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Interventions for Tier II
Matthew Burns, Ph.D. University of Minnesota
Multi-Tiered Academic Interventions (Burns, Deno, & Jimerson, 2007)
I. General Education: Universal screening and progress monitoring: All students,
II. Standard Protocol Treatments: Small group tutoring (3-6) in general education: 20% of students at any time
III. Problem Analysis: Individualized interventions in general education : 5% of students at any time
– Special education: More intense services brought to student: ≤12% of students
– Increasing intensity and measurement precision
RTI and Problem-Solving
TIER I
TIER I I
TIER III
Problem-Solving Step 1 – Classwide or Individual Problem
student names 11/1/2005
A 12
B 12.5
C 12
D 14.5
E 14.5
F 19
G 12
H 12
I 8.5
J 12.5
K 12
L 20
M 5.5
N 6.5
O 10
P 14.5
Q 8
R 20.5
S 12
median 12
student names 11/1/2005 11/8/2005
A 12 19.5
B 12.5 14
C 12 15.5
D 14.5 15.5
E 14.5 12.5
F 19 33
G 12 15
H 12 12
I 8.5 8.5
J 12.5 12
K 12 7.5
L 20 21
M 5.5 8
N 6.5 14
O 10 13.5
P 14.5 15
Q 8 14
R 20.5 27
S 12 16.5
median 12 14
student names 11/1/2005 11/8/2005 11/15/2005
A 12 19.5 19.5
B 12.5 14 12.5
C 12 15.5 11.5
D 14.5 15.5 19
E 14.5 12.5 14.5
F 19 33 33.5
G 12 15 12
H 12 12 16
I 8.5 8.5 13
J 12.5 12 16
K 12 7.5 12
L 20 21 19.5
M 5.5 8 8
N 6.5 14 7.5
O 10 13.5 16
P 14.5 15 13.5
Q 8 14 16
R 20.5 27 24
S 12 16.5 15
median 12 14 15.25
student 11/1/2005 11/8/2005 11/15/2005 11/22/2005
A 12 19.5 19.5 22
B 12.5 14 12.5 15.5
C 12 15.5 11.5 15
D 14.5 15.5 19 23
E 14.5 12.5 14.5 22.5
F 19 33 33.5 34
G 12 15 12 19.5
H 12 12 16 16
I 8.5 8.5 13 18
J 12.5 12 16 23
K 12 7.5 12 16.5
L 20 21 19.5 21
M 5.5 8 8 11
N 6.5 14 7.5 14
O 10 13.5 16 16
P 14.5 15 13.5 17
Q 8 14 16 19.5
R 20.5 27 24 36
S 12 16.5 15 22.5
median 12 14 15.25 18.75
Classwide Intervention???
Problem-Solving in Tier II
1. Identify discrepancy for individual. 2. Identify category of problem. 3. Assign small group solution
Words Per Minute Student Name Teacher Fall Winter Spring A 2nd grade 79 95 90
B 12 41 62
C 5 8 16
D 97 153 138
E 47 113 115
F 96 102 128
G 23 39 57
H 79 108 136
I 70 100 109
J 68 104 120
K 40 86 95
L 71 115 134
M 88 88 153
N 68 77 85
O 49 71 88
P 37 70 75
Q 14 25 55
R 91 123 135
S 6 35 65
Median 68 97.5 112
Re-examining National Reading Panel Data
Burns (2002), Psychology in the Schools
National Reading Panel
• Is phonemic awareness instruction effective in helping children learn to read?
• Reviewed 52 studies of PA instruction. • Three general outcomes were explored
– PA tasks such as phoneme manipulation, – Reading tasks such as word reading, pseudoword reading,
reading comprehension, oral text reading, reading speed, time to reach a criterion of learning, and miscues, and
– Spelling
National Reading Panel Results
• PA instruction demonstrated better efficacy over alternative instruction models or no instruction
• Improved PA measures (strong), reading (d = .53) and spelling skills
• Teaching one or two PA skills was preferable to teaching three or more
• PA instruction benefited reading comprehension (Ehri et al.).
Means and Ranges of Effect Sizes by Reading Outcome Measure
N Mean ES SD Minimum Maximum
Pseudowords 24 .84 .80 -.19 3.60
Words in Isolation
48 .92 .89 -.05 4.33
Contextual Reading
24 .37 .38 -.37 1.18
Frequency of Coefficients for Cohen’s Categories by Reading Outcome Measure
Large Medium Small
N % N % N %
Pseudowords 11 45.8 05 20.8 08 33.3
Words in Isolation
19 39.6 12 25.0 17 35.4
Contextual Reading
04 16.7 03 12.5 17 70.8
Implications for RtI?
• Problem Analysis
• Intervention
• Assessment
What should Tier II look like?
Problem Analysis
Tier II • Effective – at least moderate ES • Costs – Low as possible, cost/ES, cost effective (comes with a
lot), dedicated teacher time • Delivery
– Group/individual (two to six considering efficiency) – Total students (20%) – Who - teacher supervision with some peer and or adult tutoring – Pull out – in addition to, some pull out component, 3 to 5 X/week,
approximately 30 minutes (kinder – 20min tops). No less than 8 weeks. • Grades of kids – earlier better, certainly K-2. • Measure – fluency measure of reading at least monthly • Materials
– Ease – much easier if compiled, but not prerequisite – Availability – standardized (manual)
Burns et al., 2006
Logistics
3rd Grade Classroom
Teacher A
25 Kids
1 Paraprofessional
3rd Grade Classroom
Teacher A Parapro A
5 Kids 20 Kids
Logistics
Teacher A
3rd Grade
25 Kids
Teacher B
3rd Grade
25 Kids
10 Kids 3rd Grade – 60 Kids Total
Logistics Teacher A
3rd Grade
40 Kids
10 Kids 3rd Grade – 60 Kids Total
Teacher B
5 Kids
Teacher J
5 Kids
Teacher L
5 Kids Teacher D
5 Kids Teacher F
5 Kids
Teacher H
5 Kids
Parapro A
5 Kids
Reading Specialist
5 Kids
Parapro B
5 Kids
Title 1 Teacher
5 Kids
Parapro C
5 Kids
Itinerate or Specialist
5 Kids
Logistics
Lower Elementary
Grade K 2 Classrooms – 50 kids
Reading 8:30 to 9:00 & 10:30 to 11:00
Grade 1 2 Classrooms – 50 kids Reading 9:00 to 11:00
Grade 2 2 Classrooms – 50 kids Reading 10:00 to 12:00
Grade 3 2 Classrooms – 50 kids
Reading 9:00 to 10:00 & 1:00 to 2:00
Logistics
Lower Elementary
Grade K 2 Classrooms – 50 kids
Reading 8:30 to 9:00 & 10:30 to 11:00
Grade 1 2 Classrooms – 50 kids Reading 9:00 to 11:00
Grade 2 2 Classrooms – 50 kids Reading 10:00 to 12:00
Grade 3 2 Classrooms – 50 kids
Reading 9:00 to 10:00 & 1:00 to 2:00
10:30
9:30
11:00
1:30
Title 1 or Reading
Specialist
Reading Development
• Reading is conceptualized a process that changes as the reader becomes more able and proficient (Chall, 1983)
Good, Simmons, & Kame’enui (2001)
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Reading Skill Development
Berninger et al., 2006
Assess Fluency Fluent? (ORF)
Comprehension
Assess Phonetic Skills Adequate? (LNF, LSF, NWF)
Assess Phonemic Awareness Adequate? (PSF, ISF, CTOPP)
Fluency Intervention
Accuracy or Proficiency
Phonemic Awareness Intervention
Phonics Intervention
Accuracy or Proficiency
START HERE
YES
NO
YES
YES
NO
NO
Intervention
• Phonemic awareness – Acquisition – Sound interventions such as rhyming,
blending, etc. – Proficiency – Practice by saying if faster.
• Phonics – Acquisition – Direct instruction in letter sounds – Proficiency – Timed drills with letter sounds or word box
• Fluency – Acquisition – Teaching words (word sort, phase drill) – Proficiency – Practice such as repeated reading
Peter
• Third Grade • NWEA test this fall, he scored at the 4th
percentile for reading • Reading fluency score was 13 WRC/M
– Well below average range. • Participates in Read Naturally, (where he is
placed at grade level 1.0)
Peter - Phonics • ORF 13 wcm with 60% known • Phonics:
– NWF: 24 words/minute with 67% known – 2nd grade 30 is emerging and 50 is established – LSF 34 (35 is cut off) with 88% known
• Phonemic Awareness – PSF: 38 (35 is “established at end of 1st grade)
with 93% known
3rd grade male
Median fluency score was 30 words/minute with between 68% and 72% correct (below 10th percentile)
Nonsense word fluency = 65 sounds (50 is established) correct/minute with 94% accurate
3rd grade male
Scored below the 5th in reading
38 words/minute on grade level texts with 83.5% known
Nonsense word fluency = 62 correct sounds per minute with 91% accuracy. (50 is established)
Programs
• Read Naturally
• Road to the Code
• REWARDS
Interventions
• www.fcrr.org
• www.interventioncentral.com
• http://kc.vanderbilt.edu/pals