RTI: What Works in Interventions? - RTI | RTI Resources€¦ · in the skill an appropriate level of challenge sufficient in the skill, an appropriate level of challenge, sufficient

Response to Intervention

RTI: What Works in Interventions?

Jim Wrightwww interventioncentral orgwww.interventioncentral.org

www.interventioncentral.org


Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Workshop PPTs and Handout Available at:

http://www.interventioncentral.org/bridgehampton



Teacher as RTI ‘First Responder’: Areas of Inquiry 1. What are the specific expectations of the general-

education classroom teacher to serve as an ‘interventionist’?

2. What is the definition of ‘research-based’ for l i t ti ?classroom interventions?

3. What is the potential for the Internet community to support the development of high quality ‘open to support the development of high-quality ‘open source’ intervention materials?

4 How can affordable technology make 4. How can affordable technology make interventions more feasible for teachers?

5 How can the student be enlisted to serve as an


5. How can the student be enlisted to serve as an interventionist?


District Capacity for Change Initiatives: ChallengesDistrict Capacity for Change Initiatives: Challenges

Drastic Resource Reduction: Districts have cut programs, Drastic Resource Reduction: Districts have cut programs, funds, and staff that potentially could have been repurposed to support change initiatives.

‘Initiative Fatigue’ [e.g., RTI; Race to the Top; Adoption of Common Core Standards; Changes to APPR]: Schools may fail to see that the common theme in recent and emerging system wide mandates is support for the struggling student system-wide mandates is support for the struggling student. The danger is that districts may abandon or minimize their RTI efforts just when those efforts can help them to address


RTI efforts just when those efforts can help them to address new, related initiatives such as Race to the Top.

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District Capacity for Change Initiatives: StrengthsDistrict Capacity for Change Initiatives: Strengths

Consensus on Best Practices: There is emerging agreement Consensus on Best Practices: There is emerging agreement on what struggling learners need for success: effective interventions matched to student needs with goal-setting and progress-monitoring.

Availability of Internet Tools and Resources: Increasingly, low-cost or free resources for problem-solving, intervention, and assessment are available on the Internet accessible to and assessment are available on the Internet—accessible to teachers and other educators.

www.interventioncentral.org 6


Realities Facing Teachers With Current Change I iti tiInitiatives…. Greater ‘Volatility’ in Positions: District downsizing and Greater Volatility in Positions: District downsizing and

program/school reorganizations mean that many teachers find their jobs changing—often dramatically—with a lower likelihood of a long-term assignment in a single building.

Greater Accountability: Teachers are increasingly being held accountable for individual student performance.



Recommendations for Teachers in the Face of C t Ch I iti tiCurrent Change Initiatives…. Develop a Toolkit: Teachers should cultivate tools and Develop a Toolkit: Teachers should cultivate tools and

resources that they can use at the classroom level to effect positive student change in behaviors and academics.

Select Tools that are ‘Best Practice’: Teachers should select tools for classroom application that are consistent with system-wide high-quality programs and models (e.g., RTI, PBIS)PBIS).



The Teacher as ‘First Responder’

Focus of Inquiry: What are the specific expectations of the general-education

classroom teacher to serve as an ‘interventionist’?



The Key Role of Classroom Teachers as ‘I t ti i t ’ i RTI 6 St‘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.

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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 targeting Tier 2

Tier 1: Universal interventions

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

Response to InterventionRTI Interventions: What If There is No Commercial

Intervention Package or Program Available?Intervention Package or Program Available?

“Although commercially prepared programs and the g y p p p gsubsequent manuals and materials are inviting, they are not necessary. … A recent review of research suggests that i t ti h b d d lik l t b f l interventions are research based and likely to be successful, if they are correctly targeted and provide explicit instruction in the skill an appropriate level of challenge sufficient in the skill, an appropriate level of challenge, sufficient opportunities to respond to and practice the skill, and immediate feedback on performance…Thus, these ed a e eedbac o pe o a ce us, ese[elements] could be used as criteria with which to judge potential …interventions.” p. 88


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


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.



Motivation Deficit 1: Cannot Do the Work• Profile of a Student with This Motivation Problem (Cont.):

Areas of deficit might include:• Basic academic skills. Basic skills have straightforward criteria for correct

performance (e.g., the student defines vocabulary words or decodes text or computes ‘math facts’) and comprise the building-blocks of more or computes math facts ) and comprise the building blocks of more complex academic tasks (Rupley, Blair, & Nichols, 2009).

• Cognitive strategies. Students employ specific cognitive strategies as “ idi d ” t l t l d i t k h “guiding procedures” to complete more complex academic tasks such as reading comprehension or writing (Rosenshine, 1995

• Academic-enabling skills. Skills that are ‘academic enablers’ (DiPerna, Academic enabling skills. Skills that are academic enablers (DiPerna, 2006) are not tied to specific academic knowledge but rather aid student learning across a wide range of settings and tasks (e.g., organizing work

t i l ti t)


materials, time management).


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 Verify the Presence of This Motivation Problem:yThe teacher collects information (e.g., through observations of the student engaging in academic tasks; interviews with

fthe student; examination of work products, quizzes, or tests) demonstrating that the student lacks basic skills, cognitive strategies or academic enabling skills essential to cognitive strategies, or academic-enabling skills essential to the academic task.



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.

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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.

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Alphabetics/Phonics Intervention: Letter Cube Alphabetics/Phonics Intervention: Letter Cube Blending

Focus of Inquiry: What is the definition of ‘research based’ for classroom interventions?‘research-based’ for classroom interventions?



Letter Cube Blending d i r• The Letter Cube Blending intervention targets alphabetic

(phonics) skills. The student is given three cubes with assorted consonants and vowels appearing on their sides. The student rolls the cubes and records the resulting letter

bi ti di h t Th t d t th combinations on a recording sheet. The student then judges whether each resulting ‘word’ composed from the letters randomly appearing on the blocks is a real word or letters randomly appearing on the blocks is a real word or a nonsense word. The intervention can be used with one student or a group. (Florida Center for Reading Research, g p ( g ,2009; Taylor, Ding, Felt, & Zhang, 2011).

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


Sources: Florida Center for Reading Research. (2009). Letter cube blending. Retrieved from http://www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTaylor, R. P., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of Tier 1 intervention on letter–sound correspondence in a Response-to-Intervention model in first graders. School Psychology Forum, 5(2), 54-73.


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

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

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


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

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




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

1. Each student takes a turn rolling the Letter Cubes. The student tosses the cubes on the floor, a table, or other flat, unobstructed surface. The cubes are then lined up in 1-2-3 (green: blue: red) order.

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





Letter Cube Blending

INTERVENTION STEPS (Cont.):3 Th t d t id tifi d d th d ‘ l’ 3. The student identifies and records the word as ‘real’ or

‘nonsense’. The student then identifies the word as ‘real’ or ‘nonsense’ and then writes the word on in the appropriate column on the Letter pp pCube Blending Recording Sheet.

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





Letter Cube BlendingLetter Cube BlendingSample Recording Sheet

d i r

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

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


(2011). Effects of Tier 1 intervention on letter–sound correspondence in a Response-to-Intervention model in first graders. School Psychology Forum, 5(2), 54-73.




Question: Are FCRR Resources ‘Research-B d’?Based’?

• The Florida Center for Reading Research makes gmany instructional/intervention reading lessons available to teachers.

• Most of the lessons lack research citations.• Do FCRR materials meet a standard definition of • Do FCRR materials meet a standard definition of

‘research-based’?



Classroom Interventions: How Do We Define ‘R h B d’?‘Research-Based’?

Problem: School districts (and NYSED) require that teachers’ classroom interventions be ‘research based’ teachers classroom interventions be research-based . However, school districts often have not adopted any formal criteria for defining ‘research based’ For example:formal criteria for defining research-based . For example:

– How many studies must have been carried out to validate an How many studies must have been carried out to validate an intervention program or strategy?

– Are there particular journals that are considered more reputable f h b d i t ti ?sources of research-based interventions?

– Do single-subject studies ‘count’ as research-based, or are studies with control and treatment groups required?


studies with control and treatment groups required?

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Reading Fluency Intervention: HELPS Program

Focus of Inquiry: What is the potential for the Internet community to support the development

of high-quality ‘open source’ intervention g q y pmaterials?



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.

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Reading Comprehension Intervention: Phrase-C d T t LCued Text Lessons

Focus of Inquiry: How can affordable technology make interventions more feasible gy

for teachers?



Phrase-Cued Text Lessons

• 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.





Phrase Cued Text GeneratorGenerator




Reading Comprehension Intervention: Student Reading Comprehension Intervention: Student ‘Fix-Up’ Skills

Focus of Inquiry: How can the student be enlisted to serve as an interventionist?enlisted to serve as an interventionist?



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit

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



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.)[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 ] 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.



Avoiding Intervention ‘Fatal Flaws’

Focus of Inquiry: How can the classroom teacher put interventions more easily into a

‘data context’ (define behavior; collect baseline; data context (define behavior; collect baseline; set a performance goal; monitor student

progress)?progress)?



Interventions: Potential ‘Fatal Flaws’Any intervention must include 4 essential elements. The absence of any one of the elements would be considered a ‘fatal flaw’ (Witt VanDerHeyden & Gilbertson 2004):(Witt, VanDerHeyden & Gilbertson, 2004):

1. Clearly defined problem. The student’s target concern is stated in specific, observable, measureable terms. This ‘problem id tifi ti t t t’ i th t i t t t f th identification statement’ is the most important step of the problem-solving model (Bergan, 1995), as a clearly defined problem allows the teacher or RTI Team to select a well-matched intervention to address it.

2. Baseline data. The teacher or RTI Team measures the student’s academic skills in the target concern (e g reading fluency math academic skills in the target concern (e.g., reading fluency, math computation) prior to beginning the intervention. Baseline data becomes the point of comparison throughout the intervention to help the school to determine whether the intervention is effective


help the school to determine whether the intervention is effective.Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.


Interventions: Potential ‘Fatal Flaws’ (Cont.)Interventions: Potential Fatal Flaws (Cont.)3. Performance goal. The teacher or RTI Team sets a specific,

data-based goal for student improvement during the intervention g p gand a checkpoint date by which the goal should be attained.

4. Progress-monitoring plan. The teacher or RTI Team collects student data regularly to determine whether the student is onstudent data regularly to determine whether the student is on-track to reach the performance goal.


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


Behavior Report Card GeneratorBehavior Report Card Generator• Helps teachers to define student problem(s) more

clearlyclearly.• Reframes student concern(s) as replacement

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

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

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


monitoring progress, and implementing interventions.

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Behavior Report Card MakerMaker




ChartDog GraphMakerChartDog GraphMakerProvides teachers with a tool to create single-subject time-series graphs The free application allows the user to save series graphs. The free application allows the user to save his or her data and store online. ChartDog also allows the user to:user to:

– enter up to four data series on one graph– enter and label phase changes– set goal-lines and aimlines– compute trend-lines for any data series by phase– carry out other statistical calculations



ChartDog GraphMakerwww.interventioncentral.org


Documents

RTI: What Works in Interventions? - RTI | RTI Resources€¦ · in the skill an appropriate level of challenge sufficient in the skill, an appropriate level of challenge, sufficient