Assisting the Teacher as Classroom Classroom First 'First … · 2018. 6. 6. · • select the one idea that you feel is the greatest writing. 6. Interventions should be carried

Response to Intervention

Assisting the Teacher as Classroom 'First Classroom First Responder': How to Find and Fix Academic and Fix Academic Problems

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org




Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/beekmantown



Tools for Teacher as RTI‘First Responder’: A Mosaic

1. Knowledge of Teacher’s Role in Supporting RTI

2. Delivery of Strong Core Instruction

3 Skill in Defining Student Supporting RTI4. Capacity to Create

Classroom (Tier 1)

3. Skill in Defining Student Academic Problems in Clear & Specific Terms

Academic Intervention Plans 5. Access to Research-

Supported Tier 1 Intervention 6 Ability to Set Supported Tier 1 Intervention Ideas

6. Ability to Set Intervention Goals and Collect Data to


Monitor Classroom Interventions


Big Ideas in Academic Interventions Interventions. What are the important ‘

lit i di t ’ f quality indicators’ for academic interventions?

`

www.interventioncentral.org 6


Academic Interventions: 7 ‘Big Ideas’• Academic problems should be clearly defined. Before a

teacher can select interventions to address a student d i bl th i t t t b bl t d ib i academic problem, the instructor must be able to describe in

clear and specific terms just what the student problem is. In fact the most important step in the entire process of fact, the most important step in the entire process of developing an intervention is to be able to describe correctly and specifically the problem that must be fixed (Bergan, p y p ( g ,1995).

11www.interventioncentral.org 7

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Academic Interventions: 7 ‘Big Ideas’

• Academic problems should be linked to their probable cause. Once an academic problem has been defined the teacher Once an academic problem has been defined, the teacher will want to develop a hypothesis ('educated guess') about what issue is causing that problem what issue is causing that problem.

For example, a student may do poorly on a reading p y p y gcomprehension task because she lacks the necessary comprehension skills, is accurate but not yet fluent in those kill h d l d th kill b t f il d t t i th skills, had once learned those skills but failed to retain them,

can perform the skills but has limited endurance, or possesses the skills but does not recognize situations when 22


possesses the skills but does not recognize situations when she should use them (Martens & Witt, 2004). 22



• Intervention strategies should be research-based. When possible the teacher sho ld incl de in an inter ention plan possible, the teacher should include in an intervention plan only those ideas supported by research. At present, there is no consensus on how to define 'research-based' interventions no consensus on how to define research based interventions (Odom et al., 2005). However, a sensible rule of thumb to follow is that an intervention idea should be shown as effective in at least one study published in a reputable peer-reviewed research journal before it is used in school i t ti lintervention plans.


33



• Intervention plans should help students to access instruction--b t not 'd mb do n' instr ction When p tting together but not 'dumb down' instruction. When putting together classroom intervention plans, instructors can choose from among a wide array of strategies to help the student to among a wide array of strategies to help the student to achieve academic success. But general-education teachers should take care not cross the line and modify core yinstruction for struggling general-education students; that is, they should not hold underperforming students to a lesser

d i t d d th th i l t (Ti d l & F h academic standard than their classmates (Tindal & Fuchs, 1999).


44



• Interventions should be documented in writing. When a teacher commits to de elop an academic inter ention to teacher commits to develop an academic intervention to support a student, that instructor should always create a written plan to document the intervention prior to written plan to document the intervention prior to implementing it (Burns & Gibbons, 2008).

Writing out intervention plans help teachers to carry them out more consistently and be able to produce the plans when

d d f th t th idi t i k t d t ith needed as proof that they are providing at-risk students with ongoing assistance.


55



• Interventions should be carried out with integrity. The teacher sho ld monitor the integrit of an classroom inter ention should monitor the integrity of any classroom intervention closely, ensuring that the actual intervention conforms as closely as possible to the guidelines contained in the written closely as possible to the guidelines contained in the written intervention plan (Gansle & Noell, 2007) and taking steps when needed to bring the intervention back into alignment g gwith good practices.


66



• Goal-setting and progress-monitoring should be a part of all academic inter entions At their core academic inter entions academic interventions. At their core, academic interventions are intended to improve student performance (Duhon, Mesmer Atkins Greguson & Olinger 2009) But teachers Mesmer, Atkins, Greguson, & Olinger, 2009). But teachers cannot know with certainty whether a student is actually benefiting from an intervention unless they set specific g y poutcome goals up front and then collect data periodically throughout the intervention to verify that these goals are met (W i ht 2007) (Wright 2007).


77

Response to InterventionAcademic Intervention: Big Ideas1. Academic problems should be clearly

defined.

2. Academic problems should be linked to their Activity: Big Ideas probable cause. 3. Intervention strategies should be research-

based At your tables:

Activity: Big Ideas…

based. 4. Classroom intervention plans should help

students to access instruction--but not 'dumb

y• review the ‘big ideas’ in

academic interventions t d h down' instruction.

5. Interventions should be documented in writing

presented here.• select the one idea that

you feel is the greatest writing. 6. Interventions should be carried out with

integrity.

y gchallenge to make happen in a classroom.


g y7. Goal-setting and progress-monitoring should

be a part of all academic interventions.


Strong Core Instruction:Struggling learners benefitwhen classroom lessonsprovide the essential elements of direct elements of direct instruction.



RTI Academics: Tier 1: Core InstructionThe teacher uses a diverse range of 'direct

RTI-Academics: Tier 1: Core InstructionThe teacher uses a diverse range of direct instruction' techniques to ensure that core instruction is optimized to help struggling learners.

Goal: At least 80% of students will be successful in mastering core academic

t t th h l i t ti lcontent through classroom instruction alone.



How To: How To: Implement

Strong Core Strong Core Instruction


Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student Success

Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice


g

Checks for Understanding Support for Independent PracticeDistributed Practice


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

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

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



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

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

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



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

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

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

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


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

21


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

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

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



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

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

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



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

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

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

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

24


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

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

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



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

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

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



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

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



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

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

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



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

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

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


Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student SuccessActivity: Strong Direct Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

y gInstruction1. Review this list of elements of

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

direct instruction.2. Select 1 or 2 that your

teachers find to be a particular Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

teachers find to be a particular challenge to implement in the classroom--and brainstormwith your group about ways to

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice

with your group about ways to successfully use them.


g

Checks for Understanding Support for Independent PracticeDistributed Practice


SIntervention Sampler. What are examples of reading & writing instruction/interventions that teachers can use in the classroom?can use in the classroom?


Response to InterventionReading/Writing Interventions:1. Incremental Rehearsal (Phonics)2. Reading Racetrack (Vocabulary)3. Paired Reading (Fluency)4. HELPS Program (Fluency)5. Group-Based Repeated Reading (Fluency)6 Click or Clunk (Comprehension)6. Click or Clunk (Comprehension)7. Question Generation (Comprehension)8 Linking Pronouns to Referents 8. Linking Pronouns to Referents

(Comprehension)9. Read-Ask-Paraphrase (RAP) (Comprehension)10. Ask-Read-Tell Cognitive

Strategy(Comprehension)11 Sentence Combining (Syntax)


11. Sentence Combining (Syntax)


Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and

manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit t 3. Fluency with Text: The effortless, automatic ability to

read words in connected text. 4 Vocabulary: The ability to understand (receptive) and 4. Vocabulary: The ability to understand (receptive) and

use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning ”


and text to convey meaning.Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Sample Strategy to p gyPromote…Phonics/Alphabetics



Letter Names: Incremental Rehearsal

P bKStep 1: The tutor writes down on a series of flash cards the letters that the m ctstudent needs to learn.

l aD

q hw q

C YN


C YN

Response to InterventionIncremental Rehearsal of Letter Names

PStep 2: The tutor reviews the letter identification Kb

‘KNOWN’ Letters ‘UNKNOWN’ Letters

Pthe letter identification cards with the student. Any card that the student can answer within 2

K

C

b

Y Ncan answer within 2 seconds is sorted into the ‘KNOWN’ pile. Any

C

h q

Y N

wcard that the student cannot answer within two seconds—or answers a

h q

D l

w

seconds or answers incorrectly—is sorted into the ‘UNKNOWN’ pile.

a

t

D

m c

l


tm c


Step 3: The tutor is now ready to follow a nine-step incremental-rehearsal sequence: First, the tutor presents the student with a single index card containing an ‘unknown’ letter. The tutor reads the letter aloud, then prompts g , p pthe student to read off the same unknown letter.

K



St 3 (C t ) N t th t t t k l tt f th ‘k ’ il d i it Step 3 (Cont.): Next the tutor takes a letter from the ‘known’ pile and pairs it with the unknown letter. When shown each of the two letters, the student is asked to identify it.y

bK



Step 3 (Cont.): The tutor then repeats the sequence--adding yet another known letter card to the growing deck of flash cards being reviewed and each time prompting the student to answer the whole series of letter names. This p p gprocess continues until the review deck contains a total of one ‘unknown’ letter and eight ‘known’ letters (a high ratio of ‘known’ to ‘unknown’ material ).

PbK

hCY

aq D


aq D


Step 4: At this point, the last ‘known’ letter that had been added to the student’s review deck is discarded (placed back into the original pile of ‘known’ it ) d th i l ‘ k ’ l tt i t t d th fi t items) and the previously ‘unknown’ letter name is now treated as the first ‘known’ letter in new student review deck for future drills.

PbK

hCY hCY

D


aq D


Incremental Rehearsal of Letter NamesSt 4 Th t d t i th t d ith ‘ k ’ l tt t id tifStep 4: The student is then presented with a new ‘unknown’ letter to identify-and the review sequence is once again repeated each time until the ‘unknown’ letter is grouped with nine ‘known’ letters—and on and on. Daily review g p ysessions are discontinued either when time runs out or when the student answers an ‘unknown’ letter incorrectly three times.

bKN

P CY

h Q D


h Q D


Sample Strategy to Promote…Sight-Word p gy gVocabulary



Reading Racetrack• The teacher selects 28 words from a sight word list

(e.g., Dolch, Fry) to create ‘Reading Racetracks’.( g y) g• In one session, the student reads through four target

Racetracks with 7 words each and one review Racetracks with 7 words each and one review Racetrack with all 28 words.

• The student reads words aloud from a ‘Reading • The student reads words aloud from a Reading Racetrack’ sheet for 1 minute.The student engages in repeated readings from that • The student engages in repeated readings from that Racetrack wordlist until reaching a 90-word criterion or having read the list five times in a row


or having read the list five times in a row.

43Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 44Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 45Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


Sample Strategies to Promote…Reading p g gFluency



Classroom Academic Interventions: Reading Fluency• PAIRED READING: INCREASE READING FLUENCY. Teacher

and student begin the session reading aloud in unison.

During the session, at the student’s choosing, he/she gives a silent signal (e g lightly tapping the teacher's wrist); at this signal the signal (e.g., lightly tapping the teacher s wrist); at this signal, the teacher stops reading aloud and instead follows along silently while the student continues to read aloud. Whenever the student commits a reading error or hesitates for 3 seconds or longer (during either unison or independent reading), the teacher corrects th d di i i the error and resumes reading in unison.

www.interventioncentral.org 47Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


Tutorial: Distinguishing Between an Intervention Practice and a Program

• Practice. An intervention ‘practice’ is an educational practice that has been found through research to be effective in improving student academic or behavioral performanceperformance.

• Program. An intervention ‘program’ is usually a packaged approach that has multiple components and that is approach that has multiple components and that is scripted. Programs often incorporate several research-based practices.p

Both ‘practices’ and ‘programs’ have their place on RTI


intervention plans.

48


Intervention Practice Example: R t d R diThis intervention targets reading fluency (Lo, Cooke, &

Repeated ReadingThis intervention targets reading fluency (Lo, Cooke, & Starling, 2011). The student is given a passage and first 'rehearses' that passage by following along silently as the rehearses that passage by following along silently as the tutor reads it aloud. Then the student reads the same passage aloud several times in a row, with the tutor giving passage aloud several times in a row, with the tutor giving performance feedback after each re-reading.



Intervention Program Example: HELPS ( h l )

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

HELPS (www.helpsprogram.org)( 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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HELPS Reading Fluency ProgramProgram

www.helpsprogram.orgLINK AVAILABLE ON

CONFERENCE WEB PAGECONFERENCE WEB PAGE



Group-Based Repeated Reading(A il bl C f W b P )(Available on Conference Web Page)

An effective group repeated reading interventiong p p g(Klubnik & Ardoin, 2010) has been developed that allows a tutor to work on reading fluency with up to 3 t d t i f t Thi t t i k students in a group format. This tutoring package

includes several components, with repeated reading as the 'engine' that drives student growth in reading the engine that drives student growth in reading fluency. A tutoring session using this group intervention will last about 15 minutes.

www.interventioncentral.org 52Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Group-Based Repeated ReadingGroup Based Repeated Reading

Preparation. To prepare for each tutoring session, the p p p gtutor creates or obtains these materials:

• 1 student reading passage: This passage should be 150 words or longer and at students' instructional level. Instructional as defined here means that students are able t tl d t l t 90% f th d i th to correctly read at least 90% of the words in the passage. Copies of the passage are made for each student and the tutortutor.

• 1 copy of the Group Repeated Reading Intervention Behavior Rating Scale (two versions of which appear later


Behavior Rating Scale (two versions of which appear later in this document).

53Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.



Procedure. The group repeated reading intervention has 4 g p p gcomponents: passage preview, repeated readings, phrase-drill error correction, and contingent reward:

1. Passage Preview. The tutor reads the practice passage aloud once while students follow along silently, tracking th i l ith i d fi D i thi i iti l dtheir place with an index finger. During this initial read-through, the tutor stops several times at unpredictable points and asks a student selected at random to read the points and asks a student selected at random to read the next word in the passage. (NOTE: This 'assisted cloze' strategy -- Homan, Klesius, & Hite,1993--ensures that


gystudents pay close attention to the tutor's modeling of text.)




Procedure.2. Repeated Readings. The tutor next has the students read

the practice passage aloud 3 times . For each read-aloud, th t d t i ti l di ith th the students engage in sequential reading, with the process continuing in round-robin fashion until the passage is completed When a student misreads or hesitates in completed. When a student misreads or hesitates in reading a word for 3 seconds or longer, the tutor states the correct word. At the beginning of each repeated reading, the g g p gtutor selects a different student, to ensure that by the end of the 3 readings, each student will have read each sentence i th


in the passage once.


Response to InterventionGroup-Based Repeated Reading

P dProcedure.3. Phrase Drill Error Correction. At the end of each reading, the

tutor reviews error words (misreads or hesitations for 3 tutor reviews error words (misreads or hesitations for 3 seconds or longer) with students. The tutor points to each error word ensures that students are looking at the word and asks word, ensures that students are looking at the word, and asks them to read the word aloud in unison.

If students misread or hesitate for 3 seconds or longer, the tutor pronounces the error word and has students read the

d l d t th ( h l di ) Th th t t h word aloud together (choral responding). Then the tutor has students read aloud a phrase of 2-3 words that includes the error word--performing this action twice


error word--performing this action twice.



P dProcedure.4. Contingent Reward. At the start of each tutoring session, the

tutor reviews with the group the 3 behavioral expectations from tutor reviews with the group the 3 behavioral expectations from the Group Repeated Reading Intervention Behavior Rating Scale:Scale:– When asked to read aloud, I did my best reading. – When others were reading I paid close attention– When others were reading, I paid close attention.– I showed good behaviors and followed all directions quickly.

The tutor reminds the students that they can earn a reward if they observe these behavioral expectations


they observe these behavioral expectations.







P dProcedure.4. Contingent Reward (Cont.) At the end of the session, the tutor

rates each student's behavior on the Group Repeated Reading rates each student's behavior on the Group Repeated Reading Intervention Behavior Rating Scale. Any student who earns a top score (3 points) on all rating items receives a nickel top score (3 points) on all rating items receives a nickel (Klubnik & Ardoin, 2010), sticker, or other modest reward.

www.interventioncentral.org 60Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Sample Strategies to Promote…Reading p g gComprehension



Reading Comprehension: Self-Management StrategiesCLICK OR CLUNK: MONITORING COMPREHENSION

• The student continually checks understanding of sentences, paragraphs, and pages of text while reading.

• If the student understands what is read, he/she quietly says ‘CLICK’ d ti di ‘CLICK’ and continues reading.

• If the student encounters problems with vocabulary or h i h / h i tl ‘CLUNK’ d h kli t comprehension, he/she quietly says ‘CLUNK’ and uses a checklist

to apply simple strategies to solve those reading difficulties.

www.interventioncentral.org 62Source: Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.


‘Click or Clunk’ Check SheetCheck Sheet



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Question Generation) (Davey & McBride, 1986; Rosenshine Meister & Chapman 1996) For each paragraph Rosenshine, Meister & 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 ( ) g g yto write a ‘gist’ sentence. The 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 cards becomes a useful tool to review assigned readings.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Li ki P t R f t (H di & • [Student Strategy] Linking Pronouns to Referents (Hedin & Conderman, 2010). Some readers lose the connection between pronouns and the nouns that they refer to (known as between pronouns and the nouns that they refer to (known as ‘referents’)—especially when reading challenging text. The student is encouraged to circle pronouns in the reading, to g p g,explicitly identify each pronoun’s referent, and (optionally) to write next to the pronoun the name of its referent. For example, the student may add the referent to a pronoun in this sentence from a biology text: “The Cambrian Period is the first geological age that has large numbers of multi celled organisms age that has large numbers of multi-celled organisms associated with it Cambrian Period.”



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



Reading Comprehension: Self-Management Strategies• A means to develop self-monitoring skills in comprehension is to teach

students a cognitive strategy : ART: Ask-Read-Tell (McCallum et al., 2010). For challenging passages the student is trained to apply a 3 step ART For challenging passages, the student is trained to apply a 3-step ART sequence, which maps to the pre-reading/reading/post-reading timeline:

1. ASK: Before reading the text, the student looks over the title of the passage, asks what the topic is likely to be, considers what he or she already knows about that topic, and generates 2 questions that the student hopes to answer through reading answer through reading.

2. READ: While reading, the student stops after each paragraph to query whether he or she has adequately understood that section of the passage and, if necessary, applies comprehension fix-up skills.

3. TELL: After reading, the student attempts to answer the 2 questions posed earlier based on the content just read


earlier based on the content just read.

Source: McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M. Waller, S., & Polite, F. (2010). Improving reading comprehension of at-risk high-school students: The art of reading program. Psychology in the Schools, 48(1), 78-86.


ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



Sample Strategy to Promote…Writing: p gy gGrammar & Syntax


Response to InterventionSentence Combining (Online)

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








Response to InterventionTeachers: Providing Classroom Reading & Writing InterventionsWriting Interventions

Suggestions for Implementation: Th h l di t i t h ld d l b k f • The school or district should develop a bank of research-based intervention ideas that teachers can use immediatelyuse immediately.

• Teachers should consider teaching a particular intervention strategy to the entire class if substantial intervention strategy to the entire class if substantial numbers of students need to learn that strategy.

• The school should pull together a collection of ‘portable’ The school should pull together a collection of portable student-directed intervention ideas (e.g., ‘Ask-Read-Tell’) that can be taught in a variety of settings, such as


classrooms, study halls, after-school help sessions, counselor meetings, parent conferences, etc.

76

Response to InterventionReading/Writing Interventions:1. Incremental Rehearsal (Phonics)

Group Activity: Reading/Writing

2. Reading Racetrack (Vocabulary)3. Paired Reading (Fluency)4 HELPS P (Fl )Reading/Writing

Interventions4. HELPS Program (Fluency)5. Group-Based Repeated Reading (Fluency)6 Click or Clunk (Comprehension)At your tables:

• Consider the reading and writing intervention

6. Click or Clunk (Comprehension)7. Question Generation (Comprehension)8. Linking Pronouns to Referents and writing intervention

ideas shared here.• Discuss how you might

g(Comprehension)

9. Read-Ask-Paraphrase (RAP) (C h i )Discuss how you might

use one or more of these strategies in your

(Comprehension)10. Ask-Read-Tell Cognitive

Strategy(Comprehension)


school.Strategy(Comprehension)

11. Sentence Combining (Syntax)


The Classroom Teacher as ‘First Responder’. What are the steps that a p pteacher would follow to implement a classroom intervention plan ? classroom intervention plan ?



www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


Tier 1: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher meets

briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

80


How To: Create a Written Record of Classroom

I t tiInterventions



Creating a Written Record of Classroom Interventions: Form C i f ti Th i ti f th f i l d • Case information. The opening section of the form includes general information about the case, including:

Target student– Target student– Teacher/interventionist– Date of the intervention planDate of the intervention plan– Start and end dates for the intervention– Description of the student problem to be addressed



Creating a Written Record of Classroom Interventions: Form I t ti Th t h d ib th id b d • Intervention. The teacher describes the evidence-based intervention(s) that will be used to address the identified student concern(s) As a shortcut the instructor can student concern(s). As a shortcut, the instructor can simply write the intervention name in this section and attach a more detailed intervention script/description to p pthe intervention plan.

83


83


Creating a Written Record of Classroom Interventions: Form M t i l Th t h li t t i l ( • Materials. The teacher lists any materials (e.g., flashcards, wordlists, worksheets) or other resources (e g Internet connected computer) necessary for the (e.g., Internet-connected computer) necessary for the intervention.

84


84


Creating a Written Record of Classroom Interventions: Form T i i If d lt d/ th t t t d t i • Training. If adults and/or the target student require any training prior to the intervention, the teacher records those training needs in this section of the formthose training needs in this section of the form.

85


85


Creating a Written Record of Classroom Interventions: Form P M it i Th t h l t th d t • Progress-Monitoring. The teacher selects a method to monitor student progress during the intervention, to include:

what type of data is to be used– what type of data is to be used– collects and enters student baseline (starting-point) information– calculates an intervention outcome goalcalculates an intervention outcome goal– The frequency that data will be collected.

86


86


How To: Create a Written Record of Classroom

I t tiInterventions



Tier 1: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher meets

briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

88


Math Interventions:

N b S C ti - Number Sense: Counting Board Game

- Cover-Copy-Compare: - Cover-Copy-Compare: Math Facts

- Peer Tutoring in Math gComputation With Constant Time Delay

- Explicit Time Drill- Customized Math Self-

Correction Checklists



89


How Do We Reach Low-Performing Math St d t ? I t ti l R d tiStudents?: Instructional Recommendations

Important elements of math instruction for low-performing p p gstudents:

– “Providing teachers and students with data on student f ”performance”

– “Using peers as tutors or instructional guides”“Providing clear specific feedback to parents on their children’s – Providing clear, specific feedback to parents on their children s mathematics success”

– “Using principles of explicit instruction in teaching math concepts and procedures.” p. 51


Source: Baker, S., Gersten, R., & Lee, D. (2002).A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73..


Building Number Sense Through a Counting Board Game

DESCRIPTION: The student plays a number-based board game to build skills related to 'number sense' board game to build skills related to number sense , including number identification, counting, estimation skills, and ability to visualize and access specific skills, and ability to visualize and access specific number values using an internal number-line (Siegler, 2009).


Source: Siegler, R. S. (2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3(2), 118-124.



MATERIALS:G t N b Li R ! f• Great Number Line Race! form

• Spinner divided into two equal regions marked "1" and "2" ti l (NOTE If i i t il bl th "2" respectively. (NOTE: If a spinner is not available, the interventionist can purchase a small blank wooden block from a crafts store and mark three of the sides of block from a crafts store and mark three of the sides of the block with the number "1" and three sides with the number "2".))








INTERVENTION STEPS: A counting-board game session lasts 12 to 15 minutes with each game within the session lasting 2-4 12 to 15 minutes, with each game within the session lasting 2 4 minutes. Here are the steps:

1. Introduce the Rules of the Game. The student is told that he or she will attempt to beat another player (either another student or the interventionist). The student is then given a penny or other small object to serve as a game piece. The student is told that j g pplayers takes turns spinning the spinner (or, alternatively, tossing the block) to learn how many spaces they can move on the Great Number Line Race! board the Great Number Line Race! board.

Each player then advances the game piece, moving it forward through the numbered boxes of the game-board to match the


number "1" or "2" selected in the spin or block toss.

94




INTERVENTION STEPS: A counting-board game session lasts 12 to 15 minutes with each game within the session lasting 2-4 12 to 15 minutes, with each game within the session lasting 2 4 minutes. Here are the steps:

1. Introduce the Rules of the Game (cont.).

When advancing the game piece, the player must call out the number of each numbered box as he or she passes over it. For pexample, if the player has a game piece on box 7 and spins a "2", that player advances the game piece two spaces, while calling out "8" and "9" (the names of the numbered boxes that calling out 8 and 9 (the names of the numbered boxes that the game piece moves across during that turn).





INTERVENTION STEPS: A counting-board game session lasts 12 to 15 minutes with each game within the session lasting 2-4 minutes 15 minutes, with each game within the session lasting 2 4 minutes. Here are the steps:

2. Record Game Outcomes. At the conclusion of each game, the interventionist records the winner using the form found on the Great Number Line Race! form. The session continues with additional games being played for a total of 12-15 minutes.g g p y

3. Continue the Intervention Up to an Hour of Cumulative Play. The counting-board game continues until the student has accrued a total f t l t h f l lti l d (Th t f of at least one hour of play across multiple days. (The amount of

cumulative play can be calculated by adding up the daily time spent in the game as recorded on the Great Number Line Race! form.)







Sample Strategy to Promote…Counting p gy gStrategies



Strategic Number Counting Instruction

DESCRIPTION: The student is taught explicit number counting strategies for basic addition and subtraction counting strategies for basic addition and subtraction. Those skills are then practiced with a tutor (adapted from Fuchs et al., 2009).from Fuchs et al., 2009).


Source: Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students withmathematics difficulties. Learning and Individual Differences 20(2), 89-100.



MATERIALS:N b li• Number-line

• Number combination (math fact) flash cards for basic dditi d bt tiaddition and subtraction

• Strategic Number Counting Instruction Score Sheet





PREPARATION: The tutor trains the student to use these two counting strategies for addition and subtraction:counting strategies for addition and subtraction:

• ADDITION: The student is given a copy of the number-line. When presented with a two-addend addition problem, the student is taught to start with the larger of the two addends and to 'count up' by the amount of the smaller addend to arrive at the answer to the problem. p

E..g., 3 + 5= ___0 1 2 3 4 5 6 7 8 9 10




Strategic Number Counting InstructionPREPARATION: The tutor trains the student to use these two counting strategies for addition and subtraction:SUBTRACTION With t b li th t d t i t ht • SUBTRACTION: With access to a number-line, the student is taught to refer to the first number appearing in the subtraction problem (the minuend) as 'the number you start with' and to refer to the number appearing after the minus (subtrahend) as 'the minus number'. The student starts at the minus number on the number-line and counts up to the starting number while keeping a running tally of numbers up to the starting number while keeping a running tally of numbers counted up on his or her fingers. The final tally of digits separating the minus number and starting number is the answer to the s btraction problem subtraction problem.

E..g., 6 – 2 = ___ 0 1 2 3 4 5 6 7 8 9 10





INTERVENTION STEPS: For each tutoring session, the tutor follows these steps:follows these steps:

1. Create Flashcards. The tutor creates addition and/or subtraction flashcards of problems that the student is to practice. Each flashcard displays the numerals and operation sign that make up the problem but leaves the answer blank.





INTERVENTION STEPS: For each tutoring session, the tutor follows these steps:follows these steps:

2. Review Count-Up Strategies. At the opening of the session, the tutor asks the student to name the two methods for answering a math fact. The correct student response is 'Know it or count up.' The tutor next has the student describe how to count up an paddition problem and how to count up a subtraction problem. Then the tutor gives the student two sample addition problems and two subtraction problems and directs the student to solve and two subtraction problems and directs the student to solve each, using the appropriate count-up strategy.




INTERVENTION STEPS F h t t i i th t t f ll Strategic Number Counting Instruction

INTERVENTION STEPS: For each tutoring session, the tutor follows these steps:

3. Flashcard Review: Part 1. The tutor reviews addition/subtraction flashcards with the student for three minutes. Before beginning, the tutor reminds the student that, when shown a flashcard, the student should try to 'pull the answer from your head' but that if the student should try to pull the answer from your head —but that if the student does not know the answer, he or she should use the appropriate count-up strategy. The tutor then reviews the flashcards with the student. Whenever the student makes an error, the tutor directs the student to use the correct count-up strategy to solve. NOTE: If the student cycles through all cards in the stack before the three-minute period has g pelapsed, the tutor shuffles the cards and begins again. At the end of the three minutes, the tutor counts up the number of cards reviewed and records the total correct responses and errors


records the total correct responses and errors.

105





4. Flashcard Review: Part 2. The tutor shuffles the math-fact flashcards, encourages the student to try to beat his or her previous score, and again reviews the flashcards with the student for three minutes As again reviews the flashcards with the student for three minutes. As before, whenever the student makes an error, the tutor directs the student to use the appropriate count-up strategy. Also, if the student completes all cards in the stack with time remaining, the tutor shuffles the stack and continues presenting cards until the time is elapsed.

At the end of the three minutes, the tutor once again counts up the number of cards reviewed and records the total correct responses and errors


errors.

106





5. Provide Performance Feedback. The tutor gives the student feedback about whether (and by how much) the student's performance on the second flashcard trial exceeded the first The tutor also provides praise second flashcard trial exceeded the first. The tutor also provides praise if the student beat the previous score or encouragement if the student failed to beat the previous score.




St t i N b Strategic Number Counting Instruction

Score SheetScore Sheet



The Importance of Math-Fact MasteryThe Importance of Math Fact Mastery

• Math-fact mastery permits students to shift valuable • Math-fact mastery permits students to shift valuable cognitive capacity away from simple calculations toward higher-level problem-solving (Gersten, Jordan, & Flojo, g p g ( , , j ,2005; National Mathematics Advisory Panel, 2008).

• An important goal for schools is to ensure that students are proficient in math-facts by the end of grade 5 (Kroesbergen & Van Luit, 2003) to better prepare them for the demanding middle-school math curriculum.



Cover-Copy-Compare: Math Facts

In this intervention to promote acquisition of th f t th t d t i i h t ith th math facts, the student is given a sheet with the

math facts with answers. The student looks at h th d l th d l b i fl d each math model, covers the model briefly and

copies it from memory, then compares the i d i t th i i l t d l copied version to the original correct model

(Skinner, McLaughlin & Logan, 1997).



9 x 7 = 63 9 x 7 = 63

9 x 2 = 189 x 4 = 36

Cover-Copy-Compare Math

9 x 4 36

9 x 1 = 9p

Fact Student Worksheet

9 x 9 = 819 x 6 = 549 x 3 = 27

9 5 459 x 5 = 459 x 10 = 90


9 x 8 = 72


Peer Tutoring in Math Computation with Constant Computation with Constant

Time Delay



Peer Tutoring in Math Computation with Constant Ti D lTime Delay

• DESCRIPTION: This intervention employs students as reciprocal peer tutors to target acquisition of basic math facts (math computation) using constant time delay (Menesses & Gresham, 2009; Telecsan, Slaton, & Stevens, 1999). Each tutoring 2009; Telecsan, Slaton, & Stevens, 1999). Each tutoring ‘session’ is brief and includes its own progress-monitoring component--making this a convenient and time-efficient math intervention for busy classrooms intervention for busy classrooms.



Peer Tutoring in Math Computation with Constant Ti D lTime Delay

MATERIALS:Student Packet: A work folder is created for each tutor pair. The

folder contains:

10 math fact cards with equations written on the front and correct answer appearing on the back. NOTE: The set of cards is replenished and updated regularly as tutoring pairs master their math facts.

Progress monitoring form for each student Progress-monitoring form for each student. Pencils.


Response to InterventionPeer Tutoring in Math Computation with Constant Time Delay

PREPARATION: To prepare for the tutoring program, the teacher selects students to participate and trains them to serve as tutors.

Select Student Participants. Students being considered for the reciprocal peer tutor program should at minimum meet these

i i (T l Sl & S 1999 M & criteria (Telecsan, Slaton, & Stevens, 1999, Menesses & Gresham, 2009):

Is able and willing to follow directions; Shows generally appropriate classroom behavior;Can attend to a lesson or learning activity for at least 20

minutes.


Response to InterventionPeer Tutoring in Math Computation with Constant Time DelayS l t St d t P ti i t (C t ) St d t b i id d f th Select Student Participants (Cont.). Students being considered for the

reciprocal peer tutor program should at minimum meet these criteria (Telecsan, Slaton, & Stevens, 1999, Menesses & Gresham, 2009):( )

Is able to name all numbers from 0 to 18 (if tutoring in addition or subtraction math facts) and name all numbers from 0 to 81 (if tutoring in multiplication or division math facts) multiplication or division math facts).

• Can correctly read aloud a sampling of 10 math-facts (equation plus answer) that will be used in the tutoring sessions. (NOTE: The student ) g (does not need to have memorized or otherwise mastered these math facts to participate—just be able to read them aloud from cards without errors)errors).

• [To document a deficit in math computation] When given a two-minute math computation probe to complete independently, computes fewer


than 20 correct digits (Grades 1-3) or fewer than 40 correct digits (Grades 4 and up) (Deno & Mirkin, 1977).


Peer Tutoring in Math C t ti T h Computation: Teacher

Nomination Form


Response to InterventionPeer Tutoring in Math Computation with Constant Time DelayTutoring Activity. Each tutoring ‘session’ last for 3 minutes. The tutor:

– Presents Cards. The tutor presents each card to the tutee for 3 seconds seconds.

– Provides Tutor Feedback. [When the tutee responds correctly] The tutor acknowledges the correct answer and presents the next card.

[When the tutee does not respond within 3 seconds or responds incorrectly] The tutor states the correct answer and has the tutee incorrectly] The tutor states the correct answer and has the tutee repeat the correct answer. The tutor then presents the next card.

– Provides Praise. The tutor praises the tutee immediately following correct answers.

– Shuffles Cards. When the tutor and tutee have reviewed all of the math-fact carts the tutor shuffles them before again presenting


math fact carts, the tutor shuffles them before again presenting cards.

Response to InterventionPeer Tutoring in Math Computation with Constant Time DelayProgress-Monitoring Activity. The tutor concludes each 3-minute tutoring

session by assessing the number of math facts mastered by the tutee. The tutor follows this sequence:The tutor follows this sequence:– Presents Cards. The tutor presents each card to the tutee for 3

seconds.– Remains Silent. The tutor does not provide performance feedback

or praise to the tutee, or otherwise talk during the assessment phasephase.

– Sorts Cards. Based on the tutee’s responses, the tutor sorts the math-fact cards into ‘correct’ and ‘incorrect’ piles.

– Counts Cards and Records Totals. The tutor counts the number of cards in the ‘correct’ and ‘incorrect’ piles and records the totals on the tutee’s progress-monitoring chart


the tutee s progress monitoring chart.

Response to InterventionPeer Tutoring in Math Computation with Constant Time Delay

Tutoring Integrity Checks. As the student pairs complete the tutoring activities, the supervising adult monitors the integrity with which the intervention is carried out. At the conclusion of the tutoring session, the intervention is carried out. At the conclusion of the tutoring session, the adult gives feedback to the student pairs, praising successful implementation and providing corrective feedback to students as needed NOTE: Teachers can use the attached form Peer Tutoring in needed. NOTE: Teachers can use the attached form Peer Tutoring in Math Computation with Constant Time Delay: Integrity Checklist to conduct integrity checks of the intervention and student progress-monitoring components of the math peer tutoring.



Peer Tutoring in Math

Computation: Intervention Intervention

Integrity Sheet:(Part 1: (Part 1:

Tutoring A ti it )Activity)



Peer Tutoring in Math

Computation: Intervention Intervention

Integrity Sheet(Part 2: (Part 2:

Progress-M it i )Monitoring)



Peer Tutoring in Math Math

Computation: Score SheetScore Sheet



Math Fact Fluency: Explicit Time DrillThe teacher hands out a math-fact worksheet. Students are told that they will have 3 minutes to work on problems are told that they will have 3 minutes to work on problems on the sheet. The teacher starts the stop watch and tells the students to start work At the end of the first minute the students to start work. At the end of the first minute, the teacher ‘calls time’, stops the stopwatch, and tells the students to underline the last number written and to put students to underline the last number written and to put their pencils in the air. Then students are told to resume work and the teacher restarts the stopwatch This process work and the teacher restarts the stopwatch. This process is repeated at the end of minutes 2 and 3. At the conclusion of the 3 minutes the teacher collects the


conclusion of the 3 minutes, the teacher collects the student worksheets (Rhymer et al., 2002).

124

Response to InterventionStudent Self-Monitoring: Customized Math Self-Correction

ChecklistsChecklistsDESCRIPTION: The teacher analyzes a particular student's pattern of errors commonly made when solving a math algorithm (on either computation or word problems) and develops a brief error self correction problems) and develops a brief error self-correction checklist unique to that student. The student then uses this checklist to self-monitor—and when necessary this checklist to self monitor and when necessary correct—his or her performance on math worksheets before turning them in.

Sources: Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students


with learning disabilities. Journal of Applied Behavior Analysis, 229, 309-314.

Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39(5), 269-275.

Response to InterventionSample Self-Correction Checklist



Math Interventions:

Group Activity: Math

Math Interventions:

- Number Sense: Counting G oup ct ty atInterventions

gBoard Game

- Cover-Copy-Compare: At your tables:• Consider the math-intervention

id h d h

Math Facts- Peer Tutoring in Math

Computation With ideas shared here.• Discuss how you might use one

or more of these strategies in

Computation With Constant Time Delay

- Explicit Time Drillor more of these strategies in your classroom or school.

Explicit Time Drill- Customized Math Self-




Identifying the Academic Identifying the Academic Problem. How can teachers describe academic problems to describe academic problems to increase the chances of finding i t ti th t k?interventions that work?



Academic Problem Identification: 3 StepsAcademic Problem Identification: 3 StepsFormat the problem description as a 3-part

bl id tifi ti t t tproblem-identification statement.

Th f iti thi t t t h l The process of writing this statement can help to make the description of the academic b h i ifi d l t th behavior more specific and also prompts the teacher to think about an appropriate

f lperformance goal.



3 Part Problem ID Statement: ExamplesConditions Problem

DescriptionTypical/Expected Level of Performance

3-Part Problem ID Statement: Examples

Description Level of Performance

For science homework…

Tye turns in assignments an average of 50%

while the classroom median rate of homework average of 50%

of the time…rate of homework turned in is 90%.



3 Part Problem ID Statement: Examples3-Part Problem ID Statement: ExamplesConditions Problem

DescriptionTypical/Expected Level of PerformanceDescription Level of Performance

When given a 2-minute timed worksheet of

Brad computes an average of 21 correct

while the math-computation benchmark norm worksheet of

multiplication facts 0-9...

21 correct digits...

benchmark norm for Brad's grade level is 42 correct di itdigits.



3 Part Problem ID Statement: ExamplesConditions Problem

DescriptionTypical/Expected Level of Performance

3-Part Problem ID Statement: Examples

Description Level of Performance

When completing an introductory-level algebra word

Ann is unable to translate that word problem

while most peers in her class have mastered this level algebra word

problem…word problem into an equation with variables…

mastered this skill.



Academic Problem Identification: 3 StepsAcademic Problem Identification: 3 StepsChoose a hypothesis for what is the most likely

f th blcause of the problem.



Academic Problems: Hypotheses & Recommendations (Ad t d f th ‘I t ti l Hi h ’ H i t l 1978 M t t l 2004)(Adapted from the ‘Instructional Hierarchy’; Haring et al., 1978; Martens et al, 2004)

Hypothesis Recommendation

Skill D fi it Th t d t h P id di t li it Skill Deficit. The student has not yet acquired the skill.

Provide direct, explicit instruction to acquire the skill. Reinforce the student for effort Reinforce the student for effort and accuracy.


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

Martens, B. K., & Witt, J. C. (2004). Competence, persistence, and success: The positive psychology of behavioral skill instruction. Psychology in the Schools, 41(1), 19-30.




Fl D fi it Th t d t P id t iti f th Fluency Deficit. The student has acquired the basic skill but is not yet proficient

Provide opportunities for the student to practice the skill and give timely performance but is not yet proficient. give timely performance feedback. Reinforce the student for fluency as well as accuracy.y y





R t ti D fi it Th Gi th t d t f t t iti Retention Deficit. The student can acquire the skill but has

Give the student frequent opportunities for practice to entrench a skill and help the student to retain it over time Begin the skill but has

difficulty retaining it over an extended

the student to retain it over time. Begin by scheduling more numerous practice episodes within a short time ('massed

period.p (

review') to promote initial fluency and then strengthen longer-term skill retention by scheduling additional periodic review ('distributed review') across longer spans of several weeks


across longer spans of several weeks or more.


Academic Problems: Hypotheses & Recommendations(Ad t d f th ‘I t ti l Hi h ’ H i t l 1978 M t t l 2004)(Adapted from the ‘Instructional Hierarchy’; Haring et al., 1978; Martens et al, 2004)


E d D fi it C id th id t b t d Endurance Deficit. The student can do the skill but

Consider these ideas to boost endurance: In structuring lessons or independent

work gradually lengthen the period of do the skill but engages in it only for brief periods.

work, gradually lengthen the period of time that the student spends in skills practice or use. p p

Have the student self-monitor active engagement in skill-building activities--setting daily, increasingly ambitious work goals and then tracking whether he or she successfully reaches those


he or she successfully reaches those goals.


Academic Problems: Hypotheses & Recommendations(Ad t d f th ‘I t ti l Hi h ’ H i t l 1978 M t t l 2004)(Adapted from the ‘Instructional Hierarchy’; Haring et al., 1978; Martens et al, 2004)


G li ti D fi it Th T i th t d t t id tif th Generalization Deficit. The student possesses the basic skill but fails to use it across

Train the student to identify the relevant characteristics of situations or settings when the skill but fails to use it across

appropriate situations or settings.

situations or settings when the skill should be used. Provide incentives for the student to use gthe skill in the appropriate settings.



Academic Problems: Hypotheses & Recommendations


M ti ti (P f ) U i t t i t Motivation (Performance) Deficit. The student is capable of performing the

Use various strategies to engage the student in the skill (e g select high interest capable of performing the

skill and can identify when use of the skill is

(e.g., select high-interest learning activities; offer incentives to the student for

appropriate—but nonetheless is not motivated

successful use of the skill, etc.).

to use the skill.



Activity: Describe an A d i P blAcademic Problem

• Study this list of hypotheses Hypotheses for Academic for academic problems.

• Which of these ‘blockers’ d b li i t

ProblemsSkill DeficitFl D fi itdo you believe is most

prevalent in your school?Fluency DeficitRetention DeficitEndurance DeficitEndurance DeficitGeneralization DeficitMotivation (Performance) Motivation (Performance) Deficit



Activity: What Are Your Next Steps?Activity: What Are Your Next Steps?

• Review the components of RTI and classroom Review the components of RTI and classroom interventions discussed at today’s workshop (next slide). (next slide).

• Come up with a plan to use 2-3 key workshop ideas strategies or tools immediately in your ideas, strategies, or tools immediately in your classroom or school.

• Be prepared to report out!• Be prepared to report out!







Classroom (Tier 1)












Classroom (Tier 1)







Response to InterventionActivity: ‘Next Steps’ Planning

Academic Intervention:Content

Steps Planning

• Discuss the main points di d t t d ’ i t ti

1. Elements of Strong CoreInstruction

discussed at today’s intervention workshop.

• Identify the key next steps that 2 How to Define Academic • Identify the key next steps that your school or district should undertake to move forward in

2. How to Define Academic Problems

3 Steps in Tier 1 (Classroom) building a process for teachers to consistently complete classroom interventions of high

3. Steps in Tier 1 (Classroom) Intervention Planning

4 R di & W iti classroom interventions of high quality.

• Be prepared to report out!

4. Reading & Writing Interventions


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5. Math Interventions

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Assisting the Teacher as Classroom Classroom First 'First … · 2018. 6. 6. · • select the one idea that you feel is the greatest writing. 6. Interventions should be carried