1. Re-visioning Intervention: RtI2 in Secondary
Nancy Frey, Ph.D.
San Diego State University
PowerPoint available at

2. There’s no “magic in a box” for RtI
First, the bad news…
There’s no “magic in a box” for RtI

3. Everyone expects that you’re a magician!
Even worse…
Everyone expects that you’re a magician!

4. What is Response to Intervention?
Required by IDEA, 2004
A multi-tiered approach to identifying learning disabilities in reading and mathematics
Provides an alternative to discrepancy models
Allows proactive intervention before identification
Both a policy and a practice
Allocates up to 15% of special education funding formula for proactive intervention
Regulations went into effect October 2006

5. Problems with LD Identification
Traditional approaches to identification through discrepancy models were inadequate
Led to misdiagnosis of oral expression, listening comprehension, reading and math difficulties
Large increases in students identified as having a learning disability

6. Two possible reasons for reading difficulties
Cognitive processing factors
Inherent limitations in reading related to cognitive difficulties that make it difficult for a student to acquire foundational reading skills
Experiential and instructional factors
Deficiencies in the student’s literacy skills and/or literacy instruction
F. R. Vellutino, et al, 2003 RtI Symposium

7. Misdiagnosing students?

8. Traditional approach Definition by discrepancy Definition by exclusion
IQ/Achievement discrepancy (“s/he should be doing better”)
Definition by exclusion
use of exclusionary criteria (“it can’t be anything else”)

9. Type I and Type II Errors
Traditional approach failed to discriminate between experiential/instructional inadequacies and true disabilities
Led to misidentification of students with learning disabilities (Type I: “false negatives” and Type II: “false positives”)

10. Making Instruction and Intervention Responsive

11. Traditional View of Learning
When time and instruction are held constant…
LEARNING
… learning outcomes
vary.
Adapted from Buffum, Mattos, & Weber, 2009

12. A New View of Learning When time and instruction are variable…
… learning is
held constant.
Adapted from Buffum, Mattos, & Weber, 2009

13. “Tears of intervention”

14. Response to Instruction and Intervention (RtI2)
Tier 1: Quality core instruction
Tier 2: Supplemental intervention
Tier 3: Intensive intervention
Tier 2:
20-30%
Tier 1: 70+%
Tier 3:
5-15%
Manipulate variables…
Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction
and intervention. Alexandria, VA: ASCD.

15. What Variables Can You Control?
Frequency (time)
Duration (time)
Assessment (instruction)
Group size (instruction)
Access to expertise (instruction)
Staff collaboration (instruction)
Student Monitoring Team (instruction)
Others?

16. Tier 1: Quality Core Instruction
20-30%
Tier 3:
5-15%
Manipulate variables…
Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction
and intervention. Alexandria, VA: ASCD.

17. Gradual Release of Responsibility Model
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
Gradual Release of Responsibility Model
Fisher, D., & Frey, N. (2008). Better learning through structured teaching. Alexandria, VA: ASCD.

18. Red flags for Tier 1
Less than 70% of the school at or near grade level
Too much whole-group instruction
No evidence of flexible grouping
Blaming students for failure
“This is how I’ve always done it”

19. Tier 2: Supplemental intervention
20-30%
Tier 1: 70+%
Tier 3:
5-15%
Manipulate variables…
Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction
and intervention. Alexandria, VA: ASCD.

20. What does Tier 2 look like?
PROGRAM
Specialized instruction
GROUPING
Homogeneous small groups
ASSESSMENT
1-2 times monthly
WHO?
General education teacher, reading specialist, S/LP
WHERE?
General education classroom
DESIGNED TO ACCELERATE LEARNING

21. Examples of Tier 2 Supplemental Instruction and Intervention
Additional guided instruction
Lower group size (2-5 students)
Afterschool tutorials
Increased expertise (teacher, S/LP, reading specialist, etc.)
Curriculum Based Measures (CBM) for progress monitoring
Family involvement
Student Monitoring Team feeds forward to improve instruction

22. Small group guided instruction
Additive--done in addition to core program
Frequency--should be daily*
Intensity--specialized approaches targeted at specific areas of difficulty
Duration--typically 20 weeks
* Daily instruction can come from
a team of Tier 2 interventionists

23. Red flags for Tier 2 Replacement instead of supplementary instruction
Disconnected from curriculum
No mechanism for communication between professionals
Used as a Band-aid to fix other schoolwide woes

24. Tier 3: Intensive intervention
5-15%
Tier 1: 70+%
Tier 2:
20-30%
Manipulate variables…
Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction
and intervention. Alexandria, VA: ASCD.

25. What does Tier 3 look like?
PROGRAM
Intensive intervention
GROUPING
individuals
ASSESSMENT
1-2 times monthly
WHO?
General education teacher, reading specialist, S/LP, outside interventionist
WHERE?
Designated by school
STUDENTS WHO ARE “NON-RESPONSIVE” MAY BE REFERRED FOR SPECIAL EDUCATION TESTING

26. Red flags for Tier 3 A rush to refer to special education
Lack of patience
Too much reliance on scripted programs
Too much reliance on special education staff
Can’t support decisions with data

27. Examples of Tier 3 Intensive Instruction and Intervention
One-to-one instruction
Increased duration and frequency
Frequent CBM for progress monitoring
Experts provide instruction--every certificated adult on campus has students
Specialized assessments
Increased family involvement
Student Monitoring Team feeds forward to improve programmatic efforts
Teacher remains central figure in these efforts

28. RtI2 in Action

29. RtI2 in action California public charter high school with 450 students
62% free/reduced lunch
55% English language learners; 14% unredesignated
12 languages spoken
Urban community
9% are students with disabilities
Fully inclusive

30. The problem… How could students at risk be supported?
How could we avoid the iatrogenic* effect?

31. Iatrogenic: The surgery was successful but the patient died.

32. Tier 1 in action
Commitment to a gradual release of responsibility model of instruction in classrooms
Scaffolds student learning
Provides a means for Tier 2 interventions
Grading based on competencies only, with 10% +/- for participation, etc.

33. Competencies for English 9 and 10
Fall Competencies
Literacy letters
Essential Question essay: What is Race and Does It Matter?
Persuasive techniques
Essential Question essay: Can You Buy Your Way to Happiness?
Oral language (retelling and dramatic monologue)
Spring Competencies
Essential question essay: Who Am I? Why Do I Matter?
Summarizing
Poetry
Essential Question presentation: Health Is…

34. Tier 2 in action Additional guided instruction in the classroom
Classroom teacher, special education support teacher, English language learner support teacher
Academic Recovery
Student grades are monitored by the Academic Recovery coordinator
Weekly 90 minute small group sessions scheduled for the entire grade level

35. Tier 3 in action One-to-one tutorials at lunch
Lunch is 60 minutes; 30 minutes for Tier 3 intensive intervention
General dismissal is at 3:00; 3:00-4:00 reserved for tutorials and Tier 3 intensive intervention
Staffed by credentialed teachers
Academic Recovery coordinator, reading specialist and math department chair oversee progress monitoring

37. Purposes of progress monitoring
To determine whether the intervention is effective
Standards-based
Assess marker variables that have been demonstrated to lead to instructional target
Sensitive to small incremental changes over time
Comparable across students (NASDSE, 2005)

38. Progress monitoring in literacy
Oral and silent reading fluency norms (Hasbrouck & Tindal, 2006)
Qualitative Reading Inventory-4 (Leslie & Caldwell, 2006)
Maze assessments (Wiley & Deno, 2005)
Content vocabulary measures (Espin, Shin, & Busch, 2005)
Analytic writing assessments (Diercks-Gransee, Weissenburger, Johnson, & Christensen, 2009)

39. Analytic writing assessment CBM
1. Total words written (TWW)
2. Average number of words written per minute (AWPM)
3. Total words spelled correctly (TWSC)
4. Total number of complete sentences (TCS)
5. Average length of complete sentences (ALCS)
6. Correct punctuation marks (CPM)
7. Correct word sequences (CWS)
8. Incorrect word sequences (ICWS)
9. CWS – ICWS =
Fisher, D., Frey, N., & Rothenberg, C. (in press).

40. Leading a Collaborative Effort for RtI2

41. Reaching across the divide
Opportunities for collaboration between general and special education in program design:
Conducting professional development
Assist in selecting screening measurements and scientifically-based intervention approaches
Interpret school’s progress in meeting intervention needs

42. Reaching across the divide
Opportunities for collaboration between general and special education in program implementation:
Fostering oral and written language development
Working with small groups of students in the general education classroom
Working with families to understand screening and progress assessments

43. Paradigm shifts through leadership
From viewing the problem with the student …
… to analyzing the teaching/learning interaction.

44. Paradigm shifts through leadership From a placement orientation …
… to a teaching orientation.

45. Paradigm shifts through leadership
From measurement …
… to evaluation.

46. Paradigm shifts through leadership
From special education as a place …
… to special education as a service.
Adapted from VanDerHayden & Kurns, 2006

47. The Takeaway Instruction and Intervention are linked
Manipulate variables (time, assessment, expertise, instruction) to intensify intervention
Build in a feed forward method so that RtI2 results inform classroom instruction and programmatic improvements
Keep the teacher and family at the center of communication

48. Questions?

49. PowerPoint available at www.fisherandfrey.com
Click on “Resources” to access