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

Response to Intervention (RTI): A Practical Guide for All Educators
Educational Resource Services Corey Layne, EdS 2009 Corey Layne, EdS

Who am I? 2009 Corey Layne, EdS

Agenda Session I- 8:30 AM – 10:00 AM Session II – 10:15 AM – 11:45 AM
Break 15 minutes Session II – 10:15 AM – 11:45 AM Lunch on Your Own Session III – 1:00 PM – 2:15 PM Session IV – 2:30 PM – 3:30 PM 2009 Corey Layne, EdS

Understanding the new IDEA
Session I Understanding the new IDEA 2009 Corey Layne, EdS

IDEA The Individuals with Disabilities Education Act, IDEA, was rewritten and signed into law in early December 2004. This Act changes many sections of the statute to reflect new ideas around learning disabilities and the strategy called response to intervention or RTI. IQ-achievement discrepancy as a "wait to fail" approach; because intervention is withheld until discrepancy can be demonstrated, students may experience years of decline before an identification is made, at which time remediation may be more difficult. 2009 Corey Layne, EdS

IDEA The changes were made in an effort to reduce misdiagnosis of learning disabilities. 2009 Corey Layne, EdS

IDEA 2004 provides an additional inclusionary criterion that must be assessed regardless of the identification model employed: To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation… (1) Data that demonstrate that prior to, or as a part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and (2) Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction, which was provided to the child's parents. (Progress Monitoring) 2009 Corey Layne, EdS

Defining the RTI Model The Response to Intervention model focuses on providing more effective instruction by encouraging early intervention for students experiencing difficulty learning to read. The assumption is that this will prevent some students from being identified as LD by providing intervention as concerns emerge. 2009 Corey Layne, EdS

Response to Intervention:
Is defined as a data-based method to determine the level of a student’s response to interventions that range from universal (those provided to all students, e.g., core reading program, core discipline program) to intensive individually delivered interventions. 2009 Corey Layne, EdS

Purposes of Response to Intervention
To provide an instructional framework that accommodates the needs of all students and results in the improved achievement for all students To offer a means for appropriately identifying/selecting students for continued services through an IEP based on their demonstrated responses to scientific research based instruction 2009 Corey Layne, EdS

Response to Intervention is
NOT a special education initiative first and foremost, a framework for organizing instruction for ALL students a process designed to intervene early and prevent academic difficulties a process that documents increasing levels of support have been provided to at-risk students prior to referral to special education Please make sure they understand the need for RTI. It is not a SPED initiative. It is for ALL students. It is required in Policy 2510 as an early prevention and intervention process. 2009 Corey Layne, EdS

RTI is not limited to students with learning disabilities.
RTI is effective for students who are at risk for school failure as well as students in other disability categories. RTI is not limited to students with learning disabilities. 2009 Corey Layne, EdS

RTI is not just an special education approach.
RTI is an opportunity to align IDEA and NCLB principles and practices. RTI is not just an special education approach. The No Child Left Behind Act (NCLB), signed into U.S. law in 2002, seeks to increase accountability for student performance in public schools. Schools must show that they make continual progress toward the goal of having all children proficient in math and reading by 2014. Adequate Yearly Progress (AYP) is the annual accounting of indictors, taken from student test results which schools, districts, and the state must meet under NCLB. These indicators require schools and districts to: • test 95% of enrolled students in grades 4, 8, 10 in reading and math. In , this requirement changes to include 95% of enrolled students in grades 3 through 8 and once in high school. • meet state goals for student attendance in school and for high school graduation. • meet annual achievement goals set by the state in math and reading. 2009 Corey Layne, EdS

Components of NCLB addressed through an RTI framework:
Prevention of and intervention for academic progress Scientifically based research Accountability Prevention – Key purpose of RTI process is a focus on intervention for students at risk for academic failure. Through screening and routine progress monitoring, students experiencing academic difficulties may be identified early and provided with specific interventions that increase their learning. NCLB and RTI include use of evidenced based practices. NCLB requires reporting of Adequate Yearly Progress to the Department of Education. An RTI framework, and specifically its focus on progress monitoring, provides a comprehensive approach to a school’s ongoing efforts to help all students meet grade-level expectations. NCLB’s safe harbor provision, which means that schools may meet adequate yearly progress if they can demonstrate that students are making progress toward proficiency. 2009 Corey Layne, EdS

IDEA and RTI RTI is one way to identify specific learning disabilities
Elements of IDEA align with RTI: Scientifically-based research Early intervening Prevention of overidentification and disproportionate representation, and special requirements for determining and documenting the presence of a disability. 2009 Corey Layne, EdS

Moving through the Tiers: Intervention Levels
Tiers include increasing levels of intensity of interventions Tier 1 Instruction -- differentiated curriculum and instruction for all students Tier 2 Interventions -- Targeted interventions for students at-risk Tier 3 Interventions -- planned/Intense interventions for students with intensive needs 2009 Corey Layne, EdS

How the Tiers Work Goal: Student is successful with Tier 1 level of support-academic or behavioral Greater the tier, greater support and “severity” Increase level of support (Tier level) until you identify an intervention that results in a positive response to intervention Continue until student strengthens response significantly 2009 Corey Layne, EdS

Tier 1 All students Evidence-based differential instruction in the general classroom setting Guided by progress monitoring Implemented for minimum of 4 weeks If fewer than 80% of the students in the general classroom are meeting benchmarks, staff reviews the core programs or implementation, or both, of instruction (Tier1). 2009 Corey Layne, EdS

Tier 2 (identified through progress monitoring data)
Students experiencing academic and/or behavioral difficulties (identified through progress monitoring data) Instruction that uses established intervention protocols Frequent progress monitoring Tier 1 strategies continue Implemented for minimum of 6 weeks If students are below the 20th percentile in academic skills, they are placed in small-group instruction (Tier 2) Progress data below the aimline on 3 consecutive days, or six data points produce a flat or decreasing trendline, school staff change the intervention. 2009 Corey Layne, EdS

Tier 3 Students participating in the Student Support Team
Individualized assessment and interventions More frequent progress monitoring Tier 1 strategies continue Time/intensity of supplemental instruction at Tier 2 increases When a student fails to progress after 2 consecutive small-group interventions, individual instruction begins (Tier 3) When a student fails to progress after 2 consecutive individually designed interventions, the student is referred for special education evaluation. 2009 Corey Layne, EdS

DIFFERENCES BETWEEN ELEMENTARY AND SECONDARY SCHOOLS
• Elementary: Focus on basic skills (learning to read) • Secondary: Focus on content (reading to learn) • Elementary: One to two teachers • Secondary: Five to seven teachers • Elementary: Reading and Writing: Narrative • Secondary: Reading and Writing: Expository Narrative - A narrative or story in its broadest sense is anything told or recounted; more narrowly, and more usually, something told or recounted in the form of a causally-linked set of events; account; tale,: the telling of a happening or connected series of happenings, whether true or fictitious. Expository writing is a type of writing, the purpose of which is to inform, explain, describe, or define the author's subject to the reader. Expository text is meant to ‘posit’ information and is the most frequently used type of writing by students in colleges and universities. A well-written exposition remains focused on its topic and listing events in chronological order. Examples of this type of writing are cooking instructions, driving directions and instructions on performing a task. Key words such as first, after, next, then and last usually signal sequential writing. 2009 Corey Layne, EdS

SOME ASSUMPTIONS ABOUT RTI
• Students who do well in Tier One won’t have problems in later grades and Vice Versa • Students who do well in Tier Two will go back to Tier One - and stay there • Students who don’t do well in Tier Two will probably be identified as LD - Nobody will be identified at the secondary level? 2009 Corey Layne, EdS

What ‘kinds’ of students will need RTI at the secondary level?
• Number of students who are identified in middle and high school • Students who do ‘okay’ early on but have problems when expectations change • Students who did not get good early intervention • Problems with vocabulary ‘accumulate’ • Wide range of problems: some still struggle with ‘early’ skills, others have comprehension difficulties 2009 Corey Layne, EdS

Some Initial Research by Vaughn et al
WHAT WOULD RTI LOOK LIKE AT THE SECONDARY LEVEL IN TERMS OF INTERVENTION AND PROGRESS MONITORING? Some Initial Research by Vaughn et al Tier one: Require Prof. Dev. For Content Teachers on Effective Practices in Reading and Comprehension of Academic Texts and Vocabulary/Concept Development 2009 Corey Layne, EdS

WHAT WOULD RTI LOOK LIKE AT THE SECONDARY LEVEL IN TERMS OF INTERVENTION AND PROGRESS MONITORING?
TIER 2: Teach Word Level Skills, More Intensive, Supplemental Instruction in Comprehension and Vocabulary and Facilitate Their Use in Tier One Activities 2009 Corey Layne, EdS

• Screening & Prediction – State Assessments of Reading Comprehension
WHAT WOULD RTI LOOK LIKE AT THE SECONDARY LEVEL IN TERMS OF INTERVENTION AND PROGRESS MONITORING? • Screening & Prediction – State Assessments of Reading Comprehension – *Word and Passage Reading Fluency – *Correct Word Sequences - 7 min. writing sample • Progress Monitoring – Comprehension Measure - test on passages – *Three Minute Maze Test – *Vocabulary Matching * progressmonitoring.org (Espin et al.) 2009 Corey Layne, EdS

• Self-Management Techniques • Study Guides (paper & computer- based)
RESEARCH SUPPORTED INTERVENTIONS THAT IMPACT GENERAL EDUCATION CLASSROOM PERFORMANCE AT THE SECONDARY LEVEL* • Self-Management Techniques • Study Guides (paper & computer- based) • Graphic Organizers • Class wide Peer Tutoring 2009 Corey Layne, EdS

Three Tiered Model of School Supports
Assessment Intervention 1-5% Tier 3: Intensive, Individual Interventions Diagnostic/Comprehensive Directly related to problem linked to Interventions Evaluate intervention Tier 3: Intense Limiting curriculum Specialized Instruction Possible eligibility Frequency/Intensity increased 5-10% Tier 2: Targeted Group Interventions DIBELS/CBM Classroom Observations Work Samples Rating Scales Frequent/Authentic Tier 2: Supplemental Focused Instruction Social Skills Training Behavior Plans AIPs 80-90% Tier 1: Universal Interventions Universal/Benchmarks AYP District-Wide Assessments Tier1Core Curriculum Evidence-Based School-Wide PBS Three Tiered Model of School Supports Students 1-5% 1-5% 5- 10% 2009 Corey Layne, EdS

How do we know the Intervention is working?
Progress monitoring As we increase the intervention, we must monitor the student’s progress to determine the effectiveness of the intervention. Progress monitoring is an assessment process that informs instructional decision making. Monitoring should occur in all tiers of intervention. Measure should be directly related to the curriculum, grade level, and tier level. The assessment should be easy and efficient to administer. 2009 Corey Layne, EdS

What Tier? (Activity) Remember: Interventions are selected based on:
Progress monitoring data Information obtained using problem solving Provide 2 scenarios. Participants will identify the tier for each scenario. 2009 Corey Layne, EdS

Scenario 1 85% of students in a 3rd grade are achieving AYP
Referred student has been in the school for 3 years and is 2 years below benchmark expectation Referred student has been absent an average of 43 days in the past 2 years. Question: Has this student been exposed to “effective instruction?” Question: What Tier is this student in? Not effective instruction Tier 1 2009 Corey Layne, EdS

Scenario 2 90% of 3rd grade students are achieving AYP
Referred student has been in this school since Kgn, has attended 4 schools, excellent attendance, no significant health history and has received a variety of interventions in reading twice a week in small group Referred student performance is 50% of peers in reading and at grade level in math Question: Has this student been exposed to an “effective learning environment?” Question: What Tier is this student in? 2009 Corey Layne, EdS

Small Group Discussion
What are the barriers of implementing the RTI model? What are the benefits of implementing the RTI model? 5 minutes 2009 Corey Layne, EdS

Barriers of RTI It’s a different way of doing instructing for some.
It requires new skill set for some. Interventions are integrated, not done by team members or special educators only. Requires frequent data collection and analysis Focus is on how and student is doing (progressing on the intervention), not WHERE the student is going (special education) 2009 Corey Layne, EdS

Benefits of RTI Enhanced Student Performance
Accountability - Ensures that the student receives appropriate instruction. Greater staff involvement, parent involvement, and student involvement Reduce the time a student waits before receiving additional instructional assistance. Reduce the overall number of students referred for special education services and increase the number of students who succeed within general education. Limit the amount of unnecessary testing that has little or no instructional relevance. 2009 Corey Layne, EdS

Scheduling Interventions
2009 Corey Layne, EdS

Scheduling Establishing a workable schedule that maximizes school personnel resources and a high degree of collaboration among all members of the teaching force of a school. The assignment of specific blocks of time each day devoted to tiered instruction proves to be a workable mechanism for organization. Schools use various terms for the tiered instructional block such as "tier time,” “Thrilling Thursday”, "power hour," or "skill groups. This is key in implementing RTI. 2009 Corey Layne, EdS

Scheduling The schedule assigns specific teachers to each block, with general education teachers assigned mostly to Tier 1, reading specialists typically assigned to Tier 2, and Tier 3 and special education teachers assigned to Tier 3. In addition, general education teachers trained on the delivery of specific instructional programs are also periodically assigned to Tier 2. 2009 Corey Layne, EdS

Break – 15 minutes 2009 Corey Layne, EdS

Session II 2009 Corey Layne, EdS

Effective vs. Research based interventions

Intervention A change in instructing a student in the area of learning or behavioral difficulty to try to improve performance and achieve adequate progress. 2009 Corey Layne, EdS

What are interventions?
Targeted assistance based on progress monitoring Administered by classroom teacher, specialized teacher, or external interventionist Provides additional instruction (e.g. Individual,, Small group, and/or technology assisted Match curricular materials and instructional level Modify modes of task presentation Modify instruction time Teach additional learning strategies – Organizational / Metacognitive / Work habits Change Curriculum Add intensive one to one or small group instruction 2009 Corey Layne, EdS

Interventions are not Preferential seating Shortened assignments
Parent contacts Classroom observations Suspension Doing MORE of the same / general classroom assignments Retention Peer-tutoring 2009 Corey Layne, EdS

Evident or “Best Practices” interventions are:
Supported by expert opinion as appropriate for remediation of a deficit area Effective, but has not been part of a clinical trial 2009 Corey Layne, EdS

Synopsis of Tier 1 Tier 1 All students
Evidence-based differential instruction in the general classroom setting Guided by progress monitoring Implemented for minimum of 4 weeks Progress monitoring is used to determine whether a student is making sufficient enough progress in the general curriculum. Provides a classroom by classroom measure of student progress. For students that have exited from a higher level of intervention, progress monitoring provides continued monitoring to determine if they are making sufficient progress. 2009 Corey Layne, EdS

Tier 1 Successful programs implement a scientifically-based reading program as a basal series. These are supplements to the core curriculum Target specific skills (e.g., phonemic awareness) Use of external staff (e.g., para-professionals, volunteers) Tier 1 is the general education curriculum. Curriculum and instruction and behavioral interventions should be selected on the basis of research-based effectiveness. In Tier I all students are screened and their academic progress towards benchmarks is monitored at least three times per year. At the elementary level, academic screenings should focus on basic reading, math, and written language skills. At the middle and high school levels, screenings may encompass a broader range of skills and behaviors. Approximately 80% of students should be successful at Tier I. 2009 Corey Layne, EdS

Empirically-based instruction
Instruction based on evidence/research. Curriculum that are research based and have been proven to be effective for most students 2009 Corey Layne, EdS

Where to find empirically based programs?
What Works Clearinghouse An initiative of the U.S. Department of Education's Institute of Education Sciences, the WWC: Produces user-friendly practice guides for educators that address instructional challenges with research-based recommendations for schools and classrooms; Assesses the rigor of research evidence on the effectiveness of interventions (programs, products, practices, and policies), giving educators the tools to make informed decisions; Develops and implements standards for reviewing and synthesizing education research; and Provides a public and easily accessible registry of education evaluation researchers to assist schools, school districts, and program developers with designing and carrying out rigorous evaluations. 2009 Corey Layne, EdS

What Works Clearinghouse Standards for Studies. http://ies. ed

Beginning Reading 2009 Corey Layne, EdS

Differentiate Instruction
multi-faceted customization done by the teacher. provides all types of learners with opportunities to both use innate strengths and to shore up weaknesses in a variety of experiences, activities, and assessments. Teachers of all ages continue to be asked to customize class materials, assignments, and assessments to diverse students in each classroom. A teacher’s response to learner needs The recognition of students’ varying background knowledge and preferences Instruction that appeals to students’ differences 2009 Corey Layne, EdS

4 ways to differentiate instruction
Differentiating the Content/Topic Differentiating the Process/Activities Differentiating the Product Diffferentiating By Manipulating The Environment or Through Accommodating Individual Learning Styles Content can be described as the knowledge, skills and attitudes we want children to learn. Differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction. Students demonstrating understanding of the concept can skip the instruction step and proceed to apply the concepts to the task of solving a problem. This strategy is often referred to as compacting the curriculum. Another way to differentiate content is simply to permit the apt student to accelerate their rate of progress. They can work ahead independently on some projects, i.e. they cover the content faster than their peers. 2009 Corey Layne, EdS

Compacting the Curriculum
(1) defining the goals and outcomes of a particular unit or segment of instruction, (2) determining and documenting which students have already mastered most or all of a specified set of learning outcomes (3) providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student's time. Curriculum Compacting is an instructional technique that is specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. Curriculum Compacting might best be thought of as organized common sense, because it simply recommends the natural pattern that teachers ordinarily would follow if they were individualizing instruction for each student. The specific steps for carrying out Curriculum Compacting in both basic skill and content areas will be described below. Eileen: A Sample Compactor Form Eileen is a fifth grader in a self-contained heterogeneous classroom. Her school, which is very small, is located in a lower socioeconomic urban school district. While Eileen's reading and language scores range between two and five years above grade level, most of her 29 classmates are reading one to two years below grade level. This presented Eileen's teacher with a common problem: What was the best way to instruct Eileen? He agreed to compact her curriculum. Taking the easiest approach possible, he administered all of the appropriate unit tests for the grade level in the Basal Language Arts program, and excused Eileen from completing the activities and worksheets in the units where she showed proficiency (80% and above). When Eileen missed one or two questions, the teacher checked for trends in those items and provided instruction and practice materials to ensure concept mastery. Eileen usually took part in language arts lessons one or two days a week. The balance of the time she spent with alternative projects, some of which she selected. This strategy spared Eileen up to six or eight hours a week with language arts skills that were simply beneath her level. She joined the class instruction only when her pretests indicated she had not fully acquired the skills or to take part in a discussion that her teacher thought she would enjoy. In the time saved through compacting, Eileen engaged in a number of enrichment activities. First, she spent as many as five hours a week in a resource room for high ability students. This time was usually scheduled during her language arts class, benefiting both Eileen and her teacher, since he didn't have to search for all of the enrichment options himself. The best part of the process for Eileen was she didn't have make-up regular classroom assignments because she was not missing essential work. Eileen also visited a regional science center with other students who had expressed a high interest and aptitude for science. Science was a second strength area for Eileen, and based on the results of her Interest-A-Lyzer, famous women was a special interest. Working closely with her teacher, Eileen choose seven biographies of noted women, most of whom had made contributions in scientific areas. All of the books were extremely challenging and locally available. Three were on an adult level, but Eileen had no trouble reading them. Eileen's Compactor, which covered an entire semester, was updated in January. Her teacher remarked that compacting her curriculum had actually saved him time—time he would have spent correcting papers needlessly assigned! The value of compacting for Eileen also convinced him that he should continue the process. The Compactor was also used as a vehicle for explaining to Eileen's parents how specific modifications were being made to accommodate her advanced language arts achievement level and her interest in science. A copy of the Compactor was also passed on to Eileen's sixth grade teacher, and a conference between the fifth and sixth grade teachers and the resource teacher helped to insure continuity in dealing with Eileen's special needs. 2009 Corey Layne, EdS

Differentiating the Process
varying learning activities or strategies to provide appropriate methods for students to explore the concepts. Graphic organizers, maps, diagrams or charts to display their comprehension of concepts covered Printable Graphic Organizers Differentiating the processes means varying learning activities or strategies to provide appropriate methods for students to explore the concepts. It is important to give students alternative paths to manipulate the ideas embedded within the concept. For example students may use graphic organizers, maps, diagrams or charts to display their comprehension of concepts covered. Varying the complexity of the graphic organizer can very effectively facilitate differing levels of cognitive processing for students of differing ability. 2009 Corey Layne, EdS

Differentiating the Product
Differentiating the product means varying the complexity of the product ( that students create to demonstrate mastery of the concepts. Students working below grade level may have reduced performance expectations, while students above grade level may be asked to produce work that requires more complex or more advanced thinking. There are many sources of alternative product ideas available to teachers. However sometimes it is motivating for students to be offered choice of product. 2009 Corey Layne, EdS

Differentiating by Manipulating Environment/Learning Styles
change the lighting or sound levels, to eliminate visual distracters, or to provide a more casual seating arrangement for students. The Dunn and Dunn approach would be most effectively applied in a building designed to accommodate environmental changes. Many classrooms offer limited opportunities to change the lighting or sound levels, to eliminate visual distracters, or to provide a more casual seating arrangement for students. Varying teaching strategies makes sure that students will occasionally learn in a manner compatible with their own learning preference but also expands their repertoire of alternative learning strategies in turn. Multiple Intelligences Theory is very helpful for helping teachers recognize that students have differing aptitude in different subject areas, but it still requires the application of the kinds of learning strategies listed here to be effective. Linguistic Intelligence The ability to read , write and communicate with words. Authors, journalists, poets, orators and comedians are obvious examples of people with linguistic intelligence. Famous examples: Charles Dickens, Abraham Lincoln, T.S. Eliot, Sir Winston Churchill. Logical-Mathematical Intelligence The ability to reason and calculate, to think things through in a logical, systematic manner. These are the kinds of skills highly developed in engineers, scientists, economists, accountants, detectives and members of the legal profession. Famous examples: Albert Einstein, John Dewey. Visual-Spatial Intelligence The ability to think in pictures, visualize a future result. To imagine things in your mind's eye. Architects, sculptors, sailors, photographers and strategic planners. You use it when you have a sense of direction, when you navigate or draw. Famous examples: Picasso, Frank Lloyd Wright. Musical Intelligence The ability to make or compose music, to sing well, or understand and appreciate music. To keep rhythm. It's a talent obviously enjoyed by musicians, composers, and recording engineers. But most of us have a musical intelligence which can be developed. Think of how helpful it is to learn with a jingle or rhyme (e.g. "Thirty days has September..."). Famous examples: Mozart, Leonard Bernstein, Ray Charles. Bodily-Kinesthetic Intelligence The ability to use your body skillfully to solve problems, create products or present ideas and emotions. An ability obviously displayed for athletic pursuits, dancing, acting, artistically, or in building and construction. You can include surgeons in this category but many people who are physically talented–"good with their hands"–don't recognize that this form of intelligence is of equal value to the other intelligences. Famous examples: Charlie Chaplin, Michael Jordan. Interpersonal (Social) Intelligence The ability to work effectively with others, to relate to other people, and display empathy and understanding, to notice their motivations and goals. This is a vital human intelligence displayed by good teachers, facilitators, therapists, politicians, religious leaders and sales people. Famous examples: Gandhi, Ronald Reagan, Mother Teresa, Oprah Winfrey. Intrapersonal Intelligence The ability for self-analysis and reflection–to be able to quietly contemplate and assess one's accomplishments, to review one's behavior and innermost feelings, to make plans and set goals, the capacity to know oneself. Philosophers, counselors, and many peak performers in all fields of endeavor have this form of intelligence. Famous examples: Freud, Eleanor Roosevelt, Plato. In 1996, Gardner decided to add an eighth intelligence (Naturalist) and in spite of much speculation resisted the temptation to add a ninth–Spiritualist Intelligence. Naturalist Intelligence The ability to recognize flora and fauna, to make other consequential distinctions in the natural world and to use this ability productively–for example in hunting, farming, or biological science. Farmers, botanists, conservationists, biologists, environmentalists would all display aspects of the intelligence. Famous examples: Charles Darwin, E.O. Wilson. 2009 Corey Layne, EdS

Differentiating by Manipulating Environment/Learning Styles
Multiple Intelligence Theory Ability to read, write, and communicate w/words. ability to reason and calculate, to think things through in a logical, systematic manner. ability to think in pictures, visualize a future result. ability to make or compose music, to sing well, or understand and appreciate music. ability to use your body skillfully to solve problems, create products or present ideas and emotions. ability to work effectively with others, to relate to other people, and display empathy and understanding, to notice their motivations and goals. ability for self-analysis and reflection–to be able to quietly contemplate and assess one's accomplishments, to review one's behavior and innermost feelings, to make plans and set goals, the capacity to know oneself. ability to recognize flora and fauna, to make other consequential distinctions in the natural world and to use this ability productively–for example in hunting, farming, or biological science. 2009 Corey Layne, EdS

Strategies Readiness / Ability
Activities for each group are often differentiated by complexity. Students whose understanding is below grade level will work at tasks inherently less complex than those attempted by more advanced students. Those students whose reading level is below grade level will benefit by reading with a buddy or listening to stories/instructions using a tape recorder so that they receive information verbally. Varying the level of questioning (and consequent thinking skills) and compacting the curriculum and are useful strategies for accommodating differences in ability or readiness. 2009 Corey Layne, EdS

Strategies Adjusting Questions
During large group discussion activities, teachers direct the higher level questions to the students who can handle them and adjust questions accordingly for student with greater needs. All students are answering important questions that require them to think but the questions are targeted towards the student’s ability or readiness level. An easy tool for accomplishing this is to put posters on the classroom walls with key words that identify the varying levels of thinking. For example put 6 posters on my walls (based on Bloom's taxonomy) one for Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. Different students may be referred to different posters at certain times depending on ability, readiness or assignment requirements. With written quizzes the teacher may assign specific questions for each group of students. They all answer the same number of questions but the complexity required varies from group to group. However, the option to go beyond minimal requirements can be available for any or all students who demonstrate that they require an additional challenge for their level. 2009 Corey Layne, EdS

Strategies Compacting Curriculum
Compacting the curriculum means assessing a student’s knowledge, skills and attitudes and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students who demonstrate that they do not require instruction move on to tiered problem solving activities while others receive instruction. Tiered Assignments Tiered activities are a series of related tasks of varying complexity. All of these activities relate to essential understanding and key skills that students need to acquire. Teachers assign the activities as alternative ways of reaching the same goals taking into account individual student needs. 2009 Corey Layne, EdS

Strategies Acceleration/Deceleration
Accelerating or decelerating the pace that students move through curriculum is another method of differentiating instruction. Students demonstrating a high level of competence can work through the curriculum at a faster pace. Students experiencing difficulties may need adjusted activities that allow for a slower pace in order to experience success. Flexible Grouping As student performance will vary it is important to permit movement between groups. Student’s readiness varies depending on personal talents and interests, so we must remain open to the concept that a student may be below grade level in one subject at the same time as being above grade level in another subject. Flexible grouping allows students to be appropriately challenged and avoids labeling a student's readiness as static. Students should not be be kept in a static group for any particular subjects as their learning will probably accelerate from time to time. Even highly talented students can benefit from flexible grouping. Often they benefit from work with intellectual peers, while occasionally in another group they can experience being a leader. In either case peer-teaching is a valuable strategy for group-work. 2009 Corey Layne, EdS

Strategies Peer Teaching
Occasionally a student may have personal needs that require one-on-one instruction that go beyond the needs of his or her peers. After receiving this extra instruction the student could be designated as the "resident expert" for that concept or skill and can get valuable practice by being given the opportunity to re-teach the concept to peers. In these circumstances both students benefit. Learning Profiles/Styles Another filter for assigning students to tasks is by learning styles, such as adjusting preferred environment (quiet, lower lighting, formal/casual seating etc.) or learning modality: auditory (learns best by hearing information) visual (learns best through seeing information in charts or pictures) or kinesthetic preferences (learns best by using concrete examples, or may need to move around while learning) or through personal interests. Since student motivation is also a unique element in learning, understanding individual learning styles and interests will permit teachers to apply appropriate strategies for developing intrinsic motivational techniques. 2009 Corey Layne, EdS

Strategies Student Interest
Interest surveys are often used for determining student interest. Brainstorming for subtopics within a curriculum concept and using semantic webbing to explore interesting facets of the concept is another effective tool. This is also an effective way of teaching students how to focus on a manageable subtopic. Mindmanager / ( and Inspiration are two very useful software applications that can facilitate the teacher in guiding students through exploring a concept and focusing on manageable and personally interesting subtopics. Reading Buddies This strategy is particularly useful for younger students and/or students with reading difficulties. Children get additional practice and experience reading away from the teacher as they develop fluency and comprehension. It is important that students read with a specific purpose in mind and then have an opportunity to discuss what was read. It is not necessary for reading buddies to always be at the same reading level. Students with varying word recognition, word analysis and comprehension skills can help each other be more successful. Adjusted follow up tasks are also assigned based on readiness level. 2009 Corey Layne, EdS

Strategies Independent Study Projects
Independent Study is a research project where students learn how to develop the skills for independent learning. The degree of help and structure will vary between students and depend on their ability to manage ideas, time and productivity. A modification of the independent study is the buddy-study. Buddy-Studies A buddy-study permits two or three students to work together on a project. The expectation is that all may share the research and analysis/organization of information but each student must complete an individual product to demonstrate learning that has taken place and be accountable for their own planning, time management and individual accomplishment. 2009 Corey Layne, EdS

Strategies Learning Contracts
A learning contract is a written agreement between teacher and student that will result in students working independently. The contract helps students to set daily and weekly work goals and develop management skills. It also helps the teacher to keep track of each student’s progress. The actual assignments will vary according to specific student needs. Learning Centers Learning Centers have been used by teachers for a long time and may contain both differentiated and compulsory activities. However a learning center is not necessarily differentiated unless the activities are varied by complexity taking in to account different student ability and readiness. It is important that students understand what is expected of them at the learning center and are encouraged to manage their use of time. The degree of structure that is provided will vary according to student independent work habits. At the end of each week students should be able to account for their use of time. 2009 Corey Layne, EdS

Differentiated Instruction and RTI
Differentiated instruction is an approach to teaching and learning for students of differing abilities in the same class. Differentiation is an instructional model. Interventions are differentiated throughout all tiers of the model. learning for varied individuals. Primary goal-ensure that teachers focus on processes and procedures that result in effective With the RtI model, instruction and behavior differentiation occurs only when assessment data indicates a need for intervention. Therefore, Tier 1 data is used as a screening device to determine those who are in need of Tier 2 or 3 services. At Tiers 2 and 3 data is collected more frequently to determine whether and to what extent the interventions are helping improve the academic or behavioral performance of the student. 2009 Corey Layne, EdS

Summative and Formative Assessment CBM Benchmarks
Assessment and RTI We need to assess student progress to know if the instruction/intervention is effective. Assessments Summative and Formative Assessment CBM Benchmarks 2009 Corey Layne, EdS

Summative and Formative Assessment
Summative assessments – way to gauge student learning at any point. What has the student learned or not? State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability for schools (AYP) and students (report card grades). Formative assessment – is a part of the instructional process that provides information to adjust teaching and learning while it occurs. Students do not receive grades. This just a way to assess what they have or have not learned from instruction and determine the course of instruction. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving practice that leads to it. The same holds true for classroom instruction, learning, and assessment. (Garrison & Ehringhaus) 2009 Corey Layne, EdS

Curriculum Based Measurement -CBM
A method of monitoring a student’s educational progress through direct assessment of basic academic skills in basic reading, reading comprehension, reading fluency, mathematics, spelling, written expression, and phonemic awareness skills. 2009 Corey Layne, EdS

What is a probe? A timed worksheet. 2009 Corey Layne, EdS

CBM is Student is given a probe once a week or bi-weekly to see if the academic skill is improving or not Probes typically 1-4 minutes in duration Probes are pre-made. These probes can be purchased, obtained online (free), or made from course text. Probes have standard directions and scoring rules. Provides indicator of basic skills Probe – similar to a short quiz 2009 Corey Layne, EdS

Baseline Data Initial information taken on a skill or behavior.
Student’s skill level before intervention begins. Serves as the reference point for all future data collected on a student. 2009 Corey Layne, EdS

Benchmarks Definition: Students who are making expected progress in the general education curriculum and who demonstrate social competence Benchmark also describes those school-wide interventions that are available to all students Effective instruction Clear expectations Effective student support Periodic benchmark assessments Universal prevention 2009 Corey Layne, EdS

Progress Monitoring Progress monitoring: scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. 2009 Corey Layne, EdS

CBM in Reading This one is easy…do DIBELS
If you are interested in doing CBM reading probes in addition to DIBELS, go to Reading comprehension 2009 Corey Layne, EdS

Tier 1: Reading Screening
Reading Probe: Individually administered Materials: A content-controlled reading passage. Procedure: The student reads aloud as the teacher listens and records errors. Timing: 1 minute Information obtained: words read correctly in one minute. 2009 Corey Layne, EdS

CBM Reading: Sample Scoring
TRW=63 Errors=5 CRW=58 2009 Corey Layne, EdS

CBM in Spelling This will not be appropriate since spelling is not a very good indicator of written expression skills but it can be useful to use in your whole class or for individual students who are struggling with spelling. See JimWrightOnline.com 2009 Corey Layne, EdS

CBM in Written Expression
Similar to using story starters for journal writing – only much faster For kindergarten, Written Expression is usually writing letters and maybe simple words. For some probes to measure early writing skills, go to 2009 Corey Layne, EdS

Guidelines for story starters
The story starter should be printed at the top of a lined piece of paper before administering Use grade appropriate story starters Avoid starters that encourage list making The starter should be open ended to that “yes” or “no” answers would not work. Story starters, printable writing sheets, etc. Some free stuff, some paid – worksheets, writing sheets 2009 Corey Layne, EdS

Administering Writing Probes
Have the materials ready Student copy of writing probe with story starter Copy of the standardized directions to read Stopwatch Pencils for students Distribute the writing probes to the student or students 2009 Corey Layne, EdS

Writing Probe Directions:
Read this verbatim every time even when you know the students know the directions: “I want you to write a story. I am going to read a sentence to you first, and then I want you to write a short story about what happens. You will have 1-minute to think about the story you will write and then have 3-minutes to write it. Do your best work. If you don’t know how to spell a word, you should guess. Are there any questions?” Start the stopwatch After 1 minute, say, “start writing” Start stopwatch again to allow 3-minutes of writing. Monitor the student or students to be sure they are writing, have their pencils, etc. If a student asks a question about their writing, tell them to just do their best. At the end of 3-minutes, say, “Stop writing” and collect the probes. 2009 Corey Layne, EdS

Scoring Written Expression CBM
Scoring Options are Total Words Count (incorrectly spelled words are counted) Total Letter Count (incorrectly spelled words are counted) Correctly Spelled Words Count Correct Writing Sequences Count Note: You must use the same scoring method each time you score a particular student’s writing probes so pick one you can stick with. Deciding which one to use will be based on what you are comfortable with and the individual student. Most kids who are in SST for written expression are pretty far behind so the easiest methods – total word count/total letter count – would be fine. 2009 Corey Layne, EdS

1. Total Word Count Scoring:
The score is the number of words written in the three minute time period Misspelled words are included as long as you can figure out that they meant. Numbers in numerical form are not counted (e.g. 5, 17) 2009 Corey Layne, EdS

Written Expression Total Word Count Scoring:
Pros Quick Easy Reliably correlates with overall written expression skills Cons Only a rough estimate of writing fluency No consideration for spelling, punctuation, other writing conventions 2009 Corey Layne, EdS

Written Expression Total Word Count Scoring
Example: I woud drink water from the ocean ………………………….…..07 and I woud eat the fruit off of……………………………….…....08 the trees. Then I woud bilit a ………………………………… house out of tress, and I woud …………………………………..07 gather firewood to stay warm. I ……………………………… woud try and fix my boat in my ………………………………..…08 spare time. ………………………………………………………....02 Word Total = 45 2009 Corey Layne, EdS

2. Total Letter Count Scoring
The score is the total number of letters written. Misspelled words are included as long as you can figure out that they meant. Numbers in numerical form are not counted (e.g. 5, 17) 2009 Corey Layne, EdS

Written Expression Total Letter Count Scoring
Pros Quick Easy Takes longer words into account in scoring so that a student who writes few words but tends to use longer words would have a low score on Word Count but a higher score on Letter Count. Cons Still just looking at writing fluency Still not examining a student’s mastery of writing 2009 Corey Layne, EdS

Written Expression Total Letter Count Scoring
Example: I woud drink water from the ocean …………………………….. 27 and I woud eat the fruit off of………………………………… the trees. Then I woud bilit a ……………………………….…....23 house out of tress, and I woud …………………………………..23 gather firewood to stay warm. I ……………………………… woud try and fix my boat in my ………………………………..…23 spare time. ………………………………………………………....09 Letter Total = 154 2009 Corey Layne, EdS

3. Correctly Spelled Words Scoring
Only those words that are spelled correctly are counted in the score Words are considered separately, not within context of the sentence. So, in the sentence, “the boy red the book,” the word ‘red’ would be counted as correct even though it is not correct in the context of the sentence. 2009 Corey Layne, EdS

Written Expression Correctly Spelled Word Count Scoring
Pros Quick Easy Monitors, to some degree, a student’s mastery of writing. Cons Still not fully examining a student’s mastery of writing conventions, only fluency and spelling 2009 Corey Layne, EdS

Written Expression Total Correctly Spelled Word Count Scoring
Example: I woud drink water from the ocean ………………………….….. 06 and I woud eat the fruit off of………………………………… the trees. Then I woud bilit a ………………………………… house out of tress, and I woud …………………………………..06 gather firewood to stay warm. I …………………………….…....06 woud try and fix my boat in my ……………………………..……07 spare time. …………………………………………………..… Correctly Spelled Words = 39 2009 Corey Layne, EdS

4. Correct Writing Sequences Count Scoring
“Units” of writing and their relation to one another are scored “Units” are sequential pairs of words and essential marks of punctuation Each writing sequence must be correctly spelled and be grammatically correct. The words in each writing sequence must make sense within the context of the sentence. A caret (^) is used to mark the presence of a correct writing sequence. 2009 Corey Layne, EdS

Correct Writing Sequences Scoring
Two correctly spelled words in a row make up a correct writing sequence. Titles are included in the correct writing sequence count Reversed letters are acceptable, so long as they do not lead to a misspelling. The first word, if spelled correctly, is considered a sequence in its own Necessary marks of punctuation (excluding commas) are included in correct writing sequences. 2009 Corey Layne, EdS

Total correct writing sequences (as marked by carets) is 6.
Example: ^ Is ^ that ^ a ^ red ^ car ^ ? Total correct writing sequences (as marked by carets) is 6. 2009 Corey Layne, EdS

Syntactically correct words make up a correct writing sequence
Example: ^ Is ^ that ^ a ^ red ^ car ^ ? ^ Is ^ that ^ a ^ car red ? 2009 Corey Layne, EdS

Semantically correct words make up a correct writing sequence Example:
^ Is ^ that ^ a ^ red ^ car ^ ? ^ Is ^ that ^ a read car ^ ? 2009 Corey Layne, EdS

^ The 14 soldiers ^ waited ^ in ^ the ^ cold ^ .
With the exception of dates, numbers written in numerical form are not included in the correct writing sequence count Example: ^ The 14 soldiers ^ waited ^ in ^ the ^ cold ^ . ^ The ^ crash ^ occurred ^ in ^ 1976 ^ . 2009 Corey Layne, EdS

Written Expression Total Correct Writing Sequences Count Scoring
Example: ^ I woud drink ^ water ^ from ^ the ^ ocean ……………...…… 05 and ^ I woud eat ^ the ^ fruit ^ off ^ of……………………..…....05 the ^ trees ^ . ^ Then ^ I woud bilit a ……………………… house ^ out ^ of trees, ^ and ^ I woud …………………………..04 gather ^ firewood ^ to ^ stay ^ warm ^ . ^ I ……………….…....06 woud try ^ and ^ fix ^ my ^ boat ^ in ^ my ………………………06 spare ^ time ^ . ………………………………………………… Correct Writing Sequences = 32 2009 Corey Layne, EdS

Correct Writing Sequences Scoring
Pros Yields the most comprehensive information about a student’s mastery of written language Cons More time consuming than the other methods. 2009 Corey Layne, EdS

Tier 1: Writing Screening
Writing Probe: Group administered. Materials: story starter (e.g., If I had a million dollars…) printed at the top of a blank page. Timing: 1 minute to think, 3 minutes to write. Scoring: words written or correct word sequences in three minutes. 2009 Corey Layne, EdS

Writing Example 2009 Corey Layne, EdS

Math CBM Probes Math probes can be generated at You can make probes for addition, subtraction, multiplication and division Probes can be generated for any level of complexity such as with or without regrouping, how many digits, etc. Probes can also be generated with a mixture of skills – very helpful in seeing where a student is in their abilities. You can also generate Cover-Copy-Compare worksheets 2009 Corey Layne, EdS

Math CBM directions: Distribute the probes to the student or students
Read this verbatim every time even when you know the students know the directions: “The sheets on your desk are math facts.” (for single skill probes) “All the problems are [addition or subtraction or multiplication or division] facts.” (for multiple skill probes) “there are several types of problems on the sheet. Some are addition, some are subtraction, some are multiplication and some are division [as appropriate]. Look at each problem carefully before you answer it.” 2009 Corey Layne, EdS

Math Probe Directions “When I say ‘start,’ turn them over and begin answering the problems. Start on the first problem on the left on the top row [point to sample]. Work across and then go to the next row. If you can’t answer the problem, make an ‘X’ on it and go to the next one. If you finish one side, go to the back [if appropriate]. Are there any questions? … Start.” Start the stopwatch immediately. Make sure the students are working on the correct sheet, completing problems in the right order, and that they have their pencils, etc. After 2 minutes, say ‘stop’ and collect the probes. 2009 Corey Layne, EdS

Scoring CBM Math Probes
Wrong answer can receive credit. Event though you give credit for a wrong answer, the student doesn’t know so you are not “encouraging” incorrect work. This scoring allows you to see small bits of growth in the student’s skills and sometimes identify where they are making their mistakes to guide intervention. (again, remember - Weird Scoring) 2009 Corey Layne, EdS

Scoring Individual correct digits are counted as correct
Reversed or rotated digits are not counted as errors unless the change in position makes them appear to be another digit (e.g. 6 and 9) Incorrect digits are counted as errors Digits which appear in the wrong place value, even if otherwise correct, are scored as errors “759” is the correct answer to this problem, but no credit is given since the addition of the “0” pushes the other digits out of their proper place-value positions. Example: “759” is the correct answer to this problem, but no credit is given since the addition of the “0” pushes the other digits out of their proper place-value positions. 416 +343 7590 2009 Corey Layne, EdS

Scoring In more complex problems such as advanced multiplication, the student is given credit for all correct numbers that appear below the line. Example: Credit is given for all work below the line. In this example, the student earns credit for 9 correct digits. 120 x 32 240 360 600 2009 Corey Layne, EdS

Scoring Credit is not given for any numbers appearing above the line (e.g., numbers marked at the top of number columns to signify regrouping). Credit is given for the two digits below the line. However, the carried “1” above the line does not get credit. Example: 1 37 + 24 61 2009 Corey Layne, EdS

Scoring Credit is given for “place-holder” numerals that are included simply to correctly align the problems. As long as the student includes the correct spacer, credit is given whether or not a “0” has actually been inserted. Credit is given for the “place holder” in both cases. When it is not actually written in, a space should be reserved as shown. Example: x 72 x 72 120_ 2009 Corey Layne, EdS

Scoring Count the number of digits correct and incorrect per minute (For all skills except long division, only digits below the line are counted). If the child does not complete the full probe before time is up. . . Digits Correct = Digits Correct Per Minute # of Minutes Timed For Probe Example: 30 Digits Correct = 10 Digits Correct Per Minute 3 Minutes (e.g., 3rd grade) How to score and count a child’s digits correct will be discussed in the next few slides. This slide outlines how a final score is calculated according to “digits correct per minute” formula. 2009 Corey Layne, EdS

Scoring Digits Correct: Addition and Subtraction Problems
Each CORRECT digit in the answer is counted. Use a “Number to Number Matching” approach to score digits correct. Scoring a problem as correct or incorrect does not address a child’s gradual acquisition of skills across time. -Explain to teachers that there are different ways to score digits correct. -One approach involves scoring digits correct in context of a child’s use of a correct algorithm or computation process when solving multistep problems (e.g., multiplication with regrouping or long division). In other words, you would still score an incorrect number as a correct digit if the child used the correct procedure (e.g., correctly used the subtraction process when solving a long division problem, but did not calculate a correct number when subtracting). Many teachers may be familiar with this approach. -A second approach involves scoring the correct digits in a child’s final answer to a problem. This second approach (each correct digit in the answer is counted with a “number to number” matching approach) was used in the Zigmond, Shapiro, and Edwards (Spring, 2002) pilot study and was found to be effective. Also a less time consuming. -The following set of slides presents a digits correct scoring system based on both methods. 2009 Corey Layne, EdS

Tier 1: Math Screening Math Probe: Group administered.
Materials: Worksheet consisting of a series of problems sampling the target skill(s) (e.g., sums to 5, double digit multiplication with regrouping). Timing: 2 minutes Information obtained: digits correct in two minutes. 2009 Corey Layne, EdS

Math Probe Example Total Digits: 38 Errors: 5 Digits Correct: 33 2009
Corey Layne, EdS

Tier 1 Assessing all Students
You have been provided evidence-based differential instruction in the general classroom setting. We need to find evidence you are progressing based on the current intervention. Math probe. Complete Graph Baseline data will be the first data points before administration of intense intervention. 2009 Corey Layne, EdS

Graph 2009 Corey Layne, EdS

Session III 2009 Corey Layne, EdS

Synopsis of Tier 2 Tier 2 Students experiencing academic and/or behavioral difficulties (identified through progress monitoring data) Instruction that uses established intervention protocols Frequent progress monitoring Tier 1 strategies continue Implemented for minimum of 6 weeks Tier 2 is the level of more intensive and specific instruction for those students who do not meet benchmarks in Tier 1 (nonresponders). Typically, instruction and interventions are delivered in small groups, and data are collected more frequently. 2009 Corey Layne, EdS

Characteristics of Tier 2 Interventions
Available in general education settings Opportunity to increase exposure (academic engaged time) to curriculum Sufficient time for interventions to have an effect (10-30 weeks) Often are “standardized” supplemental curriculum protocols (K-3 Academic Support Plan) Opportunity to narrow focus of the curriculum 2009 Corey Layne, EdS

Core Features Small Groups (e.g., 1:3, 1:5)
10-12 wks, 3-4x per wk, min per session Scripted, specific interventions Point system for motivation Immediate corrective feedback More time spent on difficult activities More opportunities to respond Setting goals and self monitoring 2009 Corey Layne, EdS

How to create Tier 2 options?
Staggering times during which similar curriculum is delivered Reading Instruction delivered at different times by different teachers Offering same curriculum across multiple times High School example where student takes algebra two consecutive periods, but gets credit for one period. Is scientifically research-based. Has a high probability of producing change for large numbers of students. Is designed to be used in a standard manner across students. Is usually delivered in small groups. Is often scripted or very structured. 2009 Corey Layne, EdS

Remember: Increased opportunity to learn Increased instructional time
Increased assessment Data collection and analysis Data-based decision-making Students are grouped according to area of need and skill levels as a way of allowing the school to maximize resources to provide quality interventions. Progress monitoring typically takes place 1 to 3 times a week. 2009 Corey Layne, EdS

Tier 2: What is a “Good” Response to Intervention?
Gap is closing Questionable Response Rate at which gap is widening slows considerably, but gap is still widening Gap stops widening but closure does not occur Poor Response Gap continues to widen with no change in rate. 2009 Corey Layne, EdS

For Example Skill Deficit: Reading Fluency
Intervention: Drill Sandwich 2009 Corey Layne, EdS

Progress Monitoring Tool:
Dibels AIMSweb CBM – Reading Fluency Probe (intervention central) 2009 Corey Layne, EdS

CBM: Oral Reading Fluency
Administration of CBM reading probes The examiner and the student sit across the table from each other. The examiner hands the student the unnumbered copy of the CBM reading passage. The examiner takes the numbered copy of the passage, shielding it from the student's view. The examiner says to the student: When I say, 'start,' begin reading aloud at the top of this page. Read across the page [demonstrate by pointing]. Try to read each word. If you come to a word you don't know, I'll tell it to you. Be sure to do your best reading. Are there any questions? [Pause] Start. 2009 Corey Layne, EdS

The examiner begins the stopwatch when the student says the first word
The examiner begins the stopwatch when the student says the first word. If the student does not say the initial word within 3 seconds, the examiner says the word and starts the stopwatch. As the student reads along in the text, the examiner records any errors by marking a slash (/) through the incorrectly read word. If the student hesitates for 3 seconds on any word, the examiner says the word and marks it as an error. At the end of 1 minute, the examiner says, Stop and marks the student's concluding place in the text with a bracket ( ] ). 2009 Corey Layne, EdS

First Grade Level Probe
Jack camps. He is six. He likes the big woods. He lives off the land. He follows a turtle. They are green. They are slow. They are fun. Jack calls the ducks. It is fun. They are blue. He watches them move. They fly in the sky. It is fun. He sees them swim. He swims too. Jack works for his food. He sees a lake. He fishes. He got four fish. He makes a fire. He cooks fish. It is night. He can see the stars. It is fun 2009 Corey Layne, EdS

Scoring Reading fluency is calculated by first determining the total words attempted within the timed reading probe and then deducting from that total the number of incorrectly read words. The following scoring rules will aid the instructor in marking the reading probe: Words read correctly are scored as correct: --Self-corrected words are counted as correct. --Repetitions are counted as correct. --Inserted words are ignored. Mispronunciations are counted as errors. Example Text: The small gray fox ran to the cover of the trees. Student: "The smill gray fox ran to the cover of the trees." 2009 Corey Layne, EdS

Scoring cont’d Substitutions are counted as errors. Example
Text: When she returned to the house, Grandmother called for Franchesca. Student: "When she returned to the home, Grandmother called for Franchesca. Omissions are counted as errors. Text: Anna could not compete in the last race. Student: "Anna could not in the last race.“ Transpositions of word-pairs are counted as 1 error. Text: She looked at the bright, shining face of the sun. Student: "She looked at the shining bright face of the sun." Words read to the student by the examiner after 3 seconds have gone by are counted as errors. 2009 Corey Layne, EdS

Interventions and Progress Monitoring- Data Collection (Activity)
Review the data from the scenario. Based on the current data, What does your team recommend? 2009 Corey Layne, EdS

Scenario Jocelyn is a 10th grade student. She attends Helpful High School where all students are provided with instruction through the curriculum. In September, she was identified as an at-risk student in writing based on her Standardized Test scores. Her English teacher differentiates instruction by providing her writing checklists. At a conference 7 weeks later, her writing samples were reviewed. Jocelyn continued to display difficulty writing only one paragraph for a 5 paragraph assignment. Jocelyn’s teacher discusses this information with her parents and recommends supplemental instruction. After 6 weeks, an analysis of her writing indicates limited improvement in writing quantity. Possible Tier 2 interventions: Jocelyn begins participating in after-school tutorial sessions two afternoons per week PM: A writing sample with a specific prompt is collected during the second session each week Jocelyn’s teacher regularly documents and updates her parents on her progress 2009 Corey Layne, EdS

Break 15 minutes 2009 Corey Layne, EdS

Session IV 2009 Corey Layne, EdS

Synopsis of Tier 3 Tier 3 Students participating in the Student Support Team Individualized assessment and interventions (Intervention Manual) More frequent progress monitoring Tier 1 strategies continue Time/intensity of supplemental instruction at Tier 2 increases 2009 Corey Layne, EdS

Tier 3 Increased intensity of interventions (e.g., frequency of delivery, amount of time, duration, best validated) Individually tailored interventions Instructional grouping of < 1:3 Frequent progress monitoring measures Delivered by general education with consultation and collaboration by special education Tier 3 is the most intensive level. It is where interventions are delivered individually and student progress is monitored frequently. Tier 3 interventions may take place in regular or special education. At this level, a problem-solving team is typically monitoring the effectiveness of the individualized interventions and adapting them as needed. If needed, an evaluation for special education usually takes place while the student is at Tier 3. 2009 Corey Layne, EdS

Pyramid of Interventions – 3 Tiers of Instruction using academic interventions

Problem-solving is: A process designed to maximize student achievement
A method focused on outcomes A method to ensure accountability and intervention evaluation It is all about student progress 2009 Corey Layne, EdS

Collaborative Problem Solving
The Problem-Solving Method is defined as a systematic and data-based process for identifying, defining, and resolving students’ academic and/or behavioral difficulties. 2009 Corey Layne, EdS

Problem Solving Process
Defining problem/Directly Measuring Behavior Evaluate the Student’s Response to the Intervention Analyze the Problem Identify the variables that contribute to problem, then develop a plan. Implement Plan Implement the intervention as intended Progress Monitor Modify as Necessary 2009 Corey Layne, EdS

Steps in the Problem-Solving Process
PROBLEM IDENTIFICATION • Identify replacement behavior • Data- current level of performance • Data- benchmark level(s) • Data- peer performance • Data- GAP analysis PROBLEM ANALYSIS • Develop hypotheses( brainstorming) • Develop predictions/assessment INTERVENTION DEVELOPMENT • Develop interventions in those areas for which data are available and hypotheses verified • Implementation support Response to Intervention (RTI) • Frequently collected data • Type of Response- good, questionable, poor 2009 Corey Layne, EdS

Data Required for Problem Identification
Current Level of Functioning Benchmark/Desired Level Peer Performance GAP Analysis 2009 Corey Layne, EdS

Problem Identification:
Data is essential: Current level (Baseline for RTI) Benchmark level (Needed to determine rate of progress required) Peer level (Needed to determine Tier 1 or 2 intervention protocol) GAP (Needed to determine scope of work to be done and length of time required to do it) Baseline 2009 Corey Layne, EdS

Problem Analysis Why is problem occurring? Facilitate Problem Analysis
Skill vs performance Develop Hypotheses Which ones supported by data? Note: Specific Hypotheses -must lead to interventions. Link the assessment to intervention. 2009 Corey Layne, EdS

Hypotheses Reasons why student is not able to do desired behavior
Ensure it is not due to lack of instruction (e.g. frequent moves) 2009 Corey Layne, EdS

How Do We Confirm Hypothesis?
Assessment Observe student Formal tests Work samples Intervention and Progress monitoring 2009 Corey Layne, EdS

Criteria for Evaluating Response to Intervention
Is the gap between current rate or gap between slopes of current and benchmark closing? If yes, this is a POSITIVE RTI Is the gap parallel, closing but not meeting? If yes, this is a QUESTIONABLE RTI If the rate/slope remains unchanged OR if there is improvement but shows no evidence of closing the gap, then this is a POOR RTI 2009 Corey Layne, EdS

Problem Solving: Strengths
Can be applied to the student, classroom, building, and district levels: Student- academic problem Classroom- discipline, returning homework Building- bullying, attendance District- over-/under-representation Problem- problem common to students in building 2009 Corey Layne, EdS

Problem Solving: Potential Weakness Areas
Applied consistently across students Treatment fidelity 2009 Corey Layne, EdS

No response to intervention
No response to intervention. Check the fidelity of the intervention implementation. 2009 Corey Layne, EdS

Strategies that improve fidelity:
Follow-up by a consultant/support staff, other team member Presentation of student data illustrating response to intervention Use graphs and charts to illustrate progress or no progress Review of treatment implementation Frequency--range from daily to weekly initially Teacher responsiveness to implementing interventions Understands the “need” for intervention Perceives self as possessing skills to implement (e.g. professional development) OR has the social support to implement while acquiring skills (e.g. lead or expert to consult) 2009 Corey Layne, EdS

Team Problem-Solving (Activity)

Elementary RTI Scenario
Tylar is a second-grade student. Along with his classmates he was provided instruction through the general education curriculum. Tylar In October he was determined to be at risk based on state testing at the end of his first grade year. Tylar’s teacher differentiates instruction according to his learning needs. Benchmark data taken after the first 4 weeks of school indicates that Tylar’s DIBELS Oral Reading Fluency falls in the “At-Risk” range. His teacher recommends Tylar to participate in an early intervention reading group 30 minutes twice per week. DIBELS is collected every two weeks to monitor his progress on the reading intervention. After 6 weeks, an analysis of Tylar’s progress monitoring data indicates limited improvement. There is improvement but shows no evidence of closing the gap. What interventions have been used? What is the current progress monitoring tool ? How much and how often is it used? What Tier is Tylar in? Supporting evidence? Determine as a team the next steps in the RTI model. Initial Meeting Reading fluency is identified as the primary concern The team selects the Fold-In Technique from the Intervention Manual (to be implemented by Tylar’s teacher 3 days/week for 30 minutes) Progress monitoring will occur once/week using DIBELS ORF Second Meeting (after 4 weeks of SST) No change is noted across the 4 DIBELS ORF scores A different intervention is chosen from the Manual – Repeated Reading Tylar’s progress will still be monitored once/week via DIBELS ORF Third Meeting (after 8 weeks of SST) DIBELS ORF scores indicate that Tylar made minor progress The team decides to continue the Repeated Reading intervention, but makes it more intensive (4 days/week for 40 minutes) The School Psychologist is consulted and recommends an academic screening (per parental consent) Fourth Meeting (after 12 weeks of SST) DIBELS ORF scores indicate that Tylar is still making only minor progress SST discusses progress monitoring data and academic screening results The intervention is changed to Assisted Reading Practice Fifth Meeting (after 16 weeks of SST) DIBELS ORF data continues to show only limited progress After consulting with the School Psychologist, SST decides to make a DES referral (pending parental consent) *Note: While the evaluation is being completed, interventions and regular SST meetings will continue to take place 2009 Corey Layne, EdS 179

Tips for Effective Implementation

Recipe for Intervention Success
PREPARE Identify and Use standard protocols for intervention Develop all needed materials Develop packets or put on a central web site Determine graphing program 2009 Corey Layne, EdS 181

TRAIN Explain Watch the teacher do it with the actual child before you leave Call or meet teacher after first day to problem solve 2009 Corey Layne, EdS 182

COLLECT DATA AND SUPPORT Each week, graph intervention performance and do a generalization check with the child. Graphed feedback to teachers with generalization checks for individual intervention once per week Response-dependent performance feedback to sustain implementation accuracy Monthly CBM to track growth and enhance existing Tier 1 Programs or advise new Tier 1 Data to principal weekly. Summarize effects and integrity of procedures. 2009 Corey Layne, EdS 183

USE DATA TO MAKE DECISIONS RTI successful if child performs criterion-level probe (from screening) in the instructional range. RTI unsuccessful if intervention sessions and criterion probe is not in the instructional range. Increase task difficulty for intervention if child scores at mastery on task during intervention sessions 2009 Corey Layne, EdS 184

Infrastructure for Implementation
Grade-level planning periods can be utilized Special education “team” at school can be utilized School Psych must be on-site 1 day/week Developing master schedule for Tier 1, 2, and 3 intervention times is useful Integrate efforts with evaluation referral team efforts (consider major reduction in meeting time and shift to intervention efforts!) 2009 Corey Layne, EdS

Materials needed Computer and software to organize data
Student data imported. Clerical person to enter data on-site for tier 1 screen only. Color printer to print graphs + extra color cartridges Probe materials, digital count-down timers Intervention protocols, intervention materials (e.g., flashcard sets, reading materials) Access to copier and some assistance with copying 2009 Corey Layne, EdS

Guidelines for Implementers
Use single trial scores for screening Following screening, grade-wide graphs to principal Return data to teachers within 48 hours with personal interpretation at grade-level team meeting Include principal in critical meetings Involve teachers at all stages 2009 Corey Layne, EdS 187

Guidelines for Implementers
Learn about curriculum and instruction. Integrate RTI with ongoing school and system reform efforts Thoughtfully merge to subtract duplicate activities and to enhance more comprehensive supplemental and core instructional support activities that may be in place Use RTI data to evaluate the value of ALL instructional programs or resource allocation decisions. Quantify bang for the buck using student performance data. 2009 Corey Layne, EdS

Great Teachers Use data to identify where more/different/less instruction is needed Have as a goal to accelerate all learning of all children Proactively address barriers to learning Take responsibility for learning that occurs in the classroom Are confident and ready to collaborate in the classroom Appreciate childhood and children (a little humor, lots of patience, enthusiasm) 2009 Corey Layne, EdS

Web Evidenced-Based Practices
So, how do you know what practices are evidenced-based? The United States Department of Education has created a guide that walks people through the process of finding evidence-based practices, “Identifying and Implementing Educational Practices Supported by Rigorous Evidence.” The following websites present examples of evidenced-based interventions. They are, for the most part, organized by subject matter and grade-level. They do not provide an exhaustive list of all available interventions; however, they are the current thinking around what works for students. What Works Clearinghouse Best Evidence Encyclopedia 2009 Corey Layne, EdS

Tools on the Web What Works Clearinghouse The What Works Clearinghouse ( established by the U.S. Department of Education’s Institute of Education Sciences to provide educators, policymakers, and the public with a central, independent, and trusted source of scientific evidence of what works in education. 2009 Corey Layne, EdS

Tools on the Web The Promising Practices Network web site highlights programs and practices that credible research indicates are effective in improving outcomes for children, youth, and families. 2009 Corey Layne, EdS

Tools on the Web Blueprints for Violence Prevention is a national violence prevention initiative to identify programs that are effective in reducing adolescent violent crime, aggression, delinquency, and substance abuse. 2009 Corey Layne, EdS

Tools on the Web The International Campbell Collaboration offers a registry of systematic reviews of evidence on the effects of interventions in the social, behavioral, and educational arenas. 2009 Corey Layne, EdS

Tools on the Web Social Programs That Work offers a series of papers developed by the Coalition for Evidence-Based Policy on social programs that are backed by rigorous evidence of effectiveness. 2009 Corey Layne, EdS

Tools on the Web Intervention Central
US Department of Education Wrights Law 2009 Corey Layne, EdS

Tools on the Web National Joint Committee on Learning Disabilities 2009 Corey Layne, EdS

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

Similar presentations

Presentation on theme: "Response to Intervention (RTI): A Practical Guide for All Educators"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

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

Similar presentations

Presentation on theme: "Response to Intervention (RTI): A Practical Guide for All Educators"— Presentation transcript:

Similar presentations

About project

Feedback