Interventions for Tier II - MASA...Multi-Tiered Academic Interventions (Burns, Deno, & Jimerson,...

Interventions for Tier II

Matthew Burns, Ph.D. University of Minnesota

Multi-Tiered Academic Interventions (Burns, Deno, & Jimerson, 2007)

I.  General Education: Universal screening and progress monitoring: All students,

II.  Standard Protocol Treatments: Small group tutoring (3-6) in general education: 20% of students at any time

III.  Problem Analysis: Individualized interventions in general education : 5% of students at any time

–  Special education: More intense services brought to student: ≤12% of students

–  Increasing intensity and measurement precision

RTI and Problem-Solving

TIER I

TIER I I

TIER III

Problem-Solving Step 1 – Classwide or Individual Problem

student names 11/1/2005

A 12

B 12.5

C 12

D 14.5

E 14.5

F 19

G 12

H 12

I 8.5

J 12.5

K 12

L 20

M 5.5

N 6.5

O 10

P 14.5

Q 8

R 20.5

S 12

median 12

student names 11/1/2005 11/8/2005

A 12 19.5

B 12.5 14

C 12 15.5

D 14.5 15.5

E 14.5 12.5

F 19 33

G 12 15

H 12 12

I 8.5 8.5

J 12.5 12

K 12 7.5

L 20 21

M 5.5 8

N 6.5 14

O 10 13.5

P 14.5 15

Q 8 14

R 20.5 27

S 12 16.5

median 12 14

student names 11/1/2005 11/8/2005 11/15/2005

A 12 19.5 19.5

B 12.5 14 12.5

C 12 15.5 11.5

D 14.5 15.5 19

E 14.5 12.5 14.5

F 19 33 33.5

G 12 15 12

H 12 12 16

I 8.5 8.5 13

J 12.5 12 16

K 12 7.5 12

L 20 21 19.5

M 5.5 8 8

N 6.5 14 7.5

O 10 13.5 16

P 14.5 15 13.5

Q 8 14 16

R 20.5 27 24

S 12 16.5 15

median 12 14 15.25

student 11/1/2005 11/8/2005 11/15/2005 11/22/2005

A 12 19.5 19.5 22

B 12.5 14 12.5 15.5

C 12 15.5 11.5 15

D 14.5 15.5 19 23

E 14.5 12.5 14.5 22.5

F 19 33 33.5 34

G 12 15 12 19.5

H 12 12 16 16

I 8.5 8.5 13 18

J 12.5 12 16 23

K 12 7.5 12 16.5

L 20 21 19.5 21

M 5.5 8 8 11

N 6.5 14 7.5 14

O 10 13.5 16 16

P 14.5 15 13.5 17

Q 8 14 16 19.5

R 20.5 27 24 36

S 12 16.5 15 22.5

median 12 14 15.25 18.75

Classwide Intervention???

Problem-Solving in Tier II

1. Identify discrepancy for individual. 2. Identify category of problem. 3. Assign small group solution

Words Per Minute Student Name Teacher Fall Winter Spring A 2nd grade 79 95 90

B 12 41 62

C 5 8 16

D 97 153 138

E 47 113 115

F 96 102 128

G 23 39 57

H 79 108 136

I 70 100 109

J 68 104 120

K 40 86 95

L 71 115 134

M 88 88 153

N 68 77 85

O 49 71 88

P 37 70 75

Q 14 25 55

R 91 123 135

S 6 35 65

Median 68 97.5 112

Re-examining National Reading Panel Data

Burns (2002), Psychology in the Schools

National Reading Panel

•  Is phonemic awareness instruction effective in helping children learn to read?

•  Reviewed 52 studies of PA instruction. •  Three general outcomes were explored

– PA tasks such as phoneme manipulation, – Reading tasks such as word reading, pseudoword reading,

reading comprehension, oral text reading, reading speed, time to reach a criterion of learning, and miscues, and

– Spelling

National Reading Panel Results

•  PA instruction demonstrated better efficacy over alternative instruction models or no instruction

•  Improved PA measures (strong), reading (d = .53) and spelling skills

•  Teaching one or two PA skills was preferable to teaching three or more

•  PA instruction benefited reading comprehension (Ehri et al.).

Means and Ranges of Effect Sizes by Reading Outcome Measure

N Mean ES SD Minimum Maximum

Pseudowords 24 .84 .80 -.19 3.60

Words in Isolation

48 .92 .89 -.05 4.33

Contextual Reading

24 .37 .38 -.37 1.18

Frequency of Coefficients for Cohen’s Categories by Reading Outcome Measure

Large Medium Small

N % N % N %

Pseudowords 11 45.8 05 20.8 08 33.3

Words in Isolation

19 39.6 12 25.0 17 35.4

Contextual Reading

04 16.7 03 12.5 17 70.8

Implications for RtI?

•  Problem Analysis

•  Intervention

• Assessment

What should Tier II look like?

Problem Analysis

Tier II •  Effective – at least moderate ES •  Costs – Low as possible, cost/ES, cost effective (comes with a

lot), dedicated teacher time •  Delivery

–  Group/individual (two to six considering efficiency) –  Total students (20%) –  Who - teacher supervision with some peer and or adult tutoring –  Pull out – in addition to, some pull out component, 3 to 5 X/week,

approximately 30 minutes (kinder – 20min tops). No less than 8 weeks. •  Grades of kids – earlier better, certainly K-2. •  Measure – fluency measure of reading at least monthly •  Materials

–  Ease – much easier if compiled, but not prerequisite –  Availability – standardized (manual)

Burns et al., 2006

Logistics

3rd Grade Classroom

Teacher A

25 Kids

1 Paraprofessional

3rd Grade Classroom

Teacher A Parapro A

5 Kids 20 Kids

Logistics

Teacher A

3rd Grade

25 Kids

Teacher B

3rd Grade

25 Kids

10 Kids 3rd Grade – 60 Kids Total

Logistics Teacher A

3rd Grade

40 Kids

10 Kids 3rd Grade – 60 Kids Total

Teacher B

5 Kids

Teacher J

5 Kids

Teacher L

5 Kids Teacher D

5 Kids Teacher F

5 Kids

Teacher H

5 Kids

Parapro A

5 Kids

Reading Specialist

5 Kids

Parapro B

5 Kids

Title 1 Teacher

5 Kids

Parapro C

5 Kids

Itinerate or Specialist

5 Kids

Logistics

Lower Elementary

Grade K 2 Classrooms – 50 kids

Reading 8:30 to 9:00 & 10:30 to 11:00

Grade 1 2 Classrooms – 50 kids Reading 9:00 to 11:00

Grade 2 2 Classrooms – 50 kids Reading 10:00 to 12:00

Grade 3 2 Classrooms – 50 kids

Reading 9:00 to 10:00 & 1:00 to 2:00

Logistics

Lower Elementary

Grade K 2 Classrooms – 50 kids

Reading 8:30 to 9:00 & 10:30 to 11:00

Grade 1 2 Classrooms – 50 kids Reading 9:00 to 11:00

Grade 2 2 Classrooms – 50 kids Reading 10:00 to 12:00

Grade 3 2 Classrooms – 50 kids

Reading 9:00 to 10:00 & 1:00 to 2:00

10:30

9:30

11:00

1:30

Title 1 or Reading

Specialist

Reading Development

•  Reading is conceptualized a process that changes as the reader becomes more able and proficient (Chall, 1983)

Good, Simmons, & Kame’enui (2001)

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Reading Skill Development

Berninger et al., 2006

Assess Fluency Fluent? (ORF)

Comprehension

Assess Phonetic Skills Adequate? (LNF, LSF, NWF)

Assess Phonemic Awareness Adequate? (PSF, ISF, CTOPP)

Fluency Intervention

Accuracy or Proficiency

Phonemic Awareness Intervention

Phonics Intervention

Accuracy or Proficiency

START HERE

YES

NO

YES

YES

NO

NO

Intervention

•  Phonemic awareness – Acquisition – Sound interventions such as rhyming,

blending, etc. – Proficiency – Practice by saying if faster.

•  Phonics – Acquisition – Direct instruction in letter sounds – Proficiency – Timed drills with letter sounds or word box

•  Fluency – Acquisition – Teaching words (word sort, phase drill) – Proficiency – Practice such as repeated reading

Peter

•  Third Grade • NWEA test this fall, he scored at the 4th

percentile for reading •  Reading fluency score was 13 WRC/M

– Well below average range. •  Participates in Read Naturally, (where he is

placed at grade level 1.0)

Peter - Phonics • ORF 13 wcm with 60% known •  Phonics:

– NWF: 24 words/minute with 67% known – 2nd grade 30 is emerging and 50 is established – LSF 34 (35 is cut off) with 88% known

•  Phonemic Awareness – PSF: 38 (35 is “established at end of 1st grade)

with 93% known

3rd grade male

Median fluency score was 30 words/minute with between 68% and 72% correct (below 10th percentile)

Nonsense word fluency = 65 sounds (50 is established) correct/minute with 94% accurate

3rd grade male

Scored below the 5th in reading

38 words/minute on grade level texts with 83.5% known

Nonsense word fluency = 62 correct sounds per minute with 91% accuracy. (50 is established)

Programs

•  Read Naturally

•  Road to the Code

•  REWARDS

Interventions

• www.fcrr.org

• www.interventioncentral.com

•  http://kc.vanderbilt.edu/pals