RTI in the Classroom: The Role of the Teacher as ... · Teacher as Intervention Intervention First 'First Responder' ... teachers? www ... states the goals of the current day’s

Response to Intervention

RTI in the Classroom: The Role of the The Role of the

Teacher as Intervention 'First Intervention First

Responder'

Jim Wrightwww.interventioncentral.orgg

www.interventioncentral.org


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RTI and the Teacher as ‘First Responder’: Agenda… 1. Overview of RTI and Its Role in Schools

2. Academic Interventions: A Sampling

3. Accommodations and Their Role in Classrooms

4. Data Collection: Three Methods

5. Additional Internet Resources to Support


ppStruggling Learners


Response to Intervention: Key Elementsp y

Focus of Inquiry: What are the important Focus of Inquiry: What are the important elements of RTI—especially for classroom teachers?teachers?



Focus on School Factors That We Can Control“Some factors in students’ lives (such as family divorce, moving frequently, drug use, and poor teaching) lower the probabilityq y, g , p g) p ythat these students will learn and/or get along with others. These are often referred to as risk factors…Risk factors do not assure student failure. Risk factors simply make the odds of failure greater. Aligning assessment and instruction allows teachers…to introduce new factors into the student’s life that raise the introduce new factors into the student s life that raise the probability of learning. These are often called protective factors since they protect against the risks associated with risk since they protect against the risks associated with risk factors…The use of protective factors to raise the probability of learning is often referred to as resilience.”


Source: Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.363-376). Bethesda, MD: National Association of School Psychologists.


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.



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.


NYSED RTI Guidance Document: October Document: October

2010


Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf



Source: New York State Education Department. (October 2010). Response to Intervention: Guidance for New York State School Districts. Retrieved November 10, 2010, from http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf; p. 12


Tier 1 Core InstructionTier I core instruction:• Is universal—available to all students.• Can be delivered within classrooms or throughout the school. g• Is an ongoing process of developing strong classroom instructional

practices to reach the largest number of struggling learners.

All students have access to Tier 1 instruction/interventions. Teachers have the capability to use those strategies without requiring outside assistance.

Tier 1 instruction encompasses:

• The school’s core curriculum.• All published or teacher-made materials used to deliver that curriculum.• Teacher use of ‘whole-group’ teaching & management strategies.


Tier I instruction addresses this question: Are strong classroom instructional strategies sufficient to help the student to achieve academic success?


Tier I (Classroom) InterventionTier 1 intervention:

T t ‘ d fl ’ t d t h t f l ith • Targets ‘red flag’ students who are not successful with core instruction alone.

• Uses ‘evidence-based’ strategies to address student academic Uses evidence based strategies to address student academic or behavioral concerns.

• Must be feasible to implement given the resources available in the classroomthe classroom.

Tier I intervention addresses the question: Does the student make adequate progress when the instructor uses specific academic or behavioral strategies matched to the presenting concern?


or behavioral strategies matched to the presenting concern?




Response to InterventionTier 2: Supplemental (Group-Based) Interventions

(Standard Treatment Protocol)(Standard Treatment Protocol)Tier 2 interventions are typically delivered in small-group format About 15% of students in the typical school will format. About 15% of students in the typical school will require Tier 2/supplemental intervention support. Group size for Tier 2 interventions is limited to 3-5 students.

Students placed in Tier 2 interventions should have a shared profile of intervention need.

Programs or practices used in Tier 2 interventions should be ‘evidence-based’.evidence based .

The progress of students in Tier 2 interventions are monitored at least 2 times per month


monitored at least 2 times per month. Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.




Response to InterventionTier 3: Intensive Individualized Interventions

(Problem Solving Protocol)(Problem-Solving Protocol)Tier 3 interventions are the most intensive offered in a school setting.

Students qualify for Tier 3 interventions because:– they are found to have a large skill gap when compared to their

class or grade peers; and/orclass or grade peers; and/or– They did not respond to interventions provided previously at Tiers 1

& 2.

Tier 3 interventions are provided daily for sessions of 30 minutes or more. The student-teacher ratio is flexible but should allow the student to receive intensive individualized instruction to receive intensive, individualized instruction.

The reading progress of students in Tier 3 interventions is monitored at l t kl


least weekly. Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.


What previous approach to diagnosing L i Di biliti d RTI l ?Learning Disabilities does RTI replace?

Prior to RTI, many states used a ‘Test-Score Discrepancy Model’ to identify Learning Disabilities. identify Learning Disabilities.

• A student with significant academic delays would be administered an battery of administered an battery of tests, including an intelligence test and academic achievement test(s) academic achievement test(s).

• If the student was found to have a substantial gap between a higher IQ score and lower

hi t f l d t d t i if th t achievement scores, a formula was used to determine if that gap was statistically significant and ‘severe’.

• If the student had a ‘severe discrepancy’ [gap] between IQ and


p y [g p]achievement, he or she would be diagnosed with a Learning Disability.


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)


The Key Role of Classroom Teachers as Ti 1‘I t ti i t ’ i RTI 6 StTier 1‘Interventionists’ in RTI: 6 Steps

1 The teacher defines the student academic or 1. The teacher defines the student academic or behavioral problem clearly.

2. The teacher decides on the best explanation for why the 2. The teacher decides on the best explanation for why the problem is occurring.

3. The teacher selects ‘research-based’ interventions.4. The teacher documents the student’s Tier 1 intervention plan.5. The teacher monitors the student’s response (progress) to the 5. The teacher monitors the student s response (progress) to the

intervention plan.6. The teacher knows what the next steps are when a student fails


pto make adequate progress with Tier 1 interventions alone.

19



Available on Conference Web Page


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.



RTI and RTT: Complementary InitiativesRTI and RTT: Complementary Initiatives

• Response to Intervention and Race to the Top are both comprehensive change initiatives whose ultimate goal is to help underperforming students.

• These two initiatives are complementary to one another and can mutually support each other.y pp

• A concern, however, is that districts are organizing their efforts for each initiative in separate ‘silos’ and their efforts for each initiative in separate silos and will duplicate their efforts unnecessarily.



RTI: What Questions Do You Still Have?RTI: What Questions Do You Still Have?

In your ‘elbow groups’ discuss the In your elbow groups , discuss the information about RTI just presented.

What questions do you still have about Response to Intervention?Response to Intervention?



Defining the ‘Big Ideas’ in Effective Academic Defining the Big Ideas in Effective Academic Intervention

Focus of Inquiry: How does RTI define the l t f t ‘di t i t ti ’ d h l elements of strong ‘direct instruction’ and help

teachers hold learners to high expectations?



Motivation Deficit 1: The student is Motivation Deficit 1: The student is unmotivated because he or she cannot do the assigned work. the assigned work.

• Profile of a Student with This Motivation Problem:Profile of a Student with This Motivation Problem:The student lacks essential skills required to do the task.


pp. 6-8


Motivation Deficit 1: Cannot Do the Work (Cont.)( )

• What the Research Says: When a student lacks the ycapability to complete an academic task because of limited or missing basic skills, cognitive strategies, or academic-

fenabling skills, that student is still in the acquisition stage of learning (Haring et al., 1978). That student cannot be expected to be motivated or to be successful as a learner expected to be motivated or to be successful as a learner unless he or she is first explicitly taught these weak or absent essential skills (Daly, Witt, Martens & Dool, 1997).absent essential skills (Daly, Witt, Martens & Dool, 1997).



Motivation Deficit 1: Cannot Do the Work (Cont.)( )• How to Fix This Motivation Problem: Students who are

not motivated because they lack essential skills need to be not motivated because they lack essential skills need to be taught those skills.

Direct-Instruction Format. Students learning new material, concepts, or skills benefit from a ‘direct instruction’

h (B V D H d & B i 2008 approach. (Burns, VanDerHeyden & Boice, 2008; Rosenshine, 1995; Rupley, Blair, & Nichols, 2009).





Motivation Deficit 1: Cannot Do the Work (Cont.)( )• How to Fix This Motivation Problem: When following a

direct-instruction format the teacher:direct instruction format, the teacher:ensures that the lesson content is appropriately

matched to students’ abilities.matched to students abilities.opens the lesson with a brief review of concepts or

material that were previously presented.p y pstates the goals of the current day’s lesson.breaks new material into small, manageable increments, breaks new material into small, manageable increments,

or steps.




direct-instruction format the teacher:direct instruction format, the teacher:throughout the lesson, provides adequate explanations

and detailed instructions for all concepts and materials and detailed instructions for all concepts and materials being taught. NOTE: Verbal explanations can include ‘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

ti l bl t k d b li th t i particular problem or task and verbalizes the steps in applying the strategy).regularly checks for student understanding by posing


regularly checks for student understanding by posing frequent questions and eliciting group responses.

30



direct-instruction format the teacher:direct instruction format, the teacher:verifies that students are experiencing sufficient success

in the lesson content to shape their learning in the in the lesson content to shape their learning in the desired direction and to maintain student motivation and engagement.provides timely and regular performance feedback and

corrections throughout the lesson as needed to guide student learning.




direct-instruction format the teacher:direct instruction format, the teacher:allows students the chance to engage in practice

activities distributed throughout the lesson (e.g., through activities distributed throughout the lesson (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice).ensures that students have adequate support (e.g.,

clear and explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities


activities.

32




Core Instruction, Interventions, Instructional Adj t t & M difi ti S ti Th O t 3Adjustments & Modifications: Sorting Them Out p. 3

• Core Instruction. Those instructional strategies gthat are used routinely with all students in a general-education setting are considered ‘core g ginstruction’. High-quality instruction is essential and forms the foundation of RTI academic support. NOTE: While it is important to verify that good core instructional practices are in place for g p pa struggling student, those routine practices do not ‘count’ as individual student interventions.



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

• Academic Intervention. An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child y gto apply an existing skill to new situations or settings. An intervention can be thought of as “a g gset of actions that, when taken, have demonstrated ability to change a fixed y geducational trajectory” (Methe & Riley-Tillman, 2008; p. 37).


)



• Instructional Adjustment. An instructional adjustment (accommodation) is intended to help the student to fully access (accommodation) is intended to help the student to fully access and participate in the general-education curriculum without changing the instructional content and without reducing the st dent’s rate of learning (Skinner Pappas & Da is 2005) An student’s rate of learning (Skinner, Pappas & Davis, 2005). An instructional adjustment is intended to remove barriers to learning while still expecting that students will master the same i t ti l t t th i t i l instructional content as their typical peers. – instructional adjustment example 1: Students are allowed to

supplement silent reading of a novel by listening to the book on tape. – instructional adjustment example 2: For unmotivated students, the

instructor breaks larger assignments into smaller ‘chunks’ and providing students with performance feedback and praise for each

l t d ‘ h k’ f i d k (Ski P & D i 2005)


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 in core instruction—typically by lowering the academic standards against hich the st dent is to be e al ated against which the student is to be evaluated.

Examples of modifications:Examples of modifications:– Giving a student five math computation problems for practice

instead of the 20 problems assigned to the rest of the class– Letting the student consult course notes during a test when peers

are not permitted to do so



Activity: Intervention and Related Termsy

At your tables:• Consider the definitions of core instruction,

intervention, instructional adjustment ( d ti ) d difi ti h d t thi (accommodation), and modification shared at this workshop.Identify situations in your classroom when you • Identify situations in your classroom when you might be modifying instruction for a student (during core instruction) when that modification is (during core instruction) when that modification is not listed on an IEP. Discuss possible accommodations that might be used instead.



Classroom Academic Instruction/ I t ti R di Fl 28 30Interventions: Reading Fluency pp. 28-30



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

Fluency is the goal of this reading intervention. Sessions last 10-15 minutes. The teacher selects a passage at the student's instructional level. The The teacher selects a passage at the student s 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 student is expected to read aloud the next word in passage pauses and the student is expected to read aloud the next word in passage. Then the teacher continues reading. The process continues until the entire passage has been read. Then the student is directed to read the text aloud while the teacher follows along silently. Whenever the student commits a reading error or hesitates for 3 seconds or longer (whether during the assisted cloze or independent reading phase), the teacher stops the student, assisted cloze or independent reading phase), the teacher stops the student, points to and says the error word, has the student read the word aloud correctly, has the student read the surrounding phrase that includes the error word and then continues the current reading activity


word, and then continues the current reading activity.

Source: 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.


Classroom Academic Interventions: Reading Fluency• DUET READING: INCREASE READING FLUENCY. This strategy targets

reading fluency. Sessions last for 10-15 minutes. The teacher selects an engaging text at the student's instructional or independent level. During duet engaging text at the student s instructional or independent level. During duet reading, the teacher and student alternate reading aloud from the passage one word at a time, while the teacher tracks the place in the passage with an index finger As the student grows more accomplished the teacher can index finger. As the student grows more accomplished, the teacher can change the reading ratio to shift more responsibility to the student: for example, with the teacher reading one word aloud and then the student reading three words aloud in succession. As the student becomes more familiar with duet reading, the teacher can also direct the student to track the place in the text. Whenever the student commits a reading error or hesitates place in the text. Whenever the student commits a reading error or hesitates for 3 seconds or longer, the teacher stops the student, points to and says the error word, has the student read the word aloud correctly, has the student read the surrounding phrase that includes the error word and then continues


read the surrounding phrase that includes the error word, and then continues the reading activity.

Source: Gallagher, T. M. (2008). The effects of a modified duet reading strategy on oral reading fluency. Unpublished doctoral dissertation, University of Wisconsin-Madison.


Classroom Academic Interventions: Reading Fluency• PAIRED READING: INCREASE READING FLUENCY. This reading fluency

intervention prompts the student to read independently with prompt corrective feedback. Each session lasts 10-15 minutes, using an engaging passage at feedback. Each session lasts 10 15 minutes, using an engaging passage at the student's instructional level. 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 he/she gives a silent 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 stops the student, points to and says the error word, has the student read the word aloud correctly, has the student error word, has the student read the word aloud correctly, has the student read the surrounding phrase that includes the error word, and resumes reading in unison. The teacher also praises the student for using the silent signal to read aloud independently and occasionally praises other aspects of


signal to read aloud independently and occasionally praises other aspects of the student's reading performance or effort.

Source: 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.


HELPS Reading Fluency ProgramProgram

www.helpsprogram.orgLINK AVAILABLE ON

CONFERENCE WEB PAGECONFERENCE WEB PAGE



HELPS Program: Reading Fluencyg g ywww.helpsprogram.org

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

44


Classroom Academic Instruction/Interventions: Reading Instruction/Interventions: Reading

Comprehension



“ ”“Risk for reading failure always involves the interaction of a particular set of child characteristics with specific characteristics of the instructional environment. Risk status is not entirely inherent in the child, but always involves a “mismatch” between child characteristics and the instruction that is provided.” (Foorman & Torgesen, 2001; p. 206).


Source: Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.


Promoting Student Promoting Student Reading C h i ‘FiComprehension ‘Fix-Up’ Skills pp. 31-33p pp



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit

Good readers continuously monitor their understanding of informational text When necessary they also take steps to informational text. When necessary, they also take steps to improve their understanding of text through use of reading comprehension ‘fix-up’ skills. comprehension fix up skills. Presented here are a series of fix-up skill strategies that can help struggling students to better understand difficult reading p gg g gassignments…



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.

49


Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Davey & McBride, 1986; Rosenshine, Meister & Chapman 1996) For each paragraph in an assigned reading 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 to write a ‘gist’ sentence. g g y gThe 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 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 ‘Fix-Up’ Skills: A Toolkit (Cont.)St d t St t ] A l V b l ‘Fi U ’ Skill f • Student Strategy] Apply Vocabulary ‘Fix-Up’ Skills for Unknown Words (Klingner & Vaughn, 1999). When confronting an unknown word in a reading selection the confronting an unknown word in a reading selection, the student applies the following vocabulary ‘fix-up’ skills:1 Read the sentence again 1. Read the sentence again. 2. Read the sentences before and after the problem

sentence for clues to the word’s meaning.sentence for clues to the word s meaning.3. See if there are prefixes or suffixes in the word that can

give clues to meaning. g g4. Break the word up by syllables and look for ‘smaller words’

within.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] R di A ti l Th h T t • [Student Strategy] Reading Actively Through Text Annotation (Harris, 1990; Sarkisian et al., 2003). Students are likely to increase their retention of information when they likely to increase their retention of information when they interact actively with their reading by jotting comments in the margin of the text. Using photocopies, the student is taught to g g p p , gengage in an ongoing 'conversation' with the writer by recording a running series of brief comments in the margins of the text. The student may write annotations to record opinions about points raised by the writer, questions triggered by the reading or unknown vocabulary wordsreading, or unknown vocabulary words.



Phrase-Cued Text Lessons (Description Available O C f W b P )On Conference Web Page)

• Phrase-cued texts are a means to train students to recognize the natural pauses that occur between phrases in their reading. Because phrases are units that

ft l t k id th t d t’ bilit t often encapsulate key ideas, the student’s ability to identify them can enhance comprehension of the text (Rasinski 1990 1994)(Rasinski, 1990, 1994).

Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent


Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text Lessons

MATERIALS:• Two copies of a student passage: One annotated with

phrase-cue marks and the other left without annotation.



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text LessonsPREPARATION H id li f i h d PREPARATION: Here are guidelines for preparing phrase-cued

passages:1 S l t P S l t h t (100 250 d) th t 1. Select a Passage. Select a short (100-250 word) passage that

is within the student’s instructional or independent level.2 Mark Sentence Boundaries Mark the sentence boundaries of 2. Mark Sentence Boundaries. Mark the sentence boundaries of

the passage with double slashes (//). 3 Mark Within Sentence Phrase Breaks Read through the 3. Mark Within-Sentence Phrase-Breaks. Read through the

passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/).



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29,

Response to InterventionExample: Passage With Phrase-Cued Text Annotation



Phrase-Cued Text LessonsINTERVENTION STEPS Ph d t t l h ld b i d t i INTERVENTION STEPS: Phrase-cued text lessons should be carried out in

10 minute sessions 3-4 times per week. Here are steps to carrying out this intervention:

1. [When first using this strategy] Introduce Phrase-Cued Texts to the Student. Say to the student: “Passages are made up of key ideas, and these key ideas are often contained in units called ‘phrases’ Several these key ideas are often contained in units called ‘phrases’. Several phrases can make up a sentence. When we read, it helps to read phrase by phrase to get the full meaning of the text.”

Show the student a prepared passage with phrase-cue marks inserted. Point out how double-slash marks signal visually to the reader the longer Point out how double slash marks signal visually to the reader the longer pauses at sentence boundaries and single slash marks signal the shorter phrase pauses within sentences.Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent




Phrase-Cued Text LessonsINTERVENTION STEPS (Cont.): 2. Follow the Phrase-Cued Text Reading Sequence: The tutor prepares a

new phrase-cued passage for each session and follows this sequence:new phrase cued passage for each session and follows this sequence:a) The tutor reads the phrase-cued passage aloud once as a model,

while the student follows along silently.b) The student reads the phrase-cued passage aloud 2-3 times. The

tutor provides ongoing feedback about the student reading, noting the student’s observance of phrase breaks student s observance of phrase breaks.

c) The session concludes with the student reading aloud a copy of the passage without phrase-cue marks. The tutor provides feedback about the student’s success in recognizing the natural phrase breaks in the student’s final read-aloud.





Phrase-Cued Text LessonsAdditional Ideas for Using Phrase-Cued Texts. Educators might consider

these additional ideas for using this strategy (Rasinski, 1994):• Use Phrase-Cued Texts in a Group-Lesson Format The teacher would Use Phrase-Cued Texts in a Group-Lesson Format. The teacher would

modify the intervention sequence (described above) to accommodate a group or class. The teacher models reading of the phrase-cued passage; th t h d t d t t d th h th h ll th the teacher and students next read through the passage chorally; then students (in pairs or individually) practice reading the phrase-cued text aloud while the instructor circulates around the room to observe. Finally, students individually read aloud the original passage without phrase-cue marks.

• Encourage Parents to Use the Phrase Cued Text Strategy Parents • Encourage Parents to Use the Phrase-Cued Text Strategy. Parents can extend the impact of this strategy by using it at home, with training and materials provided by the school.







Focus of Inquiry: What are examples of l di i t ti th t classroom reading interventions that are

supported by research?• Consider these classroom reading interventions:

-Assisted Cloze Intervention (Fluency)ss sted C o e te e t o ( ue cy)-Duet Reading (Fluency)-Paired Reading (Fluency) -HELPS Program (Fluency)-Reading Fix-Up Skills (Comprehension)Phrase Cued Text Lesson (Comprehension)-Phrase-Cued Text Lesson (Comprehension)

• Discuss how you might use one of these strategies in l


your classroom.

62


Research-Based Writing InstructionF f I i Wh t ff ti l t Focus of Inquiry: What are effective elements to include in core writing instruction?



Graham, S., & Perin, D. (2007). Writing next: Effective strategies Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/http://www.all4ed.org/files/WritingNext.pdf



The Effect of Grammar Instruction as an Independent Activity“Grammar instruction in the studies reviewed [for the Writing Next report] involved the explicit and systematic teaching of the parts of speech and structure of sentences. The meta-analysis found an effect for this type of instruction for students across the full range of

bilit b t i i l thi ff t ti S h fi di ability, but …surprisingly, this effect was negative…Such findings raise serious questions about some educators’ enthusiasm for traditional grammar instruction as a focus of writing instruction for traditional grammar instruction as a focus of writing instruction for adolescents….Overall, the findings on grammar instruction suggest that, although teaching grammar is important, alternative procedures, g g g p psuch as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing.” p. 21


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education.


Elements of effective writing instruction for adolescents:

1. Writing Process (Effect Size = 0.82): Students are taught a process for planning revising and editingfor planning, revising, and editing.

2. Summarizing (Effect Size = 0.82): Students are taught methods to identify key points, main ideas from readings to write summaries of source textssource texts.

3. Cooperative Learning Activities (‘Collaborative Writing’) (Effect Size = 0.75): Students are placed in pairs or groups with learning activities that focus on collaborative use of the writing process.

4. Goal-Setting (Effect Size = 0.70): Students set specific ‘product goals’ for their writing and then check their attainment of those self-g ggenerated goals.


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf


Elements of effective writing instruction for adolescents:

5. Writing Processors (Effect Size = 0.55): Students have access to computers/word processors in the writing processcomputers/word processors in the writing process.

6. Sentence Combining (Effect Size = 0.50): Students take part in instructional activities that require the combination or embedding of q gsimpler sentences (e.g., Noun-Verb-Object) to generate more advanced, complex sentences.

7 Prewriting (Effect Size = 0 32): Students learn to select develop or 7. Prewriting (Effect Size = 0.32): Students learn to select, develop, or organize ideas to incorporate into their writing by participating in structured ‘pre-writing’ activities.

8. Inquiry Activities (Effect Size = 0.32): Students become actively engaged researchers, collecting and analyzing information to guide the ideas and content for writing assignments


ideas and content for writing assignments. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf


Elements of effective writing instruction for adolescents:g

9. Process Writing (Effect Size = 0.32): Writing instruction is taught in a g ( ) g g‘workshop’ format that “ stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing” (Graham & Perin 2007; p 4) (Graham & Perin, 2007; p. 4).

10. Use of Writing Models (Effect Size = 0.25): Students read and discuss models of good writing and use them as exemplars for their own writing.

11. Writing to Learn Content (Effect Size = 0.23): The instructor incorporates writing activities as a means to have students learn incorporates writing activities as a means to have students learn content material.


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf


Classroom Academic I t ti /I t ti S t /GInstruction/Interventions: Syntax/Grammar


Response to InterventionSentence Combining (p. 53)

Students with poor writing skills often write sentences that lack Students with poor writing skills often write sentences that lack ‘syntactic maturity’. Their sentences often follow a simple, stereotyped format. A promising approach to teach students use of di erse sentence str ct res is thro gh sentence combining diverse sentence structures is through sentence combining.

In sentence combining, students are presented with kernel sentences and given explicit instruction in how to weld these kernel sentences into more diverse sentence types either

by using connecting words to combine multiple sentences into – by using connecting words to combine multiple sentences into one or

– by isolating key information from an otherwise superfluous sentence and embedding that important information into the base sentence.

Sources: Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.


Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English.

Response to InterventionFormatting Sentence Combining Examples









Discussion: Interventions and WritingDiscussion: Interventions and Writing

In your groups discuss how teachers can In your groups, discuss how teachers can use a strategy like sentence combining in their classes to reinforce course content as well as strengthen student writing skills…



A Sampling of Accommodation Ideasp g

Focus of Inquiry: What are instructional Focus of Inquiry: What are instructional adjustment/accommodation ideas that can be used to promote student success?used to promote student success?



Accommodations: SamplingAccommodations: Sampling• Here is a sampling of accommodations for

‘I t ti ’ t k f thi li ti ‘Instruction’ taken from this application:

-- Pages 14-18 (examples 17-37) from the ‘Accommodations’ section of the workshop handout.



Instructional Adjustments/Accommodations: Instruction

• ADJUST INSTRUCTIONAL MATCH. Verify that the student ypossesses the required skills to understand course instruction and complete academic tasks assigned as in-class work or homework. If id dditi l i t ti ( i t t i If necessary, provide additional instruction (e.g., via tutoring sessions with a peer or instructor) or other supports to enable the student to meet academic expectationsstudent to meet academic expectations.

11www.interventioncentral.org 78

Source: Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

11



• CHUNK CLASSWORK AND INCLUDE BREAKS. Break up plectures or student work sessions into smaller chunks and include brief breaks to sustain student attention.


Source: Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10. 22



• CLASS NOTES: CREATE GUIDED NOTES. Prepare a copy of p pynotes summarizing content from a class lecture or assigned reading—with blanks inserted in the notes where key facts or

t h ld A i f ti i d d i l t concepts should appear. As information is covered during lecture or in a reading assignment, the student writes missing content into blanks to complete the guided notesblanks to complete the guided notes.


Source: Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421-444.

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• CLASS NOTES: PROVIDE A STUDENT COPY. Provide a copy pyof class notes to allow the student to focus more fully on the lecture and class discussion. This strategy can be strengthened by

i i th t th t d t hi hli ht k b l t i requiring that the student highlight key vocabulary terms appearing in the prepared notes as they are brought up in the lecture or discussiondiscussion.


Source: International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/

44



• CLASS NOTES: PROVIDE LECTURE OUTLINE. Make up an poutline of the lecture to share with students. Encourage students to use the elements of the outline to help to structure their class

t d t th t th i t d t it i t t notes and to ensure that their notes do not omit important information.


Source:International Dyslexia Association. (2002). Accommodating students with dyslexia in all classroom settings. Retrieved from http://www.interdys.org/

55



• INCREASE OPPORTUNITIES TO RESPOND. Provide the student with increased classroom opportunities for active academic responding. Examples of active student responding are

di l d di i iti ll t t h ti reading aloud, responding in writing or orally to a teacher question, and collaborating with a peer to solve a math problem.


Source:Kern, L, & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

66



• INTERSPERSE LOW- AND HIGH-INTEREST ACTIVITIES. When structuring a lesson, switch between less-appealing and more-appealing activities in short spans to hold student interest.


Source: Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10. 77



• LECTURE: SUMMARIZE OFTEN. When lecturing, review and greinforce student understanding through repetition, paraphrase, and frequent summarization of important points.


Source: Beech, M. (2010). Accommodations: Assisting students with disabilities. Florida Department of Education. Retrieved from http://www.fldoe.org/ese/pdf/accomm-educator.pdf

88



• LECTURE: TIE INFORMATION TO COURSE READINGS. When presenting important course concepts during lecture, explicitly link that content to page references in the course text or other

i d di th t l th t i f ti I l t assigned readings that also cover that information. In class notes, also link important information to the course text by page number.



99



• MATCH WORK TO PEAK ENERGY PERIODS. Schedule the most challenging academic subjects, tasks, or activities when students’ energy levels are highest (e.g., at the start of the day or l i d)class period).


Source: Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16(4), 7-10.

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• PREPARE READING GUIDES. Develop reading guides to help p g g pstudents to better access demanding texts in the course or content area. Reading guides provide a general map of the text,

i i id d k d t il t d d ff ti summarize main ideas and key details presented, and offer tips and pose questions to alert the reader to important content. Depending on student needs reading guides can deal broadly Depending on student needs, reading guides can deal broadly with whole sections of a text or focus more specifically on chapters or sub-chapters.p



1111



• PREPARE WEEKLY HOMEWORK ASIGNMENTS. Share weekly ylistings of upcoming homework assignments with the student. Also, ensure that these homework assignments are shared with th t d t’ t( ) t h l th t t th i hild’ the student’s parent(s), to help them to support their child’s homework completion.



1212



• SET A REASONABLE HOMEWORK QUOTA. Limit homework to a manageable amount of work. Use this formula to estimate an appropriate homework load: 10 minutes times the student’s grade l l l i t TOTAL ti d t d t i htl level equals an appropriate TOTAL time devoted to nightly homework.



1313



• TEST: ALLOW EXTRA TIME. For tests that evaluate student knowledge or skills but do not formally assess speed/fluency with fixed time limits, allow all students a reasonable amount of

dditi l ti if d dadditional time if needed.


Source: Nelson, J. (2000). Student preferences for adaptations in classroom testing. Remedial & Special Education, 21, 21, 41-52.

1414



• TEST: ALLOW OPEN-BOOK/OPEN-NOTES. In situations in which students are being tested on their ability to apply – rather than memorize—course information or concepts, allow students f ll t th i t tb k d/ t d i th t tfull access to their textbooks and/or notes during the test.



1515



• TEST: EVALUATE MORE FREQUENTLY. Assess student mastery of course content frequently (e.g., weekly) through shorter quizzes in place of less–frequent, more-comprehensive tests. M f t ll t k t d More frequent, smaller assessments can make study more manageable for students, build strong habits of continual study and review and provide more formative assessment information and review, and provide more formative assessment information for the teacher.



1616



• TEST: HIGHLIGHT KEY WORDS IN DIRECTIONS. When preparing test directions, highlight key words or phrases in bold or underline to draw student attention.



1717



• TEST: PRACTICE UNDER TEST CONDITIONS. Create practice ptests that mimic the actual test in format and environmental conditions (e.g., with time limits). Have the student complete

ti t t t b ild d d t t i tpractice tests to build endurance, reduce test anxiety.



1818



• TEST: PROVIDE EXTRA SPACE. Format tests with extra space pto write answers. This formatting change has two advantages: (1) it can accommodate students who have difficulty writing in small

d t fi t i d (2) it lt i t spaces due to fine-motor issues, and (2) it can result in a neater test that looks less crowded and therefore less intimidating.



1919



• USE GRAPHIC ORGANIZERS. Select the graphic organizer(s) g p g ( )(e.g., outline, chart, or other visual representation) most appropriate to help the student to better understand course

t t b ti k id di i t t d t il ki content by noting key ideas, recording important details, making specific connections between concepts, etc. To adequately use graphic organizers students should first be explicitly trained in graphic organizers, students should first be explicitly trained in their use. Teachers should also require that students turn in completed organizers periodically to monitor their use and p g p yeffectiveness.



2020



• USE WHITEBOARDS FOR STUDENT RESPONDING. Reduce impulsive responding and increase student participation by providing all students with small white boards and markers. The t h (1) ti (2) di t t d t t it th i teacher (1) poses a question, (2) directs students to write their answers on whiteboards, and then (3) prompts all students in unison to hold up their whiteboards for teacher reviewunison to hold up their whiteboards for teacher review.



2121


AccommodationFinderhttp://www.interventioncentral.org/tools/accommodationfindertools/accommodationfinder

This application allows the user to browse a set of 60+ classroom browse a set of 60+ classroom accommodations to put together a unique plan for a struggling learner.



Accommodations Plan: Classwide Example

An eighth-grade instructional team ('8th Grade Green Team') met to discuss six students who showed difficulty in keeping up met to discuss six students who showed difficulty in keeping up with course content and performing well on tests. The group browsed the Accommodations Finder application and selected a list of 6 ideas (next screen) to include in a classwide Accommodations Plan



Accommodations Menu: Classwide Example (Cont.)8th Grade Green Team Classwide Accommodations Plan :

• CLASS NOTES: PROVIDE LECTURE OUTLINE (Handouts: p 15/Accommodation #21)p. 15/Accommodation #21)

• INTERSPERSE LOW- AND HIGH-INTEREST ACTIVITIES (Handouts: p. 15/Accommodation #23 )p )

• LECTURE: TIE INFORMATION TO COURSE READINGS (Handouts: p. 16/ Accommodation #25 )

• PREPARE READING GUIDES (Handouts: p. 11/ Accommodation #27 )• TEST: EVALUATE MORE FREQUENTLY (Handouts:

p 17/Accommodation #32 )p. 17/Accommodation #32 )Here is a demonstration of how the 8th Grade Green Team used the Accommodations Finder to create an Instructional


used the Accommodations Finder to create an Instructional Adjustment/Accommodation Plan for the entire class.

101






Activity: Finding Accommodations For Your ClassroomActivity: Finding Accommodations For Your Classroom

In your groups:• Glance over the

accommodations ideas that appear on pp. 11-26 of your handout.

• Identify at least 2 ideas from this list that you think might be y ghelpful to make available to all students in your classroom.


y

103






Research-Based Interventions toManage Challenging g g gBehaviors in theClassroom

Jim Wrightwww.interventioncentral.org



ABC: The Core of Behavior Management“....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, b h i d ”behavior, and consequence.”

“That is, most behavior is ,believed to occur…”

A CA B Cwww.interventioncentral.org 106

Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.



“… subsequent to some type q ypof environmental event (i.e., an antecedent) …”





“…which then may be maintained if it is followed yby an event that is pleasurable or reinforcing (i.e., consequence).”




Advantages of Antecedent Strategies vs. ‘Reactive Approaches’

1 Can prevent behavior problems from occurring1. Can prevent behavior problems from occurring2. Are typically ‘quick acting’3 Can result in an instructional environment that 3. Can result in an instructional environment that

better promotes student learning


Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.


Working With Behaviorally Challenging St d tStudents

Classroom strategies to proactively manage (and t) bl b h i b d prevent) problem behaviors can be grouped as:

• Academic Adjustments• Communication Tools• ConsequencesConsequences• Defusing Strategies

E i t l Adj t t• Environmental Adjustments• Reinforcement


• Relationship-Building110


Managing Challenging Behaviors in the Cl A d i Adj t tClassroom: Academic Adjustments



Behavior Management Strategies: Academic Focus• INSTRUCTIONAL MATCH: ENSURING STUDENTS CAN

DO THE WORK. A frequent trigger for behavior problems is th t th t d t l k th kill t d th i d that the student lacks the skills necessary to do the assigned schoolwork. To verify instructional match, the teacher (1) inventories the target student's academic skills and (2) inventories the target student s academic skills and (2) adjusts assignments or provides additional academic assistance as needed to ensure that the student is appropriately challenged but not overwhelmed by the work.


11


Behavior Management Strategies: Academic Focus• BEHAVIORAL MOMENTUM: INCREASING COMPLIANCE.

Students with low-frustration tolerance or lack of confidence b lk h k d t l t h ll i d i may balk when asked to complete challenging academic

tasks assigned as independent seatwork. A strategy to increase the probability that a student will attempt a increase the probability that a student will attempt a challenging academic task is to precede that task with a short series of brief, easy academic tasks. (For example, a student , y ( p ,may do three easy problems on a math worksheet before encountering a challenge problem.) The student builds 'behavioral momentum' in completing the easy items and is thus 'primed' to attempt the challenge item that might otherwise derail them 22


otherwise derail them. 22


Behavior Management Strategies: Academic Focus• CHOICE: ALLOWING STUDENTS CONTROL OVER

LEARNING. Teachers who allow students a degree of choice i t t i th i l i ti iti i in structuring their learning activities can increase engagement and reduce classroom behavior problems. One efficient way to promote choice in the classroom is for the efficient way to promote choice in the classroom is for the teacher to create a master menu of options that students can select from in various learning situations. For example, during g p , gindependent assignment, students might be allowed to (1) choose from at least two assignment options, (2) sit where they want in the classroom, and (3) select a peer-buddy to check their work. Student choice then becomes integrated seamlessly into the classroom routine 33


seamlessly into the classroom routine. 33


Behavior Management Strategies: Academic Focus• ALTERNATIVE ACADEMIC RESPONSE FORMATS:

REDUCING STUDENT FRUSTRATION. For some students, t i f i b h i i th t th k d t l t a trigger for misbehavior is that they are asked to complete

an academic task in a response format that they find difficult or frustrating A strategy to address this issue is to offer the or frustrating. A strategy to address this issue is to offer the student a more acceptable alternative response format. For example, a student who does not like to write by hand can be p , ygiven access to a keyboard to draft an essay while a student who is put off by completing a math computation worksheet independently can answer the same math facts orally from flashcards.


44


Behavior Management Strategies: Academic Focus• REDUCE RESPONSE EFFORT: INCREASING

COMPLIANCE. Teachers can increase student motivation d li th h th d th t d th and compliance through any method that reduces the

apparent ‘response effort’ of an academic task- so long as that method does not hold the student to a lesser academic that method does not hold the student to a lesser academic standard than classmates. Appropriate response-effort examples include (1) breaking a larger student assignment p ( ) g g ginto smaller ‘chunks’ and providing the student with performance feedback and praise for each completed ‘chunk’ of assigned work, and (2) arranging for students to start challenging reading or homework assignments in class as a cooperative activity and then complete the remainder on their 55


cooperative activity and then complete the remainder on their own. 55


1. INSTRUCTIONAL MATCH:

Group Activity: Academic St t i f th B h i ll

ENSURING STUDENTS CAN DO THE WORK

2 BEHAVIORAL MOMENTUM: Strategies for the Behaviorally Challenging Student

2. BEHAVIORAL MOMENTUM: INCREASING COMPLIANCE

3. CHOICE: ALLOWING At your tables:• Consider the ideas shared

f i h ll i

STUDENTS CONTROL OVER LEARNING

4 ALTERNATIVE ACADEMIC for managing challenging behaviors.Discuss how you might use

4. ALTERNATIVE ACADEMIC RESPONSE FORMATS: REDUCING STUDENT

S O• Discuss how you might use one or more of these strategies in your classroom

FRUSTRATION5. REDUCE RESPONSE

EFFORT: INCREASING


strategies in your classroom or school.

EFFORT: INCREASING COMPLIANCE


Managing Challenging Behaviors in the Cl C i ti T lClassroom: Communication Tools



Behavior Management Strategies: Communication Tools• CRITICISM PAIRED WITH PRAISE: COMMUNICATING

ACCEPTANCE. Here is a way to structure critical feedback to th t th t h ti t l th t d t convey that the teacher continues to value the student

despite the misbehavior: (1) The teacher describes the problem behavior that the student should target for change; problem behavior that the student should target for change; (2) The teacher describes (or encourages the student to brainstorm) appropriate behavioral alternatives; (3) The ) pp p ; ( )teacher acknowledges and praises some noteworthy aspect of the student's past classroom behavior or accomplishments, and finally (4) The teacher affirms that he or she values having the student as a part of the classroom community.


11


Behavior Management Strategies: Communication Tools• CRITICISM PAIRED WITH PRAISE: COMMUNICATING

ACCEPTANCE: EXAMPLE:(1) Description of problem behavior: "Trina, you said disrespectful things about other students during our class meeting this morning You continued to do so even after I asked meeting this morning. You continued to do so even after I asked you to stop." (2) Appropriate behavioral alternative(s): "It's OK to disagree with another person's ideas But you need to make sure disagree with another person s ideas. But you need to make sure that your comments do not insult or hurt the feelings of others." (3) Specific praise: "I am talking to you about this behavior because know that you can do better. In fact, I have really come to value your classroom comments. You have great ideas and

lf ll " (4) Affi ti t t t "Y


express yourself very well." (4) Affirmation statement: "You contribute a lot to class discussion!"


Behavior Management Strategies: Communication Tools• EMPHASIZE THE POSITIVE IN TEACHER REQUESTS:

INCREASING STUDENT COMPLIANCE. When an i t t ' t h iti ' i ' th t t h i l instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance Whenever possible the teacher avoids student compliance. Whenever possible, the teacher avoids using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment"). Instead, the teacher p y y g ) ,restates requests in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat").


22


Behavior Management Strategies: Communication Tools• SAY NO WITH PREFERRED ALTERNATIVE: INCREASING

COMPLIANCE. In preparation, the teacher creates a list of th ti iti it f d b th t d t th t those activities or items preferred by the student that can actually be provided. Whenever the student requests an unavailable activity or item the teacher structures the 'no' unavailable activity or item, the teacher structures the no statement as follows: (1) The teacher states that the student cannot engage in the requested activity or have the desired g g q yitem; (2) The teacher provides the student with an explanation for why the preferred activity or item is not available; (3) The teacher offers the student an alternative preferred activity or item in place of that originally requested.


33


Behavior Management Strategies: Communication Tools• SAY NO WITH PREFERRED ALTERNATIVE: INCREASING

COMPLIANCE : EXAMPLE:Here is a sample teacher 'no' statement with preferred alternative: "Roger, you cannot listen to your music now because student music players are not allowed in class However you student music players are not allowed in class. However, you can take a five-minute break to play the Math Blasters computer game that you like "game that you like.



Behavior Management Strategies: Communication Tools• TEACHER COMMANDS: ESTABLISHING CLASSROOM

COMMAND AND CONTROL. Teacher commands play an i t t l i l b h i t T h important role in classroom behavior management. Teacher commands are most likely to elicit student compliance when they (1) are delivered calmly (2) are brief (3) are stated they (1) are delivered calmly, (2) are brief, (3) are stated when possible as DO statements rather than as DON'T statements, (4) use clear, simple language, and (5) are , ( ) , p g g , ( )delivered one command at a time and appropriately paced to avoid confusing or overloading students. Effective teacher commands avoid both sarcasm or hostility and over-lengthy explanations that can distract or confuse students.


44


Behavior Management Strategies: Communication Tools• TWO-PART CHOICE STATEMENT: DELIVERING CLEAR

CONSEQUENCES FOR NON-COMPLIANCE. The teacher t t b l t t b th k l d can structure verbal requests to both acknowledge a non-

compliant student’s freedom to choose whether to comply and to present the logical consequences for non-compliance and to present the logical consequences for non-compliance (e.g., poor grades, office disciplinary referral, etc.). The teacher frames requests to uncooperative students as a two-q ppart 'choice' statement: (1) The teacher presents the negative, or non-compliant, choice and its consequences; (2) The teacher next states the positive behavioral choice that the student is encouraged to select.


55


Behavior Management Strategies: Communication Tools• TWO-PART CHOICE STATEMENT: DELIVERING CLEAR

CONSEQUENCES FOR NON-COMPLIANCE : EXAMPLE:Here is a sample 2-part choice statement, "John, you can stay after school to finish the class assignment or you can finish the assignment now and not have to stay after class It is your assignment now and not have to stay after class. It is your choice."



1. CRITICISM PAIRED WITH PRAISE COMMUNICATING

Group Activity: CommunicationT l f th B h i ll

PRAISE: COMMUNICATING ACCEPTANCE

2. EMPHASIZE THE POSITIVE IN TEACHER REQUESTS Tools for the Behaviorally

Challenging StudentTEACHER REQUESTS: INCREASING STUDENT COMPLIANCE

3 SAY NO WITH PREFERRED At your tables:• Consider the ideas shared

f i h ll i

3. SAY NO WITH PREFERRED ALTERNATIVE: INCREASING COMPLIANCE

4 TEACHER COMMANDS for managing challenging behaviors.Discuss how you might use

4. TEACHER COMMANDS: ESTABLISHING CLASSROOM COMMAND AND CONTROL

5 TWO PART CHOICE • Discuss how you might use one or more of these strategies in your classroom

5. TWO-PART CHOICE STATEMENT: DELIVERING CLEAR CONSEQUENCES FOR NON-COMPLIANCE



NON-COMPLIANCE


Managing Challenging Behaviors in the Cl D f i St t iClassroom: Defusing Strategies



Behavior Management Strategies: Defusing Strategies• BRIEF REPRIMANDS/REMINDERS: REDIRECTING

STUDENT BEHAVIORS. The teacher gives a brief, gentle i l t di t b k t t k t d t h i j t signal to direct back to task any students who is just

beginning to show signs of misbehavior or non-compliance. These ‘soft’ reprimands can be verbal (e g a quiet word to These soft reprimands can be verbal (e.g., a quiet word to the student directing them to stop engaging in problem behavior) or non-verbal (e.g., a significant look or head ) ( g , gshake).


11


Behavior Management Strategies: Defusing Strategies• COOL-DOWN BREAK: CALMING THE EMOTIONALLY

ESCALATING STUDENT. This idea addresses students who b t d d ti t ll t th l become angry or upset and need time to collect themselves. (1) The teacher selects an area of the room (or area outside the classroom with adult supervision) where the target the classroom with adult supervision) where the target student can take a brief 'respite break' whenever he or she feels angry or upset. (2) Whenever a student becomes upset g y p ( ) pand defiant, the teacher first offers to talk the situation over with that student once he or she has calmed down. (3) The teacher then directs the student to the cool-down corner. The teacher makes cool-down breaks available to all students in the classroom and (optionally) keeps a log of students using 22


the classroom and (optionally) keeps a log of students using the cool-down corner. 22


Behavior Management Strategies: Defusing Strategies• PLANNED IGNORING: OVERLOOKING THE SMALL

STUFF. In this tactic, the teacher identifies in advance low-l l bl t d t b h i ( i t lki t) d level problem student behaviors (e.g., minor talking out) and makes the commitment to ignore such behaviors if they do not seriously distract other students disrupt classroom not seriously distract other students, disrupt classroom routine, or otherwise violate important behavioral expectations. NOTE: The teacher can always follow up p y pprivately with a student regarding low-level problem behaviors even if the instructor chooses to ‘ignore’ them during the class period. However, planned ignoring is not recommended if the student’s behavior represents a serious infraction or if the student has a pattern of escalating behaviors until he or 33


the student has a pattern of escalating behaviors until he or she gains teacher attention. 33


Behavior Management Strategies: Defusing Strategies• PRE-CORRECTION: GIVING A TIMELY REMINDER. Pre-

corrections remind students of behavioral expectations just b f th t bl it ti (1) Th t h before they encounter problem situations: (1) The teacher defines the student problem behavior(s) and identifies those school situations and settings where the problem behavior(s) school situations and settings where the problem behavior(s) tend to be displayed; (2) The teacher shares information with the student about the problem behaviors and their related psituations or settings; (3) The teacher and student next come up with expected or acceptable replacement behaviors that the student should display in those situations; (4) At the 'point of performance' the teacher delivers a brief pre-correction, a timely behavioral reminder that alerts the student to follow the 44


timely behavioral reminder that alerts the student to follow the classroom behavioral rule or expectation. 44


Behavior Management Strategies: Defusing Strategies• SILENT SIGNAL: PROVIDING LOW-KEY BEHAVIORAL

PROMPTS. The teacher can unobtrusively redirect students h b i t h bl b h i b i il t who begin to show problem behaviors by using a silent

signal. (1) The teacher meets privately with the student to identify those problem behaviors that appear to be most identify those problem behaviors that appear to be most challenging. (2) The student and teacher agree on a silent signal to be used to alert the student whenever his or her gbehavior has crossed the threshold and now is distracting others or otherwise creating classroom problems. (3) The teacher role-plays several scenarios with the student in which the student begins to display a problem behavior, the teacher uses the silent signal and the student then successfully 55


uses the silent signal, and the student then successfully controls the problem behavior. 55


Group Activity: Defusing St t i f th B h i ll

1. BRIEF REPRIMANDS/REMINDERS: REDIRECTING STUDENT Strategies for the Behaviorally

Challenging StudentREDIRECTING STUDENT BEHAVIORS.

2. COOL-DOWN BREAK: CALMING THE EMOTIONALLY At your tables:

• Consider the ideas shared f i h ll i

THE EMOTIONALLY ESCALATING STUDENT.

3. PLANNED IGNORING: OVERLOOKING THE SMALL for managing challenging

behaviors.Discuss how you might use

OVERLOOKING THE SMALL STUFF

4. PRE-CORRECTION: GIVING A TIMELY REMINDER• Discuss how you might use

one or more of these strategies in your classroom

TIMELY REMINDER5. SILENT SIGNAL: PROVIDING

LOW-KEY BEHAVIORAL PROMPTS



PROMPTS


Managing Challenging Behaviors in the Cl E i t l Adj t tClassroom: Environmental Adjustments



Behavior Management Strategies: Environmental Adjustments• ACTIVE SUPERVISION: ROAMING THE CLASSROOM. The

teacher circulates through the classroom periodically, using h i l i it t i t d t tt ti t t k d physical proximity to increase student attention to task and

general compliance. While moving about the room, the teacher provides corrective academic feedback and teacher provides corrective academic feedback and encouragement to students, as well as reinforcing students for showing appropriate behaviors.g pp p


11


Behavior Management Strategies: Environmental Adjustments• CLASSROOM RULES: PROVDING CLEAR BEHAVIORAL

EXPECTATIONS. Clear behavior rules are essential to ff ti l b h i t H effective classroom behavior management. Here are

recommendations : (1) Limit rules to no more than five; (2) Students should have input in developing classroom rules to Students should have input in developing classroom rules, to provide a sense of ownership; (3) Rules should be stated in simple language, be brief, and - whenever possible - be p g g , , pstated as DO rather than as DON'T statements; (4) Rules should be publicly posted so that students can easily see and refer to them; (5) The teacher should regularly teach and demonstrate these rules with students, particularly at the start of the school year and generate both examples and non 22


of the school year, and generate both examples and non-examples to illustrate specific behavioral expectations. 22


Behavior Management Strategies: Environmental Adjustments• DAILY SCHEDULES: INCREASING PREDICTABILITY.

Students may become agitated and misbehave when they do t k th f t l ti it t not know the purpose of a current classroom activity, cannot

predict how long that activity is to last, or do not know what activity will occur next Posted daily schedules are a strategy activity will occur next. Posted daily schedules are a strategy to increase the predictability of events for individual students or an entire classroom. In simplest form, such a schedule lists p ,a title and brief description for each scheduled activity, along with start and end times for that activity. Teachers can add information to the schedule, such as helpful reminders of what work materials a student might need. Students who have difficulty with a written schedule can have schedules 33


have difficulty with a written schedule can have schedules read aloud and/or prepared with pictorial elements. 33


Behavior Management Strategies: Environmental Adjustments• ESTABLISH CLASSROOM ROUTINES: INCREASING

PREDICTABILITY. Many behavior problems occur when l it ti t t d l k b h i l classroom situations are unstructured or lack behavioral

guidelines. Classroom routines can help: The teacher (1) creates a list of potentially problematic situations when creates a list of potentially problematic situations when misbehavior is most likely to occur (e.g., transitioning from one activity to another; individual students entering or exiting y ; g gthe classroom, student dismissal) (2) establishes clear, consistent classroom behavioral routines for each problem situation, (3) teaches students the steps of these routines; (4) has students practice routines under teacher supervision until mastered; and (5) regularly reinforces students for 44


mastered; and (5) regularly reinforces students for successfully and consistently following those routines. 44


Behavior Management Strategies: Environmental Adjustments• PREFERENTIAL SEATING: INCREASING ATTENTION

AND REMOVING DISTRACTIONS. The teacher seats a t d t h i di t t d b th i t l student who is distracted by peers or other environmental

factors in a location where the student is most likely to stay focused on instructional content NOTE: The teacher can focused on instructional content. NOTE: The teacher can increase student motivation by allowing that student to choose from two or more preferential-seating options.p g p


55


Group Activity: Environmental Adj t t f th B h i ll

1. ACTIVE SUPERVISION: ROAMING THE CLASSROOM.

2 CLASSROOM RULES Adjustments for the Behaviorally Challenging Student

2. CLASSROOM RULES: PROVDING CLEAR BEHAVIORAL EXPECTATIONS

3 DAILY SCHEDULES At your tables:• Consider the ideas shared

f i h ll i

3. DAILY SCHEDULES: INCREASING PREDICTABILITY.

4. ESTABLISH CLASSROOM ROUTINES INCREASING for managing challenging


ROUTINES: INCREASING PREDICTABILITY

5. PREFERENTIAL SEATING: INCREASING ATTENTION AND • Discuss how you might use


INCREASING ATTENTION AND REMOVING DISTRACTIONS.




Managing Challenging Behaviors in the Cl R i f tClassroom: Reinforcement



Behavior Management Strategies: Reinforcement• LINK PREFERRED ACTIVITIES/ITEMS TO WORK

COMPLETION: INCREASING COMPLIANCE. This strategy i i t d d t i th d i t d k is intended to increase the academic engagement and work completion of non-compliant students who request access to desired items or preferred activities When the student desired items or preferred activities. When the student requests an activity or item that can reasonably be provided, the teacher structures the response as follows: (1) The p ( )teacher says that the student can access the requested activity or item; and (2) The teacher describes the conditions of the academic activity that the student must first perform to access the preferred activity or item.


11


Behavior Management Strategies: Communication Tools• LINK PREFERRED ACTIVITIES/ITEMS TO WORK

COMPLETION: INCREASING COMPLIANCE : EXAMPLE:Here is a sample teacher response to a student request: "Yes, Alice, you can spend five minutes drawing at your desk--once you complete the 10 problems on the math worksheet that I just you complete the 10 problems on the math worksheet that I just handed out."



Behavior Management Strategies: Reinforcement• PRAISE: ACKNOWLEDGING AND SHAPING BEHAVIOR.

To increase desired behavior, the teacher praises the student i l ifi t h th t d t i th t in clear, specific terms whenever the student engages in that behavior. The teacher uses praise statements at a rate sufficient to motivate and guide the student toward the sufficient to motivate and guide the student toward the behavioral goal: (1) The teacher selects the specific desired behavior(s) to encourage through praise; (2) The teacher sets ( ) g g p ; ( )a goal for how frequently to deliver praise (e.g., to praise a student at least 3 times per class period for working on in-class assignments). (3) The teacher makes sure that any praise statements given are behavior-specific.


22


Managing Challenging Behaviors in the Cl R l ti hi B ildiClassroom: Relationship-Building



Behavior Management Strategies: Relationship-Building• MAINTAIN A HIGH RATIO OF POSITIVE INTERACTIONS:

BUILDING STUDENT CONNECTIONS. Teachers can i th dd f b ildi iti l ti hi ith increase the odds of building a positive relationship with any student by maintaining a ratio of at least three positive teacher-student interactions (e g greeting positive teacher-student interactions (e.g., greeting, positive conversation, high-five) for every negative (disciplinary) interaction (e.g., reprimand).( g , p )


22


Behavior Management Strategies: Relationship-Building• STRIVE FOR DAILY POSITIVE INTERACTIONS: BUILDING

STUDENT CONNECTIONS. If the teacher lacks a positive l ti hi ith ti l t d t th t h k th relationship with a particular student, the teacher makes the

commitment to have at least one positive verbal interaction per class period with that student (e g greeting at the door per class period with that student (e.g., greeting at the door, positive conversation, praise for student discussion comments). Whenever possible, the teacher continues to ) p ,interact in positive ways with the student throughout the rest of the class period through both verbal (e.g., praise comment after a student remark) and non-verbal (e.g., thumbs-up sign, smile) means. In all such interactions, the teacher maintains a polite respectful tone 33


polite, respectful tone. 33

Response to InterventionReinforcement1 LINK PREFERRED

Group Activity: Reinforcementand Relationship-Building

1. LINK PREFERRED ACTIVITIES/ITEMS TO WORK COMPLETION: INCREASING COMPLIANCE

for the Behaviorally Challenging Student

2. PRAISE: ACKNOWLEDGING AND SHAPING BEHAVIOR

R l ti hi B ildiAt your tables:• Consider the ideas shared

f i h ll i

Relationship-Building1. BEHAVIOR CONFERENCE:

ENCOURAGING STUDENT RESPONSIBILITYfor managing challenging


RESPONSIBILITY2. MAINTAIN A HIGH RATIO OF

POSITIVE INTERACTIONS: BUILDING STUDENT • Discuss how you might use


BUILDING STUDENT CONNECTIONS.

3. STRIVE FOR DAILY POSITIVE INTERACTIONS BUILDING



INTERACTIONS: BUILDING STUDENT CONNECTIONS


Selected Methods of Classroom Data Collection: Rating Scales, Global Skills g ,

Checklists, Curriculum-Based Measurement



Classroom Data CollectionGlobal skills checklist p. 57. The teacher selects a global skill (e.g., homework completion; independent

t k) Th t h th b k th l b l kill d seatwork). The teacher then breaks the global skill down into a checklist of component sub-skills--a process known as ‘discrete categorization’ (Kazdin 1989) An observer as discrete categorization (Kazdin, 1989). An observer (e.g., teacher, another adult, or even the student) can then use the checklist to note whether a student successfully ydisplays each of the sub-skills on a given day. Classroom teachers can use these checklists as convenient tools to

h th t d t h th i i i d assess whether a student has the minimum required range of academic enabling skills for classroom success.



Academic Survival Skills Checklists: Academic Survival Skills Checklists: Measuring Students’ Ability to Manage Their

O L iOwn Learning


Response to Intervention‘Academic Survival’ Skills: Why Are They Important?

Student academic success requires more than content knowledge or mastery of a collection of cognitive strategies. Academic accomplishment depends also on a set of ancillary skills and attributes: academic survival skills (DiPerna, 2006). Examples of academic survival skills include:– Study skills– Homework completion– Cooperative learning skills– Organization

Independent seatwork


– Independent seatworkSource: 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: Why Are They Important? (Cont.)

Because academic survival skills are often described as broad skill sets, however, they can be challenging to define in clear, specific, measureable terms. A useful method for defining a global academic survival skill is to break it down into a checklist of component sub-skills--a process known as ‘discrete categorization’ (Kazdin, 1989). An observer can then use the checklist to note whether a student successfully displays each of the sub-skills.


Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.


‘Academic Survival’ Skills: Why Are They Important? (Cont.)

Observational checklists that define academic survival skills have several uses in Response to Intervention:– Classroom teachers can use these skills checklists as convenient

tools to assess whether a student possesses the minimum ‘starter set’ of academic survival skills needed for classroom success set of academic survival skills needed for classroom success.

– Teachers or tutors can share examples of academic-survival skills checklists with students, training them in each of the sub-skills and encouraging them to use the checklists independently to take greater responsibility for their own learning.

– Teachers or other observers can use the academic survival skill Teachers or other observers can use the academic survival skill checklists periodically to monitor student progress during interventions--assessing formatively whether the student is using

f th b kill


more of the sub-skills.Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.


‘Academic Survival’ Skills: Sample Observational Checklist














Response to Intervention‘Academic Survival’ Skills: Example

• Example: A middle school math instructor Mr Haverneck was Example: A middle school math instructor, Mr. Haverneck, was concerned that a student, Rodney, appears to have poor ‘organization skills’. Mr. Haverneck created a checklist of observable subskills that, in hi i i t f th l b l t ‘ i ti killhis opinion, were part of the global term ‘organization skills:– arriving to class on time;– bringing work materials to class;– bringing work materials to class;– following teacher directions in a timely manner;– knowing how to request teacher assistance when needed;g q ;– having an uncluttered desk with only essential work materials.

Mr. Havernick monitored the student’s compliance with elements of this organization -skills checklist across three days of math class. On average, Rodney successfully carried out only 2 of the 5 possible subskills (baseline). Mr. Havernick set the goal that by the last week of a


( ) g y5-week intervention, the student would be found to use all five of the subskills on at least 4 out of 5 days.

161


Academic Survival SkillsChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker

This application allows the user to put together customized checklists to verify or train student ‘academic verify or train student academic survival’ skills such as study and note-taking.



Activity: Academic Survival SkillsCh kli tChecklists

At your tables:At your tables:• Discuss how you might use ‘Academic Survival Skills’

Checklists in your classroom to measure student Checklists in your classroom to measure student performance and/or train students to improve their skills.



Classroom Data CollectionRating scales. A scale is developed with one or more items that a rater can use to complete a global rating of a behavior. Oft th ti l i l t d t th l i f fi d Often the rating scale is completed at the conclusion of a fixed observation period (e.g., after each class period; at the end of the school day)the school day).NOTE: One widely used example of rating scales routinely used in classrooms is the daily behavior report (DBR). The y p ( )teacher completes a 3- to 4-item rating scale each day evaluating various target student behaviors. A detailed d i ti f DBR th t l ith description of DBRs appears on the next page, along with a sample DBR that assesses the student’s interactions with peers compliance with adult requests work completion and


peers, compliance with adult requests, work completion, and attention to task.

164


Monitoring Student Academic or General Behaviors:

Behavior Report Cardsp



Behavior Report Cards (BRCs) AreBehavior Report Cards (BRCs) Are…

brief forms containing student behavior-rating g gitems. The teacher typically rates the student daily (or even more frequently) on the BRC. The results ( q y)can be graphed to document student response to an intervention.



Behavior Report Cards Can Monitor Many Behaviors IncludingBehavior Report Cards Can Monitor Many Behaviors, Including…

• Hyperactivityyp y• On-Task Behavior (Attention)• Work Completion• Work Completion• Organization Skills• Compliance With Adult Requests• Ability to Interact Appropriately With Peersy pp p y



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.

168


Behavior Report Card MakerMaker




Behavior Report Card MakerMaker

www.interventioncentral.orgExample: Daily Report Card



Rating Scales: ExampleExample: All of the teachers on a 7th grade instructional team decided to use Example: All of the teachers on a 7th-grade instructional team decided to use a Daily Behavior Report to monitor classroom interventions for Brian, a student who presented challenges of inattention, incomplete work, and

i l li Th t d DBR ith th f ll i itoccasional non-compliance. They created a DBR with the following items:• Brian focused his attention on teacher instructions, classroom lessons and

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

or complaint.Each rating items was rated using a 1-9 scale:O B i d hi h th 3 (‘N /S ld ’ ) ll On average, Brian scored no higher than 3 (‘Never/Seldom’ range) on all rating items in all classrooms (baseline). The team set as an intervention goal that, by the end of a 6-week intervention to be used in all classrooms,


g yBrian would be rated in the 7-9 range (‘Most/All of the Time’) in all classrooms.

171


Activity: Daily Behavior ReportC dCard

At your tables:At your tables:• Discuss the Behavior Report Card as a classroom

monitoring tool. monitoring tool. • What use(s) could you find for such a measurement tool?• How would you share this tool with others in your school?How would you share this tool with others in your school?



Classroom Data CollectionCurriculum-Based Measurement. Curriculum-Based Measurement (CBM) is a family of brief, timed measures th t b i d i kill CBM h b that assess basic academic skills. CBMs have been developed to assess phonemic awareness, oral reading fluency number sense math computation spelling written fluency, number sense, math computation, spelling, written expression and other skills. Among advantages of using CBM for classroom assessment are that these measures are quick and efficient to administer; align with the curriculum of most schools; have good ‘technical adequacy’

d i t d t d d d t as academic assessments; and use standard procedures to prepare materials, administer, and score (Hosp, Hosp & Howell 2007)


Howell, 2007).

173





Description: Worksheet contains Worksheet contains either single-skill or multiple-skill

CBM Math

problems.

CBM Math Computation

Administration: Can be administered t (

Scoring: Students get credit for each to groups (e.g.,

whole class). Students have 2

get credit for each correct digit-a method that is more

iti t h t


minutes to complete worksheet.

sensitive to short-term student gain.

Response to InterventionCurriculum-Based Measurement: Advantages as a Set of Tools to

Monitor RTI/Academic CasesMonitor RTI/Academic Cases• Aligns with curriculum-goals and materials• Is reliable and valid (has ‘technical adequacy’) • Is criterion-referenced: sets specific performance levels for specific

tasks• Uses standard procedures to prepare materials administer and • Uses standard procedures to prepare materials, administer, and

score• Samples student performance to give objective, observable ‘low-

i f ’ i f ti b t t d t f inference’ information about student performance • Has decision rules to help educators to interpret student data and

make appropriate instructional decisions• Is efficient to implement in schools (e.g., training can be done quickly;

the measures are brief and feasible for classrooms, etc.)• Provides data that can be converted into visual displays for ease of


• Provides data that can be converted into visual displays for ease of communication

Source: Hosp, M.K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM. New York: Guilford.


Among other areas, CBM Techniques h b d l d t

• Reading fluency

have been developed to assess:

• Reading fluency• Reading comprehension• Math computation• Writing• Writing• Spelling• Phonemic awareness skills• Early math skills


• Early math skills


Curriculum-Based Measurement: ExampleCurriculum Based Measurement: ExampleExample: Mr. Jackson, a 3rd-grade teacher, decided to use

li it ti d ill t h l hi t d t A d b fl t explicit time drills to help his student, Andy, become more fluent in his multiplication math facts. Prior to starting the intervention, Mr Jackson administered a CBM math computation probe Mr. Jackson administered a CBM math computation probe (single-skill probe; multiplication facts from 0 to 12) on three consecutive days. Mr. Jackson used the median, or middle, y , ,score from these three assessments as baseline—finding that the student was able to compute an average of 20 correct digits in two minutes. He also set a goal that Andy would increase his computation fluency on multiplication facts by 3 digits per week across the 5 week intervention resulting in an intervention


across the 5-week intervention, resulting in an intervention goal of 35 correct digits.

178


“…One way I have used the Maze in the past at the d l l i t t d t d t i

“ ”secondary level, is as a targeted screener to determine an instructional match between the student and the text materials. By screening all students on one to three Maze y gsamples from the text and/or books that were planned for the course, we could find the students who could not handle the materials without support (study guides handle the materials without support (study guides, highlighted texts, alternative reading material). …This assessment is efficient and it seems quite reliable in id tif i th t ti l d hi hi d identifying the potential underachievers, achievers, and overachievers. The real pay back is that success can be built into the courses from the beginning, by providing g g y p glearning materials and supports at the students' instructional levels.”


Lynn Pennington, Executive Director, SSTAGE (Student Support Team Association for Georgia Educators)

Documents

RTI in the Classroom: The Role of the Teacher as ... · Teacher as Intervention Intervention First 'First Responder' ... teachers? www ... states the goals of the current day’s