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Research-Based Interventions

Resource Guide

Psychological Services

Harris County Schools

Introduction

This Resource Guide is designed as a compilation of Research-Based Interventions, but is by no means an exhaustive or all-inclusive list. Instead, this Resource Book is intended to be a "living document" that will be updated routinely with additional Research-Based Interventions. The focus of this Resource Guide is Research-Based Interventions that are easily used in the classroom, without the purchase of additional materials/resources.Following the definition of Research-Based Interventions, you will find a sampling of interventions organized by content area. Each content area section contains an introduction page that includes additional internet resources for your use. Each Research-Based Intervention included in this Resource Guide contains several pieces of information:

• The title of the Research-Based Intervention• A brief summary of the Research-Based Intervention

• A recommended grade level that the Research-Based Intervention may be appropriate for (although individual student needs and characteristics should drive that decision)

• The citation for the research basis for the intervention, as well as the website where it was found, if it is an online source

• Administration instructions for the Research-Based Intervention• Any additional materials/resources/tips relevant to the Research-Based Intervention

• Suggestions for sample methods of tracking and charting the student's progress with the Research-Based Intervention

Contents

What is a Research-Based Intervention?

Links to Research-Based Intervention Websites

Academic Research-Based Interventions

Basic Reading Research-Based Interventions Letter

Cube Blending Letter Recognition: Alphabet Borders

Letter-Sound Correspondence: Brown Bag It Phoneme

Segmenting: Say and Slide Phonemes Phoneme

Isolating: See It - Sound It Reading Fluency Research-

Based Interventions Listening Passage Preview Paired

Reading Repeated Reading Newscaster Reading Stop-

Go

Reading Comprehension Research-Based Interventions

Story Detective

"Click or Clunk?": Student Reading Comprehension Self-Check Intervention

Advanced Story Map Intervention

Keywords: A Memorization Intervention

Mental Imagery: Improving Text Recall

Question Generation

Math Calculation Research-Based Interventions

Cover-Copy-CompareIncrease Accuracy By Intermixing Easy and Challenging Computation ProblemsPromote Mastery of Math Facts Through Incremental Rehearsal

Strategic Number Counting Instruction Math

Reasoning Research-Based Interventions

Combining Cognitive & Metacognitive Interventions Using Question-

Answer Relationships (QARs) to Interpret Math Graphics Concrete-

Representational-Abstract Solving Word Problems Using Structured Organizers

Written Expression Research-Based Interventions PLEASE Intervention for

Writing Paragraphs 4-Square Writing Step Up to Writing Cover-Copy-Compare (for

spelling)

Behavioral Research-Based Interventions

Video Modeling Behavior

Contracts Social Stories™

Rubber Band Intervention Check-In, Check-Out

Changing Behaviors Through Self-Monitoring Appendix

Sample Blank Generic Progress Monitoring Chart EasyCBM Sample Oral

Reading Fluency Progress Monitoring Chart EasyCBM Sample Writing Fluency

Progress Monitoring Chart EasyCBM Sample Math Computation Progress

Monitoring Chart EasyCBM Generic Progress Monitoring ChartEasyCBM Guide to Interpretation of Progress Monitoring, with Normative Data

What is a Research-Based Intervention?There are high standards regarding the research basis of a selected intervention, so that we can ensure that we are using scientifically validated methods to address the academic and behavioral needs of our students. The United States Code, 2006 Edition, Supplement 4, Title 20 - Education, contains the following definition of "Scientifically Based Research," as it relates to interventions:

(37) Scientifically based research

The term "scientifically based research"-(A) means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable

and valid knowledge relevant to education activities and programs; and(B) includes research that-

(i) employs systematic, empirical methods that draw on observation or experiment;(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general

conclusions drawn;(iii) relies on measurements or observational methods that provide reliable and valid data across evaluators and

observers, across multiple measurements and observations, and across studies by the same or different investigators;(iv) is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or

activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;

(v) ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and

(vi) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

Links to Research-Based Intervention WebsitesThis selection is not exhaustive and these Research-Based Intervention resources may not be appropriate for all students. Some Research-Based Intervention resources can be found at the following websites:

www.interventioncentral.org - The Intervention Central website contains both academic and behavioral interventions. At the top of the page, you will see links for "Academic Interventions" or "Behavior Interventions," among the other Index items. Interventions are then further broken down by the area of skill deficit.

http://www.fcrr.org/for-educators/sca.asp - The Florida Center for Reading Research (FCRR) website has K-5 activities only and is focused on reading only, although you may be able to use some of these for higher grade level students with significant skill deficits.

http://www.fcrr.org/for-educators/sca.asp

http://www.interventioncentral.org/

http://ebi.missouri.edu/ - The Evidence Based Intervention Network from the University of Missouri contains both academic and behavioral interventions. On the right, under "Evidence Based Interventions," you can select either "Academic Interventions" or "Behavior Interventions." For each intervention, this website includes an "Intervention Brief" (e.g., the "how to" information), as well as a "Research Brief," which summarizes the research basis for the intervention. A video demonstration is also included for some items, showing the user how to implement the Research-Based Intervention.

http://cehs.unl.edu/csi/subjects.shtml - The Cognitive Strategy Instruction website from the University of Nebraska- Lincoln contains academic Research-Based Interventions, broken down into pages for reading, writing and mathematics. Each intervention page then has the research citation, along with step-by-step instructions for implementation.

http://www.pbisworld.com/tier-3/ - The PBISWorld website contains resources for varying levels of behavioral concerns, along with materials and links for additional information for each intervention. Not all of these have supporting research included for each intervention, so please ensure that there is a research basis before undertaking any of these interventions.

http://www.pbisworld.com/tier-3/

http://cehs.unl.edu/csi/subjects.shtml

http://ebi.missouri.edu/

Basic Reading Research-Based InterventionsinterventionTitle: Letter Cube Blending

Possible Grade Levels:

Elementary

BriefSummary:

The Letter Cube Blending intervention targets alphabetic (phonics) skills. The student is given three cubes with assorted consonants and vowels appearing on their sides. The student rolls the cubes and records the resulting letter combinations on a recording sheet. The student then judges whether each resulting 'word' composed from the letters randomly appearing on the blocks is a real word or a nonsense word.

ResearchCitation:

Research Citation:Florida Center for Reading Research. (2009). Letter cube blending. Retrieved from http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part4.pdf (pp. 13-17).

Taylor, R. P., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier 1 intervention on letter-sound correspondence in a Response-to-Intervention model in first graders. School Psychology Forum, 5(2), 54-73.

Found at:http://www.interventioncentral.org/academic-interventions/general-academic/letter-cube-blending

Administrationinstructions:

Administration:1. At the start of the intervention, student is given a Letter Cube Blending Recording Sheet.

Student takes a turn rolling the Letter Cubes. The student tosses the cubes on the floor, a table, or other flat, unobstructed surface. The cubes are then lined up in 1-2-3 (green: blue: red) order.

3. The student is prompted to sound out the letters on the cubes. The student is prompted to sound out each letter, to blend the letters, and to read aloud the resulting 'word'.

4. The student identifies and records the word as 'real' or 'nonsense'. The student then identifies the word as 'real' or 'nonsense' and then writes the word on in the appropriate column on the Letter Cube Blending Recording Sheet.

5. The activity continues to 10 words. The activity continues until student has generated at least 10 words on their recording sheets.

Materials/Resources/Tips:

Materials:• Letter Cubes. You can make your own cubes using the materials at this website (also attached

following this intervention):http://www.fcrr.org/curriculum/pdf/GK-1/P Final Part4.pdf (pages 14-16)

http://www.fcrr.org/curriculum/pdf/GK-1/P Final Part4.pdf (page 17)

Sample Methods of Tracking and Charting:

• If you already have an established method for tracking and charting sound blending, please feel free to continue to use that.

• District assessment tools may also provide a method for tracking and charting the student's progress in this area.

• There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments.

http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part4.pdf


http://www.interventioncentral.org/academic-interventions/general-academic/letter-cube-blending

http://www.interventioncentral.org/academic-interventions/general-academic/letter-cube-blending


o The following link also provides various charting options if you prefer to create your own: http://nlvm.usu.edu/en/nav/vlibrary.html

Remember that what you're looking for here is progress monitoring data that you can use to track and chart the student's progress with this particular skill; select a method for tracking and charting that is easy for you, easy for the student and is consistent, so that you and your school team can determine if the intervention is working or not.

http://nlvm.usu.edu/en/nav/vlibrary.html


<£>2005 The Florida Center for Reading Research (Revised. 2008) K- I Student Center Activities: Phonics

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^ ObjectiveThe student will blend sounds of letters to make words.

Materials► Letter cubes (Activity Master P.036.AMla - P.036.AMlc) Copy on card stock, laminate, cut, and

assemble.► Student sheet (Activity Master P.036.SS)► Pencils

^ ActivityStudents make words using consonant and vowel cubes.1. Place the three cubes on a flat surface. Provide each student with a student sheet.2. Taking turns, students roll the cubes. Place each cube on the matching number on the student sheet. Say the sound

of each letter, blend them, and read the word orally (e.g., "/k//o//b/, cob”).3. Determine if the word is real or nonsense and record it in the corresponding column on the student sheet.4. Continue until at least ten words are recorded.5. Teacher evaluation

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^ Extensions and Adaptations► Complete an open sort with the words from the compiled lists.► Use a timer to make as many real words as possible in a minute.

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InterventionTitle: Letter Recognition: Alphabet Borders


Elementary

BriefSummary: The student will name and match letters of the alphabet using an alphabet border.

ResearchCitation: Research Citation:

Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.). Word recognition in beginning reading. (pp. 3-40). Hillsdale, NJ: Lawrence Erlbaum Assoc.

Found at:http://www.fcrr.org/curriculum/pdf/GK-1/P Final Part1.pdf


1. Place the uncut alphabet bulletin board on a flat surface. Place the border cards face up in a stack.

2. Student selects a card, holds it up, and says the name of the letter (e.g., "h").3. Student matches the card to the letter on the alphabet border.4. Continue until all cards are matched on the uncut border.


Materials:• Alphabet bulletin board borders OR the letter-picture strip found at the following web address (also

attached at end of this intervention): http://www.fcrr.org/curriculum/pdf/GK-17P Final Part1.pdf (page 2)

o Cut one alphabet border OR letter-picture strip into individual cards o Leave one alphabet border OR letter-picture strip uncut

Sample Methods for Tracking and Charting:

• If you already have an established method for tracking and charting letter identification, please feel free to continue to use that. If you need a letter naming assessment, you can find these for grades K-1 at: http://www.easycbm.com/

o For EasyCBM's site, you can set up a free account OR you can go to "DemoAccount" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas.

o The norms for these EasyCBM probes, (also found in the Appendix) can be found at: http://www.easycbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf







http://www.easycbm.com/

http://www.easycbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf




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Letter Recognition

Alphabet Borders

^7The student will name and match letters of the alphabet.

► Alphabet bulletin board borders or letter-picture strip (Activity Master P.001.AM1) Cut one alphabet border or letter-picture strip into individual cards.Leave one border or strip uncut.

&Students match letter cards to an alphabet border.1. Place the uncut alphabet bulletin board on a flat surface. Place the border cards face up in a stack.2. Taking turns, student one selects a card, holds it up, and says the name of the letter (e.g., "h").3. Student two matches the card to the letter on the alphabet border.4. Continue until all cards are matched on the uncut border.5. Peer evaluation

Extensions and Adaptations► Match alphabet cards to letters on an alphabet chart (Activity Master P.001.AM2).Copy chart twice. Enlarge one copy and cut the other into individual cards.► Glue alphabet cereal to corresponding letters on an alphabet chart (Activity Master P.001.AM2).

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InterventionTitle: Letter-Sound Correspondence: Brown Bag It


Elementary

BriefSummary: The student will match initial phonemes to graphemes. Student sorts pictures by initial sounds into bags labeled

with the letters of the alphabet.

ResearchCitation:

Research Citation:Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.

Found at:http://www.fcrr.org/curriculum/pdf/GK-1/P Final Part2.pdf


1. Place paper bags in alphabetical order on a flat surface. Place print resources and scissors at the center.

2. The student cuts 10-20 pictures from the print resources.3. Student names each picture, says its initial sound (e.g., "basketball, /b/"), and places picture in

corresponding bag.4. Student continues until all pictures are sorted.


Materials:• More information on this intervention can be found at the following website (also attached following this

intervention):http://www.fcrr.org/curriculum/pdf/GK-17P Final Part2.pdf

• Small brown paper bagso Label each of 26 bags with one letter of the alphabet.

• Print resources (e.g., magazines and catalogs)o Review the resources to ensure the information is appropriate for young children.

• ScissorsSample Methods for Tracking and Charting:

• If you already have an established method for tracking and charting letter-sound correspondence, please feel free to continue to use that. If you need a letter sound assessment, you can find these for grades K-1 at: http://www.easycbm.com/













<£>2005 The Florida Center for Reading Research (Revised. 2008)

Letter-Sound Correspondence P.O I 2Brown Bag It

The student will match initial phonemes to graphemes.

^ Materials^ Small brown paper bags

Label each of2(5 bags with one letter of the alphabet.

^ Print resources (e.g., magazines and catalogs)Review the print resources to ensure the information is appropriate for young children.

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Students sort pictures by initial sounds into bags labeled with the letters of the alphabet.1. Place paper bags in alphabetical order on a flat surface. Place print resources and scissors at the center.2. The student cuts 10-20 pictures from the print resources.3. Names each picture, says its initial sound (e.g., “basketball, /b/”), and places picture in corresponding bag.4. Continues until all pictures are sorted.5. Teacher evaluation

Extensions and Adaptations► Check the pictures in the bags for initial sound matches during a whole group activity.► Use pictures to make a class alphabet book.► Sort pictures by final or medial sounds.

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InterventionTitle: Phoneme Segmenting: Say and Slide Phonemes


Elementary

BriefSummary: The student will segment phonemes in words. Student orally segments words using counters and Elkonin Boxes.


Gillon, G.T. (2004). Phonological awareness: From research to practice. New York: Guilford Press. Found at:http://www.fcrr.org/curriculum/pdf/GK-1/PA Final Part4.pdf

Administrationinstructions: 1. Place the picture cards face up in a stack. Place the chips on a flat surface.

2. Student selects the top card, names the picture, and orally segments the sounds (e.g., "cheese, /ch/ /e/ /z/").

3. Student repeats the sounds while moving a chip into each box, then says the word quickly.4. Continue until all pictures are named and segmented.


Materials:• Elkonin Box picture cards can be found at this website (also attached following this intervention):

http://www.fcrr.org/curriculum/pdf/GK-1/PA Final Part4.pdf (page 12-24) o Copy on card stock, cut on the outside line and laminate.

• Chips or countersSample Methods for Tracking and Charting:

• If you already have an established method for tracking and charting phoneme segmenting, please feel free to continue to use that. If you need a phoneme segmenting assessment, you can find these for grades K-1 at: http://www.easycbm.com/











http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part4.pdf


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ObjectiveThe student will segment phonemes in words.

Materials► Elkonin Box picture cards (Activity Master PA.040.AMla - PA.040.AMll) Copy on card stock, cut on the

outside Line, and Laminate.► Chips or counters

ActivityStudents orally segment words using counters and Elkonin Boxes.1. Place the picture cards face up in a stack. Place the chips on a flat surface.2. Working in pairs, student one selects the top card, names the picture, and orally segments the sounds (e.g., “cheese, /ch/ LeL It./”).3. Student two repeats the sounds while moving a chip into each box, then says the word quickly.4. Reverse roles and continue until all pictures are named and segmented.3. Peer evaluation

^ Extensions and Adaptations► Make other Elkonin Box picture cards (Activity Master PA.040.AM2).► Segment classmates’ names.► Segment the words using phones (use two curved and one straight piece of PVC pipe to make phones).

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InterventionTitle: Phoneme Isolating: See It-Sound It


Elementary

BriefSummary: The student will isolate initial phonemes in words. Student determines and says initial sounds of objects as they

are taken out of a box.


Gillon, G.T. (2004). Phonological awareness: From research to practice. New York: Guilford Press. Found at:http://www.fcrr.org/curriculum/pdf/GK-1/PA Final Part4.pdf

Administrationinstructions: 1. Place the box of objects on a flat surface.

2. Student selects an object from the box and shows the object.3. Student names the object and says its initial sound (e.g., "domino, /d/"). Place object aside.4. Continue until all objects and their initial sounds are identified.


Materials:• More information on this intervention can be found at the following website (also attached following this

intervention):http://www.fcrr.org/curriculum/pdf/GK-1/PA Final Part4.pdf (page 1)

• Boxo Cut a hole in the end of the box large enough to fit a child's hand.

• Target sound objectso Place objects inside the box.


• If you already have an established method for tracking and charting phoneme isolating, please feel free to continue to use that.









PA.036 Phoneme IsolatingSee It — Sound It

^7 ObjectiveThe student will isolate initial phonemes in words.

^ Activity

Students determine and say initial sounds of objects as they are taken out of a box.

1. Place the box of objects on a flat surface.

2. "Working in pairs, student one selects an object from the box and shows the object.

3. Student two names the object and says its initial sound (e.g., “domino, /d/”). Place

object aside.

4. Continue until all objects and their initial sounds are identified.

5. Peer evaluation

^ Extensions and Adaptations^ Say the final sound of each object.

► Count the number of syllables of each object.

Reading Fluency Research-Based InterventionsinterventionTitle: Listening Passage Preview


Elementary, Middle, High

BriefSummary:

For this reading fluency intervention, the student follows along silently as an accomplished reader reads a passage aloud. Then the student reads the passage aloud, receiving corrective feedback as needed.

ResearchCitation:

Research Citation:

Rose, T.L., & Sherry, L. (1984). Relative effects of two previewing procedures on LD adolescents' oral reading performance. Learning Disabilities Quarterly, 7, 39-44.

Van Bon, W.H.J., Boksebeld, L.M., Font Freide, T.A.M., & Van den Hurk, J.M. (1991). A comparison of three methods of reading-while-listening. Journal of Learning Disabilities, 24, 471-476.

Found at:http://www.interventioncentral.org/academic-interventions/reading-fluency/listening-passage-preview


1. Sit with the student in a quiet location without too many distractions. Position the book selected for the reading session so that both you and the student can easily follow the text. (Or get two copies of the book so that you each have your own copy.)

2. Say to the student, "Now we are going to read together. Each time, I will read first, while you follow along silently in the book. Then you read the same part out loud."

3. Read aloud from the book for about 2 minutes while the student reads silently. If you are working with a younger or less-skilled reader, you may want to track your progress across the page with your index finger to help the student to keep up with you.

4. Stop reading and say to the student, "Now it is your turn to read. If you come to a word that you do not know, I will help you with it." Have the student read aloud. If the student commits a reading error or hesitates for longer than 3-5 seconds, tell the student the correct word and have the student continue reading.

5. Repeat steps 3 and 4 until you have finished the selected passage or story.Materials/Resources/Tips:

Materials:• High-interest, instructional level reading materials; stop watch if timing reading.

Tips:• Ask Occasional Comprehension Questions. You can promote reading comprehension by pausing

periodically to ask the student comprehension questions about the story (e.g., who, what, when, where, how) and to encourage the student to react to what you both have read (e.g., "Who is your favorite character so far? Why?").

• Preview a Text Multiple Times as a Rehearsal Technique. In certain situations, you may wish to practice a particular text selection repeatedly with the student, using the listening passage preview approach. For example, if the student is placed in a reading book that is quite difficult for him or her to read independently, you might rehearse the next assigned story with the student several times so that he or she can read the story more fluently during reading group.

Sample Methods for Tracking and

• If you already have an established method for tracking and charting reading fluency, please feel free to continue to use that. If you need a reading fluency probe, you can find these for grades K-8 at: http://www.easycbm.com/


http://www.interventioncentral.org/academic-interventions/reading-fluency/listening-passage-preview

http://www.interventioncentral.org/academic-interventions/reading-fluency/listening-passage-preview

Charting:o For EasyCBM's site, you can set up a free account OR you can go to "Demo

Account" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas. You might choose to do Word Reading Fluency assessments or Passage Reading Fluency assessments, depending on the skill level of your student. o To view the norms for this data, please click below:

http://www.easycbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf • There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments.






Charting:InterventionTitle: Paired Reading



BriefSummary:

For this reading fluency intervention, student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem.

ResearchCitation:

Research Citation:Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40, 608614.

Found at:http://www.interventioncentral.ors/academic-interventions/readins-fluency/paired-readins


1. Sit with the student in a quiet location without too many distractions. Position the book selected for the reading session so that both you and the student can easily follow the text.

2. Say to the student, "Now we are going to read aloud together for a little while. Whenever you want to read alone, just tap the back of my hand like this [demonstrate] and I will stop reading. If you come to a word you don't know, I will tell you the word and begin reading with you again."

3. Begin reading aloud with the student. If the student misreads a word, point to the word and pronounce it. Then have the student repeat the word. When the student reads the word correctly, resume reading through the passage.

4. When the child delivers the appropriate signal (a hand tap), stop reading aloud and instead follow along silently as the student continues with oral reading. Be sure occasionally to praise the student in specific terms for good reading (e.g., "That was a hard word. You did a nice job sounding it out!").

5. If, while reading alone, the child either commits a reading error or hesitates for longer than 5 seconds, point to the error-word and pronounce it. Then tell the student to say the word. When the student pronounces the error-word correctly, begin reading aloud again in unison with the student.

6. Continue reading aloud with the student until he or she again signals to read alone.Materials/Resources/Tips:

Materials:• High-interest, instructional level reading materials.• Stopwatch, if timing reading.



o For EasyCBM's site, you can set up a free account OR you can go to "DemoAccount" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas. You might choose to do Word Reading Fluency assessments or Passage Reading Fluency assessments, depending on the skill level of your student.



o The following link also provides various charting options if you prefer to create your




http://www.interventioncentral.org/academic-interventions/reading-fluency/paired-reading

Charting:

own: http://nlvm.usu.edu/en/nav/vlibrary.html



InterventionTitle: Repeated Reading



BriefSummary:

For this reading fluency intervention, the student reads through a passage repeatedly (silently or aloud) and receives help with reading errors.

ResearchCitation:

Research Citation:

Herman, P.A. (1985). The effects of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly, 20, 553-565.

Rashotte, C.A. & Torgesen, J.K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, 180-188.

Rasinski, T.V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83(3), 147-150.

Found at:http://www.interventioncentral.org/academic-interventions/reading-fluency/repeated-reading

Administrationinstructions: 1. Sit with the student in a quiet location without too many distractions. Position the book selected for the

reading session so that both you and the student can easily follow the text.2. Select a passage in the book of about 100 to 200 words in length.3. Have the student read the passage through. (Unless you have a preference, the student should be

offered the choice of reading the passage aloud or silently.)4. If the student is reading aloud and misreads a word or hesitates for longer than 5 seconds, read the

word aloud and have the student repeat the word correctly before continuing through the passage. If the student asks for help with any word, read the word aloud. If the student requests a word definition, give the definition.

5. When the student has completed the passage, have him or her read the passage again. You can choose to have the student read the passage repeatedly until either the student has read the passage a total of 4 times (Rashotte & Torgesen, 1985) or the student reads the passage at the rate of at least 85 to 100 words per minute (Dowhower, 1987; Herman, 1985).



Tip:• Take Steps to Keep the Student Invested in the Activity. Repeated reading is effective as an intervention

to build student reading fluency because it gives the student lots of reading practice. However, this activity could become dull and uninteresting for the student over time. If you find that the student is beginning to lose interest in repeated reading, consider: o Providing praise to the student in specific terms for good reading.o Allowing the student to pick out high-interest books or articles to use for repeated reading.o Using a stop-watch, monitor the student's reading rate during each repeated reading and chart the

results on a graph.

Sample Methods for Tracking and




http://www.interventioncentral.org/academic-interventions/reading-fluency/repeated-reading

Charting:

o For EasyCBM's site, you can set up a free account OR you can go to "DemoAccount" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then

click on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas. You might choose to do Word Reading Fluency assessments or Passage Reading Fluency assessments, depending on the skill level of your student. o To view the norms for this data, please click below:






Charting:InterventionTitle: Newscaster Reading



BriefSummary: This reading fluency intervention is designed to increase reading fluency and prosody (expression) for students

who have difficulty with phrasing and expression, or who need a repeated model to increase accuracy.ResearchCitation: Research Citation:

Armbruster, B.B., Lehr, F., & Osborn, J. (2002). Put reading first: The research blocks for teaching children to read. Washington, DC: National Institution for Literacy.

Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22, 389-407.

Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30, 165-175.

Found at:http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Newscaster Reading.pdf


1. Explain: The first time this intervention is done with a student, the teacher will explain how newscasters on TV read the news from a screen that the viewers can't see, but they make it seem as if they are just talking to the audience. They need to read well and use good expression to keep the audience interested.

2. Explain: Before each session, the teacher says, "Today we will be reading as if we're newscasters reading the evening news."

3. First reading: Have the student read a paragraph or a few sentences aloud. The teacherprovides the immediate standard error correction. ("Stop. That word is . What's theword? Try it again." The student goes back to the beginning of the sentence, andreads it again.)

4. Second through fourth readings: The teacher reads the same passage aloud with good expression while the student tracks on the printed copy with both eyes and a finger. The teacher models good expression, and a reading pace that is slightly faster than the reading pace the student demonstrated in the first read.

5. Fifth through seventh readings: The teacher and the student read the passage together, with the student trying to match the teacher's voice. If the student does not read in sync with the teacher, the teacher says, "Keep your voice with mine," and backs up to the beginning of the current sentence.

6. Eighth reading: The student reads the passage alone with the best prosody. The teacher immediately corrects any errors made.


Materials:High-interest, instructional level reading materials.Stopwatch, if timing reading.



o For EasyCBM's site, you can set up a free account OR you can go to "DemoAccount" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas. You might


http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Newscaster_Reading.pdf

Charting:

choose to do Word Reading Fluency assessments or Passage Reading Fluency assessments, depending on the skill level of your student. o To view the norms for this data, please click below:

http://www.easvcbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf • There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments.





InterventionTitle: Stop-Go



BriefSummary:

This reading fluency intervention is designed for students who read through periods or don't pause at commas and have poor phrasing.

ResearchCitation:

Research Citation:Rasinski, T. V., Padak, N. D., Linek, W. L., & Sturtevant, E. (1994). Effects of fluency development on urban second-grade readers. Journal of Educational Research, 87, 158-165.

Found at:http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Stop Go.pdf


1. Give the student the reading passage. Explain that they will read aloud one sentence at a time fluently. (Not fast, but like having a conversation or like reading a bedtime story to someone).

2. First Reading- At the end of each sentence, teacher says, "Stop." Wait 2-5 seconds (this may feel like a long time!), depending upon the difficulty of the next sentence. Teacher says, "Go."

3. Student continues reading aloud, one sentence at a time, with teacher direction, "Stop,Go."

4. Student should read the entire passage this way.5. Second Reading- Teacher tells student, "At the end of each sentence, stop and take a breath."6. Student should read the passage again, this time without teacher cues.7. Third Reading- Student reads naturally, briefly pausing at the end of each sentence.



Tip:

• Take Steps to Keep the Student Invested in the Activity. Repeated reading is effective as an intervention to build student reading fluency because it gives the student lots of reading practice. However, this activity could become dull and uninteresting for the student over time. If you find that the student is beginning to lose interest in repeated reading, consider: o Providing praise to the student in specific terms for good reading.o Allowing the student to pick out high-interest books or articles to use for repeated reading.o Using a stop-watch, monitor the student's reading rate during each repeated reading and chart the

results on a graph.Sample Methods for Tracking and Charting:


o For EasyCBM's site, you can set up a free account OR you can go to "DemoAccount" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click

on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas. You might choose to do Word Reading Fluency assessments or Passage Reading Fluency assessments, depending on the skill level of your student. o To view the norms for this data, please click below:



http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Stop___Go.pdf






Reading Comprehension Research-Based InterventionsinterventionTitle: Story Detective



BriefSummary: This reading comprehension intervention is designed to build comprehension skills by turning the reader into a

"detective" who is making predictions about a story as it unfolds through a series of clues. The student is given clues one at a time that, when listed in their entirety, create the outline of a story.


Clark, K., & Graves, M. (2005). Scaffolding students' comprehension of text. Reading Teacher,58(6), 570-580.

Hansen, J. & Pearson, P.D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75, 821-829.

Palinscar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1(2), 117.

Found at:http://ebi.missouri.edu/?cat=7


Step 1: Creating Story Detective Clue Lists• When you are first creating a Story Detective Clue List, use a storybook as a guide for writing the clues.

This will have to be a story the children are not familiar with.• Structure your clue list so first general information is given leading to subsequent clues that reveal new

details, until finally the conclusion of the story is revealed with the last clue.• Initial clues should involve general statements about the setting of the story.• Middle clues should be less vague and contain new information to discuss.• The last sentence always reveals the "mystery".• Your list should include approximately seven clues (adapt number based on children's age)

o Example Story Detective Clue List:■ The teams arrived eager to enter the arena.■ One team was wearing red and white uniforms. The other had on blue and white.■ Many of the players wore the same uniform but one did look a little different.■ A whistle blew to begin the game.■ Both teams rushed toward the object in the center of the rink.■ The crowd cheered as a black disk slid toward the Blue team's end of the rink. A

player wearing blue and white dove for the puck but it slid under his body and landed in the goal.

■ The Red Bird's fans jumped to their feet to congratulate their team on scoring the first goal of the season! The hockey players on the Blue Jays team hung their heads and skated to their bench in disappointment.

2: Implementing Strategy/Game with a Student• The Story Detective strategy should be used before the student reads the associated book. After the

teacher and student go through the established clues from the list, the

student may be encouraged to read back over the story silently. The student who is unable to read could picture walk through the story instead. This post-strategy reading will help the student bridge listening and reading comprehension.

o Teacher reads the initial clue from a Story Detective Clue List. Ex: "The teams arrived eager to enter the arena!"

o Student responds by: making a prediction or comment about the story and using prior knowledge to reason that prediction. Ex: "The clue said the teams were ready to enter the arena, and I know indoor soccer teams sometimes play in an arena, so the players must be soccer players". o Teacher responds by affirming or redirecting the child's prediction then reading a second clue. Ex: "So you are thinking this is a story about soccer players because they sometimes play in an arena. Do any other teams play in an arena? Let's read the next clue and see if we find out more about what type of players these are."o The teacher and student are to continue reading clues, recognizing important details, and

making connections to prior experiences until the final clue is revealed.Materials/Resources/Tips: Materials:

• High-interest, instructional level reading materials.• Story Detective Clue List (teacher generated from selected reading material).

Tips:• Students must have the opportunity to make guesses about a story, BUT those guesses are only valid if

they are backed by reasonable deductions from the clues and related back to prior knowledge.• Process must be a conversation between a teacher and adult where the adult helps shape the child's

responses to include both guesses and the reason behind those guesses. See example below.Teacher: It was a hot summer day and Andy was preparing to compete.Student: He may be getting ready to swim a race.Teacher: Why?Student: The story said it was summertime and swimming is a summer sport.


• If you already have an established method for tracking and charting reading comprehension, please feel free to continue to use that. If you need a reading comprehension probe, you can find these for grades K-8 at: http://www.easycbm.com/

o For EasyCBM's site, you can set up a free account OR you can go to "DemoAccount" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of assessments. As you click on each grade level along the top, assessments will open up for different content areas. To view the norms for this data, please click below:http://www.easycbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf


o The following link also provides various charting options if you prefer to create your own:


Remember that what you're looking for here is progress monitoring data that you can use to track and chart the student's progress with this particular skill; select a method for tracking and charting





that is easy for you, easy for the student and is consistent, so that you and your school team can determine if the intervention is working or not.

InterventionTitle: "Click or Clunk?": Student Reading Comprehension Self-Check Intervention



BriefSummary: For this reading comprehension intervention, the student periodically checks his/her understanding of sentences,

paragraphs, and pages of text as he/she reads. When the student encounters a problem with vocabulary or comprehension, he/she uses a checklist to apply simple strategies to solve those reading difficulties.


Anderson, T. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum Associates.

Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.

Found at:http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-practice

Administrationinstructions: 1. Tell the student that they will be learning ways to read more carefully. Hand out the student copy of "My

Reading Check Sheet" (see attachment at the bottom of this page).• Review all of the reading strategies on the student handout.• Instruct the student that, during any reading assignment, when they come to:

o The end of each sentence, they should ask the question, "Did I understand this sentence?" If the student understands the sentence, they say "Click!" and continue reading. If they do not understand, they say "Clunk!" and refer to the strategy sheet "My Reading Check Sheet" to correct the problem.

o The end of each paragraph, the student should ask the question, "What did the paragraph say?" If they do not know the main idea(s) of the paragraph, the student refers to the strategy sheet "My Reading Check Sheet" to correct the problem.

o The end of each page, the student should ask the question, "What do Iremember?" If they do not remember sufficient information, the student refers to the strategy sheet "My Reading Check Sheet" to correct the problem.

• Read through a sample passage with the student. At the end of each sentence, paragraph, and page, "think aloud" as you model use of the comprehension checks. (As you read each sentence, be sure to call out "Click!" when you and the student understand a sentence and "Clunk!" when you do not.)

2. When the student has learned to use the "Click or Clunk?" intervention, have them use it in independent reading assignments.


Materials:• High-interest, instructional level reading materials• Student copy of practice reading passages• "My Reading Check Sheet," found at (also attached, following this intervention):

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/click or cl unk check sheet.pdf

Tips:• Create Silent "Click/Clunk" Signals. Although it may seem rather silly to have the

student call out "Click" and "Clunk" as an aid to monitor their own reading, the technique is actually

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/click_or_clunk_check_sheet.pdf



http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-practice

http://www.interventioncentral.org/academic-interventions/reading-comprehension/reading-comprehension-practice

quite valuable. When the student must make regular summary judgments about how well they comprehend at the sentence level, they are more likely to recognize-and to resolve- comprehension errors as these mistakes arise.

o You might find, however, that the student starts to distract others as they call out these comprehension signals. Once you see that the student consistently uses the technique, you can train them to softly whisper the signal. Or confer with your student to come up with an unobtrusive non-verbal signal (e.g., lightly tapping the desk once for "Click" and twice for "Clunk") that is obvious enough to allow you to monitor his/her use of the technique without distracting other students.




• There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments. The following link also provides various charting options, if you prefer to create your own:








Class:

★

R e a d i n g C h e c k S h e e t h t t p : / / w w w . i n l e r v e n L i o n c e n t r a l . o r g / h l n i d o c s / i n t e r v e n t i o n s / r d n g c o n i p r / c l i c

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MY READING CHECK SHEET

Name:

Sentence Check... “Did I understand this

sentence?if you had trouble understanding a word m the sentencetry

Reading the sentence over.Reading the next sentenceLooking up the word in the glossary (if the book or article has

□ Asking someone.

If you had trouble understanding the meaning of the sentence, try,.,

□ Reading the sentence over.□ Reading the whole paragraph again □ Reading on □ Asking someone.

Paragraph Check... “What did the

paragraph say* if you had trouble understanding what the paragraph said, try

□ Reading the paragraph over

Page Check... <cWhat do I remember?If you had trouble remembering what was said on this page, try..,

Re-reading each paragraph on the page, and asking yourself Whatdid it say™

* Adapted from Anderson(1980), Babbs (1984)

R e a d i n g C h e c k S h e e t h t t p : / / w w w . i n l e r v e n L i o n c e n t r a l . o r g / h l n i d o c s / i n t e r v e n t i o n s / r d n g c o n i p r / c l i c

1 2 / 2 3 / 2 0 0 9 1 1 : 3 6 A M

InterventionTitle: Advanced Story Map Intervention



BriefSummary: For this reading comprehension intervention, the student is taught to use a 'Story Map' to map out, identify and

analyze significant components of narrative text (e.g., fiction, biographies, historical accounts).ResearchCitation:

Research Citation:

Armbruster, B. B., Lehr, F., & Osborn, J. (2001) Put reading first: The research building blocks for teaching children to read kindergarten through grade three. Washington, DC: The U.S. Department of Education.

Trabasso, T., & Bouchard, E. (2002) Teaching readers how to comprehend text strategically. In C. Block and M. Pressley, (Eds.) Comprehension instruction: Research-based practices (PP. 176-200). NY: Guilford Press.

Found at:http://www.interventioncentral.org/academic-interventions/reading-comprehension/advanced-story-map


Introduce the concept of a Story Map to the student and preview main elements. (Refer to the Advanced Story Map Worksheet as a guide.) Tell the student that a Story Map can help them to better understand a story's characters and events.

2. Set aside at least four successive instructional days to introduce the major components of the Story Map: (A) Identifying important characters and their personalities and motivation, (B) Identifying main problem and significant plot developments, (C) Noting characters' attempts to solve problems, and (D) Identifying a narrative's overarching theme.

o Interactive Instruction: Make the instruction of each story component highlyinteractive, with clear teacher demonstration and use of examples. 'Think aloud' as you read through a story with the student to illustrate how you arrive at your conclusions. Elicit student discussion about the story. As you fill out sections of the Advanced Story Map Worksheet, have the student write responses on their own copies of the worksheet.

3. Error Correction: When the student commits errors, direct him/her to the appropriate section of the narrative to reread it for the correct answer. Use guiding questions and modeling as necessary to help the student come up with an appropriate response.

4. After the student has been introduced to the key Story Map elements, he/she is now ready to use the Map to analyze a sample narrative passage. Have the student read independently through a story. Pause at pre-determined points to ask key questions (e.g., "Who is the main character? What is she like?"). After discussion, encourage the student to write answers on the Advanced Story Map Worksheet while you fill out the same worksheet as a model. Give specific praise for appropriately identifying Story Map elements.

5. When the student is able to use the Story Map independently, have him/her read through selected stories and complete the Advanced Story Map Worksheet. Check the student's responses and conference with him/her for any necessary additional guidance and support.


Materials:High-interest, instructional level reading materialsStudent copies of practice reading passages

• Advanced Story Map Worksheet, found at (also attached, following this intervention): http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/advanced story map worksheet.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/advanced_story_map_worksheet.pdf



http://www.interventioncentral.org/academic-interventions/reading-comprehension/advanced-story-map

http://www.interventioncentral.org/academic-interventions/reading-comprehension/advanced-story-map

Tips:• For Students who do not seem motivated to use the Story Map framework: To make a Story Map

analysis more inviting, consider screening a video of a popular movie or television program. At key points, stop the tape, have the student complete relevant sections of the Advanced Story Map Worksheet, and discuss the results. This exercise can be highly motivating and also makes clear to the student that a Story Map is a universal tool that helps us understand narratives presented in any medium.

• Some students do not appear to be successful in using the Story Map independently. As you read together through a story, have the student "think aloud" the strategies that they follow to identify Story Map elements. If you discover that a student is using a faulty approach (e.g., rotely selecting the first character named in the story as the main character) you can gently correct the student by modeling and demonstrating more appropriate strategies.

Resources:• Additional description, story map templates and more information can be found at:

http://www.readingrockets.org/strategies/story maps/Sample Methods for Tracking and Charting:











http://www.readingrockets.org/strategies/story_maps/

Advanced Story Map Worksheet (Adapted from Gardill & Jitendra, 1999)

Student:_________________________________Date:_________________Class:________________

Story Name:_______________________________________________________________________

1. Who is the central character?______________________________________________2. What is the main character like? (Describe his/her key qualities or personality traits)

3. Who is another important character in the story?4. What is this other important character like?_____

5. Where and when does the story take place?

6. What is the major problem that the main character is faced with?

7. How does the main character attempt to solve this major problem?

8. What is the twist, surprise, or unexpected development that takes place in the story?

9. How is the problem solved or not solved?

10. What is the theme or lesson of the story?

A d v a n c e d S t o r y M a p S h e e t h t t p : / / w w w . i n l e i v e n t i o n c e n t r a l . o r g / h l n i d o c s / i n l e r v c n l i o i i s / r d n g c o n i p r /s l o .

l o f l 1 2 / 2 3 / 2 0 0 9 1 1 : 1 4 A M

InterventionTitle: Keywords: A Memorization Intervention



BriefSummary:

This reading comprehension intervention is a mnemonic (memorization) technique, in which the student selects the central idea of a passage and summarizes it as a 'keyword'. Next, they recode the keyword as a mental picture and use additional mental imagery to relate other important facts to the keyword. They can then recall the keyword when needed, retrieving the related information.

ResearchCitation:

Research Citation:Levin, J.R., Levin, M.E., Glasman, L.D., & Nordwall, M.B. (1992). Mnemonic vocabulary instruction: Additional effectiveness evidence. Contemporary Educational Psychology, 17, 156-174.

Levin, J.R., Shriberg, L.K., & Berry, J.K. (1983). A concrete strategy for remembering abstract prose. American Educational Research Journal, 20, 277-290.

Peters, E.E. & Levin, J.R. (1986). Effects of a mnemonic imagery on good and poor readers' prose recall. Reading Research Quarterly, 21, 179-192.

Found at:http://www.interventioncentral.org/academic-interventions/reading-comprehension/keywords-memorization-strategy


1. Tell the student that a good way to remember lots of facts is to use keywords. With thekeyword approach, students:• Highlight important facts or ideas in a passage• Write a "gist" sentence that summarizes the highlighted ideas or facts• Select a 'keyword' that will help them to recall a central idea about the article or passage.• Create a mental picture to remember the keyword, and then• Add details to the mental picture or create a story around the keyword to memorize additional facts or

ideas.o If you have younger students (e.g., 5th grade or below), read through several

sample passages with the group. Then display a drawing or collage that represents your own representation of the passage's main ideas as mental imagery. Using a "think-aloud" approach, explain the mental imagery of the picture and show how it encapsulates the main facts of the original passage. Show the student how they can more easily recall facts using this approach. o If you have older students (e.g., 6th grade or above), read through several sample passages with the group. Write a description of the mental imagery that you used to memorize the keyword and related facts. Using a "think-aloud" approach, explain the mental imagery of your keyword and related story and show how the imagery encapsulates the main facts of the original passage. Show the student how they can more easily recall facts using this approach.

2. Give the student a sample passage. Ask the student to:• Identify the main idea of the passage• Write a "gist" sentence to summarize the passage's main idea and related important facts• Select a keyword based on the main idea• Write out a description (or draw a picture) of the mental imagery that he/she will use to recall the main

idea and important facts of the passage.3. When the student is able to use the keyword strategy independently, have him/her use the

technique when reading through expository passages. Monitor the student's use of the method

http://www.interventioncentral.org/academic-interventions/reading-comprehension/keywords-memorization-strategy

http://www.interventioncentral.org/academic-interventions/reading-comprehension/keywords-memorization-strategy

and his/her accuracy in recalling key facts. Conference individually with the student if additional guidance and support is needed.


Materials:• High-interest, instructional level reading materials• Student copies of practice reading passages• Student Tip Sheet, found at (also attached, following this intervention):

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/keyword s trategy.pdf

Tip:• Encourage the Student to Share Helpful Keyword Examples. Your student will probably come up with

clever and memorable ways to recall information using the keyword strategy.Sample Methods for Tracking and Charting:



• There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments. The following link also provides various charting options, if you prefer to create your own:








http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/keyword_strategy.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/keyword_strategy.pdf

Using the Keyword Strategy: Student Tips http://www.interventionccntral.org/htmdocs/intervcntions/rdngconipr/key.

2 of 2 12/23/2009 11:41 AM

Memorizing Facts: The Keyword StrategyIn most of your school courses, you are probably expected to remember lots of important facts and ideas.One useful method that can help you to do a better job of memorizing facts is called the ‘keyword’ strategy.With this technique, you:

• highlight important facts or ideas in a passage■ write a “gist” sentence that summarizes the highlighted ideas or facts• select a ‘keyword’ that will help you to recall a central idea about the article or passage.• create a mental picture to help you to remember the keyword, and then• add details to the mental picture or create a story around the keyword to memorize additional facts or ideas.

The keyword strategy can seem a bit silly when you first try it—but it works! Here are the main steps of the keyword strategy—along with two examples:

• Step 1: Read a passage from a textbook or article and highlight the most important ideas or facts. The first trick in effective memorization is to decide what facts are important enough to remember. Read the passage carefully and note what ideas, terms, or phrases are most important. Highlight only these important ideas.

Here is a sample passage from a history text. The student has read through the passage and highlighted the main points (underlined text):

“Long before the start of the classical period, Greeks had spread beyond the limits of Old Greece.After the great migrations to the coasts of Asia Minor and the Aegean Islands (c. 1000-800 BC) there were extensive colonizing movements, in which settlers from individual Greek cities founded a new city either in a different part of Greece or in a barbarian land. The main colonizing age lasted from the eighth century to the sixth century BC, although colonies were still being founded in the classical period”

—from Hooker, J.T. (1995). Hellenic Civilization. In A. Cottcrell (Ed.) The Penguin encyclopedia of classical civilizations (pp. 1-40). London: Penguin Books.

• Step 2: Write or think about a summary (“gist”) sentence that captures the important ideas of the passage. The “gist” sentence reduces the original passage to the bare essentials—just the information that you want to memorize.

In our example, the student wrote a “gist” sentence that sums up the central facts from the longer passage on the movement of peoples in ancient Greece:

The Greeks spread beyond the limits of Old Greece, migrating first to Asia Minor and the Aegean Islands and later founding new cities in other parts of Greece or in barbarian lands.

• Step 3: Write (or think of) a keyword that provides a mental picture to represent a main idea in the passage. Add details to the mental picture or create a story around the keyword to memorize the facts or ideas. (Feel free to use silly keywords or stories, as silly examples

can stand out and be easier to recall.)

In our example, the student selected the keyword “old geese” (to represent the term “Old Greece” that appears in the original passage). The student then weaves a story around the keyword to make it easier to remember the main facts of the passage:

Using the Keyword Strategy: Student Tips http://www.intervenlioncenlral.org/htmdocs/intervenlions/rdngcompr/key.

1 of 2 12/23/2009 11:41 AM

A flock of old geese [keyword: represents Old Greece] left their pen [“great migrations”] andflew off to a tiny Chinese restaurant [Asia Minor] on a giant island [Aegean Islands], There the geese found an undiscovered city [founded new cities] filled with other geese [“in a different part of Greece”] and cavemen [“or in a barbarian land”].

In the next example, the student uses the keyword strategy to remember facts from a textbook on natural ecology:

• Step 1: Read a passage from a textbook or article and highlight the most important ideas or facts.

“Three major classes of processes cause the cycling of carbon in aquatic and terrestrial systems. The first includes the assimilatory and dissimilatory reactions of carbon in photosynthesis and respiration.The second class includes the physical exchange of carbon dioxide between the atmosphere and oceans, lakes, and streams. The third type of process that drives the cycling of carbon consists of the dissolution and precipitation (deposition) of carbonate compounds as sediments, particularly limestone and dolomite”

—fromRicklefs, R.E. (1993). The economy of nature. (3*^ ed.) New York: W.H.Freeman

• Step 2: Write or think about a summary (“gist”) sentence that captures the important ideas of the passage.

Carbon cycles through ecological systems in three ways: (1) photosynthesis and respiration, (2) physical exchange between the atmosphere and bodies of water, and (3) depositing or dissolving of mineral sediments such as limestone.

• Step 3: Write (or think of) a keyword that provides a mental picture to represent a main idea in the passage. Add details to the mental picture or create a story around the keyword to memorize the facts or ideas.

A man on a sooty bicycle [keyword: represents ’’carbon cycles”] rode into a greenhouse [“photosynthesis and respiration”]. Ihe man put on an air tank andjumped into a pool of water [“physical exchange between atmosphere and bodies of water”], where he chiseled limestone off the bottom of the pool [“depositing or dissolving of mineral sediments such as limestone”].

Using the Keyword Strategy: Student Tips http://www.interventionccntral.org/htmdocs/intervcntions/rdngconipr/key.

2 of 2 12/23/2009 11:41 AM

InterventionTitle: Mental Imagery: Improving Text Recall



BriefSummary:

In this reading comprehension intervention, the student increases skills in this area by constructing "mental pictures" of what they are reading and closely studying text illustrations.

ResearchCitation:

Research Citation:

Gambrell, L.B. & Bales, R.B. (1986). Mental imagery and the comprehension-monitoring performance of fourth- and fifth-grade poor readers. Reading Research Quarterly, 21, 454-464.

Gambrell, L.B. & Jawitz, P.B. (1993). Mental imagery, text illustrations, and children's story comprehension and recall. Reading Research Quarterly, 23, 265-273.

Found at:http://www.interventioncentral.org/academic-interventions/reading-comprehension/mental-imasery-improvins-text-recall

Administrationinstructions: 1. Tell the student that they can remember more of what they read by

• making pictures in their mind of what they are reading; and/or• carefully studying pictures or illustrations that appear in their reading or text books.

2. Using a "think-aloud" approach, read through a short sample narrative or expository passage. Pause at several points to tell the student what "mental pictures" come to your mind as you read; ask the student to describe his/her own mental imagery as they react to the same passage. As you come across pictures or illustrations in the passage, study them and reflect aloud on what clues they give you about the passage's meaning.

3. Read aloud from additional passages. Stop at key points in the passage and ask the student to relate his/her mental imagery evoked by the passage or to give his/her interpretation of the significance of illustrations or pictures.

4. When the student is able to use mental imagery independently, use a prompt at the start of reading assignments to cue him/her to use the strategy. You might say, for example, "Now we are going to read about what life is like in a country village in Zimbabwe. Remember to make pictures in your head about what you are reading and study the pictures carefully."


Materials:• High-interest, instructional level reading materials• Student copies of practice reading passages

Tip:• Have Your Student Become More Active Reading Participants. As your student becomes more adept at

using mental imagery and text illustrations to comprehend their reading, enlist them in critical discussions about the strengths or drawbacks of a particular book, chapter, or article.

o How clearly does the author write?o Is it easy or difficult to form mental pictures of the passage's content, and why?o How would you grade the author on the quality and clarity of his or her illustrations?


• If you already have an established method for tracking and charting reading comprehension, please feel free to continue to use that. If you need a reading comprehension probe, you can find these for grades K-8 at: http://www.easycbm.com/ o For EasyCBM's site, you can set up a free account OR you can go to "Demo

Account" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of assessments. As you click on each grade


http://www.interventioncentral.org/academic-interventions/reading-comprehension/mental-imagery-improving-text-recall

http://www.interventioncentral.org/academic-interventions/reading-comprehension/mental-imagery-improving-text-recall

Using the Keyword Strategy: Student Tips http://www.intervenlioncenlral.org/htmdocs/intervenlions/rdngcompr/key.

1 of 2 12/23/2009 11:41 AM

level along the top, assessments will open up for different content areas. To view the norms for this data, please click below:http://www.easycbm.com/static/files/pdfs/info/ProgMonScoreInterpretation.pdf • There

are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments.





InterventionTitle:

Question Generation



BriefSummary: This reading comprehension intervention is designed to boost the student's comprehension of expository passages

by (1) locating the main idea or key ideas in the passage and (2) generating questions based on that information.ResearchCitation:

Research Citation:

Davey, B., & McBride, S. (1986). Effects of question-generation training on reading comprehension. Journal of Educational Psychology, 78, 256-262.

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.

Found at:http://www.interventioncentral.org/academic-interventions/reading-comprehension/question-generation

Administrationinstructions: 1. Introduce this strategy to the student:

• Locating Explicit Main Idea: Tell the student that some passages have summary sentences that state the main idea or "gist" of the paragraph or passage. Using examples of passages with explicit main ideas, train the student to identify and underline main-idea sentences.

• Finding Key Facts: In some passages, the main idea is implied rather than explicitly stated. Readers must first identify the key facts or ideas of the passage before they can summarize the passage's main idea. Using examples of passages with implied main ideas, locate and circle key facts or ideas. Describe to the student how you distinguished this central information from less important details. Have the student practice this skill on additional practice passages.

• Writing a "Gist" Sentence: Show the student a passage with an implied main idea. Circle all key ideas or facts. Demonstrate how to write a "gist" sentence (one that is built from the identified key ideas and summarizes the paragraph's main idea). Emphasize that the reader may have link information from different sections of the passage to build a gist sentence. Have the student practice this skill on additional practice passages.

• Generating Questions: Tell the student that careful readers often construct questions about what they are reading to help them learn. Put up a list of 'signal words' that can be used as question-starters: e.g., who, what, where, when, why, how. Using sample passages, show the student how to convert explicit main-idea sentences or reader-created "gist" sentences into questions. Point out that these questions can be a good study tool because they are linked to answers that the student has already located in the passage.

2. Give the student selected practice passages and instruct them to apply the full question-generation strategy. Provide feedback and encouragement as needed.


Materials:• High-interest, instructional level reading materials• Student copies of practice reading passages

Tips:

• Use "Gist" Sentences to Organize Student Research Notes. When students are writing research papers, they often find it challenging to synthesize their scattered research notes into an orderly outline with sequentially presented main ideas.

o Students who have mastered the skill of assembling key ideas into "gist" sentences

http://www.interventioncentral.org/academic-interventions/reading-comprehension/question-generation

http://www.interventioncentral.org/academic-interventions/reading-comprehension/question-generation

can identify their most important research notes, copy these notes individually onto index cards, and group cards with related notes. The student can then write a single "gist" sentence for each pile of note cards and use these sentences as the starting point for a paper outline.

• Collect Exemplary Examples of Student-Generated Questions as Study Aids. If your class is using an assigned textbook, you may want to collect well-written student-generated questions and share them with other students. Or assign students different sections of an article or book chapter and require that they 'teach' the content by presenting their textgenerated questions and sharing the correct answers.

• Select Student Questions As Quiz or Test Items. You can build classroom interest (and competition!) in using this question-generation strategy by occasionally using one or more student text-questions as quiz or test items.












Math Calculation Research-Based InterventionsinterventionTitle: Cover-Copy-Compare



BriefSummary: In this intervention to promote acquisition of math facts, the student is given a math-facts sheet with the target facts

presented with answers. The student looks at math-fact model (equation and answer), covers the model briefly and copies it from memory, then compares the copied math fact and answer to the original correct model.

ResearchCitation:

Research Citation:Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.

Found at:http://www.jimwrightonline.com/mixed files/rowan/wright cover copy compare math facts.pdf


1. Teacher creates a Cover-Copy-Compare Math-Fact Sheet. The teacher selects up to 10 math facts for the student to work on during the session and writes those math facts as correct models (equation plus answer) into the left column ('Math Facts') of the Worksheet: Cover- Copy-Compare. The teacher then pre-folds the sheet using as a guide the vertical dashed line ('fold line') bisecting the left side of the student worksheet.

2. Student uses the Cover-Copy-Compare Procedures. During the Cover-Copy-Compare intervention, the student follows these self-directed steps for each math fact:o Look at the math fact with answer that appears in the left column of the sheet. o Fold the left side of the page over at the pre-folded vertical crease to hide the correct model ('Cover').o Copy the math fact and answer from memory, writing it in the first response blank under the 'Student Response' section of the math-fact sheet ('Copy'). o Uncover the correct model and compare it to the student response ('Compare'). If the student has written the math fact and answer CORRECTLY, the student moves to the next math fact on the list and repeats these procedures. If the student has written the math fact and answer INCORRECTLY, the student draws a line through the incorrect response, studies the correct model again, covers the model, copies the math fact and answer from memory into the second response blank under the 'Student Response' section of the sheet, and again checks the correctness of the copied math fact. o Continue until all math facts on the sheet have been copied and checked against the correct models.

3. Teacher Log: Math Facts Mastered by Student. The teacher should select an objective standard for judging that the student using Cover-Copy-Compare has 'mastered' a math fact (e.g., when the student is able to copy a math fact plus answer from memory without error on three successive occasions). The teacher can then apply this standard for mastery to identify and log math facts mastered in each session, using the Log: Mastered Math Facts sheet.

Materials/Resources/Tips: Materials:

• Cover-Copy-Compare Math Fact Worksheet (attached following this intervention)• Log: Mastered Math Facts can be found at the following link (attached following this intervention):

http://www.jimwrightonline.com/mixed files/rowan/wright cover copy compare math f acts.pdf

http://www.jimwrightonline.com/mixed_files/rowan/wright_cover_copy_compare_math_facts.pdf




• If you already have an established method for tracking and charting math calculation, please feel free to continue to use that. If you need a math calculation worksheet, you can create these at: http://www.interventioncentral.org/teacher-resources/math-work-sheet- generator

o Once you are on the site, you can select the specific skill you want to work on. You can then click "Cover-Copy-Compare Worksheet" to create the worksheet. If you also want to create an assessment/probe, you can click on "Single Skill Computation Probe."

• You could use the Cover-Copy-Compare Mastered Math Facts Log to track and chart student progress.

• The following website also provides online assessments of math skills from single-digit addition to calculus (thanks to Melissa Dahlman of Catawba Elementary for sharing): http://www.thatquiz.org/

• The following website (SuperKids) also contains a Math Worksheet Generator that you can use to create an assessment/probe, if these are appropriate for the skill you are teaching: http://www.superkids.com/aweb/tools/math/






http://www.interventioncentral.org/teacher-resources/math-work-sheet-generator


http://www.superkids.com/aweb/tools/math/

http://www.thatquiz.org/


Student:

Log: Mastered Math Facts

School Yr: Classroom/Course:Math-Facts Cumulative Mastery Log: During the intervention, log each mastered math fact below with date of mastery.

Math Fact: Date: / / Math Fact: Date / /

Math Fact: Date: / / Math Fact: Date: / /





















Math Fact: Date: / 1 Math Fact: Date: / /

Intervention

Title:Increase Accuracy By Intermixing Easy and Challenging Computation Problems

Possible Grade Levels:Elementary, Middle, High

Brief

Summary: Teachers can improve accuracy and positively influence the attitude of students when completing math-fact worksheets by intermixing 'easy' problems among

the 'challenging' problems. Research shows that students are more motivated to complete computation worksheets when they contain some very easy

problems interspersed among the more challenging items.

Research

Citation:Research Citation:

Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifth-grade students' mathematics accuracy.

School Psychology Review, 34, 543-555.

Found at:

http://www.interventioncentral.org/academic-interventions/math/math-computation-increase-

accuracy-intermixing-easy-and-challenging-comp

Administration

instructions:

1. The teacher first identifies one or more 'challenging' problem-types that are matched to the student's current math-computation abilities (e.g., multiplying

a 2-digit number by a 2-digit number with regrouping).

2. The teacher next identifies an 'easy' problem-type that the student can complete very quickly (e.g., adding or subtracting two 1-digit numbers).

3. The teacher then creates a series of student math computation worksheets with 'easy' computation problems interspersed at a fixed rate among the

'challenging' problems. (NOTE: Instructions are included below for creating interspersal worksheets using a free online application from

www.interventioncentral.org.)

o If the student is expected to complete the worksheet independently as seat work or homework, 'challenging' and 'easy' problems should be

interspersed at a 1:1 ratio (that is, every 'challenging' problem in the worksheet is followed by an 'easy' problem). o If the student is to have the

problems read aloud and then asked to solve the problems mentally and write down only the answer, the items should appear on the worksheet

at a ratio of 3:1 (that is, every third 'challenging' problem is followed by an 'easy' one).

Materials/

Resources/

Tips:

Materials:

• By following the directions below, teachers can use a free on-line Math Worksheet

Generator to create computation worksheets with easy problems interspersed among more challenging ones:

o The teacher goes to the following URL for the Math Worksheet Generator: http://www.interventioncentral.org/tools/math-worksheet-generator

o At the top of the page, click on "MIXED SKILLS" in the "Go To" box. Displayed on that Math Worksheet Generator web page is a series of

math computation goals. o It is simple to create a worksheet with a 1:1 ratio of challenging and easy

problems (that is, with an easy problem following every challenging problem). First, the teacher clicks the checkbox next to an

'easy' problem type that the student can compute very quickly (e.g., adding or subtracting two 1-digit numbers). Next, the teacher

selects a 'challenging' problem type that is instructionally appropriate for the student (e.g., multiplying a 2-digit number by a 2-digit

number with regrouping). Then the teacher clicks the 'Multiple Skill Computation Probe' button. The computer program will then

automatically create a student computation worksheet and teacher answer key with alternating easy and challenging problems. o It

is also convenient to create a worksheet with a higher (e.g., 2:1, 3:1, or 4:1)

http://www.interventioncentral.org/tools/math-worksheet-generator

http://www.interventioncentral.org/

http://www.interventioncentral.org/academic-interventions/math/math-computation-increase-accuracy-intermixing-easy-and-challenging-comp

http://www.interventioncentral.org/academic-interventions/math/math-computation-increase-accuracy-intermixing-easy-and-challenging-comp

ratio of challenging problems to easy problems. The teacher first clicks the checkbox next to an 'easy' problem type that the

student can compute very quickly (e.g., adding or subtracting two 1-digit numbers). The teacher then selects up to four

different challenging problem types that are instructionally appropriate to the student. Depending on the number of

challenging problem types selected, when the teacher clicks the 'Multiple Skill Computation Probe' button, the computer

program will create a student computation worksheet and teacher answer key that contains 2 (or 3 or 4) challenging problems

for every easy problem.

o Because the computer program generates new worksheets each time it is used, the teacher can enter the desired settings and - in one sitting

- create and print off enough worksheets and answer keys to support a six- or eight-week intervention.

Sample Methods for

Tracking and Charting:

• If you already have an established method for tracking and charting math calculation, please feel free to continue to use that. If you need a math

calculation probe, you can find these for grades K-8 at: http://www.easycbm.com/

o For EasyCBM's site, you can set up a free account OR you can go to "Demo

Account" at the bottom of the page. Click on "Demo EasyCBM" on the next screen, then click on "Measures" to see the list of

assessments. As you click on each grade level along the top, assessments will open up for different content areas. To view the

norms for this data, please click below:


• The following website also provides online assessments of math skills from single-digit addition to calculus (thanks to Melissa Dahlman of

Catawba Elementary for sharing): http://www.thatquiz.org/

• You can create your own worksheet using the Math Worksheet Generator located at this link and follow the directions above in the

Materials/Resources/Tips section: http://www.interventioncentral.org/tools/math-worksheet-generator

• There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it

shows weekly assessments and the student's performance on those assessments.


Remember that what you're looking for here is progress monitoring data that you can use to track and chart the student's progress with this particular skill;

select a method for tracking and charting that is easy for you, easy for the student and is consistent, so that you and your school team can determine if the

intervention is working or not.






Intervention

Title:Promote Mastery of Math Facts Through Incremental Rehearsal


Brief

Summary:Incremental rehearsal builds student fluency in basic math facts by pairing unknown computation items with a steadily increasing collection of known items.

This intervention makes use of concentrated practice to promote fluency and allows the student to experience a high rate of success.

Research


Burns, M. K. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in

mathematics computation. Education and Treatment of Children, 28, 237-249.

Found at:

http://www.interventioncentral.org/academic-interventions/math/math-computation-promote-

mastery-math-facts-through-incremental-rehearsa

Administration

instructions:

1. The teacher first writes down on an index card in ink each math fact that a student is expected to master-but without the answer.

2. The teacher reviews the collection of math-fact cards with the student. Any of the math facts that the student can orally answer correctly within two

seconds are considered to be known problems and are separated into one pile. Math facts that the student cannot yet answer correctly within two

seconds are considered 'unknown' and collected in a second pile -- the 'unknown facts' deck.

3. The teacher next randomly selects 9 cards from the pile of known math facts and sets this subset of cards aside as the 'known facts' deck. The rest of the

pile of cards containing known math facts is put away ('discard deck'), not to be used further in this intervention.

4. The teacher follows an incremental-rehearsal sequence each day when working with the student:

First, the teacher takes a single card from the 'unknown facts' deck. The teacher reads the math fact on the card aloud, provides the answer, and prompts the

student to read off and answer the same unknown problem.

o Next, the teacher takes one math fact from the 'known facts' deck and pairs it with the unknown problem. When shown the two problems in

sequence, the student is asked during the presentation of each math fact to read off the problem and answer it. The student is judged to be

successful on a problem if he or she orally provides the correct answer to that problem within 2 seconds. If the student commits an error on any

card or hesitates for longer than two seconds, the teacher reads the math fact on the card aloud, gives the answer, then prompts the student to

read off the same unknown problem and provide the answer. This review sequence continues until the student answers all cards within two

seconds without errors. o The teacher then repeats the sequence-taking yet another problem from the 'known facts' deck to add to the

expanding collection of math facts being reviewed ('review deck'). Each time, the teacher prompts the student to read off and answer the whole

series of math facts in the review deck, beginning with the unknown fact and then moving through the growing series of known facts that follow

it. o When the review deck has expanded to include one 'unknown' math fact followed by nine 'known' math facts (a ratio of 90 percent 'known'

material to 10 percent 'unknown' material), the last 'known' math fact that was added to the student's review deck is discarded (put away with the

'discard deck'). The previously 'unknown' math fact that

http://www.interventioncentral.org/academic-interventions/math/math-computation-promote-mastery-math-facts-through-incremental-rehearsa

http://www.interventioncentral.org/academic-interventions/math/math-computation-promote-mastery-math-facts-through-incremental-rehearsa

the student has just successfully practiced in multiple trials is now treated as a 'known' math fact and is included as the first item in the nine-card 'known facts'

deck for future drills.

o The student is then presented with a new math fact to answer, taken from the 'unknown facts' deck. With each new 'unknown' math fact, the

review sequence is again repeated as described above until the 'unknown' math fact is grouped incrementally with nine math facts from the

'known facts' deck-and on and on.

5. Daily review sessions are discontinued either when time runs out or when the student answers an 'unknown' math fact incorrectly three times.

Materials/

Resources/

Tips:

Materials:

• Index cards for creating math facts or you can create and print flashcards for addition, subtraction, multiplication, and division using the "A-Plus Math

Flashcard Creator," a free on-line application, at the following web address: http://www.aplusmath.com/Flashcards/Flashcard Creator.html

Sample Methods for









• You can create your own assessment/probe using the Math Worksheet Generator located at the following link:


o Once you are on the site, you can select the specific skill you are working on. You can then click on "Single Skill Computation Probe"

to create an assessment/probe.



• The following website (SuperKids) also contains a Math Worksheet Generator that you can use to create an assessment/probe, if these are

appropriate for the skill you are teaching: http://www.superkids.com/aweb/tools/math/







Intervention

Title:Strategic Number Counting Instruction

Possible Grade Levels:Elementary

Brief

Summary: The student is taught explicit number counting strategies for basic addition and subtraction. Those skills are then practiced with a teacher.

Research


Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and

without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.

Found at:

http://www.interventioncentral.org/academic-interventions/math/number-operations-strategic-

number-counting-instruction

Administration

instructions:

Preparation: The teacher trains the student to use these two counting strategies for addition and

subtraction:

o ADDITION: The student is given a copy of the appropriate number-line (1-10 or 1-20). When presented with a two-addend addition problem, the

student is taught to start with the larger of the two addends and to 'count up' by the amount of the smaller addend to arrive at the answer to the

problem.

o SUBTRACTION: The student is given a copy of the appropriate number-line (1-10 or 1-20). The student is taught to refer to the first number appearing in the

subtraction problem as 'the number you start with' and to refer to the number appearing after the minus as 'the minus number'. The student is directed to start

at the minus number on the number-line and to count up to the starting number while keeping a running tally of numbers counted up on his or her fingers. The

final tally of digits separating the minus number and starting number is the answer to the subtraction problem.

Instructions: For each intervention session, the teacher follows these steps:

1. Create Flashcards.

o The teacher creates addition and/or subtraction flashcards of problems that the student is to practice. Each flashcard displays the numerals and

operation sign that make up the problem but leaves the answer blank.

2. Review Count-Up Strategies.

o At the opening of the session, the teacher gives the student two sample addition problems and two subtraction problems and directs the student to

solve each, using the appropriate count-up strategy.

3. Complete Flashcard Warm-Up.

o The teacher reviews addition/subtraction flashcards with the student for three minutes. Before beginning, the teacher reminds the student that,

when shown a flashcard, the student should try to recall the answer from memory—but that if the student does not know the answer, he or she

should use the appropriate count-up strategy. The teacher then reviews the flashcards with the student. Whenever the student makes an error,

the teacher directs the student to use the correct count-up strategy to solve. NOTE: If the student cycles through all cards in the stack before the

three-minute period has elapsed, the teacher shuffles the cards and begins again.

o At the end of the three minutes, the teacher counts up the number of cards reviewed and records the number of cards that the student (a) identified

from memory, (b) solved using

http://www.interventioncentral.org/academic-interventions/math/number-operations-strategic-number-counting-instruction

http://www.interventioncentral.org/academic-interventions/math/number-operations-strategic-number-counting-instruction

the count-up strategy, and (c) was not able to correctly answer. These totals are recorded on the Strategic Number Counting Instruction Score

Sheet.

4. Repeat Flashcard Review.

o The teacher shuffles the math-fact flashcards, encourages the student to try to beat his or her previous score, and again reviews the flashcards with

the student for three minutes. As before, whenever the student makes an error, the teacher directs the student to use the appropriate count-up

strategy. Also, if the student completes all cards in the stack with time remaining, the teacher shuffles the stack and continues presenting cards

until the time is elapsed.

o At the end of the three minutes, the teacher again counts up the number of cards reviewed and records the number of cards that the student (a)

identified from memory, (b) solved using the count-up strategy, and (c) was not able to correctly answer. These totals are again recorded on the

Strategic Number Counting Instruction Score Sheet.

5. Provide Performance Feedback.

o The teacher gives the student feedback about whether (and by how much) the student's performance on the second flashcard trial exceeded the

first. The teacher also provides praise if the student beat the previous score or encouragement if the student failed to beat the previous score.

Materials/

Resources/

Tips: Materials:

• Educators can use the A-Plus Math Flashcard Creator, a free on-line application, to make and print flashcards in addition, subtraction,

multiplication, and division at the following web address:

http://www.aplusmath.com/Flashcards/Flashcard Creator.html

• Strategic Number Counting Instruction: Number-Lines(1-10, 1-20) form (attached following this intervention), found at:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/number lin

e 1 10 and 1 20.pdf

• Strategic Number Counting Instruction Score Sheet form (attached following this intervention), found at:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/strategic n

umber counting instruction score sheet.pdf

Sample Methods for











• You can create your own worksheet using the Math Worksheet Generator located at the following link:


o Once you are on the site, you can select the specific skill you are working on. You can then click on "Single Skill Computation Probe" to create an

assessment/probe.


appropriate for the skill you are teaching:






http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/strategic_number_counting_instruction_score_sheet.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/strategic_number_counting_instruction_score_sheet.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/number_line_1_10_and_1_20.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/number_line_1_10_and_1_20.pdf

http://www.aplusmath.com/Flashcards/Flashcard_Creator.html







eg 'How RTI Works’ Series © 2012 Jim Wright H H www. interventioncentral. org

Strategic Number Counting Instruction Score Sheet

Student:___________________________________________Interventionist(s):________________________________________________

Directions: During the strategic number counting instruction intervention, use this sheet to tally student responses: Number of Flash-Cards Known From Memory; Number of Flash-Cards Answered Correctly With Count-Up Strategy (with or without assistance); Number of Flash-Cards Unknown or Answered Incorrectly (even with assistance),

Date: [Optional] Type/Range of Addition/Subtraction Math-Fact Flash-Cards Reviewed This Session:

Trial 1: Math Flash-Card Warm-Up: 3 Minutes

Number of Flash-Cards Known From Memory Number of Flash-Cards Answered Correctly

With Count-Up Strategy

Number of Flash-Cards Unknown or Answered

Incorrectly

Trial 2: Math Flash-Card Review: 3 Minutes

Number of Flash-Cards Known From Memory Number of Flash-Cards Known From Memory Number of Flash-Cards Known From Memory

Date: [Optional] Type/Range of Addition/Subtraction Math-Fact Flash-Cards Reviewed This Session:

Trial 1: Math Flash-Card Warm-Up: 3 Minutes

Number of Flash-Cards Known From Memory Number of Flash-Cards Answered Correctly

With Count-Up Strategy

Number of Flash-Cards Unknown or Answered

Incorrectly

Trial 2: Math Flash-Card Review: 3 Minutes

Number of Flash-Cards Known From Memory Number of Flash-Cards Known From Memory Number of Flash-Cards Known From Memory

Math Reasoning Research-Based Interventionsintervention

Title:Combining Cognitive & Metacognitive Interventions


Brief

Summary: The student is taught a seven-step process for solving a math word problem. The teacher instructs the student on how to use a three-part self-coaching routine

for each of the seven problem-solving steps.

Research

Citation:

Research Citation:

Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in

school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.

Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with

learning disabilities. Journal of Learning Disabilities, 25, 230-248.

Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75,

285-302.

Found at:

http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-

combining-cognitive-metacognitive-strategies

Administration

instructions:

The metacognitive component of the intervention is a three-part routine that follows a sequence of 'Say', 'Ask, 'Check'. For each of the 7 problem-solving steps

reviewed below:

• The student first self-instructs by stating, or 'saying', the purpose of the step ('Say').

• The student next self-questions by 'asking' what he or she intends to do to complete the step ('Ask').

• The student concludes the step by self-monitoring, or 'checking', the successful completion of the step ('Check').

1. Read the problem. The student reads the problem carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown

vocabulary terms).

2. Paraphrase the problem. The student restates the problem in his or her own words.

3. 'Draw' the problem. The student creates a drawing of the problem, creating a visual representation of the word problem.

4. Create a plan to solve the problem. The student decides on the best way to solve the problem and develops a plan to do so.

5. Predict/Estimate the answer. The student estimates or predicts what the answer to the problem will be. The student may compute a quick approximation

of the answer, using rounding or other shortcuts.

6. Compute the answer. The student follows the plan developed earlier to compute the answer to the problem.

7. Check the answer. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the

estimated answer calculated in a previous step to ensure that there is general agreement between the two values.

Materials/ Materials:

http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies

http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies

Resources/

Tips:

• Say-Ask-Check Student Self-Coaching (Metacognitive) Prompts (attached following this intervention) can be found at:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/math a cog strategy montague SAY ASK CHECK.pdf

met

Sample Methods for


• Teacher made tests of math word problems can be used to track and chart student progress.








http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/math_meta_cog_strategy_montague_SAY_ASK_CHECK.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/math_meta_cog_strategy_montague_SAY_ASK_CHECK.pdf

08 ‘How RTI Works’ Series ©2011 Jim Wright www.interventioncentral.org 1


‘Say-Ask-Che Cognitive

ick’ Metacognitive Prompts Tied to a Word-Problemtegy (Montague, 1992)

Cognitive Strategy Step Metacognitive ‘Say-Ask-Check’ Prompt Targets

Sample Metacognitive ‘Say- Ask-Check’

Prompts

1. Read the problem. ‘Say’ (Self-Instruction) Target: The student reads and studies

the problem carefully before proceeding.

‘Ask’ (Self-Question) Target: Does the student fully understand

the problem?

‘Check’ (Self-Monitor) Target: Proceed only if the problem is

understood.

Say: “I will read the problem. I will reread

the problem if I don’t understand it.”

Ask: “Now that I have read the problem,

do I fully understand it?”

Check: “I understand the problem and

will move forward.”

2. Paraphrase the

problem.

‘Say’ (Self-Instruction) Target: The student restates the problem

in order to demonstrate understanding.

‘Ask’ (Self-Question) Target: Is the student able to paraphrase

the problem?

‘Check’ (Self-Monitor) Target: Ensure that any highlighted key

words are relevant to the question.

Say: “I will highlight key words and

phrases that relate to the problem

question.”

“I will restate the problem in my own

words.”

Ask: “Did I highlight the most important

words or phrases in the problem?”

Check: “I found the key words or phrases

that will help to solve the problem.”

3. ‘Draw’ the problem.

‘Say’ (Self-Instruction) Target: The student creates a drawing of

the problem to consolidate understanding.

‘Ask’ (Self-Question) Target: Is there a match between the

drawing and the problem? ‘Check’ (Self-Monitor) Target: The

drawing includes in visual form the key elements of the math

problem.

Say: “I will draw a diagram of the

problem.”

Ask: “Does my drawing represent the

problem?” Check: The drawing contains

the essential parts of the problem.”

4. Create a plan to solve

the problem.

‘Say’ (Self-Instruction) Target: The student generates a plan to

solve the problem.

‘Ask’(Self-Question) Target: What plan will help the student to

solve this problem? ‘Check’ (Self-Monitor) Target: The plan is

appropriate to solve the problem.

Say: “I will make a plan to solve the

problem.”

Ask: “What is the first step of this plan?

What is the next step of the plan?”

Check: “My plan has the right steps to

solve the problem.”

5. Predict/ estimate the

Answer. ‘Say’ (Self-Instruction) Target: The student uses estimation or

other strategies to predict or estimate the answer.

‘Ask’ (Self-Question) Target: What

Say: “I will estimate what the answer will

be.”

Ask: “What numbers in the problem

should be used in

estimating technique will the student use to predict the answer?

‘Check’ (Self-Monitor) Target: The predicted/estimated answer

used all of the essential problem information.

my estimation?”

Check: “I did not skip any important

information in my estimation.”

6. Compute the answer.

‘Say’ (Self-Instruction) Target: The student follows the plan to

compute the solution to the problem.

‘Ask’ (Self-Question) Target: Does the answer agree with the

estimate?

‘Check’ (Self-Monitor) Target: The steps in the plan were

followed and the operations completed in the correct order.

Say: “I will compute the answer to the

problem.” Ask: “Does my answer sound

right?” “Is my answer close to my

estimate?” Check: “I carried out all of the

operations in the correct order to solve

this problem.”

7. Check the answer.

‘Say’ (Self-Instruction) Target: The student reviews the

computation steps to verify the answer.

‘Ask’ (Self-Question) Target: Did the student check all the steps

in solving the problem and are all computations correct?

‘Check’ (Self-Monitor) Target: The problem solution appears to

have been done correctly.

Say: “I will check the steps of my

answer.”

Ask: “Did i go through each step in my

answer and check my work?”

Check: “”

ReferenceMontague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25,230-248.



Intervention

Title:Using Question-Answer Relationships (QARs) to Interpret Math Graphics


Brief

Summary:

Students must be able to correctly interpret math graphics in order to correctly answer many applied math problems. Teachers need an instructional strategy to

encourage students to be more savvy interpreters of graphics in applied math problems. One idea is to have them apply a reading comprehension strategy,

Question-Answer Relationships (QARs) as a tool for analyzing math graphics. The four QAR question types are as follows:

• RIGHT THERE questions are fact-based and can be found in a single sentence, often accompanied by 'clue' words that also appear in the

question.

• THINK AND SEARCH questions can be answered by information in the text--but require the scanning of text and the making of connections

between disparate pieces of factual information found in different sections of the reading.

• AUTHOR AND YOU questions require that students take information or opinions that appear in the text and combine them with the reader's own

experiences or opinions to formulate an answer.

• ON MY OWN questions are based on the students' own experiences and do not require knowledge of the text to answer.

Research

Citation:

Research Citation:

Mesmer, H.A.E., & Hutchins, E.J. (2002). Using QARs with charts and graphs. The Reading Teacher, 56, 21-27.

Raphael, T. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.

Raphael, T. (1986). Teaching question answer relationships, revisited. The Reading Teacher, 39, 516522.

Found at:

http://www.interventioncentral.org/academic-interventions/math/math-problem-solving

Administration

instructions:

1. Distinguish among different kinds of graphics

• Student is first taught to differentiate between five common types of math graphics: table (grid with information contained in cells), chart (boxes

with possible connecting lines or arrows), picture (figure with labels), line graph, bar graph.

• Student notes significant differences between the various types of graphics, while the teacher records those observations on a wall chart. Next,

student is shown examples of graphics and directed to identify the general graphic type (table, chart, picture, line graph, bar graph) that each

sample represents.

• As homework, student is assigned to go on a 'graphics hunt', locating graphics in magazines and newspapers, labeling them, and bringing them

to class to review.

2. Interpret information in graphics

• Over several instructional sessions, student learns to interpret information contained in various types of math graphics.

• The teacher sets aside a separate session to introduce each of the graphics categories. The presentation sequence is ordered so that student

begins with examples of the most concrete graphics and move toward the more abstract. The graphics sequence in order of increasing difficulty

is: pictures > tables > bar graphs > charts > line graphs.

• At each session, student examines examples of graphics from the category being explored

http://www.interventioncentral.org/academic-interventions/math/math-problem-solving


that day and discusses questions, such as: "What information does this graphic present? What are strengths of this type of graphic for

presenting data? What are possible weaknesses?" Student records findings and shares them with teacher at the end of the session.

3. Link the use of Question-Answer Relations (QARs) to graphics

• In advance of this lesson, the teacher prepares a series of data questions and correct answers. Each question and answer is paired with a math

graphic that contains information essential for finding the answer.

At the start of the lesson, student is given a set of 4 index cards with titles and descriptions of each of the 4 QAR questions: RIGHT THERE, THINK AND

SEARCH, AUTHOR AND YOU, ON MY OWN. (TIMESAVING TIP: Student can create his or her own copies of these QAR review cards as an activity.)

• Student reads each teacher-prepared question, studies the matching graphic, and 'verifies' the provided answer as correct. They then identify the

type of question being posed in that applied problem, using the QAR index cards as a reference.

4. Using Question-Answer Relationships (QARs) independently to interpret math graphics

Student is now ready to use the QAR strategy independently to interpret graphics. They are given a laminated card as a reference with 6 steps to follow

whenever they attempt to solve an applied problem that includes a math graphic:

o Read the question, o Review the graphic, o Reread the question, o Choose the appropriate QAR, o Answer the question, and

o Locate the answer derived from the graphic in the answer choices offered.

• Student is strongly encouraged NOT to read the answer choices offered on a multiple- choice item until they have first derived their own answer,

to prevent those choices from short-circuiting their inquiry.

Materials/

Resources/

Tips:

Materials:

• Using QARs with Graphics-Guide Sheet (attached following this intervention) can be found at the following address:

http://www.readwritethink.org/files/resources/lesson images/lesson151/guide.pdf Resources:

• Comprehension Strategies Applied to Mathematics: http://www.decd.sa.gov.au/northernadelaide/files/links/Comprehension and Mathema 1

.pdf

• Question Answer Relationship: Teaching Children Where to Seek Answers to Questions (includes additional forms that you may be able to use):

http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChild

renWheretoSeekAnswerstoQuestions.pdf

Sample Methods for


• Teacher made tests using math graphics can be used to track and chart student progress.





http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf

http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf

http://www.decd.sa.gov.au/northernadelaide/files/links/Comprehension_and_Mathema_1.pdf

http://www.decd.sa.gov.au/northernadelaide/files/links/Comprehension_and_Mathema_1.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson151/guide.pdf



Guide SheetUsing QARs with Graphics

RIGHT THERE

The answer is in the graphic.

The answer is usually easy to find. (You can put your finger on the page and point to the answer.)

The words used to make up the question and the words or numbers used to answer the question are RIGHT THERE in the graphic, often as one or more of the labels.

THINK AND SEARCH

The answer is in the graphic; however, you must put together different graphic elements (titles, legend, data) to reach the answer.

The words in the question and the words or numbers needed to answer the question are not the same.

THINK AND SEARCH different sections or elements of the graphic to answer the question. More than one graphic may need to be consulted.

AUTHOR AND YOU

The answer is not in the graphic.

You can use the information you already know about the topic ANDany information the author has provided in the paragraph or graphic to answer the question.

Use your knowledge and the author's information to answer the question.

ON YOUR OWN

The answer is not in the graphic.

Using the information you already know about the topic or based upon your experience, you can answer the question ON YOUR OWN.

- HOWEVER -

Reading the graphic will usually expand your knowledge and will help you give a specific or clearer answer to the question.

(Adapted from Raphael, T. (1986). Teaching Question-Answer Relationships, Revisited. The Reading Teacher, 39, 516-522 and Mesmer, H.A.E., & Hutchins, E.J. (2002). Using QARs with charts and graphs. The Reading Teacher, 56, 21-27.)

read write think Copyright 2003 1RA/NCTE. All rights reserved.HCXE marcopolo ReadWriteThink materials may be reproduced for educational purposes.

Intervention

Title:Concrete-Representational-Abstract (CRA)


Brief

Summary: With CRA, students work with hands-on materials that represent mathematics problems (concrete), pictorial representations of mathematics problems

(representational), and mathematics problems with numbers and symbols (abstract). The teacher explicitly bridges the connection between the concrete,

representational, and abstract representations of the mathematics problems.

Research

Citation:

Research Citation:

Miller, S. P., & Hudson, P. J. (2006). Helping students with disabilities understand what mathematics means. Teaching Exceptional Children, 39(1), 28-35.

Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model.

Learning Disabilities Research and Practice, 18, 121-131.

Witzel, B. S., & Riccomini, P. J. (2009). Computation of fractions: Math intervention for elementary and middle grade students.

Upper Saddle River, NJ: Pearson.

Found at:

http://ebi.missouri.edu/wp-content/uploads/2013/08/EBI-Brief-Template-Concrete-

Representational-Abstract.pdf

Administration

instructions:

1. Duration: Student works on mathematics problems using CRA for as long as necessary to understand important conceptual and procedural skills related

to specific mathematics topics.

2. Teacher training: Teachers must be familiar with hands-on materials and how to introduce the materials and use them with the students. Many hands-on

materials can be used to teach multiple mathematics skills. For example, Base-10 blocks can be used for whole number computation as well as decimal

computation. Teachers must also understand how to teach the connection between C and R and A.

3. Instructional practices: Teachers should introduce concepts with concrete materials or representations so student gains conceptual understanding of

different mathematics principles and procedures. Teachers should connect the concrete and representational to the abstract as early as possible.

4. Monitoring system: Teachers should conduct formal and informal assessments of student learning while at any stage of CRA. Students may progress

through the CRA sequence at different rates, resulting in needing more time at the concrete or representative levels.

Materials/

Resources/

Tips:

Materials:

• Hands-on materials can be household materials (e.g., beans, apples, pasta noodles) or classroom materials (e.g., paperclips, crayons, stickers,

cups, craft sticks).

• Pictorial representations can often be generated by word-processing programs. The National Library of Virtual Manipulatives

(http://nlvm.usu.edu/en/nav/vlibrary.html) can be used to supplement hands-on materials if teachers do not have access to all necessary

materials.

Rescources:

• Concrete-Representational-Abstract Instructional Approach:

http://165.139.150.129/intervention/ConcreteRepresentationalAbstractInstructionalAppro

ach.pdf

http://165.139.150.129/intervention/ConcreteRepresentationalAbstractInstructionalApproach.pdf

http://165.139.150.129/intervention/ConcreteRepresentationalAbstractInstructionalApproach.pdf


http://ebi.missouri.edu/wp-content/uploads/2013/08/EBI-Brief-Template-Concrete-Representational-Abstract.pdf

http://ebi.missouri.edu/wp-content/uploads/2013/08/EBI-Brief-Template-Concrete-Representational-Abstract.pdf

• The Concrete-Pictorial(Representational)-Abstract Approach: http://www.loganschools.org/mathframework/CPA.pdf

Tips:

• Teacher must choose appropriate hands-on materials and pictorial representations to represent the abstract problems.

• Teacher must provide appropriate instruction on using the hands-on materials.

• When teacher is introducing a new skill, teacher must ensure student has established prerequisite skills. (For example, when teaching fraction

computation, student should already understand whole number computation and have basic fractions skills of understanding numerator and

denominator.)

Sample Methods for


• Teacher made tests can be used to track and chart student progress.

• If you already have an established method for tracking and charting math calculation, please feel free to continue to use that. Some math

assessment/probes can also be found these for grades K-8 (as long as these are appropriate for the skill you are teaching) at:







• You can also create your own worksheet (if these are appropriate for the skill you are teaching) using the Math Worksheet Generator located at

the following link: http://www.interventioncentral.org/tools/math-worksheet-generator

o Once you are on the site, you can select the specific skill you are working on. You can then click on "Single Skill Computation Probe"

to create an assessment/probe.


appropriate for the skill you are teaching: http://www.superkids.com/aweb/tools/math/












http://www.loganschools.org/mathframework/CPA.pdf

Intervention

Title:Solving Word Problems Using Structured Organizers


Brief

Summary: This intervention gives students better understanding of reading, interpreting and solving word problems in mathematics. The use of structure organizers is

first modeled by the teacher, then students use the organizers on their own, and are phased out as students become more proficient.

Research

Citation:

Research Citation:

Bos, C.S., & Vaugh, S. (2002). Strategies for Teaching Students with Learning and Behavior Problems, 5th Edition. Boston: Allyn and Bacon.

Lerner, J. (2003). Learning Disabilities, 9th Edition. Boston: Houghton Mifflin Company. Rathovan, Natalie (1999). Effective School Interventions. Guilford Press:

New York, NY. Found at:

https://www.msu.edu/course/cep/886/Math/WordProbs.docAdministration

instructions:

1. Modeling the use of Structured Organizers

a. Introduce a word problem and a structured organizer to the student. Teacher will model for the student how to solve the problem by filling

in the structured organizer.

b. Monitor the student as he/she practices completing a structured organizer to answer a word problem.

2. Checking student use of Structured Organizers

a. Have the student independently fill out the organizer for a new word problem.

b. Meet with the student to check accuracy and have student make any necessary corrections on his/her paper.

3. Independent Use of Structured Organizers

a. Give student new word problems and have them complete structured organizers while solving them.

4. Maintenance

a. Have students complete word problems without giving them structured organizers to complete.

Materials/

Resources/

Tips: Materials:

• Some examples of structured organizers that may be appropriate for use with this intervention can be found at the following websites:

http://www.enchantedlearning.com/graphicorganizers/math/

httD://wvde.state.wv.us/strateavbank/documents/MathConnectionGO.doc (also attached, following this intervention)

Sample Methods for


• Teacher made tests can be used to track and chart student progress.








https://webmail.catawbaschools.net/owa/redir.aspx?C=bcf92c2bdf394500a8b53b63ec854b13&URL=http%3A%2F%2Fwvde.state.wv.us%2Fstrategybank%2Fdocuments%2FMathConnectionGO.doc

http://www.enchantedlearning.com/graphicorganizers/math/

https://www.msu.edu/course/cep/886/Math/WordProbs.doc

Written Expression Research-Based Interventionsintervention

Title:PLEASE Intervention for Writing Paragraphs


Brief

Summary:

The PLEASE procedure is an intervention that can be used to teach students how to write paragraphs. It is aimed at increasing planning, composition and

paragraph revision skills. The intervention uses a first-letter mnemonic to cue students on how to complete a writing assignment independently.

Research


Welch, M. (1992).The PLEASE strategy: A metacognitive learning strategy for improving the paragraph writing of students with mild learning disabilities.

Learning Disability Quarterly, 15, 119127.

Welch, M., & Jensen, J.B. (1990). Write, P.L.E.A.S.E.: A video-assisted strategic intervention to improve written expression of inefficient learners. Remedial and

Special Education, 12, 37-47.

Found at:

http://cehs.unl.edu/csi/Pdfs/please.pdfAdministration

instructions:"P" represents PICK. Students are taught to pick their topic, their audience, and the appropriate textual format (enumerative, compare/contrast, cause and

effect) given the topic, purpose, and audience.

"L" represents LIST. Students are taught various techniques of listing information about the topic to be used in sentence generation, ongoing evaluation, and

organizational planning.

"E" represents EVALUATE. Students are taught how to evaluate if their list of ideas, determine if it is complete and then plan the best way to organize or

sequence the ideas that will be used to generate supporting sentences.

• The evaluation step is an ongoing quality control check in which the students can confirm the appropriateness of the textual structure that was

selected during the "P" or "PICK" step based on the evaluation of their list.

"A" stands for ACTIVATE the paragraph with a topic sentence. Students are taught how to write a short and simple declarative topic sentence that will "activate"

the written idea for the reader.

"S" stands for SUPPLY supporting sentences. Students are taught to use items from the list to generate supporting sentences. This allows them to write a

single sentence based on an item from their list. Gradually, students enhance the idea by generating clarifying or expansion sentences.

"E" represents END with a concluding sentence and EVALUATE their work. That is, they are taught how to rephrase their topic sentence by using synonyms to

generate a concluding sentence. This final step also reminds students to evaluate their written work for capitalization, overall appearance, punctuation, and

spelling.

Materials/

Resources/

Tips:

Materials:

• Story starters/writing prompts may be found at:

o http://www.scholastic.com/teachers/story-starters/ (Geared for K-6)

http://www.scholastic.com/teachers/story-starters/

http://cehs.unl.edu/csi/Pdfs/please.pdf


o http://thestorystarter.com/ o http://www.storyit.com/Starters/ststart.htm o http://www.creative-writing-now.com/story-starters.html o http://creativewritingprompts.com/# (May not work in Explorer) o http://www.interventioncentral.org/teacher-resources/curriculum-based- measurement-probes-writing (Click on Story Starters on right)

Tip:• Teachers should consider collecting writing samples from students before the intervention to

assess initial writing skills.

Written products resulting from the intervention time.o If you're using a timed writing assessment (probe), you might measure the word count generated by the student to track and chart progress. o If you prefer to track and chart more detailed data, you could consider something like this:

■ Assign 10 points for each of the 6 letters of PLEASE. Develop your own method for determined how many of the 10 points the child earned for P, for L, etc., with a total possible score of 60. This method may enhance your ability to determine which area the student is lacking in, so that you can focus your efforts on that area.

There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments.





http://www.interventioncentral.org/teacher-resources/curriculum-based-measurement-probes-writing


http://creativewritingprompts.com/

http://www.creative-writing-now.com/story-starters.html

http://www.creative-writing-now.com/story-starters.html

http://www.storyit.com/Starters/ststart.htm

http://thestorystarter.com/


Intervention

Title:4-Square Writing


Brief

Summary: This intervention utilizes a graphic organizer to help organize facts, thoughts and ideas. It allows students to organize their thoughts while building structure. 4-

Square Writing is a method of teaching basic writing skills that is applicable across grade levels and curriculum areas. It can be applied for the narrative,

descriptive, expository and persuasive forms of writing.

Research


Gould, Judith S., Evan Jay. Gould, and (Louise Gingras) Ginger. Four Square (4 [square]) Writing Method: for Grades 4-6. Carthage, IL: Teaching & Learning,

1999.

Found at:

http://www.d46.k12.il.us/2011conference/pdf/454Squarepres.pdf

http://www.euniceelem.slp.k12.la.us/powepoint/Four Square Writing for Grades 3-5.ppt

Administration

instructions:1. Fold a sheet of paper into four equal squares or draw four squares on the sheet.

2. Write a topic sentence in the middle of the paper.

3. In three of the squares write a complete sentence that states reasons, examples or explanations that support the sentence in the center of the paper.

4. In the fourth box, the student will write a "feeling" sentence to support the topic.

5. The student will then draw a picture in each box that will describe the sentences.

6. The student will then use their 4-Square Writing graphic organizer to write a story.

Materials/

Resources/

Tips:

Tips:

• 4-Square instruction should be accompanied by other writing activities, such as journal writing.

• It is recommended to use the same prompt repeatedly when introducing the steps because the familiarity will aid instruction.

• It is important for students to understand the relationship of ideas as demonstrated in the 4-Square Writing format before moving on to

paragraphs.

Sample Methods for


• Written products resulting from the intervention time.

o You could use your standard writing rubric scoring system to track and chart student progress.

■ The attached document may also be helpful in monitoring the student's use of the 4-Square Writing graphic organizer.








http://www.euniceelem.slp.k12.la.us/powepoint/Four_Square_Writing_for_Grades_3-5.ppt

http://www.d46.k12.il.us/2011conference/pdf/454Squarepres.pdf

4-Square Writing Teacher Checklist

1. Are the four square reasons quantifiable and not opinions? Yes/No

2. Is there repetition of detail? Yes/No

3. Are the details logical expansions of reasons? Yes/No

4. Are the details quantifiable and factual, free of opinion? Yes/No

5. Are there mechanical errors in the wrap-up sentence? Yes/No

Notes:

Intervention

Title:Step Up to Writing


Brief

Summary: This intervention prepares students for advanced expository writing tasks. It guides students as they organize, plan, write introductions, develop body

paragraphs, create smooth transitions and form powerful conclusions. Color coding enables students to visualize writing organization by using the colors of a

traffic light.

Research

Citation:

Research Citation:

Berninger,V., Abbott, R., Whitaker, D., Sylvester, L., and Nolen, S. (1995). Integrating low-level skills and high-level skills in treatment protocol for writing

disabilities. Learning Disability Quarterly, 18, 293-309.

Graham, S., & Perin, D. (2007a). Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to the Carnegie

Corporation of New York. Washington, DC: Alliance for Excellence in Education.

Found at:

http://www.somersdist29.org/cms/lib01/MT15000247/Centricity/Domain/21/sw StepUp overvie w01.pdf

Administration

instructions:

Traffic light color coding (green, yellow, red) makes it easy for the student to organize information and ideas during each step of the writing process.

• Green: Go! State your topic.

• Yellow: Slow Down! Be specific. (Reason/detail/fact.) Give the reader a main reason, detail or fact that relates to and supports the topic sentence.

Use transitions to start your sentences.

• Red: Stop! Explain or give an example for the statement made in the reason/detail/fact sentence.

• Green: Go back! Concluding sentence. The topic is restated to remind the reader what the composition was about.

o Students may opt to use colored pencils/pens or highlighting, using the red/yellow/green guidelines.

1. Construct an Informal Outline

• Student is taught the importance of pre-writing strategies. Students the time to structure and place ideas results in cohesive, organized

paragraphs.

• Topic sentence would be green.

• Student may use a T-Chart to organize their ideas by separating main reasons (on left) from supporting details and explanations (on right).

Main ideas would be yellow and explanations/details would be red.

2. Convert Outline to Sentences

• Students then transfer their outline information into complete sentences.

3. Compile the Paragraph

• Students then develop paragraphs using the color coding system.

Materials/

Resources/

Tips:

Materials:

• Step Up To Writing process and explanation are found at the following website: (also attached following this intervention):

http://nnncwriting.wikispaces.com/Steps+for+DESCRIPTIVE+WRITING

http://nnncwriting.wikispaces.com/Steps+for+DESCRIPTIVE+WRITING

http://www.somersdist29.org/cms/lib01/MT15000247/Centricity/Domain/21/sw_StepUp_overview01.pdf

http://www.somersdist29.org/cms/lib01/MT15000247/Centricity/Domain/21/sw_StepUp_overview01.pdf

Resources:

• Additional examples can be found at: o Sample traffic light poster:

http://missdupartsthirdgradeclass.blogspot.com/2012/10/writing-stoplight.html o Example of planning with informal outlines:

http://nnncwriting.wikispaces.com/file/view/Traffic+Light+Colors+Example+4- 7a.pdf/397880482/Traffic%20Light%20Colors

%20Example%204-7a.pdf o Sample paragraph planning outline using T-Chart:

http://nnncwriting.wikispaces.com/file/view/Screen%20Shot%20Colored%20Infor

mal%20Outline.pdf/416219514/Screen%20Shot%20Colored%20Informal%20Outlin

e.pdf

o Website containing more descriptions of process and examples of different tools: http://fle-5th-grade.weebly.com/step-up-to-

writing.html

Sample Methods for


• Written products resulting from the intervention time.

o You could use your standard writing rubric scoring system to track and chart student progress.








http://fle-5th-grade.weebly.com/step-up-to-writing.html

http://fle-5th-grade.weebly.com/step-up-to-writing.html

http://nnncwriting.wikispaces.com/file/view/Screen%20Shot%20Colored%20Informal%20Outline.pdf/416219514/Screen%20Shot%20Colored%20Informal%20Outline.pdf



http://nnncwriting.wikispaces.com/file/view/Traffic+Light+Colors+Example+4-7a.pdf/397880482/Traffic%20Light%20Colors%20Example%204-7a.pdf



http://missdupartsthirdgradeclass.blogspot.com/2012/10/writing-stoplight.html

The Writing Process for Step Up to Writing

1. Prewrite • Learning about a topic

• Reflecting on the topic

• Researching, discussing, comparing, brainstorming, and thinking about your topic

2. Plan

• Organizing your thoughts or ideas

• Using strategies like informal outlines

• Saving time and preventing frustration

• Visualizing your paragraph or report

3. Draft• Using your plan to make your first copy

• Trying to make good first drafts

• Including details and descriptions

4. Revise

• Changing the order of words, sentences, and paragraphs

• Adding new parts and removing the parts that do not make sense

• Making sentences and paragraphs easy to understand

• Improving details and description

5. Edit• Using the word CUPS to help you find mistakes (Capitalization, Usage, Punctuation, and Spelling)

• Asking these questions:

Are words used correctly?

Are words in the right place?

6. Write Final Copy

• Getting ready to shine—doing your best

• Fixing the mistakes that you found when you edited

• Being neat—great cursive or accurate word processing

• Checking margins and presentation

7. Proofread

• Carefully reading your final copy before you turn it in

• Looking for careless errors like missing periods

• Checking for spacing and accuracy when you word process

• Preparing to turn in your best work

8. Share• Giving others a chance to enjoy your creations

• Expressing your feelings and sharing what you have learned

• Keeping copies of your work; creating your own portfolio

• Enjoying what you have written and noticing how your writing has changed

© 2008 Sopris West Educational Services. Print FormInformation/Expository Paragraphs

Step Up to Writing • Intermediate Tool 4-5b

Intervention

Title:Cover-Copy-Compare (for Spelling)


Brief

Summary:In this intervention to promote acquisition of spelling words, the student is given a spelling sheet with the target words correctly spelled. The student looks at

each correctly spelled word, covers the word briefly and copies it from memory, then compares the copied word to the original correct model.

Research


Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and

settings. Journal of Behavioral Education, 7, 295-306.

Found at:

http://www.interventioncentral.org/academic-interventions/writing/spelling-cover-copy-compare

Administration

instructions:

1. Teacher creates a Cover-Copy-Compare spelling sheet. The teacher selects up to 10 spelling words for the student to work on during the session and

writes those words as correct models into the left column ('Spelling Words') of the "Worksheet: Cover-Copy-Compare." The teacher then pre-folds the

spelling sheet using as a guide the vertical dashed line ('fold line') bisecting the left side of the student worksheet.

2. Student uses the Cover-Copy-Compare procedures. During the Cover-Copy-Compare intervention, the student follows these self-directed steps for each

spelling word:

• Look at the correctly spelled target word that appears in the left column of the sheet.

• Fold the left side of the page over at the pre-folded vertical crease to hide the correct model ('Cover').

• Spell the word from memory, writing it in the first response blank under the 'Student Response' section of the spelling sheet ('Copy').

• Uncover the correct model and compare it to the student response ('Compare').

o If the student spelling is CORRECT, move to the next word on the list and repeat these procedures.

o If the student spelling is INCORRECT, draw a line through the incorrect

response, study the correct model again, cover the model, copy the word from memory into the second response blank under the 'Student Response' section of

the spelling sheet, and again check the correctness of its spelling.

o Continue until all words on the spelling list have been spelled and checked against the correct models.

3. Log spelling words mastered by student. The teacher should select an objective standard for judging that the student using Cover-Copy-Compare has

'mastered' a spelling word (e.g., when the student is able to copy a specific word from memory without error on three successive occasions). The

teacher can then apply this standard for mastery to identify and log spelling words in each session, using the "Spelling Log: Mastered Words" sheet.

Materials/

Resources/

Tips:

Materials:

• Cover-Copy-Compare Worksheet (attached, following this intervention) can be found at:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/spelling co ver copy compare student worksheet.pdf

• Spelling Log: Mastered Words (attached, following this intervention) can be found at:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/spelling sel f correct verbal cue cumulative mastery log.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/spelling_self_correct_verbal_cue_cumulative_mastery_log.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/spelling_self_correct_verbal_cue_cumulative_mastery_log.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/spelling_cover_copy_compare_student_worksheet.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/spelling_cover_copy_compare_student_worksheet.pdf

http://www.interventioncentral.org/academic-interventions/writing/spelling-cover-copy-compare


• You could use grades on spelling tests to track and chart student progress.• You could also use the Cover-Copy-Compare "Spelling Log: Mastered Words" sheet to track

and chart student progress.• There are sample charts in the Appendix that you can use to collect your data, or you can

develop your own - whatever works for you, as long it shows weekly assessments and the student's performance on those assessments.




os 'How RTI Works' Series © 2012 Jim Wright www. interventioncentral. org

Worksheet:------------------------------1------------------------ -------------------1

Spelling WordsStudent Response

i

1. 1 1a.

ii

i

2. ! 2a.111

1

3. ! 3a.111

1

4. ! 4a.1111

5. ! 5a.111

16. i 6a.

iii

17. ' 7a.

111

i8. 8a.

ii

i

9. 9a.

iii

10. 10a.

is.

-o| 10b.

Date:

eg 'How RTI Works’ Series © 2012 Jim Wright H H www. interventioncentral. org

Spelling Log: Mastered WordsStudent:___________________________________School Yr:_______Classroom/Course:

Spelling Cumulative Mastery Log: During the spelling intervention, log each mastered word below with date of mastery.

Word 1: Date: / / Word 21: Date: 1 1







Word 8: Date: / / Word 28: Date: 1 l













BEHAVIORAL RESEARCH-BASED INTERVENTIONSintervention

Title:Video Modeling


Brief

Summary: Video modeling is a method of teaching in which a student learns by watching a model perform a targeted skill on a video tape and then practice that skill that

he or she observed.

Research


Sigafoos, J., O'Reilly, M., and de la Cruz, B (2006) How to use video modeling and video prompting. A title in the series PRO-ED Series On Autism Spectrum

Disorders

Found at:

http://www.haringcenter.washington.edu/sites/default/files/file/VideoModelingResearchBrief.pdf

http://www.haringcenter.washington.edu/sites/default/files/file/VideomodelingTipSheet.pdfAdministration

instructions:Video modeling involves two primary steps: making the tape and then using the tape to teach your student.

1) Making the tape: To make the tape, you simply videotape a person demonstrating the skill you want your student to learn. Adults and peers seem to work

equally well as models.

Typically the tapes are brief, usually less than five minutes.

2) Teaching with the tape: The general procedure for teaching with video modeling starts with having your student watch the video tape. Typically your

student will watch the tape 1-3 times; if the student enjoys the tape, several viewings are better. Immediately afterwards, you tell the student, "Now let's do it,

just like on the video" and have the student attempt the skill. Typically, no prompts are given while the student is attempting the skill although you may want to

deliver reinforcement at the end for correctly performing the skill. These steps are repeated over a period of days until the student demonstrates mastery of the

skill.

Materials/

Resources/

Tips:

Materials:

• A video camera or other video recording device will be required, as will a playback device, such as a computer or television screen.

Tips:

• It is not necessary for your student to perform the skill immediately after watching the tape.

• Although most research indicates that it does not matter who the video model is, there have been individual studies that suggest that the student

requiring intervention serve as the behavior model (with instruction, support and guidance), if appropriate.

• Before you select a behavioral intervention, you may need to spend some time ensuring that your team is confident about what behavioral skill

deficit you are addressing.

• Something to consider when doing behavioral intervention is that it may (i.e., PROBABLY WILL) take more than 4 weeks of intervention to effect

change.

• Also, when you look at your behavior data to gauge progress, remember that behaviors DO sometimes increase before they begin to decrease

after you apply an intervention.

• When possible, measure in terms of positive occurrences of behavior, rather than focusing on the negative (e.g., days homework WAS turned in.)

Sample • The "Behavior Report Card Generator" at Intervention Central (found at

http://www.haringcenter.washington.edu/sites/default/files/file/VideomodelingTipSheet.pdf

http://www.haringcenter.washington.edu/sites/default/files/file/VideoModelingResearchBrief.pdf

Methods for Tracking and Charting:

http://www.interventioncentral.org/tools/behavior-report-card-generator) is also a great tool for recording student behavioral data. This tool can be customized for the selected behavior(s) and provides daily or weekly data collection tools, along with a progress monitoring chart.

• Additional tools for the collection of behavioral data can be found at: http://www.escambia.k12.fl.us/pbis/data/

http://www.behaviordoctor.org/formstools.html• There are sample charts in the Appendix that you can use to collect your data, or you can

develop your own - whatever works for you, as long it shows the student's progress.o The following link also provides various charting options if you prefer to create your own:





http://www.interventioncentral.org/tools/behavior-report-card-generator

http://www.behaviordoctor.org/formstools.html

http://www.escambia.k12.fl.us/pbis/data/

Intervention

Title:Behavior Contracts


Brief

Summary:

The behavior contract is a simple positive-reinforcement intervention that is widely used by teachers to change student behavior. The behavior contract spells

out the expectations of student and teacher in carrying out the intervention plan, making it a useful planning document. Also, because the student usually has

input into the conditions that are established within the contract for earning rewards, the student is more likely to be motivated to abide by the terms of the

behavior contract than if those terms had been imposed by someone else.

Research


Yell, M.L., Meadows, N, Drasgow, E., & Shriner, J. (2009). Educating students with emotional and behavioral disorders in general and special education. Upper

Saddle River, NJ: Merrill/Prentice Hall.

Found at:

http://www.interventioncentral.org/behavioral-interventions/challenging-students/behavior-

contracts

Administration

instructions:

1. Select the target behavior. When possible, teachers should define behavior targets for the contract in the form of positive, pro-academic or pro-social

behaviors. For example, an instructor may be concerned that a student frequently calls out answers during lecture periods without first getting

permission from the teacher to speak. For the contract, the teacher's concern that the student talks out may be restated positively as "The student will

participate in class lecture and discussion, raising his hand and being recognized by the teacher before offering an answer or comment." In many

instances, the student can take part in selecting positive goals to increase the child's involvement in, and motivation toward, the behavioral contract.

2. Identify the reward for fulfilling the term of the contract. This involves:

• A statement or section that explains the minimum conditions under which the student will earn a point, sticker, or other token for showing

appropriate behaviors. For example, a contract may state that "Johnny will add a point to his Good Behavior Chart each time he arrives at

school on time and hands in his completed homework assignment to the teacher."

• The conditions under which the student will be able to redeem collected stickers, points, or other tokens to redeem for specific rewards. A

contract may state, for instance, that "When Johnny has accumulated 5 points on his Good Behavior Chart, he may select a friend, choose

a game from the play-materials shelf, and spend 10 minutes during free time at the end of the day playing the game."

o Optional: Include a bonus clause for students who do an excellent job completing the terms of the contract. Although not

required, bonus and penalty clauses can provide extra incentives for the student to follow the contract. A bonus clause

usually offers the student some type of additional 'pay-off' for consistently reaching behavioral targets. A penalty clause may

prescribe a penalty for serious problem behaviors; e.g., the student disrupts the class or endangers the safety of self or of

others.

3. Work with the student to negotiate, write, and sign the behavioral contract. The behavior contract should include spaces for both teacher and student

signatures, as an indication that both parties agree to adhere to their responsibilities in the contract. Additionally, the teacher may want to include

signature blocks for other staff members (e.g., a school administrator) and/or the student's parent(s).

4. Establish a record-keeping system. Determine what data will allow you measure the student's

http://www.interventioncentral.org/behavioral-interventions/challenging-students/behavior-contracts

http://www.interventioncentral.org/behavioral-interventions/challenging-students/behavior-contracts

progress with the goals of the contract (e.g., if the contract is for turning in homework on time each day, keep a record of how many days this was

done.)

5. Continuously monitor the contract. Provide feedback to the student on his or her progress, as warranted.

Materials/

Resources/

Tips:

Resources:

• A quick Google search can provide many, many examples, but a few sample Behavior Contracts can be located at:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs interventions/beh contract example.pdf

http://www.freebehaviorcontracts.com/ http://www.behavioradvisor.com/Contracts.html http://www.teachervision.fen.com/tv/printables/MENC

contract.pdf http://specialed.about.com/od/behavioremotional/tp/A-Behavior-Contract-And-Behavior- Monitoring-Tools.htm (Includes a School Bus

Behavior Contract example)

Tips:




change.




Sample Methods for


• The "Behavior Report Card Generator" at Intervention Central (found at http://www.interventioncentral.org/tools/behavior-report-card-generator)

is also a great tool for recording student behavioral data. This tool can be customized for the selected behavior(s) and provides daily or weekly

data collection tools, along with a progress monitoring chart.




shows the student's progress.









http://specialed.about.com/od/behavioremotional/tp/A-Behavior-Contract-And-Behavior-Monitoring-Tools.htm

http://specialed.about.com/od/behavioremotional/tp/A-Behavior-Contract-And-Behavior-Monitoring-Tools.htm

http://www.teachervision.fen.com/tv/printables/MENC_contract.pdf

http://www.teachervision.fen.com/tv/printables/MENC_contract.pdf

http://www.behavioradvisor.com/Contracts.html

http://www.freebehaviorcontracts.com/

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/beh_contract_example.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/beh_contract_example.pdf

Intervention

Title:Social Stories™


Brief

Summary: A Social Story™ is an intervention designed to help individuals better understand interpersonal communication skills, so that they can interact in an effective

and appropriate manner.

Research

Citation:

Research Citation:

Scattone D, Wilczynski SM, Edwards RP, Rabian B (December 2002). "Decreasing disruptive behaviors of children with autism using Social Stories". Journal of

Autism and Developmental Disorders 32 (6): pp. 535-43.

Found at:

http://polkdhsd7.sharpschool.com/staff directory/p b s behavior intervention/tier 3 interventio ns/social stories/

Administration

instructions:

Basic steps to creating a social story:

• Create a list or outline of the steps in the routine or procedure the student needs work or reinforcement on, like behavior in the hall, using the

bathroom, starting work, asking for help, etc.

• For each step of the process, develop a simple sentence to explain the step, for example "open your desk and get your book out", or "walk to the

door and knock", etc.

• Next to each step and sentence, utilize a picture to represent the action, either a generic image or graphic, or an actual picture of the student

performing that step.

• When the social story is complete, review it with the student daily before they perform that routine, procedure, or activity.

• After the student learns the social story well, have them review it on their own before they perform that routine, procedure, or activity.

• You may slowly wean the student off the social story as they consistently perform the task correctly.

Materials/

Resources/

Tips:

Resources:

• Social Stories were developed by Carol Gray and more information can be found at: http://www.thegraycenter.org/social-stories

• Links to samples of Social Stories can be found at: http://polkdhsd7.sharpschool.com/staff directory/p b s behavior intervention/tier 3 int

erventions/social stories/

Tips:




change.




Sample Methods for


• The "Behavior Report Card Generator" at Intervention Central (found at

http://www.interventioncentral.org/tools/behavior-report-card-generator) is also a great tool for recording student behavioral data. This tool can

be customized for the selected behavior(s) and provides daily or weekly data collection tools, along with a progress


http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/tier_3_interventions/social_stories/


http://www.thegraycenter.org/social-stories



monitoring chart.• Additional tools for the collection of behavioral data can be found at:

http://www.escambia.k12.fl.us/pbis/data/ http://www.behaviordoctor.org/formstools.html

• There are sample charts in the Appendix that you can use to collect your data, or you can develop your own - whatever works for you, as long it shows the student's progress.






Intervention

Title:Rubber Band Intervention


Brief

Summary:

For this behavioral intervention, the teacher establishes an expected set of behaviors with the student, teaches the expectation, establishes a point system of

compliance (including the level of successful compliance), and then monitors the frequency of problem student behaviors. It also provides a visual reminder to

the student that the problem behavior is occurring and needs to change.

Research


University Of Florida. "UF Researcher: Teachers' Nonverbal Clues Affect Students' Performance." ScienceDaily, 25 Jan. 1999. Web. 5 Sep. 2013.

Found at:

http://www.interventioncentral.org/behavioral-interventions/challenging-students/problem-

student-behaviors

Administration

instructions:

Preparation:

• Begin by developing a reward menu for the individual selected for this intervention. Decide how many points that you will require the student to

earn to 'buy' specific rewards.

• Review with the student the kinds of disruptive classroom behaviors (e.g., talking out, out of seat, approaching other students at inappropriate

times, etc.) that you are targeting to be reduced. Give the student clear examples of each problem behavior.

• Introduce the rubber-band monitoring intervention (described below), making sure that the student fully understands the procedures and criteria

for success.

Instructions:

1. During the period of the day that monitoring is in effect, put up to 6 rubber-bands around one wrist at the start of each half-hour. Each time that you must

verbally remind or prompt the student about his or her behavior, transfer a rubber-band from one wrist to the other.

2. At the end of each half-hour, count up the number of rubber-bands remaining on the original wrist. If at least one rubber-band remains, your student earns

a '+' rating for that half-hour.

3. Briefly approach the student at the end of each half-hour to review his or her behavioral performance and (if earned) to have the student add a '+' to a

simple monitoring chart (see attachment at the bottom of this page) taped to the student's desk.

4. When the student has earned a sufficient number of '+' points, allow the student to redeem those points for a reward.

5. As your student's classroom behaviors improve, gradually reduce the number of rubber-bands that you place on your wrist at the start of each monitoring

period-until you have only 1-2. At that point, you can consider discontinuing this strategy or using it only intermittently.

Materials/

Resources/

Tips: Materials:

• Rubber Bands (more than 1 color if tracking more than 1 student)

• "Rubber Band Challenge" chart (attached following this intervention), found at: http://www.interventioncentral.org/sites/default/files/pdfs/pdfs

interventions/rubber ba nd challenge chart.pdf

Tips:

• Use Rubber-Bands of Different Colors to Track Multiple Students. If you like this intervention and are up to the challenge, you can track the

behaviors of at least two students by putting rubber-bands of varying colors on your wrist-with specific colors

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/rubber_band_challenge_chart.pdf



http://www.interventioncentral.org/behavioral-interventions/challenging-students/problem-student-behaviors

http://www.interventioncentral.org/behavioral-interventions/challenging-students/problem-student-behaviors

matched to specific students. When you must approach a particular student, you simply move a rubber-band of that student's color to your other

wrist.




change.




Sample Methods for













<3 \h

yf WWEtSMflMlUk/a

Date:

to to to to Total Points





Intervention

Title:Check-In, Check-Out


Brief

Summary:

The Check-In, Check-Out (CICO) intervention is designed for students who are engaging in problem behavior(s). The goals of CICO are to prevent a student who

is acting out from escalating behaviors, and to provide that student with frequent feedback on behavior to prevent future problem behavior(s).

Research


Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). Schoolwide positive behavior support. In L. M. Bambara & L. Kern (Eds.), Individualized

supports for students with problem behaviors (pp. 359-390). New York: Guilford Press.

Found at:

http://www.pbisworld.com/tier-2/check-in-check-out-cico/Administration

instructions:

Preparation:

• At the start of the intervention, a goal should be determined in collaboration with the student and he/she should be allowed to self-select

appropriate reward opportunities and timeframes.

• Also at the start of the intervention, the student should receive instruction on what the behavioral expectations are and how to meet those

expectations, to avoid any confusion.

Instruction:

1. An adult meets with the student daily to check in at the start of school (or a given class period) to review the student's goal sheet and provide

encouragement.

2. Teachers provide feedback on the student's sheet throughout the day.

3. An adult meets with the student to check out at the end of the day, in order to review any opportunities for improvement, and to provide ongoing

feedback, encouragement and instruction, as needed. Points are totaled at check out and deposited in the student's CICO Account. Points are not taken

away, due to problem situations. Points earned are saved until the student wants to trade them. Pre-determined spending times should be determined

at the outset of the intervention, in order to allow the student to trade points for activities, prizes, free time, and other special things at the school.

• Optional: The student takes the sheet home to be signed, returning it the following morning at check in.

Materials/

Resources/

Tips:

Resources:

• The Michigan Department of Education has some very helpful materials for implementing CICO, including the following website:

http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Beha vior/TargetBehaviorInterventions/CheckInCheckOut.aspx

o These documents include the following:

■ "CICO Monitoring Form"

■ "CICO Teacher Information Form" that includes instructions and a student contract

■ "Things to Say at CICO" document that includes suggested comments

• Additional materials and information on this intervention can be found at the following websites:

http://www.pbisworld.com/tier-2/check-in-check-out-cico/

http://polkdhsd7.sharpschool.com/staff directory/p b s behavior intervention/tier 2 interv

http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/tier_2_interventions/check_in_check_out/


http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Behavior/TargetBehaviorInterventions/CheckInCheckOut.aspx

http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierIISupports/Behavior/TargetBehaviorInterventions/CheckInCheckOut.aspx


entions/check in check out/

http://www.updc.org/assets/files/professional development/umta/materials/2010/march11/C

heck-In-Check-Out.pdf

Tips:




change.




Sample Methods for


• Keep track of the daily points earned at check-out to track and chart the student's progress.
















http://www.updc.org/assets/files/professional_development/umta/materials/2010/march11/Check-In-Check-Out.pdf

http://www.updc.org/assets/files/professional_development/umta/materials/2010/march11/Check-In-Check-Out.pdf

http://polkdhsd7.sharpschool.com/staff_directory/p_b_s_behavior_intervention/tier_2_interventions/check_in_check_out/

Intervention

Title:Changing Behaviors Through Self-Monitoring


Brief

Summary:Student self-monitoring is an effective tool for behavior change. Self-monitoring has two components, measurement and evaluation: (1) the student measures

and records his or her own behavior (measurement), and then (2) compares that recorded behavior to a pre-determined standard (evaluation). Self-monitoring

takes advantage of a behavioral principle: the simple acts of measuring one's target behavior and comparing it to an external standard or goal can result in

lasting improvements to that behavior.

In classroom settings, self-monitoring offers several advantages. Self-monitoring requires that the student be an active participant in the intervention, with

responsibility for tracking and charting and evaluating his or her behaviors. Also, in order to accurately self-evaluate behaviors, the student must first learn the

teacher's behavioral expectations. That ability of the student to understand and internalize the behavioral expectations of others is a milestone in the

development of social skills. Finally, student self-monitoring data is typically economical to collect, even in a busy classroom, and can often be used to

document the success of a behavioral intervention.

Research


Dunlap, G., Clarke, S., Jackson, M., Ramos, E., & Brinson, S. (1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral

challenges. School Psychology Quarterly, 10, 165-177.

Found at:

http://www.interventioncentral.org/self management self monitoringAdministration

instructions:

There are many possible variations to student self-monitoring programs. In order to be most effective, however, self-monitoring programs will usually include

the following three steps:

1. Define Behavior Target(s) to Self-Monitor

• The teacher and student select and carefully define one or more behaviors that the student will monitor.

o Examples of self-monitoring target behaviors to increase could include:

■ Focusing on the task or assignment (on-task).

■ Making positive statements to peers.

■ Completing work.

■ Complying with teacher requests.

■ Reading pages of text read during study periods.

■ Completing math computation problems.

o Examples of self-monitoring target behaviors to decrease could include:

■ Calling out.

■ Leaving one's seat.

■ Requesting teacher assistance.

• The teacher should meet privately with the student to discuss the behavior(s) to be monitored. For each goal behavior, the teacher and student

write a clear, specific behavioral definition that provides observable 'look-fors' to indicate when the behavior is displayed. For example, 'on-task'

can be made observable by defining it as "eyes on the teacher or desk-work".

2. Choose a Method for Recording Self-Monitoring Data

• Creating a record of self-monitoring data will allow the student to collect data over time to look for trends of improvement and to share self-

monitoring information with teachers

http://www.interventioncentral.org/self_management_self_monitoring

and/or parents.• Reviewed here are three convenient formats to structure the collection of self-monitoring data

and to record the resulting behavioral data- (1) rating scale, (2) checklist, and (3) frequency count:

o Rating scale. A rating scale consists of one or more items that a student can use to complete a global rating of a corresponding number of behaviors (e.g., "How well did I: (1) stay in my seat?; (2) participate?; (3) avoid distracting others?; (4) follow directions?"). The rating scale usually has a qualitative, sliding-scale rating format (e.g., "poor...fair...good"). Rating scales are typically completed at the conclusion of a fixed observation period (e.g., after a class period; at the end of the school day).

o Checklist. A checklist is a listing of behaviors (to be increased or decreased) that the student periodically reviews, checking off those behaviors actually displayed during the monitoring period. For example, a student may have a checklist for independent assignments that contains these 3 work-readiness items: (1) I have all work materials needed, (2) My desk workspace is organized, (3) I understand the directions of this assignment. Before beginning independent work, that student reviews and verifies that these preparatory actions have been carried out.Checklists are helpful for monitoring multi-step behaviors (e.g., the plan-write- revise-edit stages of the writing process) or for monitoring clusters of several related behaviors (e.g., as illustrated in the work-readiness example cited above).

o Frequency count. In a frequency count, the student keeps a running tally of the number of times that a he or she displays a target behavior (e.g., number of callouts or requests for teacher assistance) during an observation period.

3. Choose a Self-Monitoring Schedule• Because self-monitoring requires that the student periodically measure his or her behavior, the

teacher and student must decide on what schedule the monitoring will occur. Here are options:o Start of period or day. The student monitors at the start of the class period or

school day. Sample behaviors suitable for 'start' intervals include arriving to class on time and having all required work materials.

o End of period or day. The student monitors at the end of the class period or school day. Sample behaviors suitable for 'end' intervals include copying homework assignments from the board and global ratings of the student's behavior during that classroom period or school day.

o Scheduled transition points throughout period or day. The student monitorsperiodically during the class period or school day, with each monitoring episode tied to a scheduled, easily identified 'transition point' that naturally occurs in that classroom setting. A common transition point would be the student's moving from one learning activity to another (e.g., from independent seatwork to whole-class lecture). Sample behaviors suitable for 'transition point' intervals include the speed of the student's transition between activities and the student's general behavior during transition periods.

o Start or end of assignments. As student academic work is often the focus of self-monitoring, a logical time-point for doing that monitoring is when beginning or finishing assignments. Sample behaviors suitable for 'start of assignments' include checking for the presence of all work materials and clearing the desk to create an uncluttered work space. Sample behaviors suitable for 'end of assignments' include ensuring that a writing assignment is legible and correctly formatted and applying a self-correction checklist to a math assignment to catch and correct common mistakes.

o Fixed intervals through period or day. The student monitors at fixed periods during the class period or school day (e.g., every 15 minutes;

at the top of each hour). Sample behaviors suitable for 'fixed' intervals include overall classroom behaviors, attention and focus,

social interactions with other students, and compliance with adult requests.

Materials/

Resources/

Tips: Resources:

• A Sample Lesson Plan for teaching "On Task" (elementary level) behaviors is attached following this intervention. Also accompanying that lesson plan

is a "smiley" chart that elementary students may utilize to self-monitor. Additional tools for self-monitoring (more appropriate for older students)

can be found on pages 6-8 of this Intervention Central document:

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs blog/self management s

elf monitoring.pdf

o The self-monitoring form can be easily modified to address fewer items or change wording, as appropriate for the student's level. If the

teacher collects the selfmonitoring sheets from the kid - that can be the data piece. It might be done daily, or even by class period or

even just for a certain subject area. Some teachers have found that it's more effective for them to do a quick "check in" with the

student as they fill out the sheet, both to ensure the student's understanding of the ratings and provide feedback for possible

improvements.

Tips:


deficit you are trying to address.


change.




Sample Methods for


• Keep track of the daily points earned at check-out to track and chart the student's progress.
















http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_self_monitoring.pdf

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_self_monitoring.pdf

Sample Lesson Plan for Teaching "On-Task" Behaviors

for use with Self-Monitoring

What does being "On Task" LOOK like?

Tell it Model it

Have student model it

1. Concept/Expectation: Maintain "On Task" Behaviors during instruction.

2 . Definition and Critical Attributes

• Being responsible, attentive & focusing on a given task or person.

• Critical Attributes: behaviors that help people to build on respect, confidence, positive choices, succeed & become friendlier and more cooperative. Learning can then enhance a more positive environment.

3. Examples

• Maintaining eye contact

• Being able to restate what was just stated• Staying on task

• In control, responsible and prepared

3. Non- Examples

• Distracted, looking away, talking• Not being able to restate what was stated

• Difficulty staying on task/playing with objects, desk, pencil, etc...• Not doing what group is doing/difficulty following directions

4. Activities to Enhance Concept Development

Have students role model/ act out examples that illustrate listening well

Never

Never

9 0

Never

Never

My Self-Report

1. I was excited about learning new things in school today.

2. I did pay attention when the teacher was giving directions. Always Sometimes

3. I knew when I was listening and pay attention.

Always Sometimes

4. My behavior allowed others to complete their work. Always Sometimes

5. During independent work time, I was focused.

Always Sometimes

Always Sometimes Never

® 0

APPENDIX

Signature of Person Using Interventions:

Assessment Dates & Results (Intervention One) Assessment Dates & Results (Intervention Two)

Progress Monitoring ChartStudent: _______________________________________________________________________________________ Teacher:

Grade: ____________________________ School:

Date of Birth: / / _____________________ Area of Concern:Description of Assessment/Measure used to monitor student's progress: _____________________________________________

Intervention (Name, Source, Description) Implementation Specifications (Interventionist, Duration, Frequency) Results (Summarize Assessments, any notes)

Curriculum-Based Measurement (CBM) GraphOral Reading Fluency:0-140:12 Weeks_________Setting up the graph• At the top of the graph, fill out the student’s name, his or her classroom and/or grade, and information about the level at

which the student is being monitored with CBM.

• After you have collected baseline CBM information, fill out the start date and end date in the Baseline date section for the time span during which you collected baseline data (Figure 1). Then decide how many instructional weeks that you plan to monitorthe student’s progress. Fill out the start date (Monday) and end date (Friday) in the Monitoring date section for each instructional week during which monitoring will take place (Figure 1). If possible, you should try to collect at least one CBM observation per week for your target student. It is a good idea to fill in the weekly start- and end-dates in advance to give yourself an incentive to stay up-to-date on your CBM monitoring.

Entering information onto the graph• Baseline datapoints. Collect at least 3-5 baseline datapoints. (Baseline data are collected to get a

sense of the student’s current performance level and rate of progress. It is a good idea to collect them within a 1- to 2-week span.) Plot these datapoints in the 'baseline’ column on the graph, as shown in Figure 2. Next to each plotted datapoint, write the date on which it was collected. Connect all baseline datapoints with lines to identify them as a single data-series.

INTERVENTION CENTRAwww. in terventioncentral. org

(Norms from Shapiro, 1996)

Curriculum-Based Measurement (CBM) GraphWriting Fluency:0-140:12 Weeks_______________Setting up the graph• At the top of the graph, fill out the student’s name, his or her classroom and/or grade, and information about the level at






____Total Words _____#Correctly Spelled WordsWriting Sample Per 3 Minutes: # Correct Writing Sequences ^Correct Punctuation

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riting 140-12 ©2003 Jim

Wright mvw.interventioncentral.org

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Student:_________________________________Classrm/Grade:____________________________________Monitoring Level: _B

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Curriculum-Based Measurement (CBM) GraphMath Computation:0-80:12 Weeks_____________Setting up the graph• At the top of the graph, fill out the student’s name, his or her classroom and/or grade, and information about the level at






Correct Digits Per 2 Minutes: Problem Type(s):


Curriculum-Based Measurement (CBM) GraphAdditional Generic Graph Page:0-140:12 WeeksSetting up the graph• At the top of the graph, fill out the student’s name, his or her classroom and/or grade, and information about the level at





easy CBM

Progress made easy for RTI.

Interpreting the easyCBM Progress

Monitoring Test Results

2012-2013

RIVERSIDE4^ HOUGHTON MITIIIN HARCOURT

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EasyCBM Progress Monitoring Score Interpretations

Interpreting the EasyCBM Progress Monitoring Test Results

These grade-level progress monitoring scores provide initial guidance on interpreting student performance on the reading and math measures available through the easy CBM District version f www.rivers idepublishing.com/ easvcbml .

Interpretation of NormsTo interpret student performance on the easyCBM measures, one compares a student's raw score on a given measure to the percentile rank associated with that score. This information can be found by comparing the student's score to the percentile rank lines on the individual student report graphs, by hovering over a raw score in the Benchmark Report table, or by referring to the PDF "Interpreting Progress Monitoring Scores" and the Detailed Percentiles chart. In all cases, this information gives an indication of how a student is performing relative to the performance of other students on that measure at that point in time.Performance at the 50th percentile rank can roughly be interpreted as 'average' performance for students in that grade on that measure at that point in time. Performance below the 50th percentile rank indicates that a student is performing below average on that measure at that point in time, with lower scores indicating performance further below average grade level performance.

Why don't the scores always go up across the year?

Although it would seem logical to have the expected scores increase in a linear way throughout the year, with students at all levels of performance showing a smooth, linear growth from fall to spring students sometimes defy logic. We also know that student growth is not always a linear phenomenon and varies across age and construct. The percentile rank scores on easyCBM are based on empirical results of actual student performance on fall, winter, and spring measures. Interestingly, it is common to see steeper growth from fall to winter, and to see student performance level off or even decrease slightly from winter to spring. Some of the difference in growth may be related to the 'loss' associated with summer time and the jump in level of difficulty as students move from one grade to the next. Thus, students tend to start out scoring lower in the fall, with a fairly steep increase common from fall to winter.In the spring given these measures assess a year’s worth of standards, it is common for students to level out. This is reflective of the fact that they mastered all standards at the time of testing. In some grade levels and measures, students may show a decrease from winter to spring. It is uncertain what causes this decrease in score in the spring. However, this phenomenon is consistent with empirical results found in literature across the years. Some educators have theorized that it may be related to student motivation or attention to nonacademic pursuits in the springtime. This is why it is so important to use the percentile ranks rather than simple raw scores when interpreting student performance.

http://www.rivers/

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EasyCBM Progress Monitoring Score InterpretationsNorm CalculationsThe percentiles and scores for the English language reading and mathematics tests in this document were calculated using test results from an average of 12,000 students per test, in school districts from across the United States.

Students were only included in the norm group if they had scores on the measure in question for the fall, winter, and spring benchmark assessment periods. The norms are based on student performance on the benchmark assessments. Because the benchmark and progress monitoring assessments are simply comparable alternate forms of the same measures, one can use the score guidelines to interpret performance on both benchmark and progress monitoring measures.

The percentiles for the Spanish language reading tests were calculated from a much smaller sample of students, K-2, who took the Spanish-language reading tests in School Year 2012-2013. The Spanish norms should be used with caution, as the norm group had only a few hundred students, rather than many thousand. We will continue to evaluate the stability of these norms, moving forward, and will make adjustments in the future if needed.


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Grade 1 Reading Measures - English LanguagePercentile

Phoneme Segmenting Letter Names Letter Sounds Word Reading Fluency Passage Reading Fluency

Fall Win Spr Fall Win Spr Fall Win Spr Fall Win Spr Fall Win Spr10* 12 31 35 20 34 42 12 27 30 2 8 17 i 8 1620th 23 38 42 28 42 49 18 31 36 4 12 25 3 12 2750th 37 50 52 40 56 68 29 40 46 10 23 47 7 25 57

75th 46 59 61 47 69 80 36 50 55 24 43 68 17 63 9390th 55 66 67 59 80 90 44 59 63 49 66 83 43 99 125

Grade 1 Math MeasuresNumber & Operations Geometry Number, Operations, &

Algebra Math Benchmark

Fall Win Spr Fall Win Spr Fall Win SprFall Win Spr

To® 6 9 n 8 9 10 4 5 7 18 22 2720Ul 7 11 12 9 10 12 5 6 9 21 26 31SO1" 10 13 15 12 13 14 7 9 12 26 33 3875lh

12 15 16 13 14 15 8 12 14 30 38 4290lh 14 16 16 15 16 16 10 14 16 35 42 44

Percentile Word Reading Fluency Passage Reading FluencyMC Reading Comprehension

Vocabulary CCSS ReadingFall Win Spr Fall Win Spr Fall Win Spr Fall Win Spr Fall Win Spr

io* 16 24 33 37 66 61 6 7 9 9 12 14 8 9 1020* 25 36 46 57 83 83 8 9 11 12 15 16 11 15 185o»/-

>

47 57 65 85 118 116 12 11 15 17 18 19 20 22 2375* 61 72 76 112 152 147 14 13 17 19 19 20 24 23 2490* 72 84 91 142 178 175 16 15 19 20 20 20 25 25 25

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Grade 3 Reading Measures


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Grade 6 Mathematics Measures

Percentile Number & Operations

AlgebraNumber, Operations, &

Ratios Math Benchmark CCSS Math

Fall Win Spr Fall Win Spr Fall Win Spr Fall Win Spr Fall Win Spr10"1

6 6 7 9 10 10 9 9 10 21 23 23 6 6 720th 7 8 9 11 11 12 10 10 11 24 26 29 9 9 105011 9 10 12 13 13 14 13 13 14 30 33 37 12 14 15

75th 11

13 15 15 14 15 14 15 15 35 38 41 15 17 1990th 1

415 16 16 15 16 16 16 16 39 42 44 17 20 22

Documents

Web viewYou might choose to do Word Reading Fluency ... Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified