Response to It itA Intervention: Teacher as First Responder...The next 3 sections of this presentation summarize RTI t h i t ti ti RTI at each intervention tier as: • ‘Decision

Response to Intervention

Response to I t ti A Intervention: Teacheras First Responder

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/longwood



RTI Assumption: Struggling Students Are ‘Typical’ U til P Oth iUntil Proven Otherwise…

RTI logic assumes that:A t d t h b i t t l i l d ti i t i l – A student who begins to struggle in general education is typical, and that

– It is general education’s responsibility to find the instructional It is general education s responsibility to find the instructional strategies that will unlock the student’s learning potential

Only when the student shows through well-documented interventions that he or she has ‘failed to respond to intervention’ does RTI begin to investigate the possibility th t th t d t h l i di bilit th that the student may have a learning disability or other special education condition.

www.interventioncentral.org 3


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

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

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

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

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

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


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


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


Avg Classroom Academic Performance Level

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

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


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


Common Core State Standards: Supporting Different Learners in ELA

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


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


Common Core State Standards:

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

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


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


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

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


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

9


Avg Classroom Academic Performance Level

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

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


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


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

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


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

11


RTI Tiers. What do the 3 levels, or ‘tiers’, of RTI look like and what students do they serve?y



RTI Ti 1 C I t tiRTI: Tier 1 Core Instruction

Focus of Inquiry: Because it benefits all students and is the most efficient way to yimprove academic skills, core instruction is the most important element of RTI most important element of RTI.




Tier 3









RTI Plan: Tier 1 Core InstructionRTI Plan: Tier 1 Core InstructionTier 1: High-Quality Core Instruction. The student receives high quality core instruction in the area of receives high-quality core instruction in the area of academic concern. ‘High quality’ is defined as at least 80% of students in the classroom or grade level 80% of students in the classroom or grade level performing at or above grade-wide academic screening benchmarks through classroom instructional support alone (Christ, 2008).



RTI: Decision Points and Quality IndicatorsRTI: Decision Points and Quality IndicatorsThe next 3 sections of this presentation summarize

RTI t h i t ti ti RTI at each intervention tier as: • ‘Decision points’: People looking at data, talking

about individual student needs, deciding what intervention supports those students need, designing intervention plans for those students.

• ‘Quality indicators’: The elements that must be in yplace to ensure quality interventions.



RTI: Tier 1 General-Education Classroom Intervention

Focus of Inquiry: Because the teacher is the Tier 1 (classroom) RTI ‘first responder’ who can Tier 1 (classroom) RTI first responder who can potentially assist any struggling student, schools should prepare necessary resources and define clear guidelines for how to gimplement Tier 1 interventions.




Tier 3









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

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

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

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

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


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

19


How To: Create a Written How To: Create a Written Record of Classroom

InterventionsInterventionspp. 10-12



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

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



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

22


22


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

23


23


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

24


24


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

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

25


25


How To: Create a Written Record of Classroom

I t tiInterventions



Tier 1 Interventions Are NOT…Tier 1 Interventions Are NOT…• The classroom teacher trying strategies informally

without documentationwithout documentation.• Minor actions such as ‘called the parent’ or ‘moved the

student’s seat’student s seat .• A restatement of the core instructional strategies given

to all students in the classto all students in the class.



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

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

• The teacher defines the student problem(s), selects intervention(s), decides how to monitor the intervention and documents the intervention plan—

Activity: Review the team-based problem-

l i d l intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant l k l t t h k th t t f th

solving model presented here for Tier 1 interventions. several weeks later to check on the status of the

intervention.• The classroom teacher is the person primarily

Tier 1 interventions.

What are enablers responsible for the integrity of the Tier 1 intervention plan.

• The numbers of students requiring Tier 1

and roadblocks to putting this process in place at your school?


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

28

place at your school?


RTI Ti 2 S l t l I t tiRTI: Tier 2 Supplemental Intervention

Focus of Inquiry: Tier 2 interventions occur above and beyond core instruction, usually in y , ysmall-group format. Tier 2 interventions are often ‘standard-protocol’ programs that match often standard protocol programs that match common student intervention needs in a schoolschool.




Tier 3









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

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

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

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

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


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

31


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

Classroom 1 Classroom 2 Classroom 3Grade K

Anyplace Elementary School: RTI Daily Scheduleg y g

9:00-9:30

Classroom 1 Classroom 2 Classroom 3Grade 1


9:45-10:15

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


10:30-11:00

12:30-1:00



1:15-1:45

2:00-2:30


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

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


Planning Tier 2 Interventions: Data Analysis TeamThe school has established a Data Analysis Team at Tier 2 to evaluate the school-wide screening data collected three times per year and to place students who need Tier 2 interventions place students who need Tier 2 interventions.

The Data Analysis Team• is knowledgeable of all intervention personnel and evidence-based

programs available for Tier 2 interventions.knows how to identify students who have failed to meet expected • knows how to identify students who have failed to meet expected screening benchmarks

• can use the benchmarks to estimate the risk for academic failure of each student picked up in the screening

• is able to match identified students to appropriate interventions while idi t d t ith ffi i t i t ti l t


providing students with sufficient instructional support.• can document the Tier 2 intervention set up for each student

33


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

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

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

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


classroom content.


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

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

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



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

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

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



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

ltools

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

Users can streamline their search by subject and grade level


y j g(elementary or middle school).


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

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



RTI: Tier 3 Intensive Intervention

Focus of Inquiry: General-education students who receive Tier 3 services take up the greatest amount of RTI resources and are at grisk for referral to special education if they fail to improve So these high-stakes casesto improve. So these high stakes casesrequire the RTI Problem-Solving Team, which follows a customized which follows a customized, team-based ‘problem-solving’

hwww.interventioncentral.org

approach.39



Tier 3









Tier 3: RTI Problem-Solving Team• At Tier 3, the RTI Problem-Solving Team (‘RTI Team’) meets on

students with intensive academic or behavioral needs to develop customized intervention plans. NOTE: The RTI Team is equivalent to the NJ Intervention & Referral Services (I&RS) Team.

• The RTI Team is prepared to develop Tier 3 plans for up to 5 • The RTI Team is prepared to develop Tier 3 plans for up to 5 percent of students in a school.

• RTI Team meetings follow a version of the investigative ‘problem-RTI Team meetings follow a version of the investigative problemsolving’ consultation model (e.g., Bergan, 1995)—to include:– Problem Identification– Problem Analysis– Plan Development and Implementation


– Problem Evaluation

41

Source: Kovaleski, J. F., Roble, M., & Agne, M. (n.d.). The RTI Data Analysis Teaming process. Retrieved on May 3, 2011, from http://www.rtinetwork.org/essential/assessment/data-based/teamprocess


The Tier 3 RTI Problem-Solving Team Is NOT…The Tier 3 RTI Problem Solving Team Is NOT…

• A group whose purpose is to screen students to see if they should be referred to Special Educationthey should be referred to Special Education.

• A place to bring students who need only classroom (Tier 1) interventions(Tier 1) interventions.



Activity: RTI: QuestionsActivity: RTI: Questions

• In your groups discuss the RTI model • In your groups, discuss the RTI model presented at this workshop.Wh t ti d till h b t RTI f • What questions do you still have about RTI for elementary schools?


Response to InterventionReading Interventions:1. Incremental Rehearsal (Phonics/Alphabetics)( p )2. Letter Cube Blending (Phonics/Alphabetics)3. Reading Racetracks (Vocabulary)4 A i t d Cl R di (Fl ) 4. Assisted Cloze Reading (Fluency) 5. Paired Reading (Fluency)6. HELPS Program (Fluency)6. HELPS Program (Fluency)7. Group-Based Repeated Reading (Fluency)8. Click or Clunk (Comprehension)9. Reading Reflection Pauses (Comprehension)10. Question Generation (Comprehension)11 Linking Pronouns to Referents (Comprehension)11. Linking Pronouns to Referents (Comprehension)12. Read-Ask-Paraphrase (RAP) Cognitive Strategy

(Comprehension)


13. Ask-Read-Tell Cognitive Strategy (Comprehension)


Sample Strategy to p gyPromote…Phonics/Alphabetics



Reading Standards: Foundation Skills for K-5Reading Standards: Foundation Skills for K 5

Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 16



Letter Names: Incremental Rehearsal

P bKStep 1: The tutor writes down on a series of flash cards the letters that the m ctstudent needs to learn.

l aD

q hw q

C YN


C YN

Response to InterventionIncremental Rehearsal of Letter Names

PStep 2: The tutor reviews the letter identification Kb

‘KNOWN’ Letters ‘UNKNOWN’ Letters

Pthe letter identification cards with the student. Any card that the student can answer within 2

K

C

b

Y Ncan answer within 2 seconds is sorted into the ‘KNOWN’ pile. Any

C

h q

Y N

wcard that the student cannot answer within two seconds—or answers a

h q

D l

w

seconds or answers incorrectly—is sorted into the ‘UNKNOWN’ pile.

a

t

D

m c

l


tm c


Step 3: The tutor is now ready to follow a nine-step incremental-rehearsal sequence: First, the tutor presents the student with a single index card containing an ‘unknown’ letter. The tutor reads the letter aloud, then prompts g , p pthe student to read off the same unknown letter.

K



St 3 (C t ) N t th t t t k l tt f th ‘k ’ il d i it Step 3 (Cont.): Next the tutor takes a letter from the ‘known’ pile and pairs it with the unknown letter. When shown each of the two letters, the student is asked to identify it.y

bK



Step 3 (Cont.): The tutor then repeats the sequence--adding yet another known letter card to the growing deck of flash cards being reviewed and each time prompting the student to answer the whole series of letter names. This p p gprocess continues until the review deck contains a total of one ‘unknown’ letter and eight ‘known’ letters (a high ratio of ‘known’ to ‘unknown’ material ).

PbK

hCY

aq D


aq D


Step 4: At this point, the last ‘known’ letter that had been added to the student’s review deck is discarded (placed back into the original pile of ‘known’ it ) d th i l ‘ k ’ l tt i t t d th fi t items) and the previously ‘unknown’ letter name is now treated as the first ‘known’ letter in new student review deck for future drills.

PbK

hCY hCY

D


aq D


Incremental Rehearsal of Letter NamesSt 4 Th t d t i th t d ith ‘ k ’ l tt t id tifStep 4: The student is then presented with a new ‘unknown’ letter to identify-and the review sequence is once again repeated each time until the ‘unknown’ letter is grouped with nine ‘known’ letters—and on and on. Daily review g p ysessions are discontinued either when time runs out or when the student answers an ‘unknown’ letter incorrectly three times.

bKN

P CY

h Q D


h Q D


Letter Cube Blending d i r• 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

bi ti di h t Th t d t th 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 letters randomly appearing on the blocks is a real word or a nonsense word. The intervention can be used with one student or a group. (Florida Center for Reading Research, g p ( g ,2009; Taylor, Ding, Felt, & Zhang, 2011).

Sources: Florida Center for Reading Research (2009) Letter cube blending Retrieved from


Sources: Florida Center for Reading Research. (2009). Letter cube blending. Retrieved from http://www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTaylor, 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.


Letter Cube BlendingPREPARATION: Here are guidelines for preparing Letter Cubes:• Start with three (3) Styrofoam or wooden blocks (about 3 inches in

diameter). These blocks can be purchased at most craft stores.• With three markers of different colors (green, blue, red), write the

lower case letters listed below on the sides of the three blocks with lower-case letters listed below on the sides of the three blocks--with one bold letter displayed per side. - Block 1: t,c,d,b,f,m: green marker- Block 2: a,e,i,o.u,i (The letter I appears twice on the block.): blue marker- Block 3: b,d,m,n,r,s: red marker


, , , , ,• Draw a line under any letter that can be confused with letters that have

the identical shape but a different orientation (e.g., b and d).




Letter Cube BlendingINTERVENTION STEPS: At the start of the intervention, each student is given a Letter Cube Blending Recording Sheet. During the Letter Cube Blending activity:Cube Blending activity:

1. Each 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.

2. 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 The student is prompted to sound out each letter, to blend the letters, and to read aloud the resulting ‘word’.





Letter Cube Blending

INTERVENTION STEPS (Cont.):3 Th t d t id tifi d d th d ‘ l’ 3. 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 pp pCube Blending Recording Sheet.

4. The activity continues to 10 words. The activity continues until students in the group have generated at least 10 words on their students in the group have generated at least 10 words on their recording sheets.





Letter Cube BlendingLetter Cube BlendingSample Recording Sheet

d i r

Sources: Florida Center for Reading Research. (2009). Letter cube blending. Retrieved from Retrieved from http://www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdf

Taylor, R. P., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier 1 intervention on


(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.


Sample Strategy to Promote…Sight-Word p gy gVocabulary



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

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

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

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


or having read the list five times in a row.

60Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 61Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 62Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


Sample Strategy to Promote…Reading p gy gFluency



Reading Standards: Foundation Skills for K-5Reading Standards: Foundation Skills for K 5


Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 17


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

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

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


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


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

and student begin the session reading aloud in unison.

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

www.interventioncentral.org 66Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


Tutorial: Distinguishing Between an Intervention Practice and a Program

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

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

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


intervention plans.

67


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

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



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

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



Intervention Program Example: HELPS ( h l )

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

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

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

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

comprehension,


– reward procedures to engage and encourage the student reader.

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HELPS Reading Fluency ProgramProgram

www.helpsprogram.orgLINK AVAILABLE ON

CONFERENCE WEB PAGECONFERENCE WEB PAGE



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

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

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

www.interventioncentral.org 72Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Group-Based Repeated ReadingGroup Based Repeated Reading

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

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

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


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

73Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.



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

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


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




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

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


in the passage once.


Response to InterventionGroup-Based Repeated Reading

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

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

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

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


error word--performing this action twice.



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

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

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


they observe these behavioral expectations.







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

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

www.interventioncentral.org 80Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Sample Strategies to Promote…Reading p g gComprehension



Reading Standards: Informational Text: K-5Reading Standards: Informational Text: K 5




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

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

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

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

to apply simple strategies to solve those reading difficulties.

www.interventioncentral.org 83Source: Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.


‘Click or Clunk’ Check SheetCheck Sheet



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


endurance as attentive readers.

85


Reading Standards: Informational Text: K-5Reading Standards: Informational Text: K 5




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



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



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

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

i d ifi bl k d t


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


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)


Response to InterventionReading Interventions:1. Incremental Rehearsal (Phonics/Alphabetics)

Group Activity: Reading

( p )2. Letter Cube Blending (Phonics)3. Reading Racetracks (Vocabulary)4 A i t d Cl R di (Fl ) Reading

Interventions4. Assisted Cloze Reading (Fluency) 5. Paired Reading (Fluency)6. HELPS Program (Fluency)

At your tables:• Consider the

reading intervention

6. HELPS Program (Fluency)7. Group-Based Repeated Reading (Fluency)8. Click or Clunk (Comprehension)

reading-intervention ideas shared here.

• Discuss how you

9. Reading Reflection Pauses (Comprehension)10. Question Generation Comprehension)11 Linking Pronouns to Referents (Comprehension)Discuss how you

might use one or more of these

11. Linking Pronouns to Referents (Comprehension)12. Read-Ask-Paraphrase (RAP) Cognitive Strategy

(Comprehension)


strategies in your classroom or school.

13. Ask-Read-Tell Cognitive Strategy (Comprehension)


Classroom Data Collection. How can teachers collect data to efficiently teachers collect data to efficiently monitor growth in student skills?


Response to InterventionIntervention Target Classroom Assessment Methods

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

• Cumulative Mastery Log

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

• Behavioral Frequency CountHomework • Gradebook Information: To measure

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

• Quality: Percentage of work attempted


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


1. Academics: Acquisition of Basic Skills1. Academics: Acquisition of Basic Skills• What to assess: Basic academic skills are those

'building block' skills that are the foundation for more building-block skills that are the foundation for more advanced learning. When students are just acquiring basic skills, they often are expected to learn a finite set basic skills, they often are expected to learn a finite set of items--such as letter sounds, multiplication math-facts 0-9, Dolch pre-primer sight word list, or 50 vocabulary terms necessary for success in a biology course. At this acquisition stage of learning, the t h ' t bj ti i t it hi h teacher's measurement objective is to monitor which items the student has mastered from the larger set.



1. Academics: Acquisition of Basic Skills1. Academics: Acquisition of Basic Skills• How to assess and where to find materials:

Cumulative mastery log The teacher develops objective Cumulative mastery log. The teacher develops objective guidelines for judging that a student has mastered an item: e.g., "to know a math-fact, the student must item: e.g., to know a math fact, the student must answer the fact correctly from a flash-card within 3 seconds and repeat the feat twice in a row during a session".



1. Academics: Acquisition of Basic Skills1. Academics: Acquisition of Basic Skills• How to assess and where to find materials (Cont.):

Cumulative mastery log Cumulative mastery log. Next, the teacher conducts a baseline assessment. That is, the instructor (1) reviews with the student all That is, the instructor (1) reviews with the student all items in the larger pool (e.g., letters; multiplication math-facts 0-9, etc.) Using the previously developed guidelines for judging mastery, the teacher (2) identifies and (3) records those it th t th t d t l d k t b li Th items that the student already knows at baseline. Then during the intervention, whenever the student masters an additional item the teacher logs the item and date


an additional item, the teacher logs the item and date acquired.

12


Cumulative Mastery Log

pp. 14-16



Cumulative Mastery Log

pp. 14-16



Discussion: Cumulative Mastery LogDiscussion: Cumulative Mastery Log• Look over the Cumulative Mastery

L i k t 14 16Log in your packet—pp. 14-16.• What collections of academic items

could you use this Log to record student learning?



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

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

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

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



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

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

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


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

17


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

Curriculum based measurement (Cont ) Examples of Curriculum-based measurement (Cont.). Examples of CBM include oral reading fluency (1-minute passages that the student reads aloud) and math computation (2-that the student reads aloud) and math computation (2minute math-fact worksheets with the student receiving credit for number of digits computed correctly).


Response to InterventionCurriculum-BasedMeasurement

Academic Skill Area AssessedMeasurementLetter Sound Fluency/LetterName Fluency > Alphabetics/Phonics

Oral Reading Fluency > Reading Speed; Comprehension(through Grade 3)

Maze Passage > Reading Comprehension

E l M th Fl Q titEarly Math Fluency: QuantityDiscrimination, Missing Number, Number Identification

> Number Sense

Computation Fluency > Math Fact Fluency


Written Expression > Writing: Mechanics & Conventions


3. Academics: Complex Skills• What to assess: Teachers often find that they must evaluate

a student on higher-level academic skills that are multi-dimensional and complex (Moskal, 2000). For example, the Common Core ELA Standard for grade 5-speaking and listening (CCSSELA 5 SL 1) sets the expectation that in listening (CCSSELA.5.SL.1) sets the expectation that, in collaborative discussions, the student will come prepared, participate engage in appropriate turn-taking and follow participate, engage in appropriate turn taking and follow other discussion rules, etc. For this standard, a student may show evidence of at least partial fulfillment of some elements within the standard. So teachers need a flexible evaluation format for rating complex academic skills that can handle

l di i i lt l hil d fi i f h


several dimensions simultaneously, while defining for each dimension a sliding-scale, or continuum, for rating success.

20


3. Academics: Complex Skills• How to assess and where to find materials:

Rubrics. Rubrics are well-suited for measuring a student on complex tasks. In a rubric, the teacher defines the categories that make up the important dimensions of a task, develops exemplars representing mastery for each dimension and exemplars representing mastery for each dimension, and creates a rating scale to be used in evaluating a particular student's work for each dimension (Schafer Swanson Bene' student s work for each dimension (Schafer, Swanson, Bene , & Newberry, 2001).



Rubricspp. 17-19



4. Academics: Survival Skills pp. 20-23• What to assess: Academic survival skills are those global

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



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

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



Academic Survival Skills Checklist: Study Skills Example


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


















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

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

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


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


Discussion: Academic Survival Skills ChecklistsDiscussion: Academic Survival Skills Checklists• Look over the information about

A d i S i l Skill Ch kli t Academic Survival Skills Checklists in your packet--pp. 20-23

• How could you use checklists like these in your own teacher practice?



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

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



5. Behaviors• How to assess and where to find materials (cont.):

Frequency count. In a frequency count, the teacher keeps count of the number of times that the student engages in a target behavior (e.g., number of call-outs; episodes of non-compliance with teacher requests) during an observation compliance with teacher requests) during an observation period. If frequency-count data are collected across multiple observation periods of the same duration the teacher can observation periods of the same duration, the teacher can directly compare the data across those observations to look for trends of improvement.



Frequency Countp. 29



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

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



Behavior Report Card

pp. 24-28



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

clearlyclearly.• Reframes student concern(s) as replacement

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

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

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


monitoring progress, and implementing interventions.

37


Behavior Report Card MakerMaker




Discussion: Behavior Report CardDiscussion: Behavior Report Card• Look over the information about

B h i R t C d i Behavior Report Cards in your packet--pp. 24-27

• What are some ways that you might use Behavior Report Cards in your classroom?



6. Homework• What to assess: Homework can be evaluated in a number of

ways. Depending on the nature of the student's presenting problem(s), the teacher may use one or more of the data sources below to track homework timeliness, completion, accuracy and/or qualityaccuracy, and/or quality.



6. HomeworkH d h fi d i l• How to assess and where to find materials:Existing data. If the focus is on getting homework turned in reliably and on time gradebook information about homework reliably and on time, gradebook information about homework submission can be used to monitor this intervention goal.

• Quality: Percentage of work attempted/grade If the teacher is • Quality: Percentage of work attempted/grade . If the teacher is monitoring the quality of the submitted homework, two simple but useful metrics are (1) an estimate of the amount of work ( )attempted (presented as a percentage of the entire assignment) and (2) homework grades.

• Quality: Rubric. Because some homework assignments (e.g., term paper; PowerPoint presentation) are complex and must be

t d l di i th t h h th


rated across several dimensions, the teacher may choose the rubric as an evaluation tool.

41


Group Activity: What Are Your RTI p yQuestions/Issues?

At your tables:• Discuss the major RTI questions or issues that you would

like to have discussed todaylike to have discussed today.


Documents

Response to It itA Intervention: Teacher as First Responder...The next 3 sections of this presentation summarize RTI t h i t ti ti RTI at each intervention tier as: • ‘Decision