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Vision: Every child in every district receives the instruction that they need and deserve…every day.
Oregon Response to Intervention
Vision: Every child in every district receives the instruction that they need and deserve…every day.
Developing & Strengthening your Middle School Intervention
System
An “all” staff effort
Initial Middle School TrainingFebruary 2015
Oregon Response to Intervention
www.oregonrti.org
Resources
Oregon Response to Intervention
www.oregonrti.org
Our goal….
• From remediation to prevention and intervention
• From random to systematic response• From reactive to proactive • From invitational to directive
Oregon Response to Intervention
www.oregonrti.org
What is an intervention?
Scientifically, research based instructional intervention
An intervention matched to student need that has been demonstrated through scientific research and practice to produce high learning rates for most students (NASDSE, 2008)
Oregon Response to Intervention
www.oregonrti.org
Intervention Framework
Evidence Based Matched to Student Need
“More” Coordinated & Supported across the day
Oregon Response to Intervention
www.oregonrti.org
Intervention Framework
Evidence Based
The Middle School Dilemma
Weak Tier 3 Interventions:Content Area TutoringHelp with HomeworkAlternative Content Area Courses
ONLY Tier 3 Programs That Often Don’t Provide What Students Need
Little Attention to Tier 1 Improvement of Teacher Effectiveness
Few or No Tier 2 Options
50%
25%
25%
Oregon Response to Intervention
www.oregonrti.org
Oregon Graduation Rates
What we are striving for!
Coordinated Content literacy strategies supported across the content areas (e.g. Holt Literacy, McDougal-Littell)
At least 80%
15%
5%
Additional instruction in areas of need (e.g., Soar to Success, Six Minute Solution)
Intensive instruction in areas of need (e.g., Language!, Rewards, Corrective Reading)
Oregon Response to Intervention
www.oregonrti.org
Standard Literacy Protocol
Oregon Response to Intervention
www.oregonrti.org
Tier 2: Intervention
• Programs and materials designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.
Tier 3: Intervention
• Programs and materials are designed to accelerate student growth by addressing multiple skill needs of students who are far below grade level.
Differences Between Tier 2 & 3 Interventions
Kame'enui, Simmons, Coyne, & Harn © 2003
Some Common Secondary Interventions
Skills addressed
Tier 2 Tier 3
Basic Skills Focused (45-60
min)(Decoding, Word Study)
Comprehensive Program (90
min)(Decoding, Fluency, Vocab, Comprehension)Reading Fluency
REWARDS, REWARDS Plus – Focus on decoding multisyllabic words. Includes some fluency, vocab and comprehension. REWARDS Plus applies strategies to content areas.
Read 180 – Large and small group direct instruction, independent reading, and computer activities
System 44 – Focus on basic skills for students with intensive needs (can be used with Read 180)Corrective Reading – Decoding strand (also has a comprehension strand)Language! – For students several grade levels behind with intensive needs
Six Minute Solution, Read Naturally
Oregon Response to Intervention
www.oregonrti.org
Consistent Implementation
• Wickstrom et al studied 33 intervention cases.
• Teachers agreed to do an intervention and were then observed in class.
• 33/33 on a self report measure indicated that they had used the intervention as specified by the team.
• 0/33 Teachers had fidelity above 10%.
Slide taken from a presentation by Joseph Witt
Oregon Response to Intervention
www.oregonrti.org
Intervention Framework
Matched to Student Need
Oregon Response to Intervention
www.oregonrti.org
Matched to Student Need
Intensity ANDFocus
(the right amount) (the right skills)
Oregon Response to Intervention
www.oregonrti.org
Vocab
ula
ry
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingAccuracy &
Fluency
16
Focus: ReadingLan
gu
ag
eC
om
pre
hen
sio
n
Foundational Skills
Importance of reading fluently
Assuming 300 words per page in a middle school text book, how long will it take a student to finish a 15 page (1 chapter) reading assignment (4500 Words)?
1 2 3 40
60
120
180
240
15
30
45
60
45
90
135
180
3060
90120 100 WPM
150 WPM
# of Chapters
Min
ute
s
Oregon Response to Intervention
www.oregonrti.org
Intervention Framework
More
Oregon Response to Intervention
www.oregonrti.org
How many times it takes to learn something new
• Above Average Learner• Average• Truly disabled student
Jo Robinson (2008)
4-14 times14-250
times250-350 times
Why “More”?
Oregon Response to Intervention
www.oregonrti.org
Interventions are…
• More for students–More instructional time–More explicit–More opportunities to respond and
practice–More monitoring & corrective feedback–More behavior management & student
engagement
Oregon Response to Intervention
www.oregonrti.org
Team Work Time
1. List your intervention programs on your index cards (Tier 2 on yellow cards & Tier 3 on pink cards).
2. What reading skill/s do your programs address?– Phonemic awareness– Decoding/word analysis– Fluency– Vocabulary/concept knowledge– Comprehension strategy use
Oregon Response to Intervention
www.oregonrti.org
Intervention Index Card Sort Activity
Oregon Response to Intervention
www.oregonrti.org
Intervention Framework
Coordinated across the day
• 45 minutes of isolated intervention time is not enough.
• Our most at-risk learners need the most coordinated instruction and support in generalizing skills across their day.
1st Period
2nd Period
Break
3rd Period
4th Period
Language Arts
Lunch
6th Period
7th Period
Intervention
45 minut
es45 minut
es
4 hours
45 min
• Interventions are one part of the system that helps a student be successful.
• The adults must coordinate and be explicit with the students how the parts of instructional day are connected.
1st Period
2nd Period
Break
3rd Period
4th Period
Language Arts
Lunch
6th Period
7th Period
Intervention
45 minut
es45 minut
es
4 hours
45 min
Oregon Response to Intervention
www.oregonrti.org
From random to systematic?
Oregon Response to Intervention
www.oregonrti.org
How do you do this work?
