Response to Instruction and Intervention

The Big Picture Anita L. Archer, Ph.D. Educational Consultant

Response to Instruction and Intervention Model Tier 3 Intense Intervention Few (5%) High Intensity Longer Duration Tier 2 Supplemental Intervention Some (15%) Moderate Intensity Shorter Duration Tier 1 Core Program All Research-based Instruction Preventative

Big Ideas 1. Use academic and behavioral data to inform decisions. 2. Increase the intensity of the program for struggling students. 3. Use research-based, scientifically validated instructional procedures (INSTRUCTION - how to teach). 4. Use research-based, scientifically validated curriculum (INTERVENTIONS - what to teach) and materials.

Big Idea #1. Use academic and behavioral data to inform decisions. Screening Diagnostic Specific measures of: Decoding Encoding Fluency Comprehension Program specific placement tests Progress Monitoring Curriculum-based assessment measures (DIBELS, AIMSweb, MAP) Program specific assessments Tier 1 - Progress monitoring three times a year Tier 2 - Frequent progress monitoring at least once a month Tier 3 - More frequent progress monitoring

Big Idea #2. Increase the intensity of the program for struggling students. Increase time spent on targeted areas. Reduce group size.

Big Idea #2. Increase the intensity of the program for struggling students. Increase time spent on targeted areas.(Elementary) Tier minutes of uninterrupted instruction. Differentiated instruction including whole group and small group instruction. Tier 2.90 minutes PLUS minutes, 3 to 5 times a week. Tier 3.90 minutes PLUS minutes targeted intensive intervention, daily OR alternative core for 90 minutes.

Big Idea #2. Increase the intensity of the program for struggling students. Increase time spent on targeted areas. (Secondary) Option #1: Core Language Arts Class PLUS period of targeted reading intervention Option #2: Alternative Core - Two periods

Big Idea #2. Increase the intensity of the program for struggling students. Reduce group size. Tier 2 -Small group instruction 3 to 8 students Tier 3 -Small group instruction (Of course, the reality of funding and number of available teachers and para-educators could drastically alter these desirable group sizes.)

Big Idea #2. Increase the intensity of the program for struggling students. Reduce group size. Example: Elementary Idea A. Establish different 90 minute reading blocks for k-1, 2-3, 4-5. When students are not in reading blocks, they can be “pulled out” for Tier 2 and Tier 3 intervention. Idea B. Establish 90 minute reading blocks and an additional grade- level 20 to 40 minute intervention period. All students go to a class for specialized instruction including intervention. Idea C. Extend the 90 minute reading block to minutes and provide intervention within the classroom.

Big Idea #3. Use research-based, scientifically validated instructional procedures (how to teach). Explicit Instruction Relentless Engaging Delivery

Big Idea #3. Use research-based, scientifically validated instructional procedures (how to teach). Explicit Instruction Instruction is direct versus indirect (discovery). Instructional language, explanations, and directives are clear and unambiguous. Instructional routines are used again and again.

Big Idea #3. Use research-based, scientifically validated instructional procedures (how to teach). Explicit Instruction of Skills/Strategies Model I do it.My turn. PromptWe do it. Let’s do this together. CheckYou do it.Your turn.

Big Idea #3. Use research-based, scientifically validated instructional procedures (how to teach). Explicit Instruction of Concepts(vocabulary) 1. Introduce the word. 2. Provide a “student-friendly explanation.” 3. Illustrate with examples. 4. Check understanding.

Big Idea #3. Use research-based, scientifically validated instructional procedures (how to teach). Relentless - Adequate initial practice opportunities - Distributed review - Cumulative review - Tier 3 students may require 10 to 30 times as many practice opportunities as peers. - Teach to mastery. - Let’s not leave students over exposed and underdeveloped.

Delivery Skills 1) Require frequent responses. 2) Monitor student performance carefully. 3) Provide immediate affirmative and corrective feedback. 4) Deliver the lesson at a brisk pace. Big Idea #3. Use research-based,scientifically validated instructional procedures (how to teach).

Big Idea #4. Use research-based, scientifically validated curriculum (what to teach) and materials. Curriculum (What to Teach) Focus on the BIG FIVE Phonemic awareness Decoding Fluency Vocabulary Comprehension

Big Idea #4. Use research-based, scientifically validated curriculum (what to teach) and materials. Example - Elementary Tier 2 - Supplemental targeted skill interventions Kindergarten Phonemic awareness Letter-sound associations Beginning decoding First grade First half of year Decoding single syllable words Decoding multisyllabic words High frequency words Second half of year Decoding single and multisyllabic words Encoding (spelling)same words High frequency words Fluency of word reading Reading connected text accurately and fluently

Big Idea #4. Use research-based, scientifically validated curriculum (what to teach) and materials. Tier 2 - Supplemental targeted skill interventions Second and third grade Decoding single and multisyllabic words Encoding (spelling) same words High frequency words Fluency of word reading Reading connected text accurately and fluently Literal comprehension Comprehension strategies such as story retell, summarization, prediction Third, fourth, fifth grade Decoding multisyllabic words Encoding (spelling) same words Reading connected text accurately and fluently Passage vocabulary Literal comprehension Comprehension strategies such as story grammar (narrative), “getting the gist” or paragraph shrinking (expository), mapping/webbing Writing summaries

Let us remember How well we teach = How well they learn