); and academic readiness and engagement (e g paying attention to the readiness and engagement (e.g., paying attention to the teacher during a lesson, completing independent seatwork, bringing work materials to class) bringing work materials to class).



3. Behaviors• How to assess and where to find materials:

Behavior report card. A behavior report card is a type of rating scale that the teacher fills out on a regular basis--e.g., daily--to rate targeted student behaviors (Riley-Tillman, Chafouleas, & Briesch 2007) Behavior report cards have several & Briesch, 2007). Behavior report cards have several advantages: They are quick to complete, can be customized by the teacher to measure any observable behavior and are by the teacher to measure any observable behavior, and are an excellent vehicle for communicating classroom behavioral expectations to students and parents.



Behavior Report Card



Behavior Report Card MakerBehavior Report Card Maker• Helps teachers to define student problem(s) more

clearlyclearly.• Reframes student concern(s) as replacement

behaviors to increase the likelihood for success with behaviors, to increase the likelihood for success with the academic or behavioral intervention.

• Provides a fixed response format each day to increase Provides a fixed response format each day to increase the consistency of feedback about the teacher’s concern(s).( )

• Can serve as a vehicle to engage other important players (student and parent) in defining the problem(s),


monitoring progress, and implementing interventions.

159


Behavior Report Card MakerMaker




3. Behaviors3. Behaviors• Goal-Setting: Behavior Report Cards

As BRCs are customized rating scales the teacher As BRCs are customized rating scales, the teacher selects a response format appropriate to the behavior. The teacher also selects a threshold for appropriate The teacher also selects a threshold for appropriate behavior, typically a behavior rating representative of ‘typical’ students in the classroom.



Activity: What Classroom Measures Will You Use?

f1. Academic Survival

• Review the 3 examples of classroom data collection h d i hi k h

Skills Checklists2. Curriculum-Based

M t shared in this workshop.• Select one and discuss

Measurement (Writing Probes)

3 B h i R t how you might use it in your classroom or school.

3. Behavior Report Cards



RTI at Tier 2: S l t l Supplemental Intervention: Standard -Treatment Protocol

Jim Wrightwww.interventioncentral.org



RTI at Tier 2: Supplemental Support. What are quality indicators pp q yof RTI at Tier 2—and how are students assigned to Tier 2 RTI support?assigned to Tier 2 RTI support?



RTI Support: Tier 2/3 Supplemental Interventions• Tier 2/3 interventions SUPPLEMENT core instruction. • Students are identified for Tier 2/3 services based on objective j

data sources such as universal screeners that allow the school to predict each student’s degree of ‘risk’ for academic failure.

• In a typical school, 10-15 % of students may require Tier 2 interventions in a given academic area. About 1-5 % of t d t d i t i Ti 3 i t tistudents may need more intensive Tier 3 interventions.

• Interventions at Tier 2 are monitored at least twice per month. Interventions at Tier 3 are monitored weeklyInterventions at Tier 3 are monitored weekly.

• Each Tier 2/3 intervention should last at least 6-8 instructional weeks


weeks.

166

Sources: Wright, J. (2012). RTI Success in Secondary Schools: A toolkit for middle and high schools. Port Chester, NY: National Professional Resources, Inc.


Tier 2/3 Interventions: Quality IndicatorsEach Tier 2/3 intervention plan shows evidence that:• Instructional programs or practices are ‘evidence-based.• The intervention has been selected because it logically addressed the

area(s) of academic deficit for the target student (e.g., an intervention to address reading fluency was chosen for a student whose primary to address reading fluency was chosen for a student whose primary deficit was in reading fluency).

• All students enrolled in the Tier 2/3 intervention group have the same shared intervention need.

• The student-teacher ratio in the group provides adequate student support: Tier 2 up to 7 students; Tier 3 up to 3 studentssupport: Tier 2 up to 7 students; Tier 3 up to 3 students.

• The intervention provides contact time adequate to the student academic deficit. Tier 2 interventions occur a minimum of 3-5 times per


week in sessions of 30 mins or more; Tier 3 interventions occur daily in sessions of 30 mins or more (Burns & Gibbons, 2008).

167


Caution About Tier 2 Supplemental Interventions: Avoid th ‘H k H l ’ Tthe ‘Homework Help’ Trap

• Group-based interventions are an efficient Group based interventions are an efficient method to deliver targeted academic support to students (Burns & Gibbons, 2008).

• However, students should be matched to specific research-based interventions that paddress their specific needs.

• RTI Tier 2 intervention support should not take ppthe form of unfocused ‘homework help’, test preparation, or reteaching of l t t


classroom content.


Scheduling Elementary Tier 2 InterventionsOption 3: ‘Floating RTI’:Gradewide Shared Schedule. Each grade has a scheduled RTI time Option 3: Floating RTI :Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade.

Classroom 1 Classroom 2 Classroom 3Grade K

Anyplace Elementary School: RTI Daily Scheduleg y g

9:00-9:30

Classroom 1 Classroom 2 Classroom 3Grade 1


9:45-10:15

10:30 11:00Classroom 1 Classroom 2 Classroom 3Grade 2


10:30-11:00

12:30-1:00



1:15-1:45

2:00-2:30


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge.

Classroom 1 Classroom 2 Classroom 3Grade 5 2:00 2:30


Using Non-Instructional Personnel as I t ti i t

“Peer tutors and adult volunteers are Interventionists

“ ”intriguing options for tier 2, and research has supported both within this model…Tutors may also include much older students, or paraprofessionals, or parent volunteers. It must be emphasized, though, that any tutor serving in an instructional role needs to have proper training and ongoing oversight of a teaching professional.”


Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge p. 90


Tier 2 Interventions Are NOT…Tier 2 Interventions Are NOT…

• Homework help or test preparation.D li d d i i t ti l ti• Delivered during core instructional time.



What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

This website reviews core instruction and intervention instruction and intervention programs in reading/writing, as well as other academic areas.

The site reviews existing studies and draws conclusions about whether specific pintervention programs show evidence of effectiveness.



Best Evidence Encyclopediahttp://www.bestevidence.org/

This site provides reviews of evidence based reading and evidence-based reading and math programs.

The website is sponsored by The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .



National Center on Intensive Intervention Academic Intervention Tools Charthttp://www.intensiveintervention.org/chart/instructional-intervention-

ltools

Sponsored by the National Center on Intensive Intervention this page on Intensive Intervention, this page provides ratings to intervention programs in reading, math, and writingwriting.

Users can streamline their search by subject and grade level


y j g(elementary or middle school).


Activity: What Are Your RTI Questions?• Discuss the content of today’s workshop.Discuss the content of today s workshop.• What additional RTI questions do you still

have?have?



Activity: What Are Your Next Steps?Activity: What Are Your Next Steps?

• Review the components of RTI and classroom Review the components of RTI and classroom interventions discussed at today’s workshop (next slide). (next slide).

• Come up with a plan to use 2-3 key workshop ideas strategies or tools immediately in your ideas, strategies, or tools immediately in your classroom or school.

• Be prepared to report out!• Be prepared to report out!



Tools for Teacher as RTI‘First Responder’: A Mosaic

1. Knowledge of Teacher’s Role in Supporting RTI

2. Delivery of Strong Core Instruction

3 Skill in Defining Student Supporting RTI4. Capacity to Create

Classroom (Tier 1)

3. Skill in Defining Student Academic Problems in Clear & Specific Terms

Academic Intervention Plans 5. Access to Research-

Supported Tier 1 Intervention 6 Ability to Set Supported Tier 1 Intervention Ideas

6. Ability to Set Intervention Goals and Collect Data to


Monitor Classroom Interventions

the teacher as classroom 'first responder': how to find ... · the teacher as classroom...

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