RtI2:

Response to Instruction AND Intervention

Douglas Fisher & Nancy Frey

San Diego State University

www.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

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 LessonGuided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

“I do it”

Independent

“You do it alone”

In some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Independent

“You do it alone”

And in some classrooms …TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus LessonGuided Instruction

“I do it”

“We do it”

Independent“You do it alone”

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus LessonGuided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

Knowing what to look for: Productive group work in action

How do you know productive group work when you see it?

Knowing what to listen for: Productive group work in action

How do you know productive group work when you hear it?

Tier 2: Supplemental

Increase guided instruction within the school day and beyond the school day

Small groups (no more than 5) Recruit additional staff members to provide

supplemental instruction Increase progress monitoring and

assessment

Examples of Tier 2 Supplemental Instruction and Intervention

Additional guided instruction Lower group size (2-5 students) Lunch Bunch book discussions Afterschool tutorials Increased expertise (teacher, S/LP, reading

specialist, etc.) Curriculum Based Measures (CBM) for progress

monitoring Family involvement Student Monitoring Team feeds forward to improve

instruction

Roots of Guided Instruction

Vygotsky’s Zone of Proximal Development “the distance between the actual developmental

level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978, p. 86).

Wood, Bruner, and Ross’s Scaffolding requires the adult’s “controlling those elements of

the task that are initially beyond the learner’s capability, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (Wood, Bruner, & Ross, 1976, p. 90).

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

Teacher Poses a Question

Student responds

Is the answer appropriate?

Yes No

Prompt to activate background, focus on cognitive and

metacognitive processes

Probe to elicit more information

Is the answer appropriate?

Is the answer appropriate?

Yes Yes

No No

Pose new question

Cue to shift attention to information source

Is the answer appropriate?

No Yes

Pose new question

Offer direct explanation and modeling

Pose original question again

Pose new question

START

Types of Robust Questions

•Elicitation questions draw on information that has already been taught (5 W’s)•Divergent questions require the learner to use both previously taught and new information (“Why does water in a lake look blue but is clear in a glass?”)•Elaboration questions ask the student to provide their reasoning (“Why do you think so?”)•Clarification questions require extending thinking through furnishing an example (“Can you show me where you found that information?”)•Heuristic questions engage them in informal problem-solving (“How do you know when you have run out of ways to answer this question?”)

Prompts

Focus on cognitive and metacognitive processes

Can be declarative or interrogatory What does the student need to complete the

task?

Questioning is about assessment; Prompting is about doing

Types of Prompts

CognitiveTriggers academic knowledge Background Knowledge and Process or

Procedure Prompts

MetacognitiveSense-making and self-assessment Heuristic and Reflective Prompts

Using Background Knowledge Prompts

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 … Chemical

Jessica: So the first thing, when you bite it, it’s a physical change, right?

Mr. Jackson: You know it! And then what happens?

Defining Cues

Shift attention to sources of information Can highlight an error More direct and specific than prompts Often follow a prompt that did not elicit a

correct response Attention grows with competency

Types of Cues

Visual Physical Gestural Positional Verbal Environmental

Pair cues for greater impact

When a Learner Gets Stuck…

… and prompting and cueing don’t work:

Direct explanationModelingThinking aloud

Defining Direct Explanation

Explicitly state what is being taught Tell when and how it will be used Think aloud to demonstrate

reasoning Monitor application Check for understanding

Take care not to re-assume responsibility too quickly

Tier 3: Intensive

Individual 30 minutes at least three times per week Increase assessment and monitoring

frequency Increase expertise A whole school focus

Examples of Tier 3 Intensive Instruction and Intervention

One-to-one instruction Increased duration and frequency Frequent CBM for progress monitoring Experts provide instruction--every certificated adult

on campus has students Specialized assessments Increased family involvement Student Monitoring Team feeds forward to improve

programmatic effortsTeacher remains central figure in these efforts

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