RTI: An Introduction for Elementary, Middle, & High Schools€¦ · RTI divides school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI

Response to Intervention

RTI: An Introduction for RTI: An Introduction for Elementary, Middle, & High SchoolsSchools

Jim Wrightgwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/clintonschools



“The quality of a school as a learning The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”struggling students.--Wright (2005)

www.interventioncentral.org 3Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.


Making RTI Work at the Middle and High School Level

Challenges to High Schools. What are some challenges facing high g g gschools that Response to Intervention can help to address? can help to address?

www.interventioncentral.org 4


Secondary Students: Unique Challenges…Secondary Students: Unique Challenges…Struggling learners in middle and high school may:• Have significant deficits in basic academic skills• Have significant deficits in basic academic skills• Lack higher-level problem-solving strategies and

conceptsconcepts• Present with issues of school motivation• Show social/emotional concerns that interfere with

academics• Have difficulty with attendance• Are often in a process of disengaging from learning

even as adults in school expect that those students will move toward being ‘self managing’ learners


move toward being self-managing learners…


School Dropout as a Process, Not an EventSchool Dropout as a Process, Not an Event

“It is increasingly accepted that dropout is best It is increasingly accepted that dropout is best conceptualized as a long-term process, not an instantaneous event; however most interventions instantaneous event; however, most interventions are administered at a middle or high school level after problems are severe ”after problems are severe.


Source: Jimerson, S., Reschly, A.L., & Hess, R. (2008). Best practices in increasing the likelihood of school completion. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology - 5th Ed (pp. 1085-1097). Bethesda, MD: National Association of School Psychologists.. p.1090


Student Motivation & The Need for InterventionStudent Motivation & The Need for Intervention“A common response to students who struggle in sixth grade is to wait and hope they grow out of it or adapt, to g p y g p ,attribute early struggles to the natural commotion of early adolescence and to temporary difficulties in adapting to new organizational structures of schooling, adapting to new organizational structures of schooling, more challenging curricula and assessment, and less personalized attention. Our evidence clearly indicates that at least in high-poverty urban schools sixth that, at least in high poverty urban schools, sixth graders who are missing 20% or more of the days, exhibiting poor behavior, or failing math or English do not recover On the contrary they drop out This says not recover. On the contrary, they drop out. This says that early intervention is not only productive but absolutely essential.”


Source: Balfanz, R., Herzog, L., MacIver, D. J. (2007). Preventing student disengagement and keeping students on the graduation path in urban middle grades schools: Early identification and effective interventions. Educational Psychologist,42, 223–235. .


What Are the ‘Early Warning Flags’ of Student Drop-Out?What Are the Early Warning Flags of Student Drop Out?A sample of 13,000 students in Philadelphia were tracked for 8 years These early warning indicators were tracked for 8 years. These early warning indicators were found to predict student drop-out in the sixth-grade year: year:

• Failure in English• Failure in mathFailure in math• Missing at least 20% of school days• Receiving an ‘unsatisfactory’ behavior rating from at • Receiving an unsatisfactory behavior rating from at

least one teacher



Response to InterventionWhat is the Predictive Power of These Early

Warning Flags?Warning Flags?Number of ‘Early Warning Flags’ in Student Record

Probability That Student Would Graduate

None 56%

1 36%

2 21%2 21%

3 13%3 13%

4 7%




Common Core State Standards InitiativeStandards Initiativehttp://www.corestandards.org/

View the set of Common Core View the set of Common Core Standards for English Language Arts (including writing) and mathematics being adopted by mathematics being adopted by states across America.



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.

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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)


Activity: What Are Your School’s Greatest Challenges?• In your groups discuss the most significant • In your groups, discuss the most significant

challenges that your school faces in educating your studentsyour students.

• Narrow the list of challenges to your TOP 2-3.• Be prepared to share with the larger group.



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.



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.


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).



How To: How To: Implement

Strong Core Strong Core Instruction

(Online)(Online)



How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support3 W k M d l Th t h k l f d i 3. Work Models. The teacher makes exemplars of academic

work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine available to students for use as models (Rosenshine, 2008).

4. Active Engagement. The teacher ensures that the lesson 4. Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support5 C ll b ti A i t St d t h f t 5. Collaborative Assignments. Students have frequent

opportunities to work collaboratively--in pairs or groups. (Baker Gersten & Lee 2002; Gettinger & Seibert 2002)(Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

6. Checks for Understanding. The instructor regularly checks for student understanding by posing frequent checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support7 G R di Th t h f ll l 7. Group Responding. The teacher ensures full class

participation and boosts levels of student attention by having all students respond in various ways (e g choral having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).q ( , )

8. High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support9 B i k R t f I t ti Th l t b i k 9. Brisk Rate of Instruction. The lesson moves at a brisk

rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert 2002)Gettinger & Seibert, 2002).

10. Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine 2008) for use during independent work (e g (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).



How To Implement Strong Core InstructionGive Timely Performance Feedback1 R l F db k Th t h id ti l d 1. Regular Feedback. The teacher provides timely and

regular performance feedback and corrections throughout the lesson as needed to guide student learning (Burns the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).

2. Step-by-Step Checklists. For multi-step cognitive 2. Step by Step Checklists. For multi step cognitive strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice1 S i f P ti Th h t L Th l 1. Spacing of Practice Throughout Lesson. The lesson

includes practice activities spaced throughout the lesson. (e g through teacher demonstration; then group practice (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & p ) ( , y ,Boice).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice2 G id d P ti Wh t hi h ll i t i l th 2. Guided Practice. When teaching challenging material, the

teacher provides immediate corrective feedback to each student response When the instructor anticipates the student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The g , p p ,teacher also tracks student responding and ensures sufficient success during supervised lessons before having

d i h kill k l d students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice3 S t f I d d t P ti Th t h 3. Support for Independent Practice. The teacher ensures

that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).( , )

4. Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).



Activity: Core Instruction Fidelity Checks

• Lembke et al (2012) recommend that schools periodically use teacher self- collegial or periodically use teacher self , collegial, or administrative checks to ensure that strong explicit core instruction is occurring in classes.g

• Discuss how your school could use a ‘core instruction’ checklist like the one just reviewed to ensure strong Tier 1 (core) instruction across all classrooms.


Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272.


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.

36


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

InterventionsInterventions(Online)



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.

39


39


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.

40


40


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.

41


41


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.

42


42


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.

45

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).

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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


Tier 2/3 Interventions: Scheduling StrategiesTier 2/3 Interventions: Scheduling StrategiesRTI Scheduling Strategy Considerations

Schoolwide RTI Period. The Ideas for scheduling a schoolwide RTI Schoolwide RTI Period. The school sets aside one period per day (e.g., 35-45 minutes) during

Ideas for scheduling a schoolwide RTI period: (1) Trim a brief amount of time (e.g., 5 minutes) from each class period in the

which all students have the opportunity to receive appropriate academic support Tier 2/3

daily schedule to free up time for a stand-alone period. (2) In schools whose staff by contract must report before students or academic support. Tier 2/3

students are provided with interventions during this period.

contract must report before students or remain for a period after student dismissal each day, the school might lengthen the interventions during this period.

Non-RTI students may use this time as a study hall or for other

each day, the school might lengthen the student day to overlap with the additional AM or PM staff time, perhaps freeing up at


academically relevant activities. least some of the minutes needed to cobble together an RTI period.



Zero Period. The school creates an This option requires that staff teaching Zero Period. The school creates an optional period before the official start of the school day. During that ‘zero

This option requires that staff teaching zero-period classes receive extra compensation or adjustment of their

period’, students can elect to take core or elective courses. Those students needing RTI support can take an

school-day teaching schedule. Also, parents and students must make a firm commitment to attend zero period needing RTI support can take an

essential class during zero period, freeing up a time-slot during the school

commitment to attend zero-period classes, as these course entail additional work and potential freeing up a time slot during the school

day to receive their RTI assistance. additional work and potential inconvenience—including an earlier wake-up time and home responsibility


for transportation.



Core Course with Extended Time. Students placed in an extended-time Core Course with Extended Time.The school creates two-period sections of selected core-area classes

Students placed in an extended time core course (two class periods) may have to give up or postpone the

(e.g., English, Introductory Algebra). Students are recruited for these extended time sections who need

opportunity to take another course.

The extended-time course can be extended-time sections who need additional time to master course concepts and/or complete assigned

made more effective if the school can assign additional staff (e.g., co-teacher; trained paraprofessional) to concepts and/or complete assigned

work. The two-period course allows the teacher time to provide core

teacher; trained paraprofessional) to push into the setting for at least part of the class to provide individualized


instruction and provide supplemental interventions in such areas as literacy.

e c ass o p o de d dua edsupport .

Response to InterventionTier 2/3 Interventions: Scheduling Strategies

Study Hall Schedule Coordinated with RTI Services Using academic Study Hall Schedule Coordinated with RTI Services. Using academic screening and/or archival records, the school identifies students who require RTI support. These students are scheduled as a bloc in a common study hall. Th h l th h d l RTI i t th ti th t d h ll The school then schedules RTI services at the same time as the study hall. Reading teachers, other trained interventionists, and/or tutors run short-term (5-10 week) Tier 2/3 group or individual sessions. ( ) g p

Students are recruited from the study hall and matched to the appropriate RTI service based on shared need They are discharged from the RTI service and service based on shared need. They are discharged from the RTI service and rejoin the study hall if they show sufficient improvement. (NOTE: If the study hall meets daily, students in RTI groups who are in less-intensive interventions

b h d l d f lt t d b t t d h ll d RTI ) may be scheduled for alternate days between study hall and RTI groups.)

This model is fluid: After each 5-10 week period, new RTI groups or tutoring


p g p gassignments can be created, with students again being matched to these services based on need.



Credit Recovery. A school that has The credit-recovery option requires Credit Recovery. A school that has access to online ‘credit recovery’ courses offers a struggling student the

The credit recovery option requires that a student be self-motivated and willing to take on extra work in order to

option to take a core course online (via credit recovery) on his or her own time. This option frees up a time slot during

access RTI help. While this option may be s good fit for some students, many may lack the motivation and skill set This option frees up a time-slot during

the school day for that student to get RTI assistance.

may lack the motivation and skill-set necessary for success in an online course taken outside of the school day.RTI assistance. course taken outside of the school day.



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).


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

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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.61



Tier 3









RTI T RTI Team Effectiveness Self-

R ti S lRating Scale

(Handout)( )



Team Activity: Complete the RTI

• As a group, use the RTI

y pTeam Meeting Quality Indicators Checklist

Effective RTI Teams:As a group, use the RTI Team Quality Indicators Checklist to evaluate your

• Are multi-disciplinary and include teachers among their members

• Follow a structured ‘problem-solving’ model

current student problem-solving team’s level of f ti i If h l

• Use data to analyze the academic problem and match the student to effective, evidence-based interventionsD l d t il d h b d functioning. If your school

does not have a formal problem solving team in

• Develop a detailed research-based intervention plan to help staff with implementation

• Check up on the teacher’s success in problem-solving team in place, rate your school’s current informal problem-

Check up on the teacher s success in carrying out the intervention (‘intervention integrity’)


current informal problemsolving efforts.


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

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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


Tier 3 Interventions: ‘Problem-Solving’ ApproachSchools define Tier 3 interventions in one of two ways:1. Failure to Respond to Lesser Interventions. The student

requires an intervention sufficiently intensive (e.g., group size of 3 or fewer; daily sessions of 30 minutes or more) to quality

Ti 3 as Tier 3, or2. Case Complexity. The student has multiple factors (e.g.,

academic and behavioral) that demand immediate attention academic and behavioral) that demand immediate attention, and require an open-ended problem-solving approach.

The RTI Problem Solving Team is the appropriate group to The RTI Problem-Solving Team is the appropriate group to oversee Tier 3 interventions, (1) ensuring fair access to intensive resources and (2) having the breadth of knowledge


( ) g gto design unique, customized interventions.

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Tier 3 Interventions: ‘Problem-Solving’ ApproachTier 3 interventions are often customized ‘wrap-around plans’ that fit the student’s needs and are matched to available resources. These stakeholders might have a role in Tier 3 intervention plans:– Reading/Math Intervention Teacher: The student may receive

intensive group-based or individual reading or math support.– Classroom Teachers: Strategies for academic/behavioral

support might be selected to strengthen core instruction.– Parent(s): The parent(s) may assist with school-home reward

systems, coaching of student homework completion, etc.


– Student: The student can assume an intervention (e.g., behavioral self-monitoring; academic survival skills).

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Tier 3 Intervention Example: Kevin• Kevin is a 6th grade student who has received small-group

Tier 2 reading support (targeting his limited reading fluency Tier 2 reading support (targeting his limited reading fluency and comprehension) for 4 months.

• Kevin has not made the expected progress in his Tier 2 p p greading program.

• Additionally, Kevin is becoming increasingly non-compliant y g g y pin the classroom, despite the teacher’s documented intervention efforts to manage his behaviors.

• Because Kevin’s reading delays and problem behaviors are preventing academic success, he is referred to the RTI P bl S l i T t d l t i d Ti 3 l


Problem-Solving Team to develop a customized Tier 3 plan to address his needs.

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Response to InterventionTier 3 Intervention Plan for Kevin: 6th GradeThe RTI Problem-Solving Team meets with Kevin’s instructional team and The RTI Problem Solving Team meets with Kevin s instructional team and Kevin’s mother to develop a customized ‘wrap-around’ intervention plan. Non-compliance, delayed reading fluency/comprehension are target concerns:Reading Teacher. Kevin is making ‘promising progress’ in his reading group but is not yet hitting his intervention goals. The RTI Team switches Kevin into an individual tutoring program (HELPS) to meet daily. (Sessions will alternately be led by the reading teacher and a paraprofessional.)Classroom Teachers. Kevin is to be taught to use a self-directed cognitive strategy: ASK-READ-TELL (ART) with a reading partner to increase his comprehension of ASK READ TELL (ART) with a reading partner to increase his comprehension of challenging assigned readings. Teachers will also complete a daily Behavior Report Card tracking Kevin’s classroom compliance and will communicate ratings to home.P t K i ’ th t i t d l di fl i t ti ith Parent. Kevin’s mother agrees to use assisted-cloze reading fluency intervention with Kevin to get him started on challenging reading assignments. Also, based on school reports about compliance, Kevin’s mother will allow or withhold home privileges: e.g.,

t t


access to computer games. Student. Kevin is responsible for participating in the ASK-READ-TELL intervention, will self-rate his behaviors (Behavior Report Card) to compare results with teacher ratings.


Intervention Program Example: HELPS ( h l )

• HELPS (Helping Early Literacy with Practice Strategies) is HELPS (www.helpsprogram.org)HELPS (Helping Early Literacy with Practice Strategies) is a free tutoring program that targets student reading fluency skills. Developed by Dr. John Begeny of North fluency skills. Developed by Dr. John Begeny of North Carolina State University, the program is an evidence-based intervention package that includes: based te e t o pac age t at c udes– adult modeling of fluent reading, – repeated reading of passages by the student, – phrase-drill error correction, – verbal cueing and retell check to encourage student reading

h i


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



ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



Behavior Behavior Report Card: Card:

Example



B h i R t C d Behavior Report Card Maker

Generate teacher-created behavior rating scales for daily scales for daily behavioral assessment.


URL: http://www.interventioncentral.org/teacher-resources/behavior-rating-scales-report-card-maker


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.


Team Roles

• Coordinator• Facilitator• Recorder• Time Keeper• Case ManagerCase Manager



RTI Problem-Solving Team AgendaStep 1: Assess Teacher Concerns

Step 2: Inventory Student Strengths/Talentsp y g

Step 3: Review Background/Baseline Data

Step 4: Select Target Teacher ConcernsStep 4: Select Target Teacher Concerns

Step 5: Set Academic and/or Behavioral Outcome Goals and Methods for Progress MonitoringProgress-Monitoring

Step 6: Design an Intervention Plan

Step 7: Plan How to Share Meeting Information with the Student’s Parent(s)

Step 8: Review Intervention & Monitoring Plans



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 t • What questions do you still have about RTI at the elementary, middle, or high school level?


Response to InterventionUsing Data Within the Framework of RTI

Collecting Classroom Data: What gare examples of data collection in the classroom?classroom?



Interventions: The Essential Data Elements1. Clear problem definition: ‘If you can’t name it, you can’t

measure it.’2. Baseline data: ‘If you don’t know the student’s starting

point, you can’t know if that student has made progress point, you can t know if that student has made progress with the intervention.’

3 Intervention outcome goal: ‘If you have no exit goal 3. Intervention outcome goal: If you have no exit goal, you cannot judge if the intervention is successful—no matter how much data you collect ’matter how much data you collect.

4. Progress-monitoring plan: ‘If you don’t actually collect the data o are blind abo t the inter ention o tcome ’


the data, you are blind about the intervention outcome.’

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Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.


Review of Selected Methods of Classroom Data Collection

1. Behavior Report Card2. Academic Survival Skills Checklist


Response to InterventionRTI: Data-Informed Intervention

Teacher-Friendly Data Collection Method: Behavior Report CardBehavior Report Card



The Problem That This Tool Addresses: B h i R t C dBehavior Report Card

Most traditional methods of behavioral data collection are time-consuming to collect and difficult to juggle for a classroom teacher.

What is needed is a simple behavior-collection method that can be completed quickly and on a daily basis.



Behavior Report Card: What It Is…Behavior Report Card: What It Is…• A behavior report card is a customized rating

l t d b th t h t t i scale created by the teacher to rate various target student behaviors on a daily basis.

• If a teacher can describe and observe a student behavior, it can be tracked using a behavior report card.

• Examples of behaviors to track using a behavior p greport card include: Hyperactivity, work completion, organizational skills, and compliance


p , g , pwith teacher requests.

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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.

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Behavior Report Card MakerMaker

www.interventioncentral.orgExample: Daily Report Card



Behavior Report Card: ExampleBackground: All of the teachers on a 7th-grade instructional team

are concerned about problem behaviors of one of their students, BrianBrian.

Define the Problem: The team agrees that Brian has difficulties with inattention incomplete work and occasional non compliance inattention, incomplete work, and occasional non-compliance.

Decide How to Collect Data: The team chooses a Behavior Report Card to monitor Brian’s behaviors to include these items:Card to monitor Brian s behaviors, to include these items:

• Brian focused his attention on teacher instructions, classroom lessons and assigned worklessons and assigned work.

• Brian completed and turned in his assigned class work on time.• Brian spoke respectfully and complied with adult requests without


• Brian spoke respectfully and complied with adult requests without argument or complaint. Each item is rated using a 1-9 scale.

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Behavior Report Card: ExampleBaseline Measure: Each member of the instructional team tracks

Brian in their classroom for 3 successive days using the behavior report card (Completing a BRC takes onl a fe seconds per report card. (Completing a BRC takes only a few seconds per day.)

On average, Brian scores no higher than 3 (‘Never/Seldom’ range) on all rating items in all classrooms during this baseline phase.g g p

Intervention Outcome Goal: The team sets as an intervention goal gthat, by the end of a 6-week intervention to be used in all classrooms, Brian will be rated in the 7-9 range (‘Most/All of the


Time’) in all classrooms.

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Behavior Report Card MakerMaker




Rating Scales (Behavior Report Cards) and g ( p )the Standards

Beha ior Report Cards and similar rating scales Behavior Report Cards and similar rating scales are ideal for:

• monitoring observable student behaviors and interactions that support or are directly cited as part of Common Core Standards.



Rating Scales (Behavior Report Cards) and th St d d

Speaking & Listening St d d 6 12

the Standards

Standards: 6-12: Comprehension &

CollaborationCollaboration

Source: National Governors Association Center for Best Practices & Council of Chief State School Officers (2010) Common core state standards for


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. 49

Response to InterventionRTI: Data-Informed Intervention

Teacher-Friendly Data Collection Method: Academic Survival Skills Checklist



The Problem That This Tool Addresses: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist

Students who would achieve success on the ambitious Common Core State Standards must first cultivate a set of general 'academic survival skills' that they can apply to any coursework (DiPerna 2006) coursework (DiPerna, 2006). Examples of academic survival skills include the ability to study effectively be organized and manage time well study effectively, be organized, and manage time well. When academic survival skills are described in global terms, though it can be difficult to define them For example two though, it can be difficult to define them. For example, two teachers may have different understandings about what the term 'study skills' means.


y

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Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.


Academic Survival Skills Checklist: What It Is…Academic Survival Skills Checklist: What It Is…• The teacher selects a global skill (e.g.,

h k l ti i d d t t k) homework completion; independent seatwork). The teacher then breaks the global skill down i t h kli t f t b kill A into a checklist of component sub-skills. An observer (e.g., teacher, another adult, or even th t d t) th th h kli t t t the student) can then use the checklist to note whether a student successfully displays each of th b kill i d the sub-skills on a given day.



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 Checklists: 5 UsesConsistent expectations among teachers. Teachers at a grade level, on an instructional team, or within an instructional department can work together to develop checklists for essential global academic-survival skills. As teachers collaborate to create these checklists, they reach agreement on the essential skills that students need for academic success and can then consistently promote those skills across their classrooms.

11www.interventioncentral.org 101

11


Academic Survival Skills Checklists: 5 UsesProactive student skills training. One excellent use of these checklists is as a classwide student training tool. At the start of the school year, teachers can create checklists for those academic survival skills in which students are weak (e.g., study skills, time management) and use them as tools to train students in specific strategies to remediate these deficiencies. Several instructors working with the same group of students can even pool their efforts so that each teacher might be required to teach a checklist in only a

22www.interventioncentral.org

single survival-skill area.10222


Academic Survival Skills Checklists: 5 UsesStudent skills self-check. Teachers can use academic survival-skills checklists to promote student responsibility. Students are provided with master copies of checklists and encouraged to develop their own customized checklists by selecting and editing those strategies likely to work best for them. Instructors can then hold students accountable to consult and use these individualized checklists to expand their repertoire of strategies for managing their own learning.


33


Academic Survival Skills Checklists: 5 UsesMonitoring progress of academic survival-skills interventions. Often, intervention plans developed for middle and high school students include strategies to address academic survival skill students include strategies to address academic survival-skill targets such as homework completion or organization. Checklists are a good way for teachers to measure the Checklists are a good way for teachers to measure the student's baseline use of academic survival skills in a targeted area prior to the start of the intervention. Checklists can also be used to calculate a student outcome goal that will signify a successful intervention and to measure (e.g., weekly) the t d t' i i d d f d i student's progress in using an expanded range of academic

survival-skills during the intervention period.


44


Academic Survival Skills Checklists: 5 UsesParent conferences. When teachers meet with parents to discuss student academic concerns, academic survival-skills checklists can serve as a vehicle to define expected student competencies and also to decide what specific school and home supports will most benefit the student. In addition, parents often appreciate receiving copies of these checklists to review with their child at home.


55


Academic Survival Skills Checklist: ExampleBackground: A math instructor, Mr. Haverneck, is

concerned that a student, Rodney, appears to be disorganized in class.

Define the Problem: Mr. Haverneck defines the problem as p‘poor organizational skills’ and breaks those skills into the following checklist:g– bringing work materials to class;– following teacher directions in a timely manner;following teacher directions in a timely manner;– knowing how to request teacher assistance when needed;– having an uncluttered desk with only essential work materials


having an uncluttered desk with only essential work materials.

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Academic Survival Skills Checklist: ExampleDecide How to Collect Data: Mr. Haverneck decides to use the

checklist to verify (through direct observation and student inter ie ) those s b skills that the st dent does or does not interview) those sub-skills that the student does or does not dsplay.

Baseline Measure: Mr Havernick monitors the student’s compliance Baseline Measure: Mr. Havernick monitors the student s compliance with elements of this organization -skills checklist across three days of math class. On average, Rodney successfully carries out days of math class. On average, Rodney successfully carries out only 2 of the 5 possible subskills.

Intervention Outcome Goal: Mr. Havernick sets the goal that by the last week of a 5-week intervention, the student will be found to use


all five of the subskills on at least 4 out of 5 days.

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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.


Global Skills Checklists and the StandardsChecklists are well-suited for:• evaluating whether a student has the essential evaluating whether a student has the essential

foundation skills necessary to attain success on a given Standarda given Standard.

• breaking a complex Standard down into component skills that can be verified through component skills that can be verified through direct observation, review of work products, student interview or other means student interview, or other means.


Response to InterventionGlobal Skills Checklists and the Standards

• breaking a complex Standard down into component skills that can be verified through direct observation,

i f k d t t d t i t i review of work products, student interview, or other means.

Language Standards: K-g g5: Production &

Distribution of Writing

Source: National Governors Association Center for Best Practices & Council of Chief State School Officers (2010) Common core state standards for


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. 29


Activity: Classroom Data CollectionActivity: Classroom Data Collection

At your tables:At your tables:• Discuss the Academic Survival Skills Checklists and/or

Daily Behavior Report Card as classroom monitoring tools. Daily Behavior Report Card as classroom monitoring tools. • How could your school use these data collection tools to

help with classroom progress-monitoring?p p g g



fDefining Intervention-Related Terms. What are the definitions for different types of student instruction and support ? (Online)and support ? (Online)



Core Instruction, Interventions, Instructional Adj t t & M difi ti S ti Th O tAdjustments & Modifications: Sorting Them Out

• Core Instruction. Those instructional strategies that are used routinely with all students in a general-education setting are considered ‘core instruction’. High q alit instr ction is essential and forms the High-quality instruction is essential and forms the foundation of classroom academic support. NOTE: While it is important to verify that a struggling student While it is important to verify that a struggling student receives good core instructional practices, those routine practices do not ‘count’ as individual student pinterventions.




• Intervention. An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new situations or settings. An inter ention can be tho ght of as “a set of actions that An intervention can be thought of as “a set of actions that, when taken, have demonstrated ability to change a fixed educational trajectory” (Methe & Riley-Tillman 2008; p 37) educational trajectory (Methe & Riley Tillman, 2008; p. 37). As an example of an academic intervention, the teacher may select question generation (Davey & McBride,1986.; y q g ( yRosenshine, Meister & Chapman, 1996), a strategy in which the student is taught to locate or generate main idea

t f h h i d d


sentences for each paragraph in a passage and record those ‘gist’ sentences for later review.



• Instructional Adjustment. An instructional adjustment (also known as an 'accommodation') is intended to help the student known as an accommodation ) is intended to help the student to fully access and participate in the general-education curriculum without changing the instructional content and

itho t red cing the st dent’s rate of learning (Skinner Pappas without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). An instructional adjustment removes barriers to learning while still expecting that students will master the same i t ti l t t th i t i l A i t ti l instructional content as their typical peers. An instructional adjustment for students who are slow readers, for example, may include having them supplement their silent reading of a y g pp gnovel by listening to the book on tape. An instructional adjustment for unmotivated students may include breaking larger assignments into smaller ‘chunks’ and providing students


g g p gwith performance feedback and praise for each completed ‘chunk’ of assigned work (Skinner, Pappas & Davis, 2005).



• Modification. A modification changes the expectations of what a student is expected to know or do—typically by lowering the academic standards against which the student is to be e al ated E amples of modifications are gi ing a is to be evaluated. Examples of modifications are giving a student five math computation problems for practice instead of the 20 problems assigned to the rest of the class or of the 20 problems assigned to the rest of the class or letting the student consult course notes during a test when peers are not permitted to do so. Modifications are p pgenerally not included on a general-education student’s classroom intervention plan—because lowering academic

t ti i lik l t lt i th t d t f lli


expectations is likely to result in these students falling further behind rather than closing the performance gap.


RTI & the Classroom: Are Modifications Occurring in Core Instruction?

In your ‘elbow groups’ discuss the In your elbow groups , discuss the difference between ‘instructional adjustment (accommodation)’ and j ( )‘modification’.Are general-education students being g ggiven modifications during core instruction in your school or district?If so, what are ways to support students while preventing these modifications from b i d?


being used?


Tier 1 Secondary Level:Case Example: Patricia:

Reading Comprehensiong p



Case Example: Reading ComprehensionThe Problem• A student, Patricia, struggled in her social studies class,

particularly in understanding the course readings. Her teacher, Ms. Cardamone, decided that the problem was significant enough that the student required some individualized supportenough that the student required some individualized support.



Case Example: Reading ComprehensionThe Evidence• Student Interview. Ms. Cardamone met with Patricia to ask her

questions about her difficulties with social studies content and assignments. Patricia said that when she reads the course text and other assigned readings she doesn’t have difficulty with and other assigned readings, she doesn t have difficulty with the vocabulary but often realizes after reading half a page that she hasn’t really understood what she has read. Sometimes she hasn t really understood what she has read. Sometimes she has to reread a page several times and that can be frustrating.



Case Example: Reading ComprehensionThe Evidence (Cont.)• Review of Records. Past teacher report card comments suggest

that Patricia has had difficulty with reading comprehension tasks in earlier grades. She had received help in the reading lab at her previous school although there was no record of what specific previous school, although there was no record of what specific interventions were tried in that setting.

• Input from Other Teachers Ms Cardamone checked with other • Input from Other Teachers. Ms. Cardamone checked with other teachers who have Patricia in their classes. All expressed concern about Patricia’s reading comprehension skills. The g pEnglish teacher noted that Patricia appears to have difficulty pulling the main idea from a passage, which limits her ability to


extract key information from texts and to review that information for tests.

121


Case Example: Reading ComprehensionThe Intervention• Ms. Cardamone decided, based on the evidence collected, that

Patricia would benefit from training in identifying the main idea from a passage, rather than trying to retain all the information presented in the text presented in the text.

She selected two simple interventions: Question Generation She selected two simple interventions: Question Generation and Text Lookback. She arranged to have Patricia meet with her during an open period to review these two strategies. During that meeting, Ms. Cardamone demonstrated how to use these strategies effectively with the social studies course text

d th i d di


and other assigned readings.

122


Reading Comprehension: Retention Strategies• QUESTION GENERATION. This strategy incorporates paragraph

main ideas and note-cards to promote retention of textual information: (1) LOCATE MAIN IDEAS. For each paragraph in an assigned reading, the student either (a) highlights the main idea

t (b) hi hli ht k d t il d th t it sentence or (b) highlights key details and uses them to write a ‘gist’ sentence. (2) WRITE MAIN IDEAS ON NOTE-CARDS. The student then writes the main idea of that paragraph on an index student then writes the main idea of that paragraph on an index card. Cards are sequentially numbered to correspond with paragraphs in the passage. (3) GENERATE REVIEW p g p p g ( )QUESTIONS. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence.


The card-stack becomes a study tool.Source: 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.


Text lookback is a simple strategy that students can use to boost their recall of

Text Lookback

expository prose by identifying questions that Lookback require information from the text and then looking back in the text in a methodical manner to locate that information.

http://www.interventioncentral.org/htmdocs/interventions/dngcomp /t tlkbk php


rdngcompr/txtlkbk.php


Case Example: Reading ComprehensionDocumentation and Goal-Setting• Ms Cardamone filled out a Tier 1 intervention plan for the

student. On the plan, she listed interventions to be used, a checkup date (4 instructional weeks), and data to be used to assess student progressassess student progress.

• Data: Ms. Cardamone decided that she would rate the student’s grasp of text content in two ways: student s grasp of text content in two ways: – Student self-rating (1-4 scale; 1=don’t understand; 4 = understand

well))– Quiz grades.

• She collected baseline on both and set a goal for


gimprovement.

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Case Example: Reading ComprehensionThe Outcome• When the intervention had been in place for 4 weeks, Ms.

Cardamone noted that Patricia appeared to have a somewhat better grasp of course content and expressed a greater understanding of material from the text understanding of material from the text.

• Because Patricia’s self-ratings of reading comprehension and quiz grades met the goals after 4 weeks Ms Cardamone quiz grades met the goals after 4 weeks, Ms. Cardamone decided to continue the intervention plan with the student without changes.g

• The teacher also shared her intervention ideas with other teachers working with Patricia.


g

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Tier 3









RTI &Teacher Reluctance: What are reasons why teachers may be reasons why teachers may be reluctant to support RTI in the classroom?



The ‘Last Mile’ Problem: DefinitionThe Last Mile Problem: Definition“A phrase used in the telecommunications and t h l i d t i t d ib th technology industries to describe the technologies and processes used to connect the

d t t i ti t k end customer to a communications network.

Th l t il i ft t t d i t f th "l tThe last mile is often stated in terms of the "last-mile problem", because the end link between

d ti it h d t b consumers and connectivity has proved to be disproportionately expensive to solve.”

www.interventioncentral.org 132Source: Investopedia. (2013). Investopedia dictionary. Retrieved from http://www.investopedia.com/terms/l/lastmile.asp


RTI: The ‘Last Mile’ ProblemRTI: The Last Mile Problem

Federal State District School Classroom

IDEIA 2004

State Ed Dept

School District Campus Classroom



Engaging the Reluctant Teacher: 7 Reasons Why Instructors May Resist Implementing

Classroom RTI InterventionsClassroom RTI Interventions



RTI & ‘Teacher Reluctance’RTI & Teacher ReluctanceThe willingness of teachers to implement interventions is essential in any school to the success of the RTI model Yet essential in any school to the success of the RTI model. Yet general-education teachers may not always see themselves as ‘interventionists’ and indeed may even resist the as interventionists and indeed may even resist the expectation that they will provide individualized interventions as a routine part of their classroom practice (Walker, 2004).

It should be remembered, however, that teachers’ reluctance , ,to accept elements of RTI may be based on very good reasons. Here are some common reasons that teachers might b l h i l RTI i i ‘fi


be reluctant to accept their role as RTI intervention ‘first responders’…

135


Engaging the Reluctant Teacher: 7 Reasons Why Instructors May Resist Implementing Classroom RTI Instructors May Resist Implementing Classroom RTI

Interventions1 Lack of Skills Teachers lack the skills necessary to 1. Lack of Skills. Teachers lack the skills necessary to

successfully implement academic or behavioral interventions in their content-area classrooms.

2. Not My Job. Teachers define their job as providing content-area instruction. They do not believe that yproviding classwide or individual academic and behavioral interventions falls within their job description.p




Interventions(Cont.)

3 No Time Teachers do not believe that they have 3. No Time. Teachers do not believe that they have sufficient time available in classroom instruction to implement academic or behavioral interventions.

4. Insufficient Payoff. Teachers lack confidence that there will be an adequate instructional pay-off if they q p y yput classwide or individual academic or behavioral interventions into place in their content-area classroom.




Interventions (Cont.)

5 Loss of Classroom Control Teachers worry that if 5. Loss of Classroom Control. Teachers worry that if they depart from their standard instructional practices to adopt new classwide or individual academic or behavior intervention strategies they may lose behavior intervention strategies, they may lose behavioral control of the classroom.

6. ‘Undeserving Students’. Teachers are unwilling to invest the required effort to provide academic or behavioral interventions for unmotivated students because they would rather put that time into providing additional attention to well-behaved, motivated students who are ‘more deserving’.


students who are more deserving .



Interventions (Cont.)

7 The Magic of Special Education Content-area 7. The Magic of Special Education. Content-area teachers regard special education services as ‘magic’. According to this view, interventions provided to struggling students in the general education struggling students in the general-education classroom alone will be inadequate, and only special education services have the power to truly benefit th t d tthose students.


Response to InterventionEngaging the Reluctant Teacher: Seven Reasons Why Instructors

May Resist Implementing Classroom RTI Interventionsy p g1. Lack of Skills. Teachers lack the skills necessary to successfully implement academic or

behavioral interventions in their content-area classrooms.2. Not My Job. Teachers define their job as providing content-area instruction. They do not

b li th t idi l id i di id l d i d b h i l i t ti f ll believe that providing classwide or individual academic and behavioral interventions falls within their job description.

3. No Time. Teachers do not believe that they have sufficient time available in classroom instruction to implement academic or behavioral interventions.p

4. Insufficient Payoff. Teachers lack confidence that there will be an adequate instructional pay-off if they put classwide or individual academic or behavioral interventions into place in their content-area classroom.

5 Loss of Classroom Control Teachers worry that if they depart from their standard 5. Loss of Classroom Control. Teachers worry that if they depart from their standard instructional practices to adopt new classwide or individual academic or behavior intervention strategies, they may lose behavioral control of the classroom.

6. ‘Undeserving Students’. Teachers are unwilling to invest the required effort to provide d i b h i l i t ti f ti t d t d t b th ld th academic or behavioral interventions for unmotivated students because they would rather

put that time into providing additional attention to well-behaved, motivated students who are ‘more deserving’.

7. The Magic of Special Education. Content-area teachers regard special education


g p g pservices as ‘magic’. According to this view, interventions provided to struggling students in the general-education classroom alone will be inadequate, and only special education services have the power to truly benefit those students.


RTI: Systems-Level Change

RTI Training for Teachers: How can schools prepare the way for RTI schools prepare the way for RTI through careful training & communication with teachers?



Preparing Teachers for RTI: 4 StepsPreparing Teachers for RTI: 4 Steps1. Offer RTI information to teachers in a series of

h t t ti di i fshort presentations or discussion forums.2. Present RTI as a coordinated, schoolwide

approach to address long-standing teacher concerns about struggling students.

3. Solicit teacher input when building your school’s RTI model.

4. Link all significant school and district initiatives to RTI


to RTI.

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Activity: Develop Your School’s O ‘RTI Pl ’Own ‘RTI Plan’

• Appoint a recorder.pp• Review the key RTI concepts discussed at this workshop

(Critical RTI Elements: A Checklist)(Critical RTI Elements: A Checklist).• Identify 3-4 important next steps that your team should

take to move RTI forward in the coming school year take to move RTI forward in the coming school year. (NOTE: This planning can include discussion of how to structure the 2 Sept PM building workshop to be led by structure the 2 Sept PM building workshop to be led by the principal.)Li t th t th t b li ill d t


• List the support that you believe you will need to accomplish each of the steps.

Documents

RTI: An Introduction for Elementary, Middle, & High Schools€¦ · RTI divides school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI