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Enhancing RtI: Instruction and Intervention
Doug Fisher and Nancy Freywww.fisherandfrey.com
LEARNING
Traditional View of Learning
When time and instruction are held constant…
… learning outcomesvary.
Adapted from Buffum, Mattos, & Weber, 2009
LEARNING
A New View of Learning
When time and instruction are variable…
… learning is held constant.
Adapted from Buffum, Mattos, & Weber, 2009
Purpose of RtI
An alternative way to identify students as having learning disabilities, making sure that students who struggle were not misidentified as
disabled when different and/or more intensive
instruction addressed their
needs.
“Big RTI”
A school improvement process designed to ensure that students receive the instruction, intervention, and support necessary to be successful.
“little rti”
Response to Instruction and Intervention (RtI2)
• Tier 1: Quality core instruction• Tier 2: Supplemental intervention• Tier 3: Intensive intervention
Tier 1: 70+%
Tier 2:
20-30%
Tier 3:
5-15%
Manipulate variables…
What Variables Can You Control?
• Frequency (time)• Duration (time)• Assessment (instruction)• Group size (instruction)• Access to expertise (instruction)• Staff collaboration (instruction)• Student Monitoring Team (instruction)• Others?
Tier 1: Quality Core Instruction
• Based on a Gradual Release of Responsibility• Formative assessments (feed forward, not just
feedback)• Push-in supports and incidental benefits
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
Tiers 2 and 3 intervention are not a
Band-Aid…
…for ineffective Tier 1 instruction.
The Role of Assessment in RtI2
Diagnostic
Screening Tools
Progress Monitoring
Screening Tools
DIBELS Oral fluency SAMSALLIWriting sampleSpelling inventory
Which do you use?
Are they working for you?
Curriculum-based measures (CBM): mostly skills-based
Curriculum-based assessments (CBA): course curriculum
Both are needed for progress monitoring
Progress Monitoring
Checklists Rubrics Self-assessments ObservationsCompetencies
Which do you use?
Are they working for you?
Homework is NOTa progress monitoring tool!
Homework is NOTa progress monitoring tool!
Traditional homework occurs
too soon in the instructional cycle.
Traditional homework occurs
too soon in the instructional cycle.
CleaversCleavers
CheatersCheaters
SlackersSlackers
Bewildered
Goals of Homework
• Fluency building• Application• Spiral review• Extension
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making responsibility
possible. English Journal, 98(2), 40-45.
Spiral Review Homework: Opinionnaire
What’s your opinion? SA A D SD
A patriot is heroic.
Sometimes the only thing left to do is fight for what you believe in.
The American Revolutionary War could have been avoided if both sides had compromised on taxes.
All the colonists were in support of the war.
Extension Homework
Compare English language learners to
“true peers”
Tier 2:
10-15%
What could Tier 2 look like?
The focus of the monitoring team
Manipulate the variablesManipulate the variables
Access to
ExpertiseAccess to
Expertise
• Mostly classroom teachers as students work productively
• Push-in staff (15% rule)
Who provides Tier 2?
Time and Duration
Group size
CBMs 2 times per month
for progress monitoring
Academic Recovery and
After school tutorials
Involve the familyInvolve the family
Increased guided instruction with smaller groupsIncreased guided instruction with smaller groups
Teacher Role
What is the teacher
doing while productive group work is
occurring?
Zone of Proximal Development
Zone of Proximal Development
ScaffoldingScaffolding
“As easy as learning
to ride a bike”
Scaffolds in Classroom Instruction
• Robust questions to check for understanding
• Prompts that focus on cognitive and metacognitive processes
• Cues to shift attention to sources• Direct explanation and modeling to re-
teach
Robust Questions to Check for Understanding
IntentionIntentionuncovering, not testing
Teacher: What is a nocturnal animal?Student: An animal that stays awake at
night.Teacher: Good. What is a diurnal animal?
I-R-E
Teacher: What is a nocturnal animal?Student: An animal that stays awake
at night.Teacher: Tell me more about that.
Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot. Probe
Teacher: What is a nocturnal animal?Student: An animal that stays awake
at night.Teacher: Tell me more about that.
Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Misconception
Prompting for Cognitive and Metacognitive Thinking
Prompts
So the student does the
cognitive work
Prompts can be cognitive
or
metacognitiveNote
to elf
Background knowledge prompts
invite students to
use what they know to resolve problems
Process or Procedure Prompts
To perform a
specific task
Reflective prompt
knowing about knowing
“What did you learn today?”“What did you learn today?”
Heuristic prompt
Informal and less defined
“Make a graph so you can see it.”“Make a graph so you can see it.”
Teacher: What is a nocturnal animal?Student: An animal that stays awake at night.Teacher: Tell me more about that. Does a nocturnal animal
have special characteristics?Student: Well, it doesn’t sleep a lot.Teacher: I’m thinking of those pictures we saw of the great
horned owl and the slow loris in the daytime and at night. Does your answer still work?
PROMPT
Cues to Shift Attention
Cues
Shift attention to sources of
information
More direct and specific than prompts
the expert commentator sees things you don’t
cues do the same for novices
Attention grows with competence
VisualPhysicalGesturalPositionalVerbalEnvironmental
6 Types
Using Prompts andCues
Context: Students are creating a Jeopardy®-style game. The teacher is building the background knowledge of a group of students. He draws their attention to a sentence in the text: “When you eat foods—such as bread, meat, and vegetables—they are not in a form that the body can use as nourishment.” He asks Mauricio to retell it is his own words...
Mauricio: So, I think it says that your body can’t use meat like it is meat. It has to be changed.
Jessica: But that’s what we eat to live. That’s good eating.Russell: I don’t eat any vegetables. I only like the meat and bread from this, like
a hamburger.Mr. Jackson: How does that meat change so that your body can use it? Russell?Russell: It doesn’t change. It’s meat.Mr. Jackson: So let’s think about what we know about nourishment and our
food. There’s a process that it goes through, right? [they nod in agreement] What’s the first step? You know this because you do it several times a day.
Sarah: The first thing to eat? Is that what you mean?Mr. Jackson: Yeah, the first thing.Sarah: You take a bite.Mr. Jackson: Exactly, right on. So you’ve changed the food, right? Russell: Yeah, but it’s still meat.Mr. Jackson: It sure is. But it’s changed a bit, and will change more.
Remember we talked about different kinds of changes. Physical … ChemicalRussell: So the first thing, when you bite it, it’s a physical change, right?Mr. Jackson: You know it! And then what happens?
Direct Explanation and Modeling
When prompting
and cueing fail, it’s time for
direct explanation.
When prompting
and cueing fail, it’s time for
direct explanation.
Direct Explanation
Take care not to re-assume responsibility too quicklyTake care not to re-assume responsibility too quickly
Identify
Explain
Think aloud
Monitor
Tier 3:
5-10%
What could Tier 3 look like?
Tier 3: Intensive
• Individual• 30 minutes at least three times per week• Increase assessment and monitoring
frequency• Increase expertise• A whole school focus
Keep the teacher
at the center of
communication
Daily 1:1 instruction
Increased Progress Monitoring
with specialized assessmentsIncreased Progress Monitoring
with specialized assessments
Every certificated adult
meets with students
What is “special” about special education?
• Formalized system of support (continuing interventions)
• Funding• Goals and objectives• Curriculum accommodations and
modifications• Testing support• Assistive technology• Related Services
The Takeaway
• Instruction and Intervention are linked• Manipulate variables (time, assessment,
expertise, instruction) to intensify intervention
• Build in a feed forward method so that RtI2 results inform classroom instruction and programmatic improvements
• Keep the teacher and family at the center of communication