RtI Lab for Secondary Schools: Eff ti A d i Effective ... · ... Effective Academic Interventions for Struggling Students ... adolescent literacy: Effective classroom and intervention

Response to Intervention

RtI Lab for Secondary RtI Lab for Secondary Schools:Eff ti A d i Effective Academic Interventions for Struggling Students

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org

Response to InterventionWorkshop Agenda

1. RTI and Interventions: Key Points

2 Reading Math Writing Study Skills Interventions2. Reading, Math, Writing, Study Skills Interventions

3 Defining and Promoting Interventions in the 3. Defining and Promoting Interventions in the Classroom

4. Critical Components of Academic Interventions

5 M i ‘I t ti I t it ’

6 Internet Resources to Support RTI Interventions

5. Measuring ‘Intervention Integrity’


6. Internet Resources to Support RTI Interventions


Academic Interventions: Key Academic Interventions: Key Ideas



www.interventioncentral.org 4

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


Big Ideas: The Four Stages of Learning Can Be S mmed Up in the ‘Instr ctional Hierarch ’ Summed Up in the ‘Instructional Hierarchy’

(Haring et al., 1978)

Student learning can be thought of as a multi-stage process The Student learning can be thought of as a multi stage process. The universal stages of learning include:

• Acquisition: The student is just acquiring the skill.Fl Th t d t f th kill b t • Fluency: The student can perform the skill but must make that skill ‘automatic’.

• Generalization: The student must perform the skill pacross situations or settings.

• Adaptation: The student confronts novel task demands that require that the student adapt a demands that require that the student adapt a current skill to meet new requirements.


Source: Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.


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

• 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, Accommodations & M difi ti S ti Th O t& Modifications: Sorting Them Out

• 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 g pp yexisting skill to new situations or settings. An intervention can be thought of as “a set of gactions that, when taken, have demonstrated ability to change a fixed educational trajectory” y g j y(Methe & Riley-Tillman, 2008; p. 37).



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

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

silent reading of a novel by listening to the book on tape. – Accommodation 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


completed ‘chunk’ of assigned work (Skinner, Pappas & Davis, 2005).


“ ”“Teaching is giving; it isn’t taking away.” (Howell, Hosp & Kurns, 2008; p. 356).


Source: Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School Psychologists..


Core Instruction, Interventions, Accommodations & M difi ti S ti Th O tModifications: Sorting Them Out

• 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 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



Definitions: ActivityDefinitions: Activity• Discuss the definitions of core

instruction intervention accommodation andinstruction, intervention, accommodation, and modification shared at this workshop.

• How might your building share these definitionsHow might your building share these definitions with your teachers?

• How might you support your teachers to avoid o g t you suppo t you teac e s to a o duse of modifications for general-education students?



Tier 1 (Classroom) Literacy Interventions for Literacy Interventions for Middle & High Schools: A Skill B ildi L b A Skill-Building Lab

Ji W i htJim Wrightwww.interventioncentral.org



Promoting Literacy in Middle & High School Cl Th El tClassrooms: Three Elements

• Explicit vocabulary instruction• Reading comprehensionReading comprehension• Extended discussion

Source: Kamil M L Borman G D Dole J Kral C C Salinger T & Torgesen J (2008) Improving adolescent literacy:


Source: Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.


RTI & Secondary Literacy:RTI & Secondary Literacy:Explicit Vocabulary Instruction



Vocabulary: Why This Instructional Goal is I t tImportant

As vocabulary terms become more specialized in As vocabulary terms become more specialized in content area courses, students are less able to derive the meaning of unfamiliar words from context alone.

Students must instead learn vocabulary through more direct means including having opportunities to explicitly direct means, including having opportunities to explicitly memorize words and their definitions.

Students may require 12 to 17 meaningful exposures to a word to learn it.



Provide Dictionary Training

The student is trained to use an Internet lookup strategy to better understand dictionary or glossary definitions of y g ykey vocabulary items.

The student first looks up the word and its meaning(s) in the – The student first looks up the word and its meaning(s) in the dictionary/glossary.

If th t d t i l t th ifi d i – If necessary, the student isolates the specific word meaning that appears to be the appropriate match for the term as it appears in course texts and discussion.

– The student goes to an Internet search engine (e.g., Google) and locates at least five text samples in which the term is used in context and appears to match the selected dictionary


used in context and appears to match the selected dictionary definition.


Promote ‘Wide Reading’Students read widely in the content area, using texts that supplement and extend information supplied by the pp pp ytextbook. ‘Wide reading’ results in substantial increases in student vocabulary over time due to incidental learning. To strengthen the positive impact of wide reading on vocabulary development, have student texts available that vary in difficulty and that are of high available that vary in difficulty and that are of high interest. Discuss readings in class. Experiment with ways to document student independent reading and ways to document student independent reading and integrate that ‘wide reading’ into an effort grade for the course. If needed, build time into the student’s school


schedule for supervised ‘wide reading’ time.


Hold ‘Read-Alouds’Select texts that supplement the course textbook and that illustrate central concepts and contain important vocabulary p p ycovered in the course. Read those texts aloud for 3 to 5 minutes per class session--while students follow along silently. Read-alouds provide students with additional exposure to vocabulary items in context. They can also lower the threshold of difficulty: Students may be more likely lower the threshold of difficulty: Students may be more likely to attempt to read an assigned text independently if they have already gotten a start in the text by listening to a more have already gotten a start in the text by listening to a more advanced reader read the first few pages aloud. Read-alouds can support other vocabulary-building activities such


as guided discussion, vocabulary review, and wide reading.


Provide Regular In-Class Instruction and Review of Vocabulary Terms, Definitions

Present important new vocabulary terms in class Present important new vocabulary terms in class, along with student-friendly definitions. Provide ‘example sentences’ to illustrate the use of the term example sentences to illustrate the use of the term. Assign students to write example sentences employing new vocabulary to illustrate their mastery employing new vocabulary to illustrate their mastery of the terms.



Generate ‘Possible Sentences’ The teacher selects 6 to 8 challenging new vocabulary terms and 4 to 6 easier, more familiar vocabulary items relevant to the lesson. Introduce the vocabulary terms to the class. Have students write sentences that contain at least two words from the posted vocabulary list Then write least two words from the posted vocabulary list. Then write examples of student sentences on the board until all words from the list have been used After the assigned reading from the list have been used. After the assigned reading, review the ‘possible sentences’ that were previously generated. Evaluate as a group whether, based on the g gpassage, the sentence is ‘possible’ (true) in its current form. If needed, have the group recommend how to change the

t t k it ‘ ibl ’


sentence to make it ‘possible’.


Enhance Vocabulary Instruction Through Use of y gGraphic Organizers or Displays: A Sampling

Teachers can use graphic displays to structure their vocabulary discussions and activities (Boardman et al., 2008; Fisher, 2007; Texas Reading Initiative, 2002).



4-Square Graphic Display4 Square Graphic Display

The student divides a page into four quadrants. I th l ft ti th t d t it th In the upper left section, the student writes the target word. In the lower left section, the student

it th d d fi iti I th i ht writes the word definition. In the upper right section, the student generates a list of examples th t ill t t th t d i th l i ht that illustrate the term, and in the lower right section, the student writes ‘non-examples’ (e.g., t th t th it f th t t terms that are the opposite of the target vocabulary word).





Semantic Word Definition MapSemantic Word Definition Map

The graphic display contains sections in which th t d t it th d it d fi iti (‘ h t the student writes the word, its definition (‘what is this?’), additional details that extend its

i (‘Wh t i it lik ?’) ll li ti f meaning (‘What is it like?’), as well as a listing of examples and ‘non-examples’ (e.g., terms that

th it f th t t b l d) are the opposite of the target vocabulary word).



Word Definition Map Example





Semantic Feature AnalysisSemantic Feature Analysis

A target vocabulary term is selected for analysis i thi id lik hi di l P ibl f t in this grid-like graphic display. Possible features or properties of the term appear along the top

i hil l f th t li t d i margin, while examples of the term are listed ion the left margin. The student considers the

b l t d it d fi iti Th th vocabulary term and its definition. Then the student evaluates each example of the term to d t i h th it d d t t h determine whether it does or does not match each possible term property or element.



Semantic Feature Analysis ExampleSemantic Feature Analysis Example

• VOCABULARY TERM: TRANSPORTATION





Comparison/Contrast (Venn) DiagramComparison/Contrast (Venn) Diagram

Two terms are listed and defined. For each t th t d t b i t liti term, the student brainstorms qualities or properties or examples that illustrate the term’s

i Th th t d t th meaning. Then the student groups those qualities, properties, and examples into 3

ti sections: A. items unique to Term 1B. items unique to Term 2C. items shared by both terms





Team Activity: Evaluate ‘Academic & Content-Area V b l ’ St t iVocabulary’ Strategies

• Review the ‘Troubleshooting Tips’ C fand ‘Building Capacity’ sections of

the intervention write-up.• Share your thoughts about how you Share your thoughts about how you

would promote the use of these strategies in your classrooms.

• Devise at least ONE strategy to move forward in getting teachers to expand their skills in this intervention area.



RTI & Secondary Literacy:RTI & Secondary Literacy:Extended Discussion



Extended Discussions: Why This Instructional Goal i I t tis Important

Extended, guided group discussion is a powerful means to help students to learn vocabulary and advanced concepts Discussion students to learn vocabulary and advanced concepts. Discussion can also model for students various ‘thinking processes’ and cognitive strategies (Kamil et al. 2008, p. 22). To be effective, guided discussion should go beyond students answering a series guided discussion should go beyond students answering a series of factual questions posed by the teacher: Quality discussions are typically open-ended and exploratory in nature, allowing for multiple points of view (Kamil et al 2008)multiple points of view (Kamil et al., 2008).

When group discussion is used regularly and well in instruction, students show increased growth in literacy skills Content area students show increased growth in literacy skills. Content-area teachers can use it to demonstrate the ‘habits of mind’ and patterns of thinking of experts in various their discipline: e.g., historians mathematicians chemists engineers literacy critics


historians, mathematicians, chemists, engineers, literacy critics, etc.

Response to InterventionUse a ‘Standard Protocol’ to Structure Extended

DiscussionsDiscussionsGood extended classwide discussions elicit a

id f t d t i i bj t wide range of student opinions, subject individual viewpoints to critical scrutiny in a

ti t f th lt ti i supportive manner, put forth alternative views, and bring closure by summarizing the main

i t f th di i T h points of the discussion. Teachers can use a simple structure to effectively and reliably

i th i di iorganize their discussions…



‘Standard Protocol’ Discussion FormatStandard Protocol Discussion FormatA. Pose questions to the class that require students to explain their

positions and their reasoning .p gB. When needed, ‘think aloud’ as the discussion leader to model

good reasoning practices (e.g., taking a clear stand on a topic).C Supportively challenge student views by offering possible C. Supportively challenge student views by offering possible

counter arguments.D. Single out and mention examples of effective student reasoning.E. Avoid being overly directive; the purpose of extended

discussions is to more fully investigate and think about complex topics.p

F. Sum up the general ground covered in the discussion and highlight the main ideas covered.



Team Activity: Evaluate ‘Extended Discussion’ St t iStrategies

• Review the ‘Troubleshooting CTips’ and ‘Building Capacity’

sections of the intervention write-up.p

• Share your thoughts about how you would promote the

f thi t t i use of this strategy in your classrooms.

• Devise at least ONE strategy gyto move forward in getting teachers to expand their skills in this intervention area


skills in this intervention area.


RTI & Secondary Literacy:RTI & Secondary Literacy:Reading Comprehension



Reading Comprehension: Why This Instructional G l i I t tGoal is Important

Students require strong reading comprehension skills to Students require strong reading comprehension skills to succeed in challenging content-area classes.

A h i l id h At present, there is no clear evidence that any one reading comprehension instructional technique is clearly superior to others In fact it appears that students superior to others. In fact, it appears that students benefit from being taught any self-directed practice that prompts them to engage more actively in understanding th i f t t (K il t l 2008) the meaning of text (Kamil et al., 2008).



Assist Students in Setting ‘Content Goals’ for R diReading

Students are more likely to be motivated to read--and to read more closely if they have specific content related read more closely—if they have specific content-related reading goals in mind. At the start of a reading assignment, for example, the instructor has students g , p ,state what questions they might seek to answer or what topics they would like to learn more about in their reading. The student or teacher writes down these questions. After students have completed the assignee reading they review their original questions and share reading, they review their original questions and share what they have learned (e.g., through discussion in large group or cooperative learning group or even as a


large group or cooperative learning group, or even as a written assignment).


Team Activity: Classroom Literacy Strategies: Middle d Hi h S h land High School

• At your table: Think of the content-area teacher who may believe that it is not his or her ‘job’ to promote literacy skills through whole-group, y g g p,small-group, or individual strategies.

H ld tt t t h • How would you attempt to change that teacher’s mind?

• How can you help a reluctant teacher y pto adopt core-instruction or intervention strategies like those presented here?


presented here?


Promoting Student Reading Reading Comprehension ‘Fix-Up’ Skills




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.)[C I t ti ] P idi M i Id P ti th h • [Core Instruction] Providing Main Idea Practice through ‘Partner Retell’ (Carnine & Carnine, 2004). Students in a group or class are assigned a text selection to read silently group or class are assigned a text selection to read silently. Students are then paired off, with one student assigned the role of ‘reteller’ and the other appointed as ‘listener’. The ppreteller recounts the main idea to the listener, who can comment or ask questions. The teacher then states the main idea to the class. Next, the reteller locates two key details from the reading that support the main idea and shares these with the listener At the end of the activity the teacher does a spot the listener. At the end of the activity, the teacher does a spot check by randomly calling on one or more students in the listener role and asking them to recap what information was


listener role and asking them to recap what information was shared by the reteller.

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Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[A d ti ] D l i B k f M lti l P • [Accommodation] Developing a Bank of Multiple Passages to Present Challenging Concepts (Hedin & Conderman, 2010; Kamil et al 2008; Texas Reading Initiative 2002) The 2010; Kamil et al., 2008; Texas Reading Initiative, 2002). The teacher notes which course concepts, cognitive strategies, or other information will likely present the greatest challenge to y p g gstudents. For these ‘challenge’ topics, the teacher selects alternative readings that present the same general information and review the same key vocabulary as the course text but that are more accessible to struggling readers (e.g., with selections written at an easier reading level or that use graphics to written at an easier reading level or that use graphics to visually illustrate concepts). These alternative selections are organized into a bank that students can access as a source of


organized into a bank that students can access as a source of ‘wide reading’ material.

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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.

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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 ] R t t i P h ith M i Id • [Student Strategy] Restructuring Paragraphs with Main Idea First to Strengthen ‘Rereads’ (Hedin & Conderman, 2010). The student highlights or creates a main idea sentence for The student highlights or creates a main idea sentence for each paragraph in the assigned reading. When rereading each paragraph of the selection, the student (1) reads the main idea p g p , ( )sentence or student-generated ‘gist’ sentence first (irrespective of where that sentence actually falls in the paragraph); (2) reads the remainder of the paragraph, and (3) reflects on how the main idea relates to the paragraph content.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] S i i R di (B d t l • [Student Strategy] Summarizing Readings (Boardman et al., 2008). The student is taught to summarize readings into main ideas and essential details stripped of superfluous content ideas and essential details--stripped of superfluous content. The act of summarizing longer readings can promote understanding and retention of content while the summarized gtext itself can be a useful study tool.



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 ] C ili V b l J l f • [Student Strategy] Compiling a Vocabulary Journal from Course Readings (Hedin & Conderman, 2010). The student highlights new or unfamiliar vocabulary from course readings highlights new or unfamiliar vocabulary from course readings. The student writes each term into a vocabulary journal, using a standard ‘sentence-stem’ format: e.g., “Mitosis means…” or “A g ,chloroplast is…”. If the student is unable to generate a definition for a vocabulary term based on the course reading, he or she writes the term into the vocabulary journal without definition and then applies other strategies to define the term: e g look up the term in a dictionary; use Google to locate two e.g., look up the term in a dictionary; use Google to locate two examples of the term being used correctly in context; ask the instructor, etc.).


instructor, etc.).

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Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] E i St d t U f T t • [Student Strategy] Encouraging Student Use of Text Enhancements (Hedin & Conderman, 2010). Text enhancements can be used to tag important vocabulary terms enhancements can be used to tag important vocabulary terms, key ideas, or other reading content. If working with photocopied material, the student can use a highlighter to note p p , g gkey ideas or vocabulary. Another enhancement strategy is the ‘lasso and rope’ technique—using a pen or pencil to circle a vocabulary term and then drawing a line that connects that term to its underlined definition. If working from a textbook, the student can cut sticky notes into strips These strips can be student can cut sticky notes into strips. These strips can be inserted in the book as pointers to text of interest. They can also be used as temporary labels—e.g., for writing a


also be used as temporary labels e.g., for writing a vocabulary term and its definition.

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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.



Team Activity: Promoting Student-Administered I t tiInterventions

At your table: • Consider the ideas included in the

Reading Comprehension Fix-Up Skills handouthandout.

• What are some ideas that your school might consider to promote training students to administer their own interventions?



Tier 1: The Key Role of Classroom Teachers in RTIJim Wrightwww interventioncentral orgwww.interventioncentral.org



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.


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 children 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.• Al 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?


The Key Role of Classroom Teachers in RTI: 6 St6 Steps

1 The teacher defines the student academic or behavioral 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 ‘evidence-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.

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Building Teacher Capacity to Deliver Tier 1 Interventions: An 8-Step Checklist Jim Wrightwww interventioncentral orgwww.interventioncentral.org

























Table Activity: Building Teacher Tier 1 Intervention

At your tables:

y gCapacity (Packet 1: p. 20)

y• Review the 8-step process

presented in this workshop for developing teacher capacity to do classroom interventions.

• Discuss the steps that you would take to implement this

i iddl process in your own middle or high school.

• Be prepared to report out to the


• Be prepared to report out to the larger group.


Improving the Integrity of Improving the Integrity of Academic Interventions Th h Through a Critical-Components ‘Pre-Flight’ Check



Response to InterventionAcademic Interventions ‘Critical Components’ Checklist



Academic Interventions ‘Critical Components’ Checklist

This checklist summarizes the essential components of academic interventions When preparing a student’s academic interventions. When preparing a student s Tier 1, 2, or 3 academic intervention plan, use this document as a ‘pre-flight checklist’ to ensure that the document as a pre flight checklist to ensure that the academic intervention is of high quality, is sufficiently strong to address the identified student problem, is fully understood and supported by the teacher, and can be implemented with integrity. NOTE: While the checklist

f t th ‘t h ’ th i t ti i t it l refers to the ‘teacher’ as the interventionist, it can also be used as a guide to ensure the quality of interventions implemented by non-instructional personnel adult


implemented by non-instructional personnel, adult volunteers, parents, and peer (student) tutors.

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Response to InterventionAllocating Sufficient Contact Time & Assuring Appropriate Student-Teacher RatioThe cumulative time set aside for an intervention and the amount of direct teacher contact are two factors that help to determine that intervention’s ‘strength’ (Yeaton & Sechrest, 1981).

Critical Item? Intervention Element Notes

Time Allocated. The time set aside for the intervention is appropriate for the type and level of student problem (Burns & Gibbons, 2008; Kratochwill, Clements & Kalymon, 2007). When evaluating whether the amount of time allocated is adequate, consider: Length of each intervention session.

Frequency of sessions (e g daily 3 times per week) Frequency of sessions (e.g.., daily, 3 times per week) Duration of intervention period (e.g., 6 instructional

weeks) Student-Teacher Ratio The student receives sufficient Student-Teacher Ratio. The student receives sufficient

contact from the teacher or other person delivering the intervention to make that intervention effective. NOTE: Generally, supplemental intervention groups should be


limited to 6-7 students (Burns & Gibbons, 2008).

Response to InterventionMatching the Intervention to the Student ProblemAcademic interventions are not selected at random. First, the student academic problem(s) is defined , p ( )clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to understand which intervention(s) are likely to help—and which should be avoided.Critical Item? Intervention Element Notes

Problem Definition. The student academic problem(s) to be addressed in the intervention are defined in clear, specific, measureable terms (Bergan, 1995; Witt, VanDerHeyden & Gilbertson, 2004). The full problem definition describes:Witt, VanDerHeyden & Gilbertson, 2004). The full problem definition describes: Conditions. Describe the environmental conditions or task demands in place

when the academic problem is observed. Problem Description. Describe the actual observable academic behavior in p

which the student is engaged. Include rate, accuracy, or other quantitative information of student performance.

Typical or Expected Level of Performance. Provide a typical or expected performance criterion for this skill or behavior. Typical or expected academic performance can be calculated using a variety of sources,




Response to InterventionMatching the Intervention to the Student Problem (Cont.)Critical Item? Intervention Element Notes

Appropriate Target. Selected intervention(s) are appropriate for the identified student problem(s) (Burns, VanDerHeyden & Boice, 2008). TIP: Use the Instructional Hierarchy (Haring et al., 1978) to select academic interventions according to the four stages of learning:stages of learning: Acquisition. The student has begun to learn how to complete the target skill

correctly but is not yet accurate in the skill. Interventions should improve accuracy.

Fluency. The student is able to complete the target skill accurately but works slowly. Interventions should increase the student’s speed of responding (fluency) as well as to maintain accuracy.

Generalization The student may have acquired the target skill but does not Generalization. The student may have acquired the target skill but does not typically use it in the full range of appropriate situations or settings. Or the student may confuse the target skill with ‘similar’ skills. Interventions should get the student to use the skill in the widest possible range of settings and situations, or to accurately discriminate between the target skill and ‘similar’ skills.

Adaptation. The student is not yet able to modify or adapt an existing skill to fit novel task-demands or situations. Interventions should help the student to identify key concepts or elements from previously learned skills that can be


identify key concepts or elements from previously learned skills that can be adapted to the new demands or situations.

Response to InterventionMatching the Intervention to the Student Problem (Cont.)Critical Item? Intervention Element Notes

‘Can’t Do/Won’t Do’ Check. The teacher has determined whether the student problem is primarily a skill or knowledge deficit (‘can’t do’) or whether student motivation plays a main or supporting role in academic underperformance (‘wont do’). If motivation appears to be a significant factor contributing to the problem, the intervention plan includes strategies to engage the student (e.g., high interest learning activities; rewards/incentives; increased student choice in academic assignments, etc.) (Skinner, Pappas & Davis, 2005; Witt, VanDerHeyden & Gilbertson, 2004).



Activity: Matching the Intervention to the St d t P blStudent Problem• Consider these critical aspects of academic intervention: Clear and specific problem-identification statement (Conditions, Problem

Description, Typical/Expected Level of Performance).

A i t i t ti t t ( l t d i t ti i Appropriate intervention target (e.g., selected intervention is appropriately matched to Acquisition, Fluency, Generalization, or Adaptation phase of Instructional Hierarchy).p p y)

Can’t Do/Won’t Do Check (Clarification of whether motivation plays a significant role in student academic underperformance).

• What questions do you have about applying any of these concepts when planning classroom interventions?


p p g

Response to InterventionIncorporating Effective Instructional ElementsThese effective ‘building blocks’ of instruction are well-known and well-supported by the research. They should be considered when selecting or creating any academic intervention.g g yCritical Item? Intervention Element Notes

Explicit Instruction. Student skills have been broken down “into manageable and deliberately sequenced steps” and the teacher provided“ overt strategies for students to learn and practice new skills” (Burns, VanDerHeyden & Boice, 2008, p.1153).

Appropriate Level of Challenge. The student experienced sufficient success in the academic task(s) to shape learning in the desired direction as well as to maintain student motivation task(s) to shape learning in the desired direction as well as to maintain student motivation (Burns, VanDerHeyden & Boice, 2008).

Active Engagement. The intervention ensures that the student is engaged in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005).at a rate frequent enough to capture student p g ( , pp , ) q g pattention and to optimize effective learning.

Performance Feedback. The student receives prompt performance feedback about the work completed (Burns, VanDerHeyden & Boice, 2008).

Maintenance of Academic Standards. If the intervention includes any accommodations to better support the struggling learner (e.g., preferential seating, breaking a longer assignment into smaller chunks), those accommodations do not substantially lower the academic standards against which the student is to be evaluated and are not likely to reduce the student’s rate of


against which the student is to be evaluated and are not likely to reduce the student s rate of learning (Skinner, Pappas & Davis, 2005).


Activity: Incorporating Effective Instructional El tElements• Think about the effective

instructional elements reviewed in this workshop.

Incorporating Effective Instructional • How can teachers ensure that

all effective instructional

Incorporating Effective Instructional ElementsCritical Intervention Element Notes

elements are included in academic interventions?

Item?

Explicit Instruction. Appropriate Level of Challenge. g Active Engagement.. Performance Feedback. Maintenance of Academic

St d d


Standards.

Response to InterventionVerifying Teacher Understanding & Providing Teacher SupportThe teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a busy classroom. It is important, then, that the teacher fully understands how to do the intervention, believes that he or she can do it, and knows whom to seek out if there are problems with the intervention.Critical Item? Intervention Element Notes Teacher Responsibility. The teacher understands his or her responsibility to implement the

academic intervention(s) with integrity. Teacher Acceptability. The teacher states that he or she finds the academic intervention feasible

and acceptable for the identified student problemand acceptable for the identified student problem. Step-by-Step Intervention Script. The essential steps of the intervention are written as an

‘intervention script’--a series of clearly described steps—to ensure teacher understanding and make implementation easier (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).

Intervention Training. If the teacher requires training to carry out the intervention, that training has been arranged.

Intervention Elements: Negotiable vs. Non-Negotiable. The teacher knows all of the steps of the intervention Additionally the teacher knows which of the intervention steps are ‘non-negotiable’ the intervention. Additionally, the teacher knows which of the intervention steps are non-negotiable (they must be completed exactly as designed) and which are ‘negotiable’ (the teacher has some latitude in how to carry out those steps) (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).

Assistance With the Intervention. If the intervention cannot be implemented as designed for any


reason (e.g., student absence, lack of materials, etc.), the teacher knows how to get assistance quickly to either fix the problem(s) to the current intervention or to change the intervention.


Activity: Verifying Teacher Understanding & P idi T h S tProviding Teacher SupportIn your teams:

• Review the checklist for verifying that teachers understand all elements of the intervention and actively support its use.

• How will your school ensure Verifying Teacher Understanding & How will your school ensure that teachers will understand and support

y g gProviding Teacher SupportCritical Item? Intervention Element

Teacher Responsibilityppacademic interventions designed to be implemented in th l ?

p y Teacher Acceptability. Step-by-Step Intervention Script. Intervention Training. I t ti El t N ti bl


the classroom? Intervention Elements: Negotiable vs. Non-Negotiable

Assistance With the Intervention

Response to InterventionDocumenting the Intervention & Collecting DataInterventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress-monitoring plan are ‘fatally interventions that lack baseline data, goal(s) for improvement, and a progress monitoring plan are fatally flawed’ (Witt, VanDerHeyden & Gilbertson, 2004).Critical Item? Intervention Element Notes

Intervention Documentation. The teacher understands and can manage all documentation required for this intervention (e.g., maintaining a log of intervention sessions, etc.).

Checkup Date. Before the intervention begins, a future checkup date is selected to review the intervention to determine if it is successful. Time elapsing between the start of the intervention and the checkup date should be short enough to allow a timely review of the intervention but long enough to give the school sufficient time to judge with confidence whether the intervention worked.

Baseline. Before the intervention begins, the teacher has collected information about the student’s b li l l f f i th id tifi d ( ) f d i (Witt V D H d & baseline level of performance in the identified area(s) of academic concern (Witt, VanDerHeyden & Gilbertson, 2004).

Goal. Before the intervention begins, the teacher has set a specific goal for predicted student improvement to use as a minimum standard for success (Witt VanDerHeyden & Gilbertson 2004) improvement to use as a minimum standard for success (Witt, VanDerHeyden & Gilbertson, 2004). The goal is the expected student outcome by the checkup date if the intervention is successful.

Progress-Monitoring. During the intervention, the teacher collects progress-monitoring data of sufficient quality and at a sufficient frequency to determine at the checkup date whether that


sufficient quality and at a sufficient frequency to determine at the checkup date whether that intervention is successful (Witt, VanDerHeyden & Gilbertson, 2004).


Activity: Documenting the Intervention & C ll ti D tCollecting DataIn your teams:

• Consider the elements of intervention documentation, data collection, and data , ,interpretation discussed here.

• What steps can your school take Documenting the Intervention & Collecting DataWhat steps can your school take

to make sure that data have a central focus when interventions

Collecting DataCritical Item? Intervention Element Notes

Intervention Documentation. Checkup Date.

are planned and implemented? Baseline.

Goal.


Goal.

Progress-Monitoring.

Response to InterventionReferences

• Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.

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

• Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.H i N G L itt T C E t M D & H C L (1978) Th f th R R h i th l C l b • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co.

• Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15.

• Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer.

• Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.

• 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.Y t W M & S h t L (1981) C iti l di i i th h i d i t f f l t t t


• Yeaton, W. M. & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49, 156-167.

89


Activity: Using the Academic Interventions ‘C iti l C t ’ Ch kli t‘Critical Components’ ChecklistIn your teams:

• Discuss the Academic Interventions ‘Critical Components’ Checklist.p

• How might your school use this checklist to improve the quality of your building’s improve the quality of your building s interventions at Tiers 1, 2, and 3?



RTI: Writing RTI: Writing Interventions

Jim Wrightwww interventioncentral orgwww.interventioncentral.org



"If all the grammarians in the If all the grammarians in the world were placed end to end, it p ,would be a good thing."– Oscar Wilde



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


"The difference between the The difference between the right word and the almost right g gword is the difference between lightning and the lightning bug."– Mark TwainMark Twain



"Your manuscript is both good Your manuscript is both good and original. But the part that is g pgood is not original, and the part that is original is not good."– Samuel JohnsonSamuel Johnson


Response to InterventionUse Selective Proofreading With Highlighting of ErrorsWith Highlighting of Errors

To prevent struggling writers from becoming overwhelmed by teacher proofreading corrections overwhelmed by teacher proofreading corrections, select only 1 or 2 proofreading areas when correcting a writing assignmenta writing assignment.1. Create a student ‘writing skills checklist’ that inventories key writing

competencies (e g grammar/syntax spelling vocabulary etc ) competencies (e.g., grammar/syntax, spelling, vocabulary, etc.). 2. For each writing assignment, announce to students that you will

grade the assignment for overall content but will make proofreading corrections on only 1-2 areas chosen from the writing skills checklist. (Select different proofreading targets for each assignment matched to common writing weaknesses in your classroom.)


g y )

Response to InterventionUse Selective Proofreading

With Highlighting of Errors: ContWith Highlighting of Errors: Cont.

3. To prevent cluttering the student’s paper with potentially discouraging teacher comments and editing marks:discouraging teacher comments and editing marks:a. underline problems in the student’ text with a highlighter and b. number the highlighted errors sequentially at the left margin of

the student paper. c. write teacher comments on a separate feedback sheet to

explain the writing errors Identify each comment with the explain the writing errors. Identify each comment with the matching error-number from the left margin of the student’s worksheet.

TIP: Have students use this method when proofreading their own text.



Spelling; Run on and incompleteMrs. Richman

Jimmy Smith Dec 1, 2006Selective Proofreading With Highlighting of Errors

1 Rewrite this run-on sentence as two separate sentences.

Spelling; Run-on and incomplete

sentences

Highlighting of Errors

1

2 Not clear. Rewrite. Consider starting the sentence with ‘The concept of …’

2



"A ratio of failures is built into A ratio of failures is built into the process of writing The the process of writing. The wastebasket has evolved for a reason."– Margaret Atwood


Response to InterventionSentence Combining

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









Interventions to Help Study Skills



Managing Test Anxiety: Ideas for StudentsIntended Purpose:St dents ma become an io s in testing sit ations

a ag g es e y deas o S ude s

Students may become anxious in testing situations because they have never learned effective note-taking, study and test-taking skills This package maps out a study, and test taking skills. This package maps out a comprehensive strategy for any student to follow when preparing for an important examination.p p g p



Managing Test Anxiety: Ideas for StudentsDoing well on a test starts with careful preparation. Students should have the essential skills to:

a ag g es e y deas o S ude s

should have the essential skills to:• Study effectively.• Memorize instructional contentMemorize instructional content.• Reduce test anxiety.• Adopt a ‘smart’ approach to test-taking• Adopt a smart approach to test-taking.



Student Tips: Effective Study HabitsStudent Tips: Effective Study HabitsIt is not enough just to schedule lots of study time. You g j yalso need to make sure that you use effective study techniques. Some smart study tips are to:• Create a quiet, neat study area.• Study from good notes.• Use bits of unexpected free time to study.• Make a study schedule to avoid ‘time-drains’. • Take advantage of your peak energy levels.



Student Tips: Effective Study HabitsStudent Tips: Effective Study Habits (Cont.)

• Create a study group.y g p• Teach content as a ‘learning check’.• Recite information aloud.Recite information aloud.• Pose difficult questions.• Don’t forget to review previously learned materialDon t forget to review previously learned material.• Avoid cram sessions. • Reward yourself • Reward yourself.



Student Tips: Tips to Memorize p pContent

The best way to remember information from your notes or The best way to remember information from your notes or reading is to set aside enough time to study it well. Some tips for memorizing information are to:• Read and review using SQ3R : (1) Survey the chapter, (2)

Create Questions based on chapter headings(3) Read through the chapter (4) Recite the questions and answer aloud; (5) Review your answers.M k fl h d • Make up flashcards.



Student Tips: Tips to Memorize p pContent (Cont.)

• Create acronyms or acrostics: e.g.,Red-y g ,Orange-Yellow-Green-Blue-Indigo-Violet =ROY G. BIV.

• Use visualization tricks: Chaining. • Use visualization tricks: Familiar places.



Student Tips: Reducing Test AnxietyStudent Tips: Reducing Test Anxiety A little nervousness before a test can be goodA little nervousness before a test can be good—but when we become too anxious that anxiety can undermine our confidence and interfere with our ability to solve problems. Some tips to reduce test anxiety are to:• Remember to take care of yourself first. • Take practice exams. • Come prepared.



Student Tips: Reducing Test AnxietyStudent Tips: Reducing Test Anxiety (Cont.)

• Make an effort to relax periodically during p y gthe test. 1. Take several deep breaths.2. Tense your muscles, hold, relax. 3. Think of a peaceful, quiet setting (e.g., the beach). p , q g ( g , )

• Engage in positive self-talk.



Student Tips: Test Taking StrategiesStudent Tips: Test-Taking Strategies Become familiar with the test that you are about to take and Become familiar with the test that you are about to take and have a mental plan for how you will spend your time most productively during the examination. Here are some useful test-taking strategies: • Listen carefully to directions. • Perform a ‘brain dump’. • Preview the test. • Multiple-choice: Don’t get sidetracked looking for patterns of

answers.



Student Tips: Test-Taking StrategiesStudent Tips: Test Taking Strategies (Cont.)

• Multiple-choice: Don’t rush. p• Essay questions: Underline key terms. • Essay questions: Outline your answer before you write it. Essay questions: Outline your answer before you write it. • When in doubt…guess! • Skip difficult items until last Skip difficult items until last. • Use leftover time to check answers.


Response to InterventionTeacher Ideas for Introducing ‘M i T t A i t Id f‘Managing Test Anxiety: Ideas for Students’

1. Brainstorm with students their best ideas for (a) studying, (b) memorizing course content (c) handling test anxiety and (d) memorizing course content, (c) handling test anxiety, and (d) savvy test-taking. Write down these ideas.

2 Using class-generated ideas and test-tips handout have 2. Using class generated ideas and test tips handout, have students write up their own ‘test-readiness’ plan.

3. When a test is coming up, remind the students to use their 3. When a test is coming up, remind the students to use their personal test-prep strategies. Debrief after the test about the effectiveness of various approaches.



Homework ContractHomework ContractIntended Purpose:

Thi h k t t i t ti ( d t d This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a

itt t t d d t b t t d t written contract, and rewards to boost student completion (and accuracy) of homework. St d t l l th l bl kill f Students also learn the valuable skills of breaking down academic assignments into

ll bl bt k d tti smaller, more manageable subtasks and setting priorities for work completion.



Homework C t tContract: Form



Homework ContractHomework Contract 1. Parents are trained to be supportive ‘homework

h ’coaches’.2. The parent creates a homework reward system for

the child. 3. The parent negotiates the homework contract p g

program with the child. 4 The parent and child fill out the Daily Homework 4. The parent and child fill out the Daily Homework

Contract. 5 The parent checks the child’s homework completion


5. The parent checks the child s homework completion, delivers nightly & weekly rewards.

Response to InterventionHomework Contract: Ti & T bl h tiTips & Troubleshooting

If th t fi d th H k C t t • If the parent finds the Homework Contract program too burdensome, have an afterschool program i l t it implement it.

• The teacher may choose to monitor homework completion and send a note home to the parent, who provides the reward.


Response to InterventionHomework Contract: Ti & T bl h tiTips & Troubleshooting

If th t fi d th H k C t t • If the parent finds the Homework Contract program too burdensome, have an afterschool program i l t it implement it.

• The teacher may choose to monitor homework completion and send a note home to the parent, who provides the reward.





MathematicsI t ti Interventions Jim Wrightwww interventioncentral orgwww.interventioncentral.org



The Elements of Mathematical The Elements of Mathematical Proficiency: What the Experts Say…



5 St d f M th ti l 5 Bi Id i B i i 5 Strands of Mathematical Proficiency

5 Big Ideas in Beginning Reading

1. Understanding

2. Computing

1. Phonemic Awareness

2. Alphabetic Principlep g

3. Applying

p p

3. Fluency with Text

4. Reasoning

5. Engagement

4. Vocabulary

5. ComprehensionSource: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education Division of Behavioral and Social Sciences

g g pSource: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.


Five Strands of Mathematical Proficiency1. Understanding: Comprehending mathematical concepts,

operations, and relations--knowing what mathematical symbols diagrams and procedures meansymbols, diagrams, and procedures mean.

2 Computing: Carrying out mathematical procedures such 2. Computing: Carrying out mathematical procedures, such as adding, subtracting, multiplying, and dividing numbers flexibly, accurately, efficiently, and appropriately.y, y, y, pp p y

3. Applying: Being able to formulate problems pp y g g pmathematically and to devise strategies for solving them using concepts and procedures appropriately.


Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.


Five Strands of Mathematical Proficiency (Cont.)Five Strands of Mathematical Proficiency (Cont.)4. Reasoning: Using logic to explain and justify a solution to

a problem or to extend from something known to a problem or to extend from something known to something less known.

5. Engaging: Seeing mathematics as sensible, useful, and doable—if you work at it—and being willing to do the y g gwork.


Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.


Math Intervention: Tier I or II: Elementary & Secondary: Self Administered Arithmetic Combination Drills With Performance Self-Administered Arithmetic Combination Drills With Performance

Self-Monitoring & Incentives1 Th t d t i i th t ti k h t f ifi bl t l ith 1. The student is given a math computation worksheet of a specific problem type, along with

an answer key [Academic Opportunity to Respond].2. The student consults his or her performance chart and notes previous performance. The

student is encouraged to try to ‘beat’ his or her most recent scorestudent is encouraged to try to beat his or her most recent score.3. The student is given a pre-selected amount of time (e.g., 5 minutes) to complete as many

problems as possible. The student sets a timer and works on the computation sheet until the timer rings. [Active Student Responding]g [ p g]

4. The student checks his or her work, giving credit for each correct digit (digit of correct value appearing in the correct place-position in the answer). [Performance Feedback]

5. The student records the day’s score of TOTAL number of correct digits on his or her personal performance chart.

6. The student receives praise or a reward if he or she exceeds the most recently posted number of correct digits.


Application of ‘Learn Unit’ framework from : Heward, W.L. (1996). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner, D. M.S ainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman,& T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp.283-320). Pacific Grove, CA:Brooks/Cole.


Self-Administered Arithmetic Combination Drills…

Reward GivenReward GivenReward Given Reward Given

No RewardNo Reward

No Reward



Potential ‘Blockers’ of Higher-Level Math Problem-Solving: A Sampler

Limited reading skills Limited reading skills Failure to master--or develop automaticity in– basic math operations Lack of knowledge of specialized math vocabulary (e.g., ‘quotient’) Lack of familiarity with the specialized use of known words (e.g.,

‘product’) Inability to interpret specialized math symbols y p p y

(e.g., ‘4 < 2’) Difficulty ‘extracting’ underlying math operations from word/story

problems problems Difficulty identifying and ignoring extraneous information included in

word/story problems



Developing Student Developing Student Metacognitive Abilities



Importance of Metacognitive Strategy Use…Importance of Metacognitive Strategy Use…“Metacognitive processes focus on self-awareness of cognitive knowledge that is presumed to be of cognitive knowledge that is presumed to be necessary for effective problem solving, and they direct and regulate cognitive processes and g g pstrategies during problem solving…That is, successful problem solvers, consciously or

i l (d di t k d d ) unconsciously (depending on task demands), use self-instruction, self-questioning, and self-monitoring to gain access to strategic knowledge guide to gain access to strategic knowledge, guide execution of strategies, and regulate use of strategies and problem-solving performance.” p. 231


g p g p pSource: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.


Elements of Metacognitive Processes

“Self-instruction helps students to identify and direct the problem-solving strategies prior to direct the problem solving strategies prior to execution. Self-questioning promotes internal dialogue for systematically analyzing problem g y y y g pinformation and regulating execution of cognitive strategies. Self-monitoring promotes appropriate

f ifi t t i d t d t use of specific strategies and encourages students to monitor general performance. [Emphasis added].” p 231p. 231


Source: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.


Combining Cognitive & Metacognitive Strategies to Assist Students With Mathematical Problem Solving p 44Students With Mathematical Problem Solving p. 44

Solving an advanced math problem independently g p p yrequires the coordination of a number of complex skills. The following strategies combine both cognitive and

t iti l t (M t 1992 M t & metacognitive elements (Montague, 1992; Montague & Dietz, 2009). First, the student is taught a 7-step process for attacking a math word problem (cognitive process for attacking a math word problem (cognitive strategy). Second, the instructor trains the student to use a three-part self-coaching routine for each of the p gseven problem-solving steps (metacognitive strategy).



Cognitive Portion of Combined Problem Solving ApproachIn the cognitive part of this multi-strategy intervention, the student learns an explicit series

of steps to analyze and solve a math problem. Those steps include:

1 Reading the problem The student reads the problem carefully noting and attempting 1. Reading the problem. The student reads the problem carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms).

2. Paraphrasing the problem. The student restates the problem in his or her own words.3. ‘Drawing’ the problem. The student creates a drawing of the problem, creating a g p g p , g

visual representation of the word problem.4. Creating a plan to solve the problem. The student decides on the best way to solve

the problem and develops a plan to do so.5 Predicting/Estimating the answer The student estimates or predicts what the answer 5. Predicting/Estimating the answer. The student estimates or predicts what the answer

to the problem will be. The student may compute a quick approximation of the answer, using rounding or other shortcuts.

6. Computing the answer. The student follows the plan developed earlier to compute the t th blanswer to the problem.

7. Checking the answer. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the estimated answer calculated in a previous step to ensure that there is general agreement between the two


p p g gvalues.


Metacognitive Portion of Combined Problem Solving Approach

The metacognitive component of the intervention is a three-part routine that follows a sequence of ‘Say’, ‘Ask, ‘Check’. For each of the 7 problem-solving steps reviewed above:

• The student first self-instructs by stating, or ‘saying’, the purpose of the step (‘Say’).

• The student next self-questions by ‘asking’ what he or she intends to do to complete the step (‘Ask’).Th t d t l d th t b lf it i • The student concludes the step by self-monitoring, or ‘checking’, the successful completion of the step (‘Check’).



Combined Cognitive & Metacognitive Elements of St tStrategy





















Applied Problems: Pop QuizQ: “To move their armies, the Romans built over 50,000 miles of roads. Imagine driving all those miles! Now imagine driving those miles in the first gasoline-

7-Step Problem-Solving:Process

1 Reading the problem

Directions: As a team, read the following problem. At your tables, apply the 7-step

bl l i ( iti ) t t t Now imagine driving those miles in the first gasolinedriven car that has only three wheels and could reach a top speed of about 10 miles per hour. For safety's sake, let's bring along a spare tire. As

1. Reading the problem. 2. Paraphrasing the

problem.3. ‘Drawing’ the

problem-solving (cognitive) strategy to complete the problem. As you complete each step of the problem, apply the ‘Say-Ask-o sa e y s sa e, e s b g a o g a spa e e syou drive the 50,000 miles, you rotate the spare with the other tires so that all four tires get the same amount of wear. Can you figure out how many miles f h ti l t ?”

3. Drawing the problem.

4. Creating a plan to solve the problem.

Check’ metacognitive sequence. Try to complete the entire 7 steps within the time allocated for this exercise.of wear each tire accumulates?”5. Predicting/Estimat-

ing the answer.6. Computing the

A: “Since the four wheels of the three-wheeled car answer. 7. Checking the answer.

A: Since the four wheels of the three wheeled car share the journey equally, simply take three-fourths of the total distance (50,000 miles) and you'll get 37 500 miles for each tire ”


Source: The Math Forum @ Drexel: Critical Thinking Puzzles/Spare My Brain. Retrieved from http://mathforum.org/k12/k12puzzles/critical.thinking/puzz2.html

miles) and you ll get 37,500 miles for each tire.


Guided Notes: Helping p gStudents to Master Course ContentCourse Content

Jim WrightJim Wrightwww.interventioncentral.org



Guided NotesGuided Notes• Description: The student is given a copy of notes

summarizing content from a class lecture or assigned summarizing content from a class lecture or assigned reading. Blanks are inserted in the notes where key facts or concepts should appear. As information is facts or 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 notes. Guided notes promote active engagement during lecture or independent reading,

id f ll d t t f t d id provide full and accurate notes for use as a study guide, and help students to identify the most important information covered (Heward 2001)


information covered (Heward, 2001).

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Guided Notes: RecommendationsGuided Notes: Recommendations• Keep guided note entries brief. Shorter guided note entries

promote student understanding of content as well as or better promote student understanding of content as well as or better than longer entries (Konrad, Joseph & Eveleigh, 2009). Also, short entries can increase student motivation to write in short entries can increase student motivation to write in responses.

• Distribute entry items throughout the guided notes. Guided y g gnotes help to promote active student engagement during lecture or reading (Heward, 2001). When entry items are distributed evenly throughout the guided notes, they require higher rates of active student responding (Konrad, Joseph & Eveleigh, 2009), which can both promote mastery of content and increase levels


which can both promote mastery of content and increase levels of on-task behavior.

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Guided Notes: RecommendationsGuided Notes: Recommendations• Verify student completion of notes. To ensure that students are

actively engaged in completing guided notes the instructor can actively engaged in completing guided notes, the instructor can occasionally collect and review them for accuracy and completeness (on a random and unpredictable schedule). completeness (on a random and unpredictable schedule).

• Have students tally notes-review sessions. Guided notes are a powerful tool for reviewing course content. Students can be p gencouraged to write a checkmark on the cover of a set of completed guided notes each time that they review them (Lazarus, 1996). These tallies assist students to monitor whether they have adequately reviewed those notes in preparation for quizzes and tests


preparation for quizzes and tests.

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Guided Notes: RecommendationsGuided Notes: Recommendations• Fade the use of guided notes. As the class becomes more

proficient at note taking the instructor can gradually 'fade' the proficient at note-taking, the instructor can gradually fade the use of guided notes by providing less pre-formatted notes-content and requiring that students write a larger share of the content and requiring that students write a larger share of the notes on their own (Heward, 1996).

• Give students responsibility for creating guided notes. Teachers p y g gmay discover that they can hand some responsibility to their students to prepare guided-notes. For example, as a cooperative-learning exercise, a group of students might be assigned a chapter-section from a biology text and asked to compose a set of guided notes based on its content The


compose a set of guided notes based on its content. The teacher can then review and edit the notes as needed.

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Building Teacher Capacity to Deliver Tier 1 Interventions: An 8-Step Checklist Jim Wrightwww interventioncentral orgwww.interventioncentral.org



The Key Role of Classroom Teachers in RTI: 6 St6 Steps

1 The teacher defines the student academic or behavioral 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 ‘evidence-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.

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Team Activity: Building Tier 1 Capacity

At your tables:

• Consider the eight steps to building Tier 1 teacher capacity to deliver effective classroom interventionseffective classroom interventions.

• Discuss the strengths and challenges th t h l di t i t t i that your school or district presents in promoting classroom teachers’ appropriate and effective use of Tier 1 appropriate and effective use of Tier 1 interventions.

B d t h di i


• Be prepared to share your discussion with the larger group!

Documents

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