Transcript Response to Intervention

Response
to
Instruction and
Intervention
The Big Picture
Anita L. Archer, Ph.D.
Educational Consultant
[email protected]
503-295-7749
Response to Instruction and
Intervention Model
Tier 3
Few (5%)
Tier 2
Some (15%)
Tier 1
All
Intense Intervention
High Intensity
Longer Duration
Supplemental Intervention
Moderate Intensity
Shorter Duration
Core Program
Research-based Instruction
Preventative
Big Ideas
1.
Use academic and behavioral data to inform
decisions.
2.
Increase the intensity of the program for struggling
students.
3.
Use research-based, scientifically validated
instructional procedures (INSTRUCTION - how to
teach).
4.
Use research-based, scientifically validated
curriculum (INTERVENTIONS - what to teach) and
materials.
Big Idea #1. Use academic and
behavioral data to inform decisions.
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Screening
Diagnostic
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Specific measures of:
Decoding
Encoding
Fluency
Comprehension
Program specific placement tests
Progress Monitoring
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Curriculum-based assessment measures (DIBELS, AIMSweb, MAP)
Program specific assessments
Tier 1 - Progress monitoring three times a year
Tier 2 - Frequent progress monitoring at least once a month
Tier 3 - More frequent progress monitoring
Big Idea #2. Increase the intensity of the
program for struggling students.
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Increase time spent on targeted areas.
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Reduce group size.
Big Idea #2. Increase the intensity of the
program for struggling students.
Increase time spent on targeted areas.(Elementary)

Tier 1.
90 minutes of uninterrupted
instruction. Differentiated instruction
including whole group and small group
instruction.
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Tier 2.
90 minutes PLUS 20 - 40
minutes, 3 to 5 times a week.
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Tier 3.
90 minutes PLUS 40 - 60
minutes targeted intensive intervention,
daily OR alternative core for 90 minutes.
Big Idea #2. Increase the intensity of the
program for struggling students.
Increase time spent on targeted areas.
(Secondary)
Option #1: Core Language Arts Class PLUS
period of targeted reading intervention
Option #2: Alternative Core - Two periods
Big Idea #2. Increase the intensity of the
program for struggling students.
Reduce group size.
Tier 2 Tier 3 -
Small group instruction
3 to 8 students
Small group instruction
(Of course, the reality of funding and number of available teachers and
para-educators could drastically alter these desirable group sizes.)
Big Idea #2. Increase the intensity of the
program for struggling students.
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Reduce group size.
Example: Elementary
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Idea A. Establish different 90 minute reading blocks for k-1, 2-3, 4-5.
When students are not in reading blocks, they can be “pulled out” for
Tier 2 and Tier 3 intervention.
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Idea B. Establish 90 minute reading blocks and an additional gradelevel 20 to 40 minute intervention period. All students go to a class for
specialized instruction including intervention.
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Idea C. Extend the 90 minute reading block to 120 - 150 minutes and
provide intervention within the classroom.
Big Idea #3. Use research-based,
scientifically validated instructional
procedures (how to teach).
Explicit Instruction
Relentless
Engaging Delivery

Big Idea #3. Use research-based,
scientifically validated instructional
procedures (how to teach).
Explicit Instruction
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Instruction is direct versus indirect (discovery).
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Instructional language, explanations, and directives are clear
and unambiguous.
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Instructional routines are used again and again.
Big Idea #3. Use research-based,
scientifically validated instructional
procedures (how to teach).
Explicit Instruction of Skills/Strategies
Model I do it.
Prompt We do it.
Check You do it.
My turn.
Let’s do this together.
Your turn.
Big Idea #3. Use research-based,
scientifically validated instructional
procedures (how to teach).
Explicit Instruction of Concepts(vocabulary)
1.
2.
3.
4.
Introduce the word.
Provide a “student-friendly explanation.”
Illustrate with examples.
Check understanding.
Big Idea #3. Use research-based,
scientifically validated instructional
procedures (how to teach).
Relentless
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Adequate initial practice opportunities
Distributed review
Cumulative review
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Tier 3 students may require 10 to 30 times as many practice
opportunities as peers.
Teach to mastery.
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Let’s not leave students over exposed and underdeveloped.
Big Idea #3. Use research-based,scientifically
validated instructional procedures (how to
teach).
Delivery Skills
1)
Require frequent responses.
2)
Monitor student performance carefully.
3)
Provide immediate affirmative and corrective
feedback.
4)
Deliver the lesson at a brisk pace.
Big Idea #4. Use research-based,
scientifically validated curriculum (what to
teach) and materials.
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Curriculum (What to Teach)
Focus on the BIG FIVE
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Phonemic awareness
Decoding
Fluency
Vocabulary
Comprehension
Big Idea #4. Use research-based,
scientifically validated curriculum (what to
teach) and materials.
Example - Elementary
Tier 2 - Supplemental targeted skill interventions
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Kindergarten
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Phonemic awareness
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Letter-sound associations
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Beginning decoding
First grade
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First half of year
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Decoding single syllable words
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Decoding multisyllabic words
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High frequency words
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Second half of year
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Decoding single and multisyllabic words
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Encoding (spelling)same words
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High frequency words
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Fluency of word reading
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Reading connected text accurately and fluently
Big Idea #4. Use research-based,
scientifically validated curriculum (what to
teach) and materials.
Tier 2 - Supplemental targeted skill interventions
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Second and third grade
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Decoding single and multisyllabic words
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Encoding (spelling) same words
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High frequency words
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Fluency of word reading
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Reading connected text accurately and fluently
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Literal comprehension
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Comprehension strategies such as story retell, summarization, prediction
Third, fourth, fifth grade
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Decoding multisyllabic words
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Encoding (spelling) same words
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Reading connected text accurately and fluently
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Passage vocabulary
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Literal comprehension
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Comprehension strategies such as story grammar (narrative), “getting the gist” or
paragraph shrinking (expository), mapping/webbing
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Writing summaries
Let us remember
How well we teach =
How well they learn