Transcript Response to Intervention (RTI): A Practical Guide for All

Response to Intervention (RTI):
A Practical Guide for All Educators
Educational Resource Services
Corey Layne, EdS
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Who am I?
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Agenda
• Session I- 8:30 AM – 10:00 AM
– Break 15 minutes
• Session II – 10:15 AM – 11:45 AM
– Lunch on Your Own
• Session III – 1:00 PM – 2:15 PM
– Break 15 minutes
• Session IV – 2:30 PM – 3:30 PM
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Session I
Understanding the new IDEA
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IDEA
• The Individuals with Disabilities Education Act,
IDEA, was rewritten and signed into law in
early December 2004.
• This Act changes many sections of the statute
to reflect new ideas around learning
disabilities and the strategy called response to
intervention or RTI.
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IDEA
• The changes were made in an effort to reduce
misdiagnosis of learning disabilities.
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IDEA 2004 provides an additional inclusionary criterion that must
be assessed regardless of the identification model employed:
•
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To ensure that underachievement in a child suspected of having a specific learning disability
is not due to lack of appropriate instruction in reading or math, the group must consider, as
part of the evaluation…
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(1) Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate
instruction in regular education settings, delivered by qualified personnel; and
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(2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal
assessment of student progress during instruction, which was provided to the child's parents. (Progress Monitoring)
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Defining the RTI Model
• The Response to Intervention model focuses
on providing more effective instruction by
encouraging early intervention for students
experiencing difficulty learning to read.
• The assumption is that this will prevent some
students from being identified as LD by
providing intervention as concerns emerge.
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Response to Intervention:
• Is defined as a data-based method to determine
the level of a student’s response to
interventions that range from universal (those
provided to all students, e.g., core reading
program, core discipline program) to intensive
individually delivered interventions.
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Purposes of Response to Intervention
To provide an instructional framework that
accommodates the needs of all students and
results in the improved achievement for all
students
To offer a means for appropriately
identifying/selecting students for continued
services through an IEP based on their
demonstrated responses to scientific
research based instruction
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Response to Intervention is
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NOT a special education initiative
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first and foremost, a framework for organizing instruction for
ALL students
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a process designed to intervene early and prevent academic
difficulties
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a process that documents increasing levels of support have
been provided to at-risk students prior to referral to special
education
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RTI is effective for students who are at risk for school failure as well as
students in other disability categories.
RTI is not limited to students with learning disabilities.
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RTI is an opportunity to align IDEA and NCLB principles and practices.
RTI is not just an special education approach.
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Components of NCLB addressed
through an RTI framework:
• Prevention of and intervention for academic
progress
• Scientifically based research
• Accountability
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IDEA and RTI
• RTI is one way to identify specific learning
disabilities
• Elements of IDEA align with RTI:
– Scientifically-based research
– Early intervening
– Prevention of overidentification and
disproportionate representation, and special
requirements for determining and documenting
the presence of a disability.
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Moving through the Tiers:
Intervention Levels
• Tiers include increasing levels of intensity of
interventions
– Tier 1 Instruction -- differentiated curriculum and
instruction for all students
– Tier 2 Interventions -- Targeted interventions for
students at-risk
– Tier 3 Interventions -- planned/Intense
interventions for students with intensive needs
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How the Tiers Work
• Goal: Student is successful with Tier 1 level of supportacademic or behavioral
• Greater the tier, greater support and “severity”
• Increase level of support (Tier level) until you identify an
intervention that results in a positive response to intervention
• Continue until student strengthens response significantly
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Tier 1
– All students
– Evidence-based differential instruction in the
general classroom setting
– Guided by progress monitoring
– Implemented for minimum of 4 weeks
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Tier 2
– Students experiencing academic and/or
behavioral difficulties
• (identified through progress monitoring data)
– Instruction that uses established intervention
protocols
– Frequent progress monitoring
– Tier 1 strategies continue
– Implemented for minimum of 6 weeks
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Tier 3
– Students participating in the Student Support
Team
– Individualized assessment and interventions
– More frequent progress monitoring
– Tier 1 strategies continue
– Time/intensity of supplemental instruction at Tier
2 increases
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DIFFERENCES BETWEEN ELEMENTARY AND
SECONDARY SCHOOLS
• Elementary: Focus on basic skills (learning to read)
• Secondary: Focus on content (reading to learn)
• Elementary: One to two teachers
• Secondary: Five to seven teachers
• Elementary: Reading and Writing: Narrative
• Secondary: Reading and Writing: Expository
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SOME ASSUMPTIONS ABOUT RTI
• Students who do well in Tier One won’t have problems
in later grades and Vice Versa
• Students who do well in Tier Two will go back to Tier One
- and stay there
• Students who don’t do well in Tier Two will probably be
identified as LD - Nobody will be identified at the
secondary level?
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What ‘kinds’ of students will need RTI at the
secondary level?
• Number of students who are identified in middle and high school
• Students who do ‘okay’ early on but have problems when
expectations change
• Students who did not get good early intervention
• Problems with vocabulary ‘accumulate’
• Wide range of problems: some still struggle with ‘early’
skills, others have comprehension difficulties
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WHAT WOULD RTI LOOK LIKE AT THE SECONDARY LEVEL IN
TERMS OF INTERVENTION AND PROGRESS MONITORING?
Some Initial Research by Vaughn et al
Tier one: Require Prof. Dev. For Content Teachers on
Effective Practices in Reading and Comprehension of
Academic Texts and Vocabulary/Concept Development
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WHAT WOULD RTI LOOK LIKE AT THE SECONDARY LEVEL IN
TERMS OF INTERVENTION AND PROGRESS MONITORING?
TIER 2: Teach Word Level Skills, More Intensive,
Supplemental Instruction in Comprehension and
Vocabulary and Facilitate Their Use in Tier One Activities
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WHAT WOULD RTI LOOK LIKE AT THE SECONDARY LEVEL IN
TERMS OF INTERVENTION AND PROGRESS MONITORING?
• Screening & Prediction
– State Assessments of Reading Comprehension
– *Word and Passage Reading Fluency
– *Correct Word Sequences - 7 min. writing sample
• Progress Monitoring
– Comprehension Measure - test on passages
– *Three Minute Maze Test
– *Vocabulary Matching
* progressmonitoring.org (Espin et al.)
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RESEARCH SUPPORTED INTERVENTIONS THAT IMPACT GENERAL
EDUCATION CLASSROOM PERFORMANCE AT THE SECONDARY
LEVEL*
• Self-Management Techniques
• Study Guides (paper & computerbased)
• Graphic Organizers
• Class wide Peer Tutoring
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Three Tiered Model of School
Supports
Assessment
Intervention
Tier 3: Intensive, Individual Interventions
•Diagnostic/Comprehensive
•Directly related to problem linked to Interventions
•Evaluate intervention
Tier 2: Targeted Group Interventions
•DIBELS/CBM
•Classroom Observations
•Work Samples
•Rating Scales
•Frequent/Authentic
Tier 1: Universal Interventions
•Universal/Benchmarks
•AYP
•District-Wide Assessments
•DIBELS/CBM
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1-5%
1-5%
1-5%
1-5%
5-10%
80-90%
•Tier 3: Intense
•Limiting curriculum
•Specialized Instruction
•Possible eligibility
•Frequency/Intensity increased
5- 10%
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•Tier 2: Supplemental
•Focused Instruction
•Social Skills Training
•Behavior Plans
•AIPs
•Tier1Core Curriculum
•Evidence-Based
•School-Wide PBS
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How do we know the Intervention
is working?
• Progress monitoring
• As we increase the intervention, we must
monitor the student’s progress to determine
the effectiveness of the intervention.
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What Tier? (Activity)
• Remember:
– Interventions are selected based on:
• Progress monitoring data
• Information obtained using problem solving
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Scenario 1
• 85% of students in a 3rd grade are achieving AYP
• Referred student has been in the school for 3 years
and is 2 years below benchmark expectation
• Referred student has been absent an average of 43
days in the past 2 years.
• Question: Has this student been exposed to
“effective instruction?”
• Question: What Tier is this student in?
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Scenario 2
• 90% of 3rd grade students are achieving AYP
• Referred student has been in this school since Kgn, has
attended 4 schools, excellent attendance, no
significant health history and has received a variety of
interventions in reading twice a week in small group
• Referred student performance is 50% of peers in
reading and at grade level in math
• Question: Has this student been exposed to an
“effective learning environment?”
• Question: What Tier is this student in?
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Small Group Discussion
• What are the barriers of implementing the RTI
model?
• What are the benefits of implementing the RTI
model?
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Barriers of RTI
• It’s a different way of doing instructing for some.
• It requires new skill set for some.
• Interventions are integrated, not done by team members or special
educators only.
• Requires frequent data collection and analysis
• Focus is on how and student is doing (progressing on the
intervention), not WHERE the student is going (special education)
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Benefits of RTI
• Enhanced Student Performance
• Accountability - Ensures that the student receives appropriate instruction.
• Greater staff involvement, parent involvement, and student involvement
• Reduce the time a student waits before receiving additional instructional
assistance.
• Reduce the overall number of students referred for special education
services and increase the number of students who succeed within general
education.
• Limit the amount of unnecessary testing that has little or no instructional
relevance.
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Scheduling Interventions
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Scheduling
• Establishing a workable schedule that maximizes school
personnel resources and a high degree of collaboration
among all members of the teaching force of a school.
• The assignment of specific blocks of time each day devoted to
tiered instruction proves to be a workable mechanism for
organization.
• Schools use various terms for the tiered instructional block
such as "tier time,” “Thrilling Thursday”, "power hour," or
"skill groups.
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Scheduling
• The schedule assigns specific teachers to each
block, with general education teachers
assigned mostly to Tier 1, reading specialists
typically assigned to Tier 2, and Tier 3 and
special education teachers assigned to Tier 3.
• In addition, general education teachers
trained on the delivery of specific instructional
programs are also periodically assigned to Tier
2.
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Break – 15 minutes
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Session II
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Effective vs. Research based
interventions
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Intervention
• A change in instructing a student in the area
of learning or behavioral difficulty to try to
improve performance and achieve adequate
progress.
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What are interventions?
• What Are Interventions?
– Targeted assistance based on progress monitoring
– Administered by classroom teacher, specialized teacher, or external interventionist
– Provides additional instruction (e.g. Individual,, Small group, and/or technology
assisted
– Match curricular materials and instructional level
– Modify modes of task presentation
– Modify instruction time
– Match curricular materials and instructional level
– Teach additional learning strategies – Organizational / Metacognitive / Work habits
– Change Curriculum
– Add intensive one to one or small group instruction
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Interventions are not
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Preferential seating
Shortened assignments
Parent contacts
Classroom observations
Suspension
Doing MORE of the same / general classroom assignments
Retention
Peer-tutoring
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Evident or “Best Practices” interventions are:
• Supported by expert opinion as appropriate
for remediation of a deficit area
• Effective, but has not been part of a clinical
trial
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Synopsis of Tier 1
• Tier 1
– All students
– Evidence-based differential instruction in the
general classroom setting
– Guided by progress monitoring
– Implemented for minimum of 4 weeks
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Tier 1
• Successful programs implement a
scientifically-based reading program as a basal
series.
• These are supplements to the core curriculum
– Target specific skills (e.g., phonemic awareness)
– Use of external staff (e.g., para-professionals,
volunteers)
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Empirically-based instruction
• Instruction based on evidence/research.
• Curriculum that are research based and have
been proven to be effective for most students
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Where to find empirically based programs?
• What Works Clearinghouse http://ies.ed.gov/ncee/wwc/
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An initiative of the U.S. Department of Education's Institute of Education Sciences, the WWC:
Produces user-friendly practice guides for educators that address instructional challenges
with research-based recommendations for schools and classrooms;
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Assesses the rigor of research evidence on the effectiveness of interventions (programs,
products, practices, and policies), giving educators the tools to make informed decisions;
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Develops and implements standards for reviewing and synthesizing education research; and
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Provides a public and easily accessible registry of education evaluation researchers to assist
schools, school districts, and program developers with designing and carrying out rigorous
evaluations.
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What Works Clearinghouse Standards for
Studies.
http://ies.ed.gov/ncee/wwc/references/idocvie
wer/Doc.aspx?docId=19&tocId=11
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Beginning Reading
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Differentiate Instruction
• multi-faceted customization done by the
teacher.
• provides all types of learners with
opportunities to both use innate strengths
and to shore up weaknesses in a variety of
experiences, activities, and assessments.
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4 ways to differentiate instruction
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Differentiating the Content/Topic
Differentiating the Process/Activities
Differentiating the Product
Diffferentiating By Manipulating The
Environment or Through Accommodating
Individual Learning Styles
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Compacting the Curriculum
• (1) defining the goals and outcomes of a particular
unit or segment of instruction,
• (2) determining and documenting which students
have already mastered most or all of a specified set
of learning outcomes
• (3) providing replacement strategies for material
already mastered through the use of instructional
options that enable a more challenging and
productive use of the student's time.
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Differentiating the Process
• varying learning activities or strategies to
provide appropriate methods for students to
explore the concepts.
• Graphic organizers, maps, diagrams or charts
to display their comprehension of concepts
covered
• Printable Graphic Organizers
– http://www.teachervision.fen.com/graphicorganizers/printable/6293.html
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Differentiating the Product
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Differentiating by Manipulating
Environment/Learning Styles
• Environment
– change the lighting or sound levels, to eliminate visual
distracters, or to provide a more casual seating
arrangement for students.
•
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Differentiating by Manipulating
Environment/Learning Styles
• Multiple Intelligence Theory
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Ability to read, write, and communicate w/words.
ability to reason and calculate, to think things through in a logical, systematic manner.
ability to think in pictures, visualize a future result.
ability to make or compose music, to sing well, or understand and appreciate music.
ability to use your body skillfully to solve problems, create products or present ideas and
emotions.
– ability to work effectively with others, to relate to other people, and display empathy
and understanding, to notice their motivations and goals.
– ability for self-analysis and reflection–to be able to quietly contemplate and assess one's
accomplishments, to review one's behavior and innermost feelings, to make plans and
set goals, the capacity to know oneself.
– ability to recognize flora and fauna, to make other consequential distinctions in the
natural world and to use this ability productively–for example in hunting, farming, or
biological science.
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Strategies
Readiness / Ability
• Activities for each group are often differentiated by
complexity. Students whose understanding is below grade
level will work at tasks inherently less complex than those
attempted by more advanced students. Those students whose
reading level is below grade level will benefit by reading with
a buddy or listening to stories/instructions using a tape
recorder so that they receive information verbally.
• Varying the level of questioning (and consequent thinking
skills) and compacting the curriculum and are useful strategies
for accommodating differences in ability or readiness.
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Strategies
Adjusting Questions
• During large group discussion activities,
teachers direct the higher level questions to
the students who can handle them and adjust
questions accordingly for student with greater
needs. All students are answering important
questions that require them to think but the
questions are targeted towards the student’s
ability or readiness level.
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Strategies
Compacting Curriculum
• Compacting the curriculum means assessing a student’s knowledge, skills
and attitudes and providing alternative activities for the student who has
already mastered curriculum content. This can be achieved by pre-testing
basic concepts or using performance assessment methods. Students who
demonstrate that they do not require instruction move on to tiered problem
solving activities while others receive instruction.
Tiered Assignments
• Tiered activities are a series of related tasks of varying complexity. All of
these activities relate to essential understanding and key skills that students
need to acquire. Teachers assign the activities as alternative ways of
reaching the same goals taking into account individual student needs.
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Strategies
Acceleration/Deceleration
• Accelerating or decelerating the pace that students move through
curriculum is another method of differentiating instruction. Students
demonstrating a high level of competence can work through the curriculum
at a faster pace. Students experiencing difficulties may need adjusted
activities that allow for a slower pace in order to experience success.
Flexible Grouping
• As student performance will vary it is important to permit movement
between groups. Student’s readiness varies depending on personal talents
and interests, so we must remain open to the concept that a student may be
below grade level in one subject at the same time as being above grade
level in another subject.
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Strategies
Peer Teaching
• Occasionally a student may have personal needs that require one-on-one instruction
that go beyond the needs of his or her peers. After receiving this extra instruction
the student could be designated as the "resident expert" for that concept or skill and
can get valuable practice by being given the opportunity to re-teach the concept to
peers. In these circumstances both students benefit.
Learning Profiles/Styles
• Another filter for assigning students to tasks is by learning styles, such as adjusting
preferred environment (quiet, lower lighting, formal/casual seating etc.) or learning
modality: auditory (learns best by hearing information) visual (learns best through
seeing information in charts or pictures) or kinesthetic preferences (learns best by
using concrete examples, or may need to move around while learning) or through
personal interests. Since student motivation is also a unique element in learning,
understanding individual learning styles and interests will permit teachers to apply
appropriate strategies for developing intrinsic motivational techniques.
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Strategies
Student Interest
• Interest surveys are often used for determining student interest. Brainstorming for
subtopics within a curriculum concept and using semantic webbing to explore
interesting facets of the concept is another effective tool. This is also an effective
way of teaching students how to focus on a manageable subtopic. Mindmanager /
(http://Mindjet.com) and Inspiration are two very useful software applications that
can facilitate the teacher in guiding students through exploring a concept and
focusing on manageable and personally interesting subtopics.
Reading Buddies
• This strategy is particularly useful for younger students and/or students with
reading difficulties. Children get additional practice and experience reading away
from the teacher as they develop fluency and comprehension. It is important that
students read with a specific purpose in mind and then have an opportunity to
discuss what was read. It is not necessary for reading buddies to always be at the
same reading level. Students with varying word recognition, word analysis and
comprehension skills can help each other be more successful. Adjusted follow up
tasks are also assigned based on readiness level.
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Strategies
Independent Study Projects
• Independent Study is a research project where students learn how to
develop the skills for independent learning. The degree of help and
structure will vary between students and depend on their ability to manage
ideas, time and productivity. A modification of the independent study is the
buddy-study.
Buddy-Studies
• A buddy-study permits two or three students to work together on a project.
The expectation is that all may share the research and analysis/organization
of information but each student must complete an individual product to
demonstrate learning that has taken place and be accountable for their own
planning, time management and individual accomplishment.
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Strategies
Learning Contracts
• A learning contract is a written agreement between teacher and student that will
result in students working independently. The contract helps students to set daily
and weekly work goals and develop management skills. It also helps the teacher to
keep track of each student’s progress. The actual assignments will vary according to
specific student needs.
Learning Centers
• Learning Centers have been used by teachers for a long time and may contain both
differentiated and compulsory activities. However a learning center is not
necessarily differentiated unless the activities are varied by complexity taking in to
account different student ability and readiness. It is important that students
understand what is expected of them at the learning center and are encouraged to
manage their use of time. The degree of structure that is provided will vary
according to student independent work habits. At the end of each week students
should be able to account for their use of time.
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Differentiated Instruction and RTI
• Differentiated instruction is an approach to
teaching and learning for students of differing
abilities in the same class.
• Differentiation is an instructional model.
• Interventions are differentiated throughout all
tiers of the model.
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Assessment and RTI
We need to assess student progress to know if the instruction/intervention is effective.
• Assessments
– Summative and Formative Assessment
– CBM
– Benchmarks
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Summative and Formative Assessment
• Summative assessments – way to gauge student learning at
any point. What has the student learned or not?
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State assessments
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used for accountability for schools (AYP) and students (report card
grades).
• Formative assessment – is a part of the instructional process
that provides information to adjust teaching and learning
while it occurs. Students do not receive grades. This just a way
to assess what they have or have not learned from instruction
and determine the course of instruction.
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Curriculum Based Measurement -CBM
• A method of monitoring a student’s
educational progress through direct
assessment of basic academic skills in basic
reading, reading comprehension, reading
fluency, mathematics, spelling, written
expression, and phonemic awareness skills.
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What is a probe?
• A timed worksheet.
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CBM is
• Student is given a probe once a week or bi-weekly to see if
the academic skill is improving or not
• Probes typically 1-4 minutes in duration
• Probes are pre-made. These probes can be purchased,
obtained online (free), or made from course text.
• Probes have standard directions and scoring rules.
• Provides indicator of basic skills
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Baseline Data
• Initial information taken on a skill or behavior.
– Student’s skill level before intervention begins.
• Serves as the reference point for all future
data collected on a student.
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Benchmarks
• Definition: Students who are making expected progress in the
general education curriculum and who demonstrate social
competence
• Benchmark also describes those school-wide interventions
that are available to all students
– Effective instruction
– Clear expectations
– Effective student support
– Periodic benchmark assessments
– Universal prevention
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Progress Monitoring
• Progress monitoring: scientifically based
practice used to assess students’ academic
performance and evaluate the effectiveness of
instruction. Progress monitoring can be
implemented with individual students or an
entire class.
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CBM in Reading
• This one is easy…do DIBELS
• If you are interested in doing CBM reading
probes in addition to DIBELS, go to
• http://www.jimwrightonline.com/pdfdocs/cb
mresources/cbmdirections/cbmread.pdf
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Tier 1: Reading Screening
• Reading Probe:
– Individually administered
– Materials: A content-controlled reading passage.
– Procedure: The student reads aloud as the teacher
listens and records errors.
– Timing: 1 minute
– Information obtained: words read correctly in one
minute.
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CBM Reading: Sample Scoring
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TRW=63
Errors=5
CRW=58
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CBM in Spelling
• This will not be appropriate since spelling is
not a very good indicator of written
expression skills but it can be useful to use in
your whole class or for individual students
who are struggling with spelling.
• See JimWrightOnline.com
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CBM in Written Expression
• Similar to using story starters for journal
writing – only much faster
• For kindergarten, Written Expression is usually
writing letters and maybe simple words. For
some probes to measure early writing skills,
go to www.interventioncentral.org
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Guidelines for story starters
• The story starter should be printed at the top of a lined piece
of paper before administering
• Use grade appropriate story starters
• Avoid starters that encourage list making
– The starter should be open ended to that “yes” or “no” answers would
not work.
• Story starters, printable writing sheets, etc.
http:www.sabine.k12.la.us/zes/writing/default.htm
• Some free stuff, some paid – worksheets, writing sheets
www.teach-nology.com
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Administering Writing Probes
• Have the materials ready
–
–
–
–
Student copy of writing probe with story starter
Copy of the standardized directions to read
Stopwatch
Pencils for students
• Distribute the writing probes to the student or
students
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Writing Probe Directions:
•
Read this verbatim every time even when you know the students know the
directions:
– “I want you to write a story. I am going to read a sentence to you
first, and then I want you to write a short story about what
happens. You will have 1-minute to think about the story you will
write and then have 3-minutes to write it. Do your best work. If
you don’t know how to spell a word, you should guess. Are there
any questions?”
– Start the stopwatch
– After 1 minute, say, “start writing”
– Start stopwatch again to allow 3-minutes of writing. Monitor the
student or students to be sure they are writing, have their
pencils, etc.
– If a student asks a question about their writing, tell them to just
do their best.
– At the end of 3-minutes, say, “Stop writing” and collect the
probes.
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Scoring Written Expression CBM
•
Scoring Options are
1.
2.
3.
4.
Total Words Count (incorrectly spelled words are counted)
Total Letter Count (incorrectly spelled words are counted)
Correctly Spelled Words Count
Correct Writing Sequences Count
Note: You must use the same scoring method each time you score a
particular student’s writing probes so pick one you can stick
with.
http://www.jimwrightonline.com/pdfdocs/cbmresources/cbmdirecti
ons.cbmwrit.pdf
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1. Total Word Count Scoring:
• The score is the number of words written in
the three minute time period
• Misspelled words are included as long as you
can figure out that they meant.
• Numbers in numerical form are not counted
(e.g. 5, 17)
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Written Expression Total Word
Count Scoring:
• Pros
• Cons
– Quick
– Easy
– Reliably correlates with
overall written
expression skills
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– Only a rough estimate of
writing fluency
– No consideration for
spelling, punctuation,
other writing
conventions
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Written Expression Total Word
Count Scoring
Example:
I woud drink water from the ocean ………………………….…..07
and I woud eat the fruit off of……………………………….…....08
the trees. Then I woud bilit a ………………………………….....07
house out of tress, and I woud …………………………………..07
gather firewood to stay warm. I ……………………………….....06
woud try and fix my boat in my ………………………………..…08
spare time. ………………………………………………………....02
Word Total = 45
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2. Total Letter Count Scoring
• The score is the total number of letters
written.
• Misspelled words are included as long as you
can figure out that they meant.
• Numbers in numerical form are not counted
(e.g. 5, 17)
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Written Expression Total Letter
Count Scoring
• Pros
• Cons
• Quick
• Easy
• Takes longer words into
account in scoring so that a
student who writes few
words but tends to use
longer words would have a
low score on Word Count
but a higher score on Letter
Count.
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– Still just looking at
writing fluency
– Still not examining a
student’s mastery of
writing
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Written Expression Total Letter
Count Scoring
Example:
I woud drink water from the ocean …………………………….. 27
and I woud eat the fruit off of………………………………….....24
the trees. Then I woud bilit a ……………………………….…....23
house out of tress, and I woud …………………………………..23
gather firewood to stay warm. I ……………………………….....25
woud try and fix my boat in my ………………………………..…23
spare time. ………………………………………………………....09
Letter Total = 154
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3. Correctly Spelled Words Scoring
• Only those words that are spelled correctly
are counted in the score
• Words are considered separately, not within
context of the sentence. So, in the sentence,
“the boy red the book,” the word ‘red’ would
be counted as correct even though it is not
correct in the context of the sentence.
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Written Expression Correctly
Spelled Word Count Scoring
• Pros
– Quick
– Easy
– Monitors, to some
degree, a student’s
mastery of writing.
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• Cons
• Still not fully examining
a student’s mastery of
writing conventions,
only fluency and
spelling
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Written Expression Total Correctly Spelled
Word Count Scoring
Example:
I woud drink water from the ocean ………………………….….. 06
and I woud eat the fruit off of…………………………………......07
the trees. Then I woud bilit a ………………………………….....05
house out of tress, and I woud …………………………………..06
gather firewood to stay warm. I …………………………….…....06
woud try and fix my boat in my ……………………………..……07
spare time. …………………………………………………..….....02
Correctly Spelled Words = 39
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4. Correct Writing Sequences Count
Scoring
• “Units” of writing and their relation to one another are scored
• “Units” are sequential pairs of words and essential marks of
punctuation
• Each writing sequence must be correctly spelled and be
grammatically correct.
• The words in each writing sequence must make sense within
the context of the sentence.
• A caret (^) is used to mark the presence of a correct writing
sequence.
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Correct Writing Sequences Scoring
• Two correctly spelled words in a row make up a correct
writing sequence.
• Titles are included in the correct writing sequence count
• Reversed letters are acceptable, so long as they do not lead to
a misspelling.
• The first word, if spelled correctly, is considered a sequence in
its own
• Necessary marks of punctuation (excluding commas) are
included in correct writing sequences.
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• Example:
• ^ Is ^ that ^ a ^ red ^ car ^ ?
• Total correct writing sequences (as marked by
carets) is 6.
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• Syntactically correct words make up a correct
writing sequence
• Example:
• ^ Is ^ that ^ a ^ red ^ car ^ ?
• ^ Is ^ that ^ a ^ car red ?
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• Semantically correct words make up a correct
writing sequence
• Example:
• ^ Is ^ that ^ a ^ red ^ car ^ ?
• ^ Is ^ that ^ a read car ^ ?
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• With the exception of dates, numbers written in
numerical form are not included in the correct
writing sequence count
• Example:
•
^ The 14 soldiers ^ waited ^ in ^ the ^ cold ^ .
•
^ The ^ crash ^ occurred ^ in ^ 1976 ^ .
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Written Expression Total Correct Writing
Sequences Count Scoring
Example:
^ I woud drink ^ water ^ from ^ the ^ ocean ……………...…… 05
and ^ I woud eat ^ the ^ fruit ^ off ^ of……………………..…....05
the ^ trees ^ . ^ Then ^ I woud bilit a ……………………….......04
house ^ out ^ of trees, ^ and ^ I woud …………………………..04
gather ^ firewood ^ to ^ stay ^ warm ^ . ^ I ……………….…....06
woud try ^ and ^ fix ^ my ^ boat ^ in ^ my ………………………06
spare ^ time ^ . ………………………………………………….....02
Correct Writing Sequences = 32
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Correct Writing Sequences Scoring
• Pros
• Cons
– Yields the most
comprehensive
information about a
student’s mastery of
written language
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– More time consuming
than the other methods.
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Tier 1: Writing Screening
• Writing Probe:
– Group administered.
– Materials: story starter (e.g., If I had a million dollars…)
printed at the top of a blank page.
– Timing: 1 minute to think, 3 minutes to write.
– Scoring: words written or correct word sequences in
three minutes.
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Writing Example
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Math CBM Probes
• Math probes can be generated at
www.interventioncentral.org/htmdocs/tools/mathprobes/addsing.php
• You can make probes for addition, subtraction, multiplication and division
• Probes can be generated for any level of complexity such as with or
without regrouping, how many digits, etc.
• Probes can also be generated with a mixture of skills – very helpful in
seeing where a student is in their abilities.
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Math CBM directions:
• Distribute the probes to the student or students
• Read this verbatim every time even when you know the
students know the directions:
“The sheets on your desk are math facts.”
• (for single skill probes) “All the problems are [addition or
subtraction or multiplication or division] facts.”
• (for multiple skill probes) “there are several types of problems
on the sheet. Some are addition, some are subtraction, some
are multiplication and some are division [as appropriate].
Look at each problem carefully before you answer it.”
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Math Probe Directions
• “When I say ‘start,’ turn them over and begin answering the
problems. Start on the first problem on the left on the top row
[point to sample]. Work across and then go to the next row. If
you can’t answer the problem, make an ‘X’ on it and go to the
next one. If you finish one side, go to the back [if appropriate].
Are there any questions? … Start.”
• Start the stopwatch immediately.
• Make sure the students are working on the correct sheet,
completing problems in the right order, and that they have
their pencils, etc.
• After 2 minutes, say ‘stop’ and collect the probes.
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Scoring CBM Math Probes
• Wrong answer can receive credit. Event though you give credit
for a wrong answer, the student doesn’t know so you are not
“encouraging” incorrect work.
• This scoring allows you to see small bits of growth in the
student’s skills and sometimes identify where they are making
their mistakes to guide intervention.
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Scoring
• Individual correct digits are counted as correct
• Reversed or rotated digits are not counted as errors unless the change in
position makes them appear to be another digit (e.g. 6 and 9)
• Incorrect digits are counted as errors
• Digits which appear in the wrong place value, even if otherwise correct,
are scored as errors
• “759” is the correct answer to this problem, but no credit is given since
the addition of the “0” pushes the other digits out of their proper placevalue positions.
– Example: “759” is the correct answer to this problem, but no
credit is given since the addition of the “0” pushes the other
digits out of their proper place-value positions.
416
+343
7590
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Scoring
• In more complex problems such as advanced multiplication, the student is
given credit for all correct numbers that appear below the line.
• Example:
• Credit is given for all work below the line. In this example, the student
earns credit for 9 correct digits.
120
x 32
240
360
600
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Scoring
• Credit is not given for any numbers appearing above the line (e.g.,
numbers marked at the top of number columns to signify regrouping).
• Credit is given for the two digits below the line. However, the carried “1”
above the line does not get credit.
Example:
1
37
+ 24
61
• Credit is given for the two digits below the line. However, the carried “1”
above the line does not get credit.
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Scoring
• Credit is given for “place-holder” numerals that are included simply
to correctly align the problems. As long as the student includes the
correct spacer, credit is given whether or not a “0” has actually been
inserted.
• Credit is given for the “place holder” in both cases. When it is not
actually written in, a space should be reserved as shown.
Example:
55
55
x 72
x 72
110
110
120_
1200
2310
2310
Credit is given for the “place holder” in both cases. When it is not
actually written in, a space should be reserved as shown.
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Scoring
Count the number of digits correct and incorrect per minute (For all skills
except long division, only digits below the line are counted).
If the child does not complete the full probe before time is up. . .
Digits Correct
= Digits Correct Per Minute
# of Minutes Timed For Probe
Example:
30 Digits Correct
= 10 Digits Correct Per Minute
3 Minutes (e.g., 3rd grade)
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Scoring Digits Correct:
Addition and Subtraction Problems
• Each CORRECT digit in the answer is
counted.
• Use a “Number to Number Matching”
approach to score digits correct.
• Scoring a problem as correct or incorrect
does not address a child’s gradual
acquisition of skills across time.
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Tier 1: Math Screening
• Math Probe:
– Group administered.
– Materials: Worksheet consisting of a series of
problems sampling the target skill(s) (e.g., sums
to 5, double digit multiplication with regrouping).
– Timing: 2 minutes
– Information obtained: digits correct in two
minutes.
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Math Probe Example
• Total Digits: 38
•Errors: 5
•Digits Correct: 33
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Tier 1 Assessing all Students
• You have been provided evidence-based differential
instruction in the general classroom setting. We need
to find evidence you are progressing based on the
current intervention.
• Math probe.
• Complete Graph
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Graph
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Session III
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Synopsis of Tier 2
• Tier 2
– Students experiencing academic and/or
behavioral difficulties
• (identified through progress monitoring data)
– Instruction that uses established intervention
protocols
– Frequent progress monitoring
– Tier 1 strategies continue
– Implemented for minimum of 6 weeks
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Characteristics of
Tier 2 Interventions
• Available in general education settings
• Opportunity to increase exposure (academic engaged time) to
curriculum
• Sufficient time for interventions to have an effect (10-30
weeks)
• Often are “standardized” supplemental curriculum protocols
(K-3 Academic Support Plan)
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Core Features
• Small Groups (e.g., 1:3, 1:5)
• 10-12 wks, 3-4x per wk, 30-60 min per session
• Scripted, specific interventions
• Point system for motivation
• Immediate corrective feedback
• More time spent on difficult activities
• More opportunities to respond
• Setting goals and self monitoring
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How to create Tier 2 options?
• Staggering times during which similar
curriculum is delivered
– Reading Instruction delivered at different times by
different teachers
• Offering same curriculum across multiple
times
– High School example where student takes algebra
two consecutive periods, but gets credit for one
period.
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Remember:
• Increased opportunity to learn
• Increased instructional time
• Increased assessment
– Data collection and analysis
– Data-based decision-making
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Tier 2: What is a “Good” Response to
Intervention?
• Good Response
– Gap is closing
• Questionable Response
– Rate at which gap is widening slows considerably, but gap is still
widening
– Gap stops widening but closure does not occur
• Poor Response
– Gap continues to widen with no change in rate.
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For Example
•
•
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Skill Deficit: Reading Fluency
Intervention: Drill Sandwich
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Progress Monitoring Tool:
•
•
•
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Dibels
AIMSweb
CBM – Reading Fluency Probe
(intervention central)
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CBM: Oral Reading Fluency
Administration of CBM reading probes
The examiner and the student sit across the table from each other. The
examiner hands the student the unnumbered copy of the CBM reading passage. The
examiner takes the numbered copy of the passage, shielding it from the student's
view.
The examiner says to the student:
When I say, 'start,' begin reading aloud at the top of this page.
Read across the page [demonstrate by pointing]. Try to read each
word. If you come to a word you don't know, I'll tell it to you.
Be sure to do your best reading. Are there any questions?
[Pause] Start.
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The examiner begins the stopwatch when the student says the first word. If the
student does not say the initial word within 3 seconds, the examiner says the word
and starts the stopwatch. As the student reads along in the text, the examiner
records any errors by marking a slash (/) through the incorrectly read word. If the
student hesitates for 3 seconds on any word, the examiner says the word and marks
it as an error. At the end of 1 minute, the examiner says, Stop and marks the
student's concluding place in the text with a bracket ( ]
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First Grade Level Probe
Jack camps. He is six. He likes the big woods. He lives
off the land. He follows a turtle. They are green. They
are slow. They are fun. Jack calls the ducks. It is fun.
They are blue. He watches them move. They fly in the sky.
It is fun. He sees them swim. He swims too. Jack works for
his food. He sees a lake. He fishes. He got four fish. He
makes a fire. He cooks fish. It is night. He can see the
stars. It is fun
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Scoring
Reading fluency is calculated by first determining the total words attempted
within the timed reading probe and then deducting from that total the number of
incorrectly read words.
The following scoring rules will aid the instructor in marking the reading
probe:
Words read correctly are scored as correct:
--Self-corrected words are counted as correct.
--Repetitions are counted as correct.
--Inserted words are ignored.
Mispronunciations are counted as errors.
Example
Text: The small gray fox ran to the cover of the trees.
Student: "The smill gray fox ran to the cover of the trees."
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Scoring cont’d
• Substitutions are counted as errors.
Example
Text: When she returned to the house, Grandmother called for Franchesca.
Student: "When she returned to the home, Grandmother called for
Franchesca.
• Omissions are counted as errors.
Example
Text: Anna could not compete in the last race.
Student: "Anna could not in the last race.“
• Transpositions of word-pairs are counted as 1 error.
Example
Text: She looked at the bright, shining face of the sun.
Student: "She looked at the shining bright face of the sun."
Words read to the student by the examiner after 3 seconds have
gone
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Interventions and Progress Monitoring- Data Collection
(Activity)
• Review the data from the scenario.
– Based on the current data, What does your team
recommend?
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Scenario
Jocelyn is a 10th grade student. She attends Helpful High School
where all students are provided with instruction through the
curriculum. In September, she was identified as an at-risk
student in writing based on her Standardized Test scores. Her
English teacher differentiates instruction by providing her
writing checklists. At a conference 7 weeks later, her writing
samples were reviewed. Jocelyn continued to display difficulty
writing only one paragraph for a 5 paragraph assignment.
Jocelyn’s teacher discusses this information with her parents
and recommends supplemental instruction. After 6 weeks, an
analysis of her writing indicates limited improvement in
writing quantity.
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Break 15 minutes
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Session IV
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Synopsis of Tier 3
• Tier 3
– Students participating in the Student Support
Team
– Individualized assessment and interventions
(Intervention Manual)
– More frequent progress monitoring
– Tier 1 strategies continue
– Time/intensity of supplemental instruction at Tier
2 increases
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Tier 3
• Increased intensity of interventions (e.g., frequency
of delivery, amount of time, duration, best validated)
• Individually tailored interventions
• Instructional grouping of < 1:3
• Frequent progress monitoring measures
• Delivered by general education with consultation and
collaboration by special education
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Pyramid of Interventions – 3 Tiers of
Instruction using academic
interventions
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Problem-solving is:
 A process designed to maximize student achievement
 A method focused on outcomes
 A method to ensure accountability and intervention evaluation
 It is all about student progress
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Collaborative Problem Solving
• The Problem-Solving Method is defined as a
systematic and data-based process for
identifying, defining, and resolving students’
academic and/or behavioral difficulties.
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Problem Solving Process
Defining problem/Directly Measuring Behavior
Evaluate the Student’s
Response to the
Intervention
2009
Implement Plan
Implement the intervention as intended
Progress Monitor
Modify Corey
as Necessary
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Analyze the Problem
Identify the variables
that contribute to
problem, then
develop a plan.
166
Steps in the Problem-Solving Process
1.
2.
3.
4.
2009
PROBLEM IDENTIFICATION
• Identify replacement behavior
• Data- current level of performance
• Data- benchmark level(s)
• Data- peer performance
• Data- GAP analysis
PROBLEM ANALYSIS
• Develop hypotheses( brainstorming)
• Develop predictions/assessment
INTERVENTION DEVELOPMENT
• Develop interventions in those areas for which data are available
and hypotheses verified
• Implementation support
Response to Intervention (RTI)
• Frequently collected data
• Type of Response- good, questionable, poor
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Data Required for Problem
Identification
•
•
•
•
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Current Level of Functioning
Benchmark/Desired Level
Peer Performance
GAP Analysis
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Problem Identification:
• Data is essential:
– Current level (Baseline for RTI)
– Benchmark level (Needed to determine rate of progress
required)
– Peer level (Needed to determine Tier 1 or 2 intervention
protocol)
– GAP (Needed to determine scope of work to be done and
length of time required to do it)
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Problem Analysis
• Why is problem occurring?
• Facilitate Problem Analysis
– Skill vs performance
– Develop Hypotheses
– Which ones supported by data?
Note: Specific Hypotheses -must lead to interventions.
Link the assessment to intervention.
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Hypotheses
• Reasons why student is not able to do desired behavior
• Ensure it is not due to lack of instruction (e.g. frequent
moves)
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How Do We Confirm Hypothesis?
• Assessment
– Observe student
– Formal tests
– Work samples
– Intervention and Progress monitoring
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Criteria for Evaluating Response to
Intervention
• Is the gap between current rate or gap between
slopes of current and benchmark closing? If yes, this
is a POSITIVE RTI
• Is the gap parallel, closing but not meeting? If yes,
this is a QUESTIONABLE RTI
• If the rate/slope remains unchanged OR if there is
improvement but shows no evidence of closing the
gap, then this is a POOR RTI
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Problem Solving: Strengths
• Can be applied to the student, classroom, building, and district levels:
 Student- academic problem
 Classroom- discipline, returning homework
 Building- bullying, attendance
 District- over-/under-representation
 Problem- problem common to students in building
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Problem Solving:
Potential Weakness Areas
• Applied consistently across students
• Treatment fidelity
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No response to intervention.
Check the fidelity of the
intervention implementation.
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Strategies that improve fidelity:
 Follow-up by a consultant/support staff, other team member
 Presentation of student data illustrating response to intervention
 Use graphs and charts to illustrate progress or no progress
 Review of treatment implementation
 Frequency--range from daily to weekly initially
Teacher responsiveness to implementing interventions
 Understands the “need” for intervention
 Perceives self as possessing skills to implement (e.g.
professional development)
OR
 has the social support to implement while acquiring skills (e.g.
lead or expert to consult)
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Team Problem-Solving (Activity)
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Elementary RTI Scenario
Tylar is a second-grade student. Along with his classmates he was provided instruction
through the general education curriculum. Tylar In October he was determined to be at
risk based on state testing at the end of his first grade year. Tylar’s teacher
differentiates instruction according to his learning needs. Benchmark data taken after
the first 4 weeks of school indicates that Tylar’s DIBELS Oral Reading Fluency falls in the
“At-Risk” range. His teacher recommends Tylar to participate in an early intervention
reading group 30 minutes twice per week. DIBELS is collected every two weeks to
monitor his progress on the reading intervention. After 6 weeks, an analysis of Tylar’s
progress monitoring data indicates limited improvement. There is improvement but
shows no evidence of closing the gap.
What interventions have been used?
What is the current progress monitoring tool ? How much and how often is it used?
What Tier is Tylar in? Supporting evidence?
Determine as a team the next steps in the RTI model.
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Tips for Effective Implementation
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Recipe for Intervention Success
PREPARE
•
•
•
•
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Identify and Use standard protocols for intervention
Develop all needed materials
Develop packets or put on a central web site
Determine graphing program
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Recipe for Intervention Success
TRAIN
• Explain
• Watch the teacher do it with the actual child before
you leave
• Call or meet teacher after first day to problem solve
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Recipe for Intervention Success
COLLECT DATA AND SUPPORT
• Each week, graph intervention performance and do a
generalization check with the child.
• Graphed feedback to teachers with generalization checks
for individual intervention once per week
• Response-dependent performance feedback to sustain
implementation accuracy
• Monthly CBM to track growth and enhance existing Tier
1 Programs or advise new Tier 1
• Data to principal weekly. Summarize effects and integrity
of procedures.
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Recipe for Intervention Success
USE DATA TO MAKE DECISIONS
• RTI successful if child performs criterion-level probe (from
screening) in the instructional range. RTI unsuccessful if
intervention sessions and criterion probe is not in the
instructional range.
• Increase task difficulty for intervention if child scores at
mastery on task during intervention sessions
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Infrastructure for Implementation
•
•
•
•
Grade-level planning periods can be utilized
Special education “team” at school can be utilized
School Psych must be on-site 1 day/week
Developing master schedule for Tier 1, 2, and 3 intervention
times is useful
• Integrate efforts with evaluation referral team efforts
(consider major reduction in meeting time and shift to
intervention efforts!)
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Materials needed
• Computer and software to organize data
• Student data imported. Clerical person to enter data on-site
for tier 1 screen only.
• Color printer to print graphs + extra color cartridges
• Probe materials, digital count-down timers
• Intervention protocols, intervention materials (e.g., flashcard
sets, reading materials)
• Access to copier and some assistance with copying
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Guidelines for Implementers
• Use single trial scores for screening
• Following screening, grade-wide graphs to principal
• Return data to teachers within 48 hours with
personal interpretation at grade-level team meeting
• Include principal in critical meetings
• Involve teachers at all stages
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Guidelines for Implementers
• Learn about curriculum and instruction.
• Integrate RTI with ongoing school and system reform efforts
• Thoughtfully merge to subtract duplicate activities and to
enhance more comprehensive supplemental and core
instructional support activities that may be in place
• Use RTI data to evaluate the value of ALL instructional
programs or resource allocation decisions. Quantify bang for
the buck using student performance data.
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Great Teachers
• Use data to identify where more/different/less
instruction is needed
• Have as a goal to accelerate all learning of all
children
• Proactively address barriers to learning
• Take responsibility for learning that occurs in
the classroom
• Are confident and ready to collaborate in the
classroom
• Appreciate childhood and children (a little
humor, lots of patience, enthusiasm)
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Web Evidenced-Based Practices
• So, how do you know what practices are evidenced-based? The United
States Department of Education has created a guide that walks people
through the process of finding evidence-based practices, “Identifying and
Implementing Educational Practices Supported by Rigorous Evidence.”
http://www.ed.gov/rschstat/research/pubs/rigorousevid/index.html
• The following websites present examples of evidenced-based
interventions. They are, for the most part, organized by subject matter
and grade-level. They do not provide an exhaustive list of all available
interventions; however, they are the current thinking around what works
for students.
• What Works Clearinghouse
http://www.whatworks.ed.gov/
• Best Evidence Encyclopedia
http://www.bestevidence.org/
•
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Tools on the Web
• What Works Clearinghouse The What Works Clearinghouse
(http://www.w-w-c.org/) established by the U.S. Department of
Education’s Institute of Education Sciences to provide educators,
policymakers, and the public with a central, independent, and trusted
source of scientific evidence of what works in education.
http://ies.ed.gov/ncee/wwc/
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Tools on the Web
• The Promising Practices Network web site highlights
programs and practices that credible research
indicates are effective in improving outcomes for
children, youth, and families.
http://www.promisingpractices.net/
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Tools on the Web
• Blueprints for Violence Prevention is a national
violence prevention initiative to identify programs
that are effective in reducing adolescent violent
crime, aggression, delinquency, and substance
abuse.
http://www.colorado.edu/cspv/blueprints/index.html
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Tools on the Web
• The International Campbell Collaboration offers a
registry of systematic reviews of evidence on the
effects of interventions in the social, behavioral, and
educational arenas.
http://www.campbellcollaboration.org/Fralibrary.html
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Tools on the Web
• Social Programs That Work offers a series of
papers developed by the Coalition for
Evidence-Based Policy on social programs that
are backed by rigorous evidence of
effectiveness.
http://www.excelgov.org/displayContent.asp?
Keyword=prppcSocial
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Tools on the Web
• Intervention Central
http://www.interventioncentral.org/
• US Department of Education
http://www.ed.gov/rschstat/research/pubs/ri
gorousevid/rigorousevid.pdf
• Wrights Law
http://www.wrightslaw.com/idea/art/ld.rti.dis
crep.htm
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Tools on the Web
• National Joint Committee on Learning
Disabilities
http://www.ldanatl.org/pdf/rti2005.pdf
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