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Primary Instruction School-/Classroom-wide Systems for All Students,
~80% or more of students are successful with proactive,
preventive intervention/instruction
Secondary Intervention (~15%)Specialized Group
Intervention for Students with At Risk Performance
Rapid Response
Tertiary Intervention (~5%)Specialized, Intensive
IndividualizedInstruction for Individual Student
Needs
~80% of Students
~15%
~5%
Continuum of School-Wide Instruction
Adapted from”What is School-Wide PBS?”
Response to Instruction
AssessIdentify the learning challenges
Identify possible instructional interventions
InterveneTeach learning to learn and content specific skills
MonitorIdentify indicators to measure progress
Recognize process
Recognize a lack of progress
Celebrate progress
Pyramid of Interventions
Reading, MathLearning to Learn
Vary Process
Vary ProductVary Environment
Vary Content
What does it take to learn a skill/strategy and use it with automaticity and confidence?
What does it take to learn a skill/strategy and use it with automaticity and confidence?• Learners need to . . .• See/hear the skill/strategy process modeled• See exemplars (High quality and low quality)• Practice (a lot) in a low risk environment• Receive feedback• Self-assess and establish improvement goals• Recognize and celebrate incremental progress• Practice for transfer and retention
Intervene: Teach Literacy Skills• Main Idea• Significant Details• Sequencing• Compare/Contrast• Cause and Effect• Decoding• Vocabulary• Generalizations• Problem Solving • Interpreting Instructions• Author’s Purpose• Understanding Charts, Maps and Graphs• Literary Analysis
Intervene: Teach Numeracy Skills• Operations• Algebraic Thinking• Numbers and Operations in Base Ten• Measurement • Data• Geometry• Fractions• Ratios and Proportional Relationships• Number Systems• Equations• Statistics and Probability• Algebra
Intervene: Teach How to Learn• Memory Storage and Retrieval Techniques• Concept Development• Writing• Summarizing• Speaking• Listening• Collaborating• Note taking• Homework• Organization• Visualizing• Self Assessment and Adjustment• Goal Setting• Planning• Decision Making• Self Advocacy
Organize Content and Vocabulary (Chunking)
Populations Ecological Relationships
Food Chains and Webs
Ecosystems
• Species• Population• Community• Ecosystem• Biome• Biosphere
• Exponential Growth
• Boom & Bust• Carrying
Capacity• Extinction• Pollution• Commensalism• Competition
• Producer• Consumer• Decomposer• Scavenger• Energy Flow• Energy
Pyramid
• Climate• Weather• Nutrients• Cycles
Graphic Organizers
Graphic Organizers - Memory
Graphic Organizer
Explicit Teaching and Guided Practice
• I do• We do• I Do• We do• I do• You do• Closure• The next day…we start again
Compare and ContrastAsk students to write some comparison and contrast sentences of their own.• For example, this stem calls for comparison:
__________ and __________were alike because __________.• Federalists and Republicans were alike because both
supported the Constitution.• A similar stem can be used to call for contrast:• __________ and __________were different because
__________.
Federalists and Republicans were different because Hamilton and his supporters wanted the United States to ally with Great Britain, but Jefferson and his supporters wanted the United States to help France.
Graphic Organizers – Compare/Contrast
SQUARE• Summarize. . . Identify and paraphrase the most
important points in the text.• Question. . . . Ask clarifying questions about the text to
uncover points that are unclear.• Use. . . Use the information in a meaningful way by
providing an example.• Apply. . . Use the concept in a new situation; make a
connection to a current event.• Review. . . Reflect on your new interpretation by
reviewing information from the text.• Express. . . Demonstrate your understanding in a creative
way (poster, song, media presentation).
Reading• Read One student reads an assigned text passage aloud
as the other two students follow along silently.• Recap The second student summarizes the passage.• Request The third student formulates questions for the
group.• The questions may be for clarification or to spark
discussion.• The teacher directs students to rotate roles as the triads
move through the text selections chosen for this strategy.• Whole-class discussion may be used to compare
summaries and to respond to general questions.
RAFT• Role What is the writer’s role? Reporter? Observer?
Eyewitness?• Audience Who will read or view the writer’s work?
Teacher?• Classmates? Newspaper readers?• Format What is the best way to express the writer’s
ideas?• Letter? Newspaper article? Report? Newscast? Skit?• Topic What is the subject? How can the subject be
focused or defined?
RAFT
RAFT
Teach Suffixes and Prefixes
Number Prefixes
Definitions Examples
semi, demi, hemi half semicircle, demigod, hemisphere
mono one, single monocycle, monologue, monogamy, monarchy
bi two bicycle, biannual, biangular
tri three triangle, triplet, triangulate, triad
quad four quadruple, quadrant, quadruplet
quint/pent five quintuplet, pentagon, pentathalon
sex, hex six sextuplet, hexagon, hexapod
sept, hept seven heptarchy, heptagon, septuagenarian, septifarious
oct eight octagon, octave, octagenarian
nova nine novena
deca ten decade, decathlon
cent hundred century, centennial, centigrade
milli thousand millisecond, millimeter, milliliter
poly, multi many polygamy, polygon, multiply, multitude
dua, dup both, two duplicate, dualistic, duplicate, duplex
ambi both ambivalent, ambidextrous,
auto self autobiography, automobile, automation
Teach Suffixes and Prefixes
Suffix Definitions Example
agog, agogue leader demagogue, synagogue
cide kill (ing) patricide, infanticide, herbicide, suicide
ectomy cutting appendectomy
ia, y act, state amnesia, mania, democracy, anarchy
ic, tic, ical, ac having to do with anthropomorphic, dramatic, biblical, cardiac
ics things having to do with optics, physics
isk, iscus small asterisk
ism the belief in pacifism, terrorism, socialism, communism
ist one who believes in pacifist, terrorist, socialist, communist
ite one connected with meteorite, polite, cosmopolite
logy study field of biology, geology, cardiology
oid resembling, like-shaped asteroid, spheroid
or, er one who takes part in doctor, actor, teacher, driver
phobia exaggerated fear claustrophobia, agoraphobia, photophobia
sis act, sate, condition of analysis, paralysis
Provide Effective Feedback to Students
• Help students understand where they are in their learning and what to do next.
• Balance descriptive (not labeling) negative and positive comments anchored to goals.
• Give students the feeling that they’ve got control over their own learning.
• Create a classroom environment where students see constructive criticism as a good thing and understand that learning can’t occur without practice.
• Provide oral, written, and/or visual information about progress and accomplishments in a timely fashion.
• Encourages two-way communication where students also provide feedback about their perceptions of progress and strategies.
• Guarantee privacy.
