Transcript Document

Response to Intervention
RTI: How to Create a
Toolkit of Strong
Academic and
Behavioral Intervention
Plans
Jim Wright
www.interventioncentral.org
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Response to Intervention
Workshop Agenda
1. Academic Interventions: Key Points and
Critical Components
2. Reading, Math, and Writing Interventions
3. Behavioral Interventions: Key Points
4. Behavioral Strategies: Managing Whole Groups
5. Behavioral Strategies: Working with Individual
Challenging Students
6. Measuring Intervention Integrity
7. Internet Resources to Support RTI Interventions
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Response to Intervention
Workshop PowerPoints and Related
Resources Available at:
• http://www.jimwrightonline.com/
necsd.php
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Response to Intervention
RTI ‘Pyramid of
Interventions’
Tier 3
Tier 2
Tier 1
Tier 3: Intensive interventions.
Students who are ‘nonresponders’ to Tiers 1 & 2 are
referred to the RTI Team for more
intensive interventions.
Tier 2 Individualized
interventions. Subset of
students receive interventions
targeting specific needs.
Tier 1: Universal interventions.
Available to all students in a
classroom or school. Can consist
of whole-group or individual
strategies or supports.
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Response to Intervention
RTI & Intervention: Key Concepts
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Response to Intervention
Essential Elements of Any Academic or Behavioral
Intervention (‘Treatment’) Strategy:
•
Method of delivery (‘Who or what delivers the treatment?’)
Examples include teachers, paraprofessionals, parents,
volunteers, computers.
•
Treatment component (‘What makes the intervention
effective?’)
Examples include activation of prior knowledge to help the
student to make meaningful connections between ‘known’
and new material; guide practice (e.g., Paired Reading) to
increase reading fluency; periodic review of material to aid
student retention.
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Response to Intervention
Core Instruction, Interventions, Accommodations
& Modifications: Sorting Them Out
• Core Instruction. Those instructional strategies
that are used routinely with all students in a
general-education setting are considered ‘core
instruction’. High-quality instruction is essential
and forms the foundation of RTI academic
support. NOTE: While it is important to verify that
good core instructional practices are in place for
a struggling student, those routine practices do
not ‘count’ as individual student interventions.
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Response to Intervention
Core Instruction, Interventions, Accommodations
& Modifications: Sorting Them Out
• Intervention. An academic intervention is a
strategy used to teach a new skill, build fluency
in a skill, or encourage a child to apply an
existing skill to new situations or settings. An
intervention can be thought of as “a set of
actions that, when taken, have demonstrated
ability to change a fixed educational trajectory”
(Methe & Riley-Tillman, 2008; p. 37).
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Response to Intervention
Core Instruction, Interventions, Accommodations
& Modifications: Sorting Them Out
• Accommodation. An accommodation is intended to help
the student to fully access and participate in the generaleducation curriculum without changing the instructional
content and without reducing the student’s rate of learning
(Skinner, Pappas & Davis, 2005). An accommodation is
intended to remove barriers to learning while still expecting
that students will master the same instructional content as
their typical peers.
– Accommodation example 1: Students are allowed to supplement
silent reading of a novel by listening to the book on tape.
– Accommodation example 2: For unmotivated students, the
instructor breaks larger assignments into smaller ‘chunks’ and
providing students with performance feedback and praise for each
completed ‘chunk’ of assigned work (Skinner, Pappas & Davis,
2005).
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Response to Intervention
“
“Teaching is giving; it
isn’t taking away.”
”
(Howell, Hosp & Kurns, 2008; p. 356).
Source: Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School
Psychologists..
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Response to Intervention
Core Instruction, Interventions, Accommodations &
Modifications: Sorting Them Out
• Modification. A modification changes the expectations of
what a student is expected to know or do—typically by
lowering the academic standards against which the student
is to be evaluated.
Examples of modifications:
– Giving a student five math computation problems for practice
instead of the 20 problems assigned to the rest of the class
– Letting the student consult course notes during a test when peers
are not permitted to do so
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Response to Intervention
Reading Interventions to
Promote Fluency &
Comprehension
Jim Wright
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Response to Intervention
“
“Risk for reading failure always involves the
interaction of a particular set of child
characteristics with specific characteristics of the
instructional environment. Risk status is not
entirely inherent in the child, but always involves a
“mismatch” between child characteristics and the
instruction that is provided.” (Foorman & Torgesen,
2001; p. 206).
”
Source: Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading
success in all children. Learning Disabilities Research & Practice, 16, 203-212.
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Response to Intervention
Savvy Teacher’s
Guide: Reading
Interventions That
Work
(Wright, 2000)
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Response to Intervention
Big Ideas in Beginning Reading
• “Phonemic Awareness: The ability to hear and manipulate
sounds in words.
• Alphabetic Principle: The ability to associate sounds with letters
and use these sounds to form words.
• Fluency with Text: The effortless, automatic ability to read words
in connected text.
• Vocabulary: The ability to understand (receptive) and use
(expressive) words to acquire and convey meaning.
• Comprehension: The complex cognitive process involving the
intentional interaction between reader 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
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Response to Intervention
Building Reading
Fluency
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Response to Intervention
CBM Student Reading Samples:
What Difference Does Fluency Make?
• 3rd Grade: 19 Words Per Minute
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Response to Intervention
CBM Student Reading Samples:
What Difference Does Fluency Make?
• 3rd Grade: 70 Words Per Minute
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Response to Intervention
CBM Student Reading Samples:
What Difference Does Fluency Make?
• 3rd Grade: 98 Words Per Minute
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Response to Intervention
NRP Conclusions Regarding Importance of Oral Reading
Fluency:
“An extensive review of the literature
indicates that classroom practices that
encourage repeated oral reading with
feedback and guidance leads to meaningful
improvements in reading expertise for students—for
good readers as well as those who are experiencing
difficulties.”-p. 3-3
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Response to Intervention
Interventions for…Increasing Reading Fluency
• Assisted Reading Practice
• Listening Passage Preview
(‘Listening
While Reading’)
• Paired Reading
• Repeated Reading
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Response to Intervention
Paired Reading
The student reads aloud in
tandem with an
accomplished reader. At a
student signal, the helping
reader stops reading, while
the student continues on.
When the student commits a
reading error, the helping
reader resumes reading in
tandem.
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Response to Intervention
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Response to Intervention
Building Reading
Comprehension
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Response to Intervention
‘Click or Clunk’
Self-Check
Students periodically check
their understanding of
sentences, paragraphs, and
pages of text as they read.
When students encounter
problems with vocabulary or
comprehension, they use a
checklist to apply simple
strategies to solve those
reading difficulties.
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Response to Intervention
‘Click or Clunk’
Check Sheet
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‘Click or Clunk?’ Example
Response to Intervention
‘…The
lack
of practice,
deficient
decoding
‘…The combination
combinationof of
lack
of practice,
deficient
skills,
and difficult
materials
results
in unrewarding
decoding
skills, and
difficult
materials
results in
early
reading experiences
thatexperiences
lead to less involvement
unrewarding
early reading
that lead
in reading related activities. Lack
ofofexposure
and
Lack
exposure
and
to less involvement in reading related activities.
practice
on
the
part
of of
thethe
lessless
skilled
readers
delays
practice
on
the
part
skilled
readers
Lack of exposure and practice on the part of the less
the
development
of automaticity
and speed atand
the
delays
the
development
of
automaticity
skilled readers delays the development of automaticity
word-metacognition level. Slow,
capacity-draining
Slow,
capacity-draining
speed
at the
word-metacognition
Slow,
and speed
at the
word-metacognition level.
level. Slow,
word-recognition
processes
require
cognitive
word-recognition
processes
require
cognitive
capacity-draining word-recognition processes
require
resources
that
should
be be
allocated
to higher-level
resources
that
should
allocated
to higher-level
cognitive resources that should be allocated
to higherprocess of text integration and comprehension.’
process
of text
integration
level process
of text
integrationand
andcomprehension.’
comprehension.’
- Stanovich, K., (1986)
- Stanovich, K., (1986)
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Response to Intervention
Promoting Student
Reading
Comprehension ‘FixUp’ Skills
Jim Wright
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit
Good readers continuously monitor their understanding of
informational text. When necessary, they also take steps to
improve their understanding of text through use of reading
comprehension ‘fix-up’ skills.
Presented here are a series of fix-up skill strategies that can
help struggling students to better understand difficult reading
assignments…
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Core Instruction] Providing Main Idea Practice through
‘Partner Retell’ (Carnine & Carnine, 2004). Students in a
group or class are assigned a text selection to read silently.
Students are then paired off, with one student assigned the
role of ‘reteller’ and the other appointed as ‘listener’. The
reteller recounts the main idea to the listener, who can
comment or ask questions. The teacher then states the main
idea to the class. Next, the reteller locates two key details from
the reading that support the main idea and shares these with
the listener. At the end of the activity, the teacher does a spot
check by randomly calling on one or more students in the
listener role and asking them to recap what information was
shared by the reteller.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Accommodation] Developing a Bank of Multiple Passages
to Present Challenging Concepts (Hedin & Conderman,
2010; Kamil et al., 2008; Texas Reading Initiative, 2002). The
teacher notes which course concepts, cognitive strategies, or
other information will likely present the greatest challenge to
students. For these ‘challenge’ topics, the teacher selects
alternative readings that present the same general information
and review the same key vocabulary as the course text but that
are more accessible to struggling readers (e.g., with selections
written at an easier reading level or that use graphics to
visually illustrate concepts). These alternative selections are
organized into a bank that students can access as a source of
‘wide reading’ material.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Promoting Understanding & Building
Endurance through Reading-Reflection Pauses (Hedin &
Conderman, 2010). The student decides on a reading interval
(e.g., every four sentences; every 3 minutes; at the end of
each paragraph). At the end of each interval, the student
pauses briefly to recall the main points of the reading. If the
student has questions or is uncertain about the content, the
student rereads part or all of the section just read. This
strategy is useful both for students who need to monitor their
understanding as well as those who benefit from brief breaks
when engaging in intensive reading as a means to build up
endurance as attentive readers.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Identifying or Constructing Main Idea
Sentences (Davey & McBride, 1986; 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 to 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.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Restructuring Paragraphs with Main Idea
First to Strengthen ‘Rereads’ (Hedin & Conderman, 2010).
The student highlights or creates a main idea sentence for
each paragraph in the assigned reading. When rereading each
paragraph of the selection, the student (1) reads the main idea
sentence or student-generated ‘gist’ sentence first (irrespective
of where that sentence actually falls in the paragraph); (2)
reads the remainder of the paragraph, and (3) reflects on how
the main idea relates to the paragraph content.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Summarizing Readings (Boardman et al.,
2008). The student is taught to summarize readings into main
ideas and essential details--stripped of superfluous content.
The act of summarizing longer readings can promote
understanding and retention of content while the summarized
text itself can be a useful study tool.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [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
‘referents’)—especially when reading challenging text. The
student is encouraged to circle pronouns in the reading, to
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
associated with it Cambrian Period.”
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• Student Strategy] Apply Vocabulary ‘Fix-Up’ Skills for
Unknown Words (Klingner & Vaughn, 1999). When
confronting an unknown word in a reading selection, the
student applies the following vocabulary ‘fix-up’ skills:
1. Read the sentence again.
2. Read the sentences before and after the problem
sentence for clues to the word’s meaning.
3. See if there are prefixes or suffixes in the word that can
give clues to meaning.
4. Break the word up by syllables and look for ‘smaller words’
within.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Compiling a Vocabulary Journal from
Course Readings (Hedin & Conderman, 2010). The student
highlights new or unfamiliar vocabulary from course readings.
The student writes each term into a vocabulary journal, using a
standard ‘sentence-stem’ format: e.g., “Mitosis means…” or “A
chloroplast is…”. If the student is unable to generate a
definition for a vocabulary term based on the course reading,
he or she writes the term into the vocabulary journal without
definition and then applies other strategies to define the term:
e.g., look up the term in a dictionary; use Google to locate two
examples of the term being used correctly in context; ask the
instructor, etc.).
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Encouraging Student Use of Text
Enhancements (Hedin & Conderman, 2010). Text
enhancements can be used to tag important vocabulary terms,
key ideas, or other reading content. If working with
photocopied material, the student can use a highlighter to note
key ideas or vocabulary. Another enhancement strategy is the
‘lasso and rope’ technique—using a pen or pencil to circle a
vocabulary term and then drawing a line that connects that
term to its underlined definition. If working from a textbook, the
student can cut sticky notes into strips. These strips can be
inserted in the book as pointers to text of interest. They can
also be used as temporary labels—e.g., for writing a
vocabulary term and its definition.
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Response to Intervention
Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)
• [Student Strategy] Reading Actively Through Text
Annotation (Harris, 1990; Sarkisian et al., 2003). Students are
likely to increase their retention of information when they
interact actively with their reading by jotting comments in the
margin of the text. Using photocopies, the student is taught to
engage in an ongoing 'conversation' with the writer by
recording a running series of brief comments in the margins of
the text. The student may write annotations to record opinions
about points raised by the writer, questions triggered by the
reading, or unknown vocabulary words.
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Response to Intervention
HELPS Program
• http://www.helpsprogram.org
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Response to Intervention
Improving the Integrity of
Academic Interventions
Through a
Critical-Components ‘PreFlight’ Check
Jim Wright
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Response to Intervention
Academic Interventions ‘Critical Components’ Checklist
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Response to Intervention
Academic Interventions ‘Critical Components’ Checklist
This checklist summarizes the essential components of
academic interventions. When preparing a student’s
Tier 1, 2, or 3 academic intervention plan, use this
document as a ‘pre-flight checklist’ to ensure that the
academic intervention is of high quality, is sufficiently
strong to address the identified student problem, is fully
understood and supported by the teacher, and can be
implemented with integrity. NOTE: While the checklist
refers to the ‘teacher’ as the interventionist, it can also
be used as a guide to ensure the quality of interventions
implemented by non-instructional personnel, adult
volunteers, parents, and peer (student) tutors.
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Response to Intervention
Allocating Sufficient Contact Time & Assuring Appropriate Student-Teacher
Ratio
The cumulative time set aside for an intervention and the amount of direct teacher contact are two
factors that help to determine that intervention’s ‘strength’ (Yeaton & Sechrest, 1981).
Critical Item?


Intervention Element
Notes
Time Allocated. The time set aside for the intervention is
appropriate for the type and level of student problem
(Burns & Gibbons, 2008; Kratochwill, Clements &
Kalymon, 2007). When evaluating whether the amount of
time allocated is adequate, consider:
 Length of each intervention session.
 Frequency of sessions (e.g.., daily, 3 times per week)
 Duration of intervention period (e.g., 6 instructional
weeks)
Student-Teacher Ratio. The student receives sufficient
contact from the teacher or other person delivering the
intervention to make that intervention effective. NOTE:
Generally, supplemental intervention groups should be
limited to 6-7 students (Burns & Gibbons, 2008).
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Response to Intervention
Matching the Intervention to the Student Problem
Academic interventions are not selected at random. First, the student academic problem(s) is defined
clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to
understand which intervention(s) are likely to help—and which should be avoided.
Critical Item? Intervention Element

Notes
Problem Definition. The student academic problem(s) to be addressed in the
intervention are defined in clear, specific, measureable terms (Bergan, 1995;
Witt, VanDerHeyden & Gilbertson, 2004). The full problem definition describes:
 Conditions. Describe the environmental conditions or task demands in place
when the academic problem is observed.
 Problem Description. Describe the actual observable academic behavior in
which the student is engaged. Include rate, accuracy, or other quantitative
information of student performance.
 Typical or Expected Level of Performance. Provide a typical or expected
performance criterion for this skill or behavior. Typical or expected academic
performance can be calculated using a variety of sources,
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Response to Intervention
Matching the Intervention to the Student Problem (Cont.)
Critical Item?

Intervention Element
Notes
Appropriate Target. Selected intervention(s) are appropriate for the identified student
problem(s) (Burns, VanDerHeyden & Boice, 2008). TIP: Use the Instructional
Hierarchy (Haring et al., 1978) to select academic interventions according to the four
stages of learning:
 Acquisition. The student has begun to learn how to complete the target skill
correctly but is not yet accurate in the skill. Interventions should improve
accuracy.
 Fluency. The student is able to complete the target skill accurately but works
slowly. Interventions should increase the student’s speed of responding (fluency)
as well as to maintain accuracy.
 Generalization. The student may have acquired the target skill but does not
typically use it in the full range of appropriate situations or settings. Or the
student may confuse the target skill with ‘similar’ skills. Interventions should get
the student to use the skill in the widest possible range of settings and situations,
or to accurately discriminate between the target skill and ‘similar’ skills.
 Adaptation. The student is not yet able to modify or adapt an existing skill to fit
novel task-demands or situations. Interventions should help the student to
identify key concepts or elements from previously learned skills that can be
adapted to the new demands or situations.
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Response to Intervention
Matching the Intervention to the Student Problem (Cont.)
Critical Item? Intervention Element

Notes
‘Can’t Do/Won’t Do’ Check. The teacher has determined
whether the student problem is primarily a skill or knowledge
deficit (‘can’t do’) or whether student motivation plays a
main or supporting role in academic underperformance
(‘wont do’). If motivation appears to be a significant factor
contributing to the problem, the intervention plan includes
strategies to engage the student (e.g., high interest learning
activities; rewards/incentives; increased student choice in
academic assignments, etc.) (Skinner, Pappas & Davis,
2005; Witt, VanDerHeyden & Gilbertson, 2004).
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Response to Intervention
Activity: Matching the Intervention to the
Student Problem
• Consider these critical aspects of academic intervention:
 Clear and specific problem-identification statement (Conditions, Problem
Description, Typical/Expected Level of Performance).
 Appropriate intervention target (e.g., selected intervention is
appropriately matched to Acquisition, Fluency, Generalization, or
Adaptation phase of Instructional Hierarchy).
 Can’t Do/Won’t Do Check (Clarification of whether motivation plays a
significant role in student academic underperformance).
•
Discuss what challenges might arise in applying any of these
concepts when planning classroom interventions.
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Response
to Intervention
Incorporating Effective Instructional
Elements
These effective ‘building blocks’ of instruction are well-known and well-supported by the research. They
should be considered when selecting or creating any academic intervention.
Critical Item? Intervention Element

Explicit Instruction. Student skills have been broken down “into manageable and deliberately
sequenced steps” and the teacher provided“ overt strategies for students to learn and practice
new skills” (Burns, VanDerHeyden & Boice, 2008, p.1153).

Appropriate Level of Challenge. The student experienced sufficient success in the academic
task(s) to shape learning in the desired direction as well as to maintain student motivation
(Burns, VanDerHeyden & Boice, 2008).

Active Engagement. The intervention ensures that the student is engaged in ‘active accurate
responding’ (Skinner, Pappas & Davis, 2005).at a rate frequent enough to capture student
attention and to optimize effective learning.

Performance Feedback. The student receives prompt performance feedback about the work
completed (Burns, VanDerHeyden & Boice, 2008).

Maintenance of Academic Standards. If the intervention includes any accommodations to
better support the struggling learner (e.g., preferential seating, breaking a longer assignment into
smaller chunks), those accommodations do not substantially lower the academic standards
against which the student is to be evaluated and are not likely to reduce the student’s rate of
learning (Skinner, Pappas & Davis, 2005).
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Notes
Response to Intervention
Verifying Teacher Understanding & Providing Teacher Support
The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a
busy classroom. It is important, then, that the teacher fully understands how to do the intervention, believes
that he or she can do it, and knows whom to seek out if there are problems with the intervention.
Critical Item? Intervention Element






Notes
Teacher Responsibility. The teacher understands his or her responsibility to implement the
academic intervention(s) with integrity.
Teacher Acceptability. The teacher states that he or she finds the academic intervention feasible
and acceptable for the identified student problem.
Step-by-Step Intervention Script. The essential steps of the intervention are written as an
‘intervention script’--a series of clearly described steps—to ensure teacher understanding and
make implementation easier (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).
Intervention Training. If the teacher requires training to carry out the intervention, that training
has been arranged.
Intervention Elements: Negotiable vs. Non-Negotiable. The teacher knows all of the steps of
the intervention. Additionally, the teacher knows which of the intervention steps are ‘non-negotiable’
(they must be completed exactly as designed) and which are ‘negotiable’ (the teacher has some
latitude in how to carry out those steps) (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).
Assistance With the Intervention. If the intervention cannot be implemented as designed for any
reason (e.g., student absence, lack of materials, etc.), the teacher knows how to get assistance
quickly to either fix the problem(s) to the current intervention or to change the intervention.
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to Intervention
Documenting the InterventionResponse
& Collecting
Data
Interventions only have meaning if they are done within a larger data-based context. For example,
interventions that lack baseline data, goal(s) for improvement, and a progress-monitoring plan are ‘fatally
flawed’ (Witt, VanDerHeyden & Gilbertson, 2004).
Critical Item? Intervention Element
Notes

Intervention Documentation. The teacher understands and can manage all documentation
required for this intervention (e.g., maintaining a log of intervention sessions, etc.).

Checkup Date. Before the intervention begins, a future checkup date is selected to review the
intervention to determine if it is successful. Time elapsing between the start of the intervention and
the checkup date should be short enough to allow a timely review of the intervention but long
enough to give the school sufficient time to judge with confidence whether the intervention worked.

Baseline. Before the intervention begins, the teacher has collected information about the student’s
baseline level of performance in the identified area(s) of academic concern (Witt, VanDerHeyden &
Gilbertson, 2004).

Goal. Before the intervention begins, the teacher has set a specific goal for predicted student
improvement to use as a minimum standard for success (Witt, VanDerHeyden & Gilbertson, 2004).
The goal is the expected student outcome by the checkup date if the intervention is successful.

Progress-Monitoring. During the intervention, the teacher collects progress-monitoring data of
sufficient quality and at a sufficient frequency to determine at the checkup date whether that
intervention is successful (Witt, VanDerHeyden & Gilbertson, 2004).
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References
•
•
•
•
•
•
•
•
•
Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological
Consultation, 6(2), 111-123.
Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools.
Routledge: New York.
Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A.
Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National
Association of School Psychologists.
Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus,
OH: Charles E. Merrill Publishing Co.
Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic
interventions in real- world settings. School Psychology Forum, 2(3), 1-15.
Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and
methodological issues in implementation. In Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.), Handbook
of response to intervention: The science and practice of assessment and intervention. New York: Springer.
Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for
responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.
Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic
process for finding and eliminating problems. School Psychology Review, 33, 363-383.
Yeaton, W. M. & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments:
Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49, 156-167.
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Response to Intervention
Activity: Using the Academic Interventions
‘Critical Components’ Checklist
In your teams:
•
Discuss the Academic Interventions ‘Critical
Components’ Checklist.
•
How might your school use this checklist to
improve the quality of your building’s
interventions at Tiers 1, 2, and/or 3?
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Response to Intervention
Scheduling Elementary Tier 2 Interventions
Option 3: ‘Floating RTI’:Gradewide Shared Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same RTI time. Advantages are that outside
providers can move from grade to grade providing push-in or pull-out services and that
students can be grouped by need across different teachers within the grade.
Anyplace Elementary School: RTI Daily Schedule
Grade K
Classroom 1
Classroom 2
Classroom 3
9:00-9:30
Grade 1
Classroom 1
Classroom 2
Classroom 3
9:45-10:15
Grade 2
Classroom 1
Classroom 2
Classroom 3
10:30-11:00
Grade 3
Classroom 1
Classroom 2
Classroom 3
12:30-1:00
Grade 4
Classroom 1
Classroom 2
Classroom 3
1:15-1:45
Grade 5
Classroom 1
Classroom 2
Classroom 3
2:00-2:30
Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools:
Procedures to assure scientific-based practices. New York: Routledge.
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Response to Intervention
RTI: Best Practices
in Mathematics
Interventions
Jim Wright
www.interventioncentral.org
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Response to Intervention
National Mathematics
Advisory Panel Report
13 March 2008
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Response to Intervention
Math Advisory Panel Report at:
http://www.ed.gov/mathpanel
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Response to Intervention
2008 National Math Advisory Panel Report: Recommendations
• “The areas to be studied in mathematics from pre-kindergarten through
eighth grade should be streamlined and a well-defined set of the most
important topics should be emphasized in the early grades. Any approach
that revisits topics year after year without bringing them to closure should
be avoided.”
• “Proficiency with whole numbers, fractions, and certain aspects of geometry
and measurement are the foundations for algebra. Of these, knowledge of
fractions is the most important foundational skill not developed among
American students.”
• “Conceptual understanding, computational and procedural fluency, and
problem solving skills are equally important and mutually reinforce each
other. Debates regarding the relative importance of each of these
components of mathematics are misguided.”
• “Students should develop immediate recall of arithmetic facts to free the
“working memory” for solving more complex problems.”
Source: National Math Panel Fact Sheet. (March 2008). Retrieved on March 14, 2008, from
http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-factsheet.html
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Response to Intervention
An RTI Challenge: Limited Research to Support
Evidence-Based Math Interventions
“… in contrast to reading, core math programs that are
supported by research, or that have been constructed
according to clear research-based principles, are not
easy to identify. Not only have exemplary core
programs not been identified, but also there are no
tools available that we know of that will help schools
analyze core math programs to determine their
alignment with clear research-based principles.” p. 459
Source: Clarke, B., Baker, S., & Chard, D. (2008). Best practices in mathematics assessment and intervention with elementary
students. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 453-463).
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Response to Intervention
Profile of Students With Significant Math Difficulties
1.
2.
3.
4.
5.
6.
7.
Spatial organization. The student commits errors such as misaligning numbers in columns
in a multiplication problem or confusing directionality in a subtraction problem (and
subtracting the original number—minuend—from the figure to be subtracted (subtrahend).
Visual detail. The student misreads a mathematical sign or leaves out a decimal or dollar
sign in the answer.
Procedural errors. The student skips or adds a step in a computation sequence. Or the
student misapplies a learned rule from one arithmetic procedure when completing another,
different arithmetic procedure.
Inability to ‘shift psychological set’. The student does not shift from one operation type
(e.g., addition) to another (e.g., multiplication) when warranted.
Graphomotor. The student’s poor handwriting can cause him or her to misread
handwritten numbers, leading to errors in computation.
Memory. The student fails to remember a specific math fact needed to solve a problem.
(The student may KNOW the math fact but not be able to recall it at ‘point of performance’.)
Judgment and reasoning. The student comes up with solutions to problems that are
clearly unreasonable. However, the student is not able adequately to evaluate those
responses to gauge whether they actually make sense in context.
Source: Rourke, B. P. (1993). Arithmetic disabilities, specific & otherwise: A neuropsychological perspective. Journal of Learning
Disabilities, 26, 214-226.
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Response to Intervention
“Mathematics is made of 50 percent formulas,
50 percent proofs, and 50 percent
imagination.”
–Anonymous
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Response to Intervention
The Elements of Mathematical
Proficiency: What the Experts Say…
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Response to Intervention
5 Strands of Mathematical
Proficiency
5 Big Ideas in Beginning
Reading
1. Understanding
1. Phonemic Awareness
2. Computing
2. Alphabetic Principle
3. Applying
3. Fluency with Text
4. Reasoning
4. Vocabulary
5. Engagement
5. Comprehension
Source: National Research Council. (2002). Helping
children learn mathematics. Mathematics Learning Study
Committee, J. Kilpatrick & J. Swafford, Editors, Center for
Education, Division of Behavioral and Social Sciences
and Education. Washington, DC: National Academy
Press.
Source: Big ideas in beginning reading.
University of Oregon. Retrieved September 23,
2007, from http://reading.uoregon.edu/index.php
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Response to Intervention
Five Strands of Mathematical Proficiency
1.
Understanding: Comprehending mathematical concepts,
operations, and relations--knowing what mathematical
symbols, diagrams, and procedures mean.
2.
Computing: Carrying out mathematical procedures, such
as adding, subtracting, multiplying, and dividing numbers
flexibly, accurately, efficiently, and appropriately.
3.
Applying: Being able to formulate problems
mathematically and to devise strategies for solving them
using concepts and procedures appropriately.
Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study
Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
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Response to Intervention
Five Strands of Mathematical Proficiency (Cont.)
4.
Reasoning: Using logic to explain and justify a solution to
a problem or to extend from something known to
something less known.
5.
Engaging: Seeing mathematics as sensible, useful, and
doable—if you work at it—and being willing to do the
work.
Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study
Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
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Response to Intervention
Math Computation: Building
Fluency
Jim Wright
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Response to Intervention
"Arithmetic is being able to count up to twenty
without taking off your shoes."
–Anonymous
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69
Response to Intervention
Benefits of Automaticity of ‘Arithmetic Combinations’
(Gersten, Jordan, & Flojo, 2005)
• There is a strong correlation between poor retrieval of
arithmetic combinations (‘math facts’) and global math
delays
• Automatic recall of arithmetic combinations frees up
student ‘cognitive capacity’ to allow for understanding of
higher-level problem-solving
• By internalizing numbers as mental constructs, students
can manipulate those numbers in their head, allowing for
the intuitive understanding of arithmetic properties, such
as associative property and commutative property
Source: Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics
difficulties. Journal of Learning Disabilities, 38, 293-304.
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Response to Intervention
Big Ideas: Learn Unit (Heward, 1996)
The three essential elements of effective student learning include:
1. Academic Opportunity to Respond. The student is presented with
a meaningful opportunity to respond to an academic task. A question posed by
the teacher, a math word problem, and a spelling item on an educational computer
‘Word Gobbler’ game could all be considered academic opportunities to respond.
2. Active Student Response. The student answers the item, solves the problem
presented, or completes the academic task. Answering the teacher’s question,
computing the answer to a math word problem (and showing all work), and typing
in the correct spelling of an item when playing an educational computer game are
all examples of active student responding.
3. Performance Feedback. The student receives timely feedback about whether his
or her response is correct—often with praise and encouragement. A teacher
exclaiming ‘Right! Good job!’ when a student gives an response in class, a student
using an answer key to check her answer to a math word problem, and a
computer message that says ‘Congratulations! You get 2 points for correctly
spelling this word!” are all examples of performance feedback.
Source: Heward, W.L. (1996). Three low-tech strategies for increasing the frequency of active student response during group
instruction. In R. Gardner, D. M.S ainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman,& T. A. Grossi (Eds.), Behavior
analysis in education: Focus on measurably superior instruction (pp.283-320). Pacific Grove, CA:Brooks/Cole.
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73
Response to Intervention
Math Intervention: Tier I or II: Elementary & Secondary:
Self-Administered Arithmetic Combination Drills With Performance
Self-Monitoring & Incentives p. 35
1.
2.
3.
4.
5.
6.
The student is given a math computation worksheet of a specific problem type, along with
an answer key [Academic Opportunity to Respond].
The student consults his or her performance chart and notes previous performance. The
student is encouraged to try to ‘beat’ his or her most recent score.
The student is given a pre-selected amount of time (e.g., 5 minutes) to complete as many
problems as possible. The student sets a timer and works on the computation sheet until
the timer rings. [Active Student Responding]
The student checks his or her work, giving credit for each correct digit (digit of correct
value appearing in the correct place-position in the answer). [Performance Feedback]
The student records the day’s score of TOTAL number of correct digits on his or her
personal performance chart.
The student receives praise or a reward if he or she exceeds the most recently posted
number of correct digits.
Application of ‘Learn Unit’ framework from : Heward, W.L. (1996). Three low-tech strategies for increasing the frequency of active student
response during group instruction. In R. Gardner, D. M.S ainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman,& T. A. Grossi
(Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp.283-320). Pacific Grove, CA:Brooks/Cole.
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74
Response to Intervention
Self-Administered Arithmetic Combination Drills…
Reward Given
Reward Given
Reward Given
Reward Given
No Reward
No Reward
No Reward
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Response to Intervention
Math Computation: Problem Interspersal Technique p. 30
• The teacher first identifies the range of ‘challenging’ problem-types
(number problems appropriately matched to the student’s current
instructional level) that are to appear on the worksheet.
• Then the teacher creates a series of ‘easy’ problems that the
students can complete very quickly (e.g., adding or subtracting two 1digit numbers). The teacher next prepares a series of student math
computation worksheets with ‘easy’ computation problems
interspersed at a fixed rate among the ‘challenging’ problems.
• If the student is expected to complete the worksheet independently,
‘challenging’ and ‘easy’ problems should be interspersed at a 1:1
ratio (that is, every ‘challenging’ problem in the worksheet is preceded
and/or followed by an ‘easy’ problem).
• If the student is to have the problems read aloud and then asked to
solve the problems mentally and write down only the answer, the
items should appear on the worksheet at a ratio of 3 ‘challenging’
problems for every ‘easy’ one (that is, every 3 ‘challenging’ problems
are preceded and/or followed by an ‘easy’ one).
Source: Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifthgrade students’ mathematics accuracy. School Psychology Review, 34, 543-555..
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Response to Intervention
Building Student Skills in
Applied Math Problems
Jim Wright
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Response to Intervention
How Do We Reach Low-Performing Math
Students?: Instructional Recommendations
Important elements of math instruction for low-performing
students:
–
–
–
–
“Providing teachers and students with data on student
performance”
“Using peers as tutors or instructional guides”
“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 lowachieving students. The Elementary School Journal, 103(1), 51-73..
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Response to Intervention
Developing Student
Metacognitive Abilities
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Response to Intervention
Importance of Metacognitive Strategy Use…
“Metacognitive processes focus on self-awareness
of cognitive knowledge that is presumed to be
necessary for effective problem solving, and they
direct and regulate cognitive processes and
strategies during problem solving…That is,
successful problem solvers, consciously or
unconsciously (depending on task demands), use
self-instruction, self-questioning, and self-monitoring
to gain access to strategic knowledge, guide
execution of strategies, and regulate use of
strategies and problem-solving performance.” p. 231
Source: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem
solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.
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81
Response to Intervention
Elements of Metacognitive Processes
“Self-instruction helps students to identify and
direct the problem-solving strategies prior to
execution. Self-questioning promotes internal
dialogue for systematically analyzing problem
information and regulating execution of cognitive
strategies. Self-monitoring promotes appropriate
use of specific strategies and encourages students
to monitor general performance. [Emphasis added].”
p. 231
Source: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem
solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.
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Response to Intervention
Combining Cognitive & Metacognitive Strategies to Assist
Students With Mathematical Problem Solving p. 37
Solving an advanced math problem independently
requires the coordination of a number of complex skills.
The following strategies combine both cognitive and
metacognitive elements (Montague, 1992; Montague &
Dietz, 2009). First, the student is taught a 7-step
process for attacking a math word problem (cognitive
strategy). Second, the instructor trains the student to
use a three-part self-coaching routine for each of the
seven problem-solving steps (metacognitive strategy).
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83
Response to Intervention
Cognitive Portion of Combined Problem Solving Approach p. 37
In the cognitive part of this multi-strategy intervention, the student learns an explicit series
of steps to analyze and solve a math problem. Those steps include:
1. Reading the problem. The student reads the problem carefully, noting and attempting
to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms).
2. Paraphrasing the problem. The student restates the problem in his or her own words.
3. ‘Drawing’ the problem. The student creates a drawing of the problem, creating a
visual representation of the word problem.
4. Creating a plan to solve the problem. The student decides on the best way to solve
the problem and develops a plan to do so.
5. Predicting/Estimating the answer. The student estimates or predicts what the answer
to the problem will be. The student may compute a quick approximation of the answer,
using rounding or other shortcuts.
6. Computing the answer. The student follows the plan developed earlier to compute the
answer to the problem.
7. Checking the answer. The student methodically checks the calculations for each step
of the problem. The student also compares the actual answer to the estimated answer
calculated in a previous step to ensure that there is general agreement between the two
values.
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84
Response to Intervention
Metacognitive Portion of Combined Problem Solving Approach
The metacognitive component of the intervention is a threepart routine that follows a sequence of ‘Say’, ‘Ask, ‘Check’. For
each of the 7 problem-solving steps reviewed above:
• The student first self-instructs by stating, or ‘saying’, the
purpose of the step (‘Say’).
• The student next self-questions by ‘asking’ what he or she
intends to do to complete the step (‘Ask’).
• The student concludes the step by self-monitoring, or
‘checking’, the successful completion of the step (‘Check’).
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85
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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86
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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87
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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88
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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89
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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90
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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91
Response to Intervention
Combined Cognitive & Metacognitive Elements of
Strategy
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92
Response to Intervention
Applied Problems: Pop Quiz
7-Step Problem-Solving:Process
1.
2.
3.
4.
5.
6.
7.
Reading the problem.
Paraphrasing the
problem.
‘Drawing’ the
problem.
Creating a plan to
solve the problem.
Predicting/Estimating the answer.
Computing the
answer.
Checking the answer.
Q:
“To move their
theread
Romans
over
Directions:
Asarmies,
a team,
the built
following
50,000 miles of roads. Imagine driving all those miles!
problem.
Atdriving
your tables,
apply
thefirst
7-step
Now
imagine
those miles
in the
gasolineproblem-solving
(cognitive)
strategy
to
driven car that has only three wheels and could reach
problem.
As per
youhour.
complete each
acomplete
top speedthe
of about
10 miles
stepsafety's
of thesake,
problem,
apply
thea‘Say-AskFor
let's bring
along
spare tire. As
Check’
Tryspare
to with
you
drivemetacognitive
the 50,000 miles,sequence.
you rotate the
the
other tires
that all7four
tireswithin
get thethe
same
complete
thesoentire
steps
time
amount
of wear.
Canexercise.
you figure out how many miles
allocated
for this
of wear each tire accumulates?”
A: “Since the four wheels of the three-wheeled car
share the journey equally, simply take
three-fourths of the total distance (50,000
miles) and you'll get 37,500 miles for each tire.”
Source: The Math Forum @ Drexel: Critical Thinking Puzzles/Spare My Brain. Retrieved from
http://mathforum.org/k12/k12puzzles/critical.thinking/puzz2.html
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93
Response to Intervention
Activity: Tier 1 Interventions
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Response to Intervention
Interventions
•
•
•
•
•
•
General Reading Ideas: pp. 7-11
Reading Comprehension Fix-Up Skills: pp. 25-26
General Math Ideas: pp. 12-16
Specific Math Intervention Scripts: pp. 28-39
General Writing Ideas: pp. 16-20
General Study/Organizational Skills: pp. 21-24
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Response to Intervention
Tier I Intervention Menu: Activity
• Select one academic area from the
previous slide and review the ideas
presented.
• Select at least ONE core instructional
strategy or Tier 1 intervention that you
believe that all teachers in your grade-level,
department, or school should have in their
Tier 1 ‘toolkit’.
• Be prepared to report out.
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96
Response to Intervention
RTI: Writing
Interventions
Jim Wright
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Response to Intervention
"If all the grammarians in the
world were placed end to end, it
would be a good thing."
– Oscar Wilde
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98
Response to Intervention
Graham, S., & Perin, D. (2007).
Writing next: Effective strategies
to improve writing of adolescents
in middle and high schools – A
report to Carnegie Corporation of
New York. Washington, DC
Alliance for Excellent Education.
Retrieved from
http://www.all4ed.org/files/
WritingNext.pdf
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99
Response to Intervention
The Effect of Grammar Instruction as an Independent Activity
“Grammar instruction in the studies reviewed [for the Writing Next
report] involved the explicit and systematic teaching of the parts of
speech and structure of sentences. The meta-analysis found an
effect for this type of instruction for students across the full range of
ability, but …surprisingly, this effect was negative…Such findings
raise serious questions about some educators’ enthusiasm for
traditional grammar instruction as a focus of writing instruction for
adolescents….Overall, the findings on grammar instruction suggest
that, although teaching grammar is important, alternative procedures,
such as sentence combining, are more effective than traditional
approaches for improving the quality of students’ writing.” p. 21
Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high
schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education.
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100
Response to Intervention
Elements of effective writing instruction for adolescents:
1.
2.
3.
4.
Writing Process (Effect Size = 0.82): Students are taught a process
for planning, revising, and editing.
Summarizing (Effect Size = 0.82): Students are taught methods to
identify key points, main ideas from readings to write summaries of
source texts.
Cooperative Learning Activities (‘Collaborative Writing’) (Effect
Size = 0.75): Students are placed in pairs or groups with learning
activities that focus on collaborative use of the writing process.
Goal-Setting (Effect Size = 0.70): Students set specific ‘product
goals’ for their writing and then check their attainment of those selfgenerated goals.
Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high
schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from
http://www.all4ed.org/files/WritingNext.pdf
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Response to Intervention
Elements of effective writing instruction for adolescents:
5.
6.
7.
8.
Writing Processors (Effect Size = 0.55): Students have access to
computers/word processors in the writing process.
Sentence Combining (Effect Size = 0.50): Students take part in
instructional activities that require the combination or embedding of
simpler sentences (e.g., Noun-Verb-Object) to generate more
advanced, complex sentences.
Prewriting (Effect Size = 0.32): Students learn to select, develop, or
organize ideas to incorporate into their writing by participating in
structured ‘pre-writing’ activities.
Inquiry Activities (Effect Size = 0.32): Students become actively
engaged researchers, collecting and analyzing information to guide the
ideas and content for writing assignments.
Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high
schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from
http://www.all4ed.org/files/WritingNext.pdf
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Response to Intervention
Elements of effective writing instruction for adolescents:
9.
Process Writing (Effect Size = 0.32): Writing instruction is taught in a
‘workshop’ format that “ stresses extended writing opportunities, writing
for authentic audiences, personalized instruction, and cycles of writing”
(Graham & Perin, 2007; p. 4).
10. Use of Writing Models (Effect Size = 0.25): Students read and
discuss models of good writing and use them as exemplars for their
own writing.
11. Writing to Learn Content (Effect Size = 0.23): The instructor
incorporates writing activities as a means to have students learn
content material.
Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high
schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from
http://www.all4ed.org/files/WritingNext.pdf
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Response to Intervention
"The difference between the
right word and the almost right
word is the difference between
lightning and the lightning bug."
– Mark Twain
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104
Response to Intervention
"Your manuscript is both good
and original. But the part that is
good is not original, and the part
that is original is not good."
– Samuel Johnson
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Response to Intervention
Selected Writing Interventions
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Response to Intervention
Use Selective Proofreading
With Highlighting of Errors
To prevent struggling writers from becoming
overwhelmed by teacher proofreading corrections,
select only 1 or 2 proofreading areas when correcting
a writing assignment.
1. Create a student ‘writing skills checklist’ that inventories key writing
competencies (e.g., grammar/syntax, spelling, vocabulary, etc.).
2. For each writing assignment, announce to students that you will
grade the assignment for overall content but will make proofreading
corrections on only 1-2 areas chosen from the writing skills
checklist. (Select different proofreading targets for each assignment
matched to common writing weaknesses in your classroom.)
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Response to Intervention
Use Selective Proofreading
With Highlighting of Errors: Cont.
3. To prevent cluttering the student’s paper with potentially
discouraging teacher comments and editing marks:
a. underline problems in the student’ text with a highlighter and
b. number the highlighted errors sequentially at the left margin of
the student paper.
c. write teacher comments on a separate feedback sheet to
explain the writing errors. Identify each comment with the
matching error-number from the left margin of the student’s
worksheet.
TIP: Have students use this method when proofreading their own
text.
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Response to Intervention
Selective Proofreading With
Highlighting of Errors
Jimmy Smith
Dec 1, 2006
Mrs. Richman
Spelling; Run-on and incomplete
sentences
1
Rewrite this run-on sentence as two separate
sentences.
2
Not clear. Rewrite. Consider starting the sentence
with ‘The concept of …’
1
2
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Response to Intervention
"A ratio of failures is built into
the process of writing. The
wastebasket has evolved for
a reason."
– Margaret Atwood
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Response to Intervention
Sentence Combining
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
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
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.
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Response to Intervention
Formatting Sentence Combining Examples
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Response to Intervention
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Response to Intervention
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Response to Intervention
Sentence Combining: Activity
Pair off & discuss…
•
Discuss how content-area / general-education
teachers could use sentence-combining as a
classroom strategy to promote writing skills as well
as content.
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Response to Intervention
Guided Notes: Helping
Students to Master
Course Content p. 43
Jim Wright
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Response to Intervention
Guided Notes
• Description: The student is given a copy of notes
summarizing content from a class lecture or assigned
reading. Blanks are inserted in the notes where key
facts or concepts should appear. As information is
covered during lecture or in a reading assignment, the
student writes missing content into blanks to complete
the guided notes. Guided notes promote active
engagement during lecture or independent reading,
provide full and accurate notes for use as a study guide,
and help students to identify the most important
information covered (Heward, 2001).
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Response to Intervention
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Response to Intervention
Guided Notes: Recommendations
• Keep guided note entries brief. Shorter guided note entries
promote student understanding of content as well as or better
than longer entries (Konrad, Joseph & Eveleigh, 2009). Also,
short entries can increase student motivation to write in
responses.
• Distribute entry items throughout the guided notes. Guided
notes help to promote active student engagement during lecture
or reading (Heward, 2001). When entry items are distributed
evenly throughout the guided notes, they require higher rates of
active student responding (Konrad, Joseph & Eveleigh, 2009),
which can both promote mastery of content and increase levels
of on-task behavior.
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Response to Intervention
Guided Notes: Recommendations
• Verify student completion of notes. To ensure that students are
actively engaged in completing guided notes, the instructor can
occasionally collect and review them for accuracy and
completeness (on a random and unpredictable schedule).
• Have students tally notes-review sessions. Guided notes are a
powerful tool for reviewing course content. Students can be
encouraged to write a checkmark on the cover of a set of
completed guided notes each time that they review them
(Lazarus, 1996). These tallies assist students to monitor
whether they have adequately reviewed those notes in
preparation for quizzes and tests.
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Response to Intervention
Guided Notes: Recommendations
• Fade the use of guided notes. As the class becomes more
proficient at note-taking, the instructor can gradually 'fade' the
use of guided notes by providing less pre-formatted notescontent and requiring that students write a larger share of the
notes on their own (Heward, 1996).
• Give students responsibility for creating guided notes. Teachers
may discover that they can hand some responsibility to their
students to prepare guided-notes. For example, as a
cooperative-learning exercise, a group of students might be
assigned a chapter-section from a biology text and asked to
compose a set of guided notes based on its content. The
teacher can then review and edit the notes as needed.
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Response to Intervention
‘Big Ideas’ in Student Behavior
Management
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Response to Intervention
ABC: The Core of Behavior Management
“....at the core of behavioral interventions is the
three-term contingency consisting of an antecedent,
behavior, and consequence.”
“… subsequent
some
“…which
“Thattois,
then
mosttype
may
behavior
be maintained
is
if it is followed
of environmental
by
believed
an event
to (i.e.,
occur…”
that is pleasurable or reinforcing
an antecedent)
…”
(i.e., consequence).”
A
B
C
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
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Response to Intervention
ABC: Events as Antecedents
‘Discriminative Stimulus’: An antecedent can become
associated with certain desired outcomes and thus ‘trigger’
problem behaviors.
The student stares at the
Example:
A student
is given
student
sent toisthe
If the consequence
associated
with the is
behavior
paper
for aThe
moment—then
areinforcing
math computation
office-allowing
escape
from
for the student,
then
the antecedent
or trigger
tears
it up.
worksheet
can servetotocomplete.
signal (discriminate) that
is
thereinforcement
task.
coming.
A
B
C
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
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Response to Intervention
Antecedent Strategies to Manage Behavior:
Proactive Changes to the Environment
“Antecedent interventions typically involve some type
of environmental rearrangement. ”
Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to
reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.
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Response to Intervention
Advantages of Antecedent Strategies vs. ‘Reactive
Approaches’
1. Can prevent behavior problems from occurring
2. Are typically ‘quick acting’
3. Can result in an instructional environment that
better promotes student learning
Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
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Response to Intervention
Good Behavior Game p. 70
(Barrish, Saunders, & Wold, 1969)
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Response to Intervention
Sample Classroom Management Strategy: Good Behavior Game
(Barrish,
Saunders, & Wold, 1969)
The Good Behavior Game is a whole-class intervention to improve student
attending and academic engagement. It is best used during structured class
time: for example, whole-group instruction or periods of independent
seatwork
Description: The class is divided into two or more student teams. The
teacher defines a small set of 2 to 3 negative behaviors. When a student
shows a problem behavior, the teacher assigns a negative behavior ‘point’
to that student’s team. At the end of the Game time period, any team whose
number of points falls below a ‘cut-off’ set by the teacher earns a daily
reward or privilege.
Guidelines for using this intervention: The Game is ideal to use with the
entire class during academic study or lecture periods to keep students
academically engaged The Game is not suitable for less-structured activities
such as cooperative learning groups, where students are expected to
interact with each other as part of the work assignment.
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Response to Intervention
Good Behavior Game: Steps
1.
The instructor decides when to schedule the Game. (NOTE:
Generally, the Good Behavior Game should be used for no
more than 45 to 60 minutes per day to maintain its
effectiveness.)
2. The instructor defines the 2-3 negative behaviors that will be
scored during the Game. Most teachers use these 3
categories:
• Talking Out: The student talks, calls out, or otherwise
verbalizes without teacher permission.
• Out of Seat: The student’s posterior is not on the seat.
• Disruptive Behavior: The student engages in any other
behavior that the instructor finds distracting or problematic.
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Response to Intervention
Good Behavior Game: Steps
3.
4.
5.
The instructor selects a daily reward to be awarded to each
member of successful student teams. (HINT: Try to select
rewards that are inexpensive or free. For example, student
winners might be given a coupon permitting them to skip one
homework item that night.)
The instructor divides the class into 2 or more teams.
The instructor selects a daily cut-off level that represents the
maximum number of points that a team is allowed (e.g., 5
points).
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Response to Intervention
Good Behavior Game: Steps
6.
When the Game is being played, the instructor teaches in the usual
manner. Whenever the instructor observes student misbehavior
during the lesson, the instructor silently assigns a point to that
student’s team (e.g., as a tally mark on the board) and continues to
teach.
7. When the Game period is over, the teacher tallies each team’s
points. Here are the rules for deciding the winner(s) of the Game:
• Any team whose point total is at or below the pre-determined
cut-off earns the daily reward. (NOTE: This means that more
than one team can win!)
• If one team’s point total is above the cut-off level, that team
does not earn a reward.
• If ALL teams have point totals that EXCEED the cut-off level for
that day, only the team with the LOWEST number of points
wins.
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Response to Intervention
Good Behavior Game: Troubleshooting
Here are some tips for using the Good Behavior Game:
•
Avoid the temptation to overuse the Game. Limit its use to no more
than 45 minutes to an hour per day.
•
If a student engages in repeated bad behavior to sabotage a team
and cause it to lose, you can create an additional ‘team of one’ that
has only one member--the misbehaving student. This student can
still participate in the Game but is no longer able to spoil the Game
for peers!
•
If the Game appears to be losing effectiveness, check to be sure it is
being implemented with care and that you are:
– Assigning points consistently when you observe misbehavior.
– Not allowing yourself to be pulled into arguments with students
when you assign points for misbehavior.
– Reliably giving rewards to Game winners.
– Not overusing the Game.
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Response to Intervention
Good Behavior Game
Team 1
Cut-Off=2
Team 2 Game Over
[Out of Seat]
[Disruptive]
[Call Out]
Answer:
teams
won
thethis
Game,
as both teams’ point totals fell
Question:Both
Which
team
won
Game?
BELOW the cut-off of 5 points.
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Response to Intervention
‘Teacher’s Voice’: Behavior Management Strategies
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Response to Intervention
Selecting Rewards That
Motivate:
Tips for
Teachers
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Response to Intervention
Praise: Effective…and Underused
Praise can be an efficient way to raise the compliance
level of whole groups or individual students.
However, studies show that praise is seldom used
with general education students and is used even
less often with special-needs students (Kern &
Clemens, 2007).
Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
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Response to Intervention
How to Structure a Praise Statement
“Research has demonstrated that behavior-specific
praise, or that which specifically identifies the
particular desirable behavior the student is
performing, is most effective in promoting appropriate
behavior.” (Kern & Clemens, 2007). [Emphasis added]
Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
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Response to Intervention
What if the Student Does Not Respond to Praise?
Students sometimes do not respond to praise, especially in
large-group settings. If so, consider these suggestions:
1.
2.
3.
Be sure that your praise is authentic. For example, praise only those
aspects of a student’s work or behavior that are truly praise-worthy.
Otherwise the student may find the praise to be phony and aversive.
Deliver the student praise in private conversations or in written
format. The discrete delivery of praise can reduce or prevent
potential public embarrassment.
For low-performing students, praise effort as well as product. While
a struggling writer may write an essay that does not merit high
praise, for example, the teacher may instead praise the amount of
time that the student was willing to put into the composition and also
point out how the current writing product shows improvements over
the student’s own previous writing attempts.
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Response to Intervention
Tying Reward Schedule to Student’s Stage of the Instructional
Hierarchy (Daly, Martens, Barnett, Witt, & Olson, 2007)
• During acquisition of a skill and early stages of fluencybuilding, provide reinforcement (e.g., praise, exchangeable
tokens) contingent upon on-task behavior (time-based
reinforcement). This approach avoids ‘penalizing’ students
for slow performance.
•
During later stages of fluency-building, change to
reinforcement based on rate of performance (accuracybased contingency). This approach explicitly reinforces high
response rates.
•
As fluency increases, maintain high rates of performance
through intermittent reinforcement, lottery, etc.
Source: Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention:
Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581.
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Response to Intervention
Selecting a Reward: 3-Part Test
•
Do teacher, administration, and parent find the
reward acceptable?
•
Is the reward available (conveniently and at an
affordable cost) in schools?
•
Does the child find the reward motivating?
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Response to Intervention
Creating a Reward Menu
Conduct a reinforcer survey to create a ‘Reward Menu’.
1.
The teacher collects a series of feasible classroom ideas for possible
student reinforcers, writing each idea onto a separate index card. This
serves as a master ‘reinforcer deck’ that the teacher can reuse.
2. The teacher meets with the student individually to review the reward ideas
in the master reinforce deck. The student states whether he or she ‘likes’
each reinforce idea ‘a lot’ , ‘a little’ or ‘not at all’ and the teacher sorts the
reinforcer cards accordingly into separate piles. The reinforce ideas that
the student selected as ‘liking a lot’ will be used to create a customized
reinforcer menu for the student.
3. Whenever the student meets teacher-established criteria to earn a reward,
that student selects one from the reinforce menu.
4. If the reward menu appears to be losing its reinforcing power, the teacher
can repeat the steps above with the student to update and refresh the
reward menu.
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Response to Intervention
‘Extinguishing the Blaze’: Avoiding
Power Struggles and Helping
Students to Keep Their Cool p. 2
Jim Wright
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Response to Intervention
‘Extinguishing the Blaze’: Teacher Tips…
While you can never predict what behaviors your students
might bring into your classroom, you will usually achieve
the best outcomes by remaining calm, following preplanned intervention strategies for misbehavior, and acting
with consistency and fairness when intervening with or
disciplining students.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Allow the Student a 'Cool-Down' Break (Long, Morse, &
Newman, 1980). Select a corner of the room (or area outside the
classroom with adult supervision) where the target student can
take a brief 'respite break' whenever he or she feels angry or
upset. Be sure to make cool-down breaks available to all students
in the classroom, to avoid singling out only those children with
anger-control issues. Whenever a student becomes upset and
defiant, offer to talk the situation over with that student once he or
she has calmed down and then direct the student to the cooldown corner. (E.g., "Thomas, I want to talk with you about what is
upsetting you, but first you need to calm down. Take five minutes
in the cool-down corner and then come over to my desk so we
can talk.")
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Ask Open-Ended Questions (Lanceley, 2001). If a teacher who
is faced with a confrontational student does not know what
triggered that student’s defiant response, the instructor can ask
neutral, open-ended questions to collect more information before
responding. You can pose ‘who’, ‘what’, ‘where’, ‘when’, and ‘how’
questions to more fully understand the problem situation and
identify possible solutions. Some sample questions are "What do
you think made you angry when you were talking with Billy?" and
"Where were you when you realized that you had misplaced your
science book?" One caution: Avoid asking ‘why"’questions (e.g.,
"Why did you get into that fight with Jerry?") because they can
imply that you are blaming the student.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Emphasize the Positive in Teacher Requests (Braithwaite,
2001). When an instructor's request has a positive 'spin', that
teacher is less likely to trigger a power struggle and more likely to
gain student compliance. Whenever possible, avoid using
negative phrasing (e.g., "If you don't return to your seat, I can’t
help you with your assignment"). Instead, restate requests in
positive terms (e.g., "I will be over to help you on the assignment
just as soon as you return to your seat").
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Give Problem Students Frequent Positive Attention (Sprick,
Borgmeier, & Nolet, 2002). Teachers should make an effort to
give positive attention or praise to problem students at least three
times more frequently than they reprimand them. The teacher
gives the student the attention or praise during moments when
that student is acting appropriately--and keeps track of how
frequently they give positive attention and reprimands to the
student. This heavy dosing of positive attention and praise can
greatly improve the teacher’s relationship with problem students.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Have the Student Participate in Creating a Behavior Plan
(Walker, Colvin, & Ramsey, 1995). Students can feel a greater
sense of ownership when they are invited to contribute to their
behavior management plan. Students also tend to know better
than anyone else what triggers will set off their problem behaviors
and what strategies they find most effective in calming
themselves and avoiding conflicts or other behavioral problems.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Keep Responses Calm, Brief, and Businesslike (Mayer, 2000;
Sprick, Borgmeier, & Nolet, 2002). Because teacher sarcasm or
lengthy negative reprimands can trigger defiant student behavior,
instructors should respond to the student in a 'neutral', businesslike, calm voice. Also, keep responses brief when addressing the
non-compliant student. Short teacher responses give the defiant
student less control over the interaction and can also prevent
instructors from inadvertently 'rewarding' misbehaving students
with lots of negative adult attention.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Listen Actively (Lanceley, 1999; Long, Morse, & Newman,
1980). The teacher demonstrates a sincere desire to understand
a student’s concerns when he or she actively listens to and then
summarizes those concerns--that is, summing up the crucial
points of that concern (paraphrasing) in his or her own words.
Examples of paraphrase comments include 'Let me be sure that I
understand you correctly…', 'Are you telling me that…?', 'It
sounds to me like these are your concerns:…' When teachers
engage in 'active listening' by using paraphrasing, they
demonstrate a respect for the student's point of view and can also
improve their own understanding of the student's problem.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Offer the Student a Face-Saving Out (Thompson & Jenkins,
1993). Try this face-saving de-escalation tactic: Ask the defiant
student, "Is there anything that we can work out together so that
you can stay in the classroom and be successful?" Such a
statement treats the student with dignity, models negotiation as a
positive means for resolving conflict, and demonstrates that the
instructor wants to keep the student in the classroom.
NOTE: Be prepared for the possibility that the student will initially
give a sarcastic or unrealistic response (e.g., "Yeah, you can
leave me alone and stop trying to get me to do classwork!").
Ignore such attempts to hook you into a power struggle and
simply repeat the question.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Proactively Interrupt the Student’s Anger Early in the
Escalation Cycle (Long, Morse, & Newman, 1980; Walker,
Colvin, & Ramsey, 1995). The teacher may be able to ‘interrupt’ a
student’s escalating behaviors by redirecting that student's
attention or temporarily removing the student from the setting. For
low-level defiant or non-compliant behaviors, you might try
engaging the student in a high-interest activity such as playing
play an educational computer game or acting as a classroom
helper. Or you may want to briefly remove the student from the
room ('antiseptic bounce') to calm the student. For example, you
might send the student to the main office on an errand, with the
expectation that-by the time the child returns to the classroom-he
or she will have calmed down.
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Response to Intervention
‘Extinguishing the Blaze’: Selected Ideas…
Relax Before Responding (Braithwaite, 2001). Educators can
maintain self-control during a tense classroom situation by using
a brief, simple stress-reduction technique before responding to a
student’s provocative remark or behavior. When provoked, for
example, take a deeper-than-normal breath and release it slowly,
or mentally count to 10. As an added benefit, this strategy of
conscious relaxation allows the educator an additional moment to
think through an appropriate response--rather than simply
reacting to the student's behavior.
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Response to Intervention
Avoiding the ‘Reprimand Trap’
When working with students who
display challenging behaviors,
instructors can easily fall into the
‘reprimand trap’. In this sequence:
1.
2.
3.
The student misbehaves.
The teacher approaches the student to reprimand and
redirect. (But the teacher tends not to give the student
attention for positive behaviors, such as paying
attention and doing school work.)
As the misbehave-reprimand pattern becomes
ingrained, both student and teacher experience a
strained relationship and negative feelings.
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Response to Intervention
Sample Ideas to Improve Relationships With
Students: The Two-By-Ten Intervention (Mendler, 2000)
• Make a commitment to spend 2 minutes per day
for 10 consecutive days in building a relationship
with the student…by talking about topics of
interest to the student.
Avoid discussing problems with the student’s
behaviors or schoolwork during these times.
Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.
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Response to Intervention
Sample Ideas to Improve Relationships With
Students: The Three-to-One Intervention
(Sprick, Borgmeier, & Nolet, 2002)
• Give positive attention or praise to problem
students at least three times more frequently
than you reprimand them.
Give the student the attention or praise during
moments when that student is acting
appropriately. Keep track of how frequently you
give positive attention and reprimands to the
student.
Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary
schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and
remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.
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Response to Intervention
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Response to Intervention
‘Defensive Behavior
Management’: The Power
of Teacher Preparation p.
82
Jim Wright
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Response to Intervention
Defensive Management: A Method to Avoid Power
Struggles
‘Defensive management’ (Fields, 2004) is a teacherfriendly six-step approach to avert student-teacher
power struggles that emphasizes providing proactive
instructional support to the student, elimination of
behavioral triggers in the classroom setting,
relationship-building, strategic application of defusing
techniques when needed, and use of a ‘reconnection’
conference after behavioral incidents to promote
student reflection and positive behavior change.
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Defensive Management: Six Steps
1. Understanding the Problem and Using Proactive
Strategies. The teacher collects information--through
direct observation and perhaps other means--about
specific instances of student problem behavior and the
instructional components and other factors
surrounding them. The teacher analyzes this
information to discover specific ‘trigger’ events that
seem to set off the problem behavior(s) (e.g., lack of
skills; failure to understand directions).
The instructor then adjusts instruction to provide
appropriate student support (e.g., providing the
student with additional instruction in a skill; repeating
directions and writing them on the board).
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Defensive Management: Six Steps
2. Promoting Positive Teacher-Student Interactions.
Early in each class session, the teacher has at least
one positive verbal interaction with the student.
Throughout the class period, the teacher continues to
interact in positive ways with the student (e.g., brief
conversation, smile, thumbs up, praise comment after
a student remark in large-group discussion, etc.). In
each interaction, the teacher adopts a genuinely
accepting, polite, respectful tone.
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Defensive Management: Six Steps
3. Scanning for Warning Indicators. During the class
session, the teacher monitors the target student’s
behavior for any behavioral indicators suggesting that
the student is becoming frustrated or angry. Examples
of behaviors that precede non-compliance or open
defiance may include stopping work; muttering or
complaining; becoming argumentative; interrupting
others; leaving his or her seat; throwing objects, etc.).
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Defensive Management: Six Steps
4. Exercising Emotional Restraint. Whenever the student
begins to display problematic behaviors, the teacher
makes an active effort to remain calm. To actively monitor
his or her emotional state, the teacher tracks physiological
cues such as increased muscle tension and heart rate, as
well as fear, annoyance, anger, or other negative
emotions. The teacher also adopts calming or relaxation
strategies that work for him or her in the face of
provocative student behavior, such as taking a deep
breath or counting to 10 before responding.
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Defensive Management: Six Steps
5. Using Defusing Tactics. If the student begins to escalate
to non-compliant, defiant, or confrontational behavior (e.g.,
arguing, threatening, other intentional verbal interruptions),
the teacher draws from a range of possible descalating
strategies to defuse the situation. Such strategies can
include private conversation with the student while
maintaining a calm voice, open-ended questions,
paraphrasing the student’s concerns, acknowledging the
student’s emotions, etc.
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Defensive Management: Six Steps
6. Reconnecting with The Student. Soon after any in-class
incident of student non-compliance, defiance, or
confrontation, the teacher makes a point to meet with the
student to discuss the behavioral incident, identify the
triggers in the classroom environment that led to the
problem, and brainstorm with the student to create a
written plan to prevent the reoccurrence of such an
incident. Throughout this conference, the teacher
maintains a supportive, positive, polite, and respectful
tone.
Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational
Psychology in Practice, 20, 103-115.
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Response to Intervention
Group Activity: Offer Advice to a Troubled Classroom
At your tables:
• View the video clip of the teacher’s
interaction with Ryan in the middle school
classroom
• Use the six-step defensive behavior
management framework to come up with
ideas to recommend to this teacher to help
her to manage Ryan’s behavior more
effectively.
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Response to Intervention
Activity: Defensive Behavior Management
In your teams:
•
Discuss the Defensive Behavior Management
framework.
•
How can you use a framework like this as a
tool to help general-education teachers to
better manage student behaviors?
www.interventioncentral.org
Response to Intervention
Behavior Contracts p. 76
Jim Wright
www.interventioncentral.org
www.interventioncentral.org
Response to Intervention
•
•
•
•
•
Behavior Contracts: Some Advantages
Put responsibility for changing behavior on the student
Provide clear behavioral expectations (an element of Positive
Behavioral Interventions & Supports)
May exert a ‘reactivity’ effect on both teacher and student, as
both begin to attend more closely to the student’s behaviors
Offer an easy means of documenting student success (e.g.,
tally number of times each week that the student earned the
reward)
Are a means to provide contingencies and encourage student
behaviors across settings (e.g., between school and home)
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Response to Intervention
Sections of the Behavior Contract
1.
2.
3.
4.
5.
A listing of student behaviors that are to be reduced
or increased
A statement or section that explains the minimum
conditions under which the student will earn a point,
sticker, or other token for showing appropriate
behaviors
The conditions under which the student will be able to
redeem collected stickers, points, or other tokens to
redeem for specific rewards
Bonus and penalty clauses (optional).
Areas for signatures (teacher, student, and parent)
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Response to Intervention
Sample Behavior Contract: Effective Dates:
From 10/20/99 to 12/20/99
Mrs. Jones, the teacher, will give Ricky a sticker to put on his 'Classroom
Hero' chart each time he does one of the following:
•turns in completed homework assignment on time
•turns in morning seatwork assignments on time and completed
•works quietly through the morning seatwork period (from 9:30 to 10:00
a.m.) without needing to be approached or redirected by the teacher
for being off-task or distracting others
When Ricky has collected 12 stickers from Mrs. Jones, he may choose one
of the following rewards:
•10 minutes of free time at the end of the day in the classroom
•10 minutes of extra playground time (with Mr. Jenkins' class)
•choice of a prize from the 'Surprise Prize Box'
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Response to Intervention
Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by
earning all 3 possible stickers each day, he will be able to draw one
additional prize from the 'Surprise Prize Box'.
Penalty: If Ricky has to be approached by the teacher more than 5 times
during a morning period because he is showing distracting behavior, he will
lose a chance to earn a 'Classroom Hero' sticker the following day.
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Response to Intervention
The student, Ricky, helped to create this agreement. He
understands and agrees to the terms of this behavior contract.
Student Signature: ___________________________________
The teacher, Mrs. Jones, agrees to carry out her part of this agreement.
Ricky will receive stickers when be fulfills his daily behavioral goals of
completing homework and classwork, and will also be allowed to collect his
reward when he has earned enough stickers for it. The teacher will also be
sure that Ricky gets his bonus prize if he earns it..
Teacher Signature: ___________________________________
The parent(s) of Ricky agree to check over his homework assignments
each evening to make sure that he completes them. They will also ask
Ricky daily about his work completion and behavior at school. The
parent(s) will provide Ricky with daily encouragement to achieve his
behavior contract goals. In addition, the parent(s) will sign Ricky's
'Classroom Hero' chart each time that he brings it home with 12 stickers.
Parent Signature: ___________________________________
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185
Response to Intervention
Assessing Intervention Integrity
Jim Wright
www.interventioncentral.org
www.interventioncentral.org
Response to Intervention
Why Assess Intervention Integrity?
When a struggling student fails to respond adequately to a
series of evidence-based interventions, that student is
likely to face significant and potentially negative
consequences, such as failing grades, long-term
suspension from school, or even placement in special
education.
It is crucial, then, that the school monitor the integrity with
which educators implement each intervention plan so that
it can confidently rule out poor or limited intervention
implementation of the intervention as a possible
explanation for any student’s ‘non-response’.
www.interventioncentral.org
187
Response to Intervention
Intervention Integrity Check: Direct Observation
Intervention integrity is best assessed through
direct observation (Roach & Elliott, 2008).
– The key steps of the intervention are defined and
formatted as an observational checklist.
– An observer watches as the intervention is
conducted and checks off on the checklist those
steps that were correctly carried out. The observer
then computes the percentage of steps correctly
carried out.
www.interventioncentral.org
188
Response to Intervention
Limitations of Direct Observation as an Intervention Integrity Check
• Direct observations are time-consuming to conduct.
• Teachers who serve as interventionists may at least
initially regard observations of their intervention
implementation as evaluations of their job performance,
rather than as a child-focused RTI “quality check”.
• An intervention-implementation checklist typically does
not distinguish between--or differentially weight--those
intervention steps that are more important from those
that are less so. If two teachers implement the same 10step intervention plan, for example, with one instructor
omitting a critical step and the other omitting a fairly
trivial step, both can still attain the same implementation
score of steps correctly completed.
Source: Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
www.interventioncentral.org
189
Response to Intervention
‘Yes/No’ Stepby-Step
Intervention
Check
Each Step
Marked
‘Negotiable
or ‘NonNegotiable’
Intervention Script
Builder
www.interventioncentral.org
Response to Intervention
Supplemental Methods to Collect Data About Intervention Integrity
Teacher Self-Ratings: As a form of self-monitoring,
directing interventionists to rate the integrity of their own
interventions may prompt higher rates of compliance
(e.g., Kazdin, 1989). However, because teacher selfratings tend to be ‘upwardly biased (Gansle & Noell,
2007, p. 247), they should not be relied upon as the sole
rating of intervention integrity. One suggestion for
collecting regular teacher reports on intervention
implementation in a convenient manner is to use Daily
Behavior Reports (DBRs; Chafouleas, Riley-Tillman,, &
Sugai, 2007).
Sources:
Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and
instruction. New York: Guilford Press.
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole..
www.interventioncentral.org
191
Response to Intervention
Teacher
Intervention
Integrity Self-Rating
Intervention Contact
Log
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192
Response to Intervention
Supplemental Methods to Collect Data About Intervention Integrity
Intervention Permanent Products: If an
intervention plan naturally yields permanent
products (e.g., completed scoring sheets, lists of
spelling words mastered, behavioral sticker
charts), these products can be periodically
collected and evaluated as another indicator of
intervention integrity (Gansle & Noell, 2007).
Source:
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
www.interventioncentral.org
193
Response to Intervention
Intervention Integrity: Verify Through a Mix of Information Sources
Schools should consider monitoring intervention integrity
through a mix of direct and indirect means, including
direct observation and permanent products (Gansle &
Noell, 2007), as well as interventionist self-ratings (Roach
& Elliott, 2008).
Source:
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes
(Eds.), Best practices in school psychology V (pp.195-208).
www.interventioncentral.org
194
Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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Response to Intervention
Team Activity: Measuring ‘Intervention Follow-Through’
At your table:
•
Brainstorm ways that your RTI Team will
use to measure intervention integrity for
academic interventions.
•
What preparations are necessary to
introduce these methods for measuring
‘intervention follow-through’ to your
faculty?
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Response to Intervention
Selecting Rewards That
Motivate:
Tips for
Teachers
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Response to Intervention
Praise: Effective…and Underused
Praise can be an efficient way to raise the compliance
level of whole groups or individual students.
However, studies show that praise is seldom used
with general education students and is used even
less often with special-needs students (Kern &
Clemens, 2007).
Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
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201
Response to Intervention
How to Structure a Praise Statement
“Research has demonstrated that behavior-specific
praise, or that which specifically identifies the
particular desirable behavior the student is
performing, is most effective in promoting appropriate
behavior.” (Kern & Clemens, 2007). [Emphasis added]
Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the
Schools, 44, 65-75.
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202
Response to Intervention
What if the Student Does Not Respond to Praise?
Students sometimes do not respond to praise, especially in
large-group settings. If so, consider these suggestions:
1.
2.
3.
Be sure that your praise is authentic. For example, praise only those
aspects of a student’s work or behavior that are truly praise-worthy.
Otherwise the student may find the praise to be phony and aversive.
Deliver the student praise in private conversations or in written
format. The discrete delivery of praise can reduce or prevent
potential public embarrassment.
For low-performing students, praise effort as well as product. While
a struggling writer may write an essay that does not merit high
praise, for example, the teacher may instead praise the amount of
time that the student was willing to put into the composition and also
point out how the current writing product shows improvements over
the student’s own previous writing attempts.
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Response to Intervention
Tying Reward Schedule to Student’s Stage of the Instructional
Hierarchy (Daly, Martens, Barnett, Witt, & Olson, 2007)
• During acquisition of a skill and early stages of fluencybuilding, provide reinforcement (e.g., praise, exchangeable
tokens) contingent upon on-task behavior (time-based
reinforcement). This approach avoids ‘penalizing’ students
for slow performance.
•
During later stages of fluency-building, change to
reinforcement based on rate of performance (accuracybased contingency). This approach explicitly reinforces high
response rates.
•
As fluency increases, maintain high rates of performance
through intermittent reinforcement, lottery, etc.
Source: Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention:
Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581.
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Response to Intervention
Selecting a Reward: 3-Part Test
•
Do teacher, administration, and parent find the
reward acceptable?
•
Is the reward available (conveniently and at an
affordable cost) in schools?
•
Does the child find the reward motivating?
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Response to Intervention
Creating a Reward Menu
Conduct a reinforcer survey to create a ‘Reward Menu’.
1.
The teacher collects a series of feasible classroom ideas for possible
student reinforcers, writing each idea onto a separate index card. This
serves as a master ‘reinforcer deck’ that the teacher can reuse.
2. The teacher meets with the student individually to review the reward ideas
in the master reinforce deck. The student states whether he or she ‘likes’
each reinforce idea ‘a lot’ , ‘a little’ or ‘not at all’ and the teacher sorts the
reinforcer cards accordingly into separate piles. The reinforce ideas that
the student selected as ‘liking a lot’ will be used to create a customized
reinforcer menu for the student.
3. Whenever the student meets teacher-established criteria to earn a reward,
that student selects one from the reinforce menu.
4. If the reward menu appears to be losing its reinforcing power, the teacher
can repeat the steps above with the student to update and refresh the
reward menu.
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Response to Intervention
Rewards: Activity
Pair off & discuss…
•
How your school can use rewards to support
behavioral interventions…
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Response to Intervention
RTI ‘Next Steps’ Planning Activity:
Interventions Workshop
At your tables:
• Review the RTI information on academic
and behavioral interventions reviewed at
today’s workshop.
• Select one or two ‘top tasks’ that your
school will undertake immediately to move
forward with RTI.
• Be prepared to report out.
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Response to Intervention
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209
Response to Intervention
The ‘Alpha’ Command: Structuring Verbal
Teacher Directives to Maximize Their Impact
p. 68
(Walker & Walker, 1991)
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Response to Intervention
The Importance of Teacher Commands
• Teacher commands are a necessary classroom
management tool, required to start and stop student
behaviors.
• However, teacher commands can lose their force if
overused.
• In one observational study in an elementary school, for
example, researchers found that teachers in that school
varied in their use of verbal commands, with rates
ranging from 60 per day to 600 per day.
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Response to Intervention
Ineffective (‘Beta’) Teacher Commands Are Often:
• Presented as questions or “Let’s” statements
• Stated in vague terms
• Have overly long justifications or explanations
tacked on
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Response to Intervention
Effective (‘Alpha’) Teacher Commands:
•
•
•
•
•
Are brief
Are delivered one task or objective at a time
Are given in a matter-of-fact, businesslike tone
Are stated as directives rather than as questions
Avoid long explanations or justifications (and
puts them at the BEGINNING of the directive if
needed)
• Give the student a reasonable amount of time to
comply
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Response to Intervention
Ideas to Reduce Teacher Use of Commands
• Be reflective; analyze when commands are being
overused and why: find other solutions
• Train students in common routines (e.g., getting
help when stuck on independent seatwork)
• Use classroom “memory aids” (e.g., posting of
steps of multi-step assignment, daily schedule, etc.)
• Give periodic rules review
• Use routine prompt signals (e.g., music or chimes to
signal transitions)
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Response to Intervention
“Thaddeus, I know that you finished the quiz early, but it is
important that you not distract the other students while they are
trying to work. You wouldn’t want them to do poorly on the quiz,
would you?”
Effective ‘Alpha’ Teacher Commands …
•Are brief
•Are delivered one task or objective at a time
•Are given in a matter-of-fact, businesslike tone
•Are stated as directives rather than as questions
•Avoid long explanations or justifications
•Give the student a short but reasonable amount
of time to comply
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Response to Intervention
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Response to Intervention
“Anna, I want you to be sure to go straight home from school today!
Yesterday afternoon after school dismissal, I was in my car and noticed that
you and your friends were utilizing the snowbanks along Henry Street,
where there is a lot of traffic. I want you to go straight home today and not
dawdle!”
Effective ‘Alpha’ Teacher Commands …
•Are brief
•Are delivered one task or objective at a time
•Are given in a matter-of-fact, businesslike tone
•Are stated as directives rather than as questions
•Avoid long explanations or justifications
•Give the student a short but reasonable amount
of time to comply
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Response to Intervention
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Response to Intervention
Choice: Allowing the Student to Select Task
Sequence p. 66
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219
Response to Intervention
Choice of Task Sequence
Allowing the student choice in the sequence of
academic tasks can increase rates of compliance and
active academic engagement. The power of allowing
the student to select the sequence of academic tasks
appears to be in the exercise of choice, which for
‘biologic reasons’ may serve as a fundamental source
of reinforcement (Kern & Clemens, 2007; p. 72).
Source: Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in
the Schools, 44, 65-75.
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Response to Intervention
Choice of Task Sequence
1. Meet individually with the student just before the independent work
period. Present and explain to the student each of the 2 or 3
assignments selected for the work period. Ask if the student has
questions about any of the assignments.
2. Direct the student to select the assignment he or she would like to do
first. [Optional] Write the number ‘1’ at the top of the assignment chosen
by the student.
3. Tell the student to begin working on the assignments. NOTE: The
student is allowed to switch between assignments during the work
period.
4. If the student stops working or gets off-task during the work period,
prompt the student to return to the task and provide encouragement until
the student resumes working.
Sources: Kern, L., Mantagna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A. (2001). Choice of task sequence to increase engagement
and reduce problem behaviors. Journal of Positive Behavior Interventions, 3, 3-10.
Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010). Using choice to increase time on-task, task-completion, and
accuracy for students with emotional/behavior disorders in a residential facility. Education and Treatment of Children, 33(1), 1-21.
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221
Response to Intervention
Assessing Intervention Integrity
Jim Wright
www.interventioncentral.org
www.interventioncentral.org
Response to Intervention
Why Assess Intervention Integrity?
When a struggling student fails to respond adequately to a
series of evidence-based interventions, that student is
likely to face significant and potentially negative
consequences, such as failing grades, long-term
suspension from school, or even placement in special
education.
It is crucial, then, that the school monitor the integrity with
which educators implement each intervention plan so that
it can confidently rule out poor or limited intervention
implementation of the intervention as a possible
explanation for any student’s ‘non-response’.
www.interventioncentral.org
223
Response to Intervention
Intervention Integrity Check: Direct Observation
Intervention integrity is best assessed through
direct observation (Roach & Elliott, 2008).
– The key steps of the intervention are defined and
formatted as an observational checklist.
– An observer watches as the intervention is
conducted and checks off on the checklist those
steps that were correctly carried out. The observer
then computes the percentage of steps correctly
carried out.
www.interventioncentral.org
224
Response to Intervention
Limitations of Direct Observation as an Intervention Integrity Check
• Direct observations are time-consuming to conduct.
• Teachers who serve as interventionists may at least
initially regard observations of their intervention
implementation as evaluations of their job performance,
rather than as a child-focused RTI “quality check”.
• An intervention-implementation checklist typically does
not distinguish between--or differentially weight--those
intervention steps that are more important from those
that are less so. If two teachers implement the same 10step intervention plan, for example, with one instructor
omitting a critical step and the other omitting a fairly
trivial step, both can still attain the same implementation
score of steps correctly completed.
Source: Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
www.interventioncentral.org
225
Response to Intervention
‘Yes/No’ Stepby-Step
Intervention
Check
Each Step
Marked
‘Negotiable
or ‘NonNegotiable’
Intervention Script
Builder
www.interventioncentral.org
Response to Intervention
Supplemental Methods to Collect Data About Intervention Integrity
Teacher Self-Ratings: As a form of self-monitoring,
directing interventionists to rate the integrity of their own
interventions may prompt higher rates of compliance
(e.g., Kazdin, 1989). However, because teacher selfratings tend to be ‘upwardly biased (Gansle & Noell,
2007, p. 247), they should not be relied upon as the sole
rating of intervention integrity. One suggestion for
collecting regular teacher reports on intervention
implementation in a convenient manner is to use Daily
Behavior Reports (DBRs; Chafouleas, Riley-Tillman,, &
Sugai, 2007).
Sources:
Chafouleas, S., Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and
instruction. New York: Guilford Press.
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole..
www.interventioncentral.org
227
Response to Intervention
Teacher
Intervention
Integrity Self-Rating
Intervention Contact
Log
www.interventioncentral.org
228
Response to Intervention
Supplemental Methods to Collect Data About Intervention Integrity
Intervention Permanent Products: If an
intervention plan naturally yields permanent
products (e.g., completed scoring sheets, lists of
spelling words mastered, behavioral sticker
charts), these products can be periodically
collected and evaluated as another indicator of
intervention integrity (Gansle & Noell, 2007).
Source:
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
www.interventioncentral.org
229
Response to Intervention
Intervention Integrity: Verify Through a Mix of Information Sources
Schools should consider monitoring intervention integrity
through a mix of direct and indirect means, including
direct observation and permanent products (Gansle &
Noell, 2007), as well as interventionist self-ratings (Roach
& Elliott, 2008).
Source:
Gansle, K. A., & Noell, G. H. (2007). The fundamental role of intervention implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Response to intervention: The science and
practice of assessment and intervention (pp. 244-251).
Roach, A. T., & Elliott, S. N. (2008). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & J. Grimes
(Eds.), Best practices in school psychology V (pp.195-208).
www.interventioncentral.org
230
Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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231
Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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Response to Intervention
‘Selecting Methods to Track Intervention Integrity’…
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234
Response to Intervention
Team Activity: Measuring ‘Intervention Follow-Through’
At your table:
•
Brainstorm ways that your RTI Team will
use to measure intervention integrity for
math and writing interventions.
•
What preparations are necessary to
introduce these methods for measuring
‘intervention follow-through’ to your
faculty?
www.interventioncentral.org
235
Response to Intervention
Team Activity: Select ‘Next Steps’ to Use
Content from This Workshop
• Review the main elements of
today’s workshop.
• Come up with 2-3 concrete
‘next steps’ for how you plan to
make use of specific ideas from
the training in your class, grade,
school, or district.
Topics:
• Defining core instruction, intervention,
accommodation, modification
• Academic Interventions: Critical
Components
• Sample academic interventions: reading,
math, writing, study skills
• Measuring Intervention Integrity
• Big ideas in behavioral interventions:
Antecedent control
• Sample behavior management topic: Good
Behavior Game
• Sample behavior management topic:
Reward Deck/Reward Menu
• Defensive Behavior Management: Six-Step
Process
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Response to Intervention
Team Activity: Select ‘Next Steps’ to Use
Content from This Workshop
• Review the main elements of
today’s workshop.
• Come up with 2-3 concrete
‘next steps’ for how you plan to
make use of specific ideas from
the training in your class, grade,
school, or district.
Topics:
• Defining core instruction, intervention,
accommodation, modification
• Academic Interventions: Critical
Components
• Measuring Intervention Integrity
• Big ideas in behavioral interventions:
Antecedent control
• Sample behavior management topic: Good
Behavior Game
• Sample behavior management topic:
Reward Deck/Reward Menu
• Defensive Behavior Management: Six-Step
Process
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237