classroom interventions for the common core · responders’ to tiers 1 & 2 are tier 3 referred...

Response to Intervention

Classroom Interventions for the Common Core

Jim Wrightwww interventioncentral orgwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/wiscedresources



“ ”I have come to believe that a great teacher is a great great teacher is a great artist...Teaching might even be g gthe greatest of the arts since the

di i th h i d d medium is the human mind and spirit.p-John Steinbeck

www.interventioncentral.org 4


‘First Responder’ ToolkitInstruction. What elements make up high-quality core instruction?q y

Intervention. How can one define the student’s academic need(s) and match to research-based intervention ideas?need(s) and match to research based intervention ideas?

Data. What are practical methods of classroom data collection and how can we structure that data collection?collection—and how can we structure that data collection?

Problem-Solving Process. What forms & meeting process can help to create strong classroom intervention plans?

Resources. Where can teachers find online resources to


support classroom interventions?


Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)

1. A “continuum of evidence-based services available to all students" that range from universal to highly g g yindividualized & intensive

2. “Decision points to determine if students are performing significantly below the level of their peers performing significantly below the level of their peers in academic and social behavior domains"

3. “Ongoing monitoring of student progress"4. “Employment of more intensive or different

interventions when students do not improve in response" to lesser interventionsresponse to lesser interventions

5. “Evaluation for special education services if students do not respond to intervention instruction"


Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


Avg Classroom Academic Performance Level

Discrepancy 1: Skill Gap Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


Dual-Discrepancy : RTI Model of Learning Disability (Fuchs 2003)


Common Core State Standards InitiativeStandards Initiativehttp://www.corestandards.org/

View the set of Common Core View the set of Common Core Standards for English Language Arts (including writing) and mathematics being adopted by mathematics being adopted by states across America.

Source: National Governors Association Center for Best Practices and Council of Chief State School Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrieved on September 23, 2012, from


http://www.corestandards.org/; p. 6.


Common Core State Standards: Supporting Different Learners in ELA

“The Standards set grade-specific standards but do The Standards set grade specific standards but do not define the intervention methods or materials necessary to support students who are well below or necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great grade specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given achievement levels of students in any given classroom.”


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Common Core State Standards:

“ It is also beyond the scope of the Standards to Supporting Different Learners in ELA

…It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives ”and skills necessary in their post high school lives.


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Response to Intervention (RTI)Response to Intervention (RTI) is a blue-print that schools can implement to proactively identify students who struggle with

d i d/ b h i l d fi it d id th ith academic and/or behavioral deficits and provide them with academic and behavioral intervention support. RTI divides school support resources into 3 progressively more intensive school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI first gained national recognition when written into congressional legislation, the g g g ,Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Because the focus of RTI is on the underperforming learner, schools can use this approach as the 'toolkit' for h l i t li l t tt i th biti


helping struggling learners to attain the ambitious standards of the Common Core.

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Activity: What Challenges Face Your School?

• In your groups, identify 2-3 key challenges in your school or district challenges in your school or district that are ‘roadblocks’ to student academic successacademic success.

• Be prepared to report out.



Core Instruction & Struggling Learners. What elements of ‘direct instruction’ are important to include in core instruction? include in core instruction?




Tier 3









How To: How To: Implement

Strong Core Strong Core Instruction

pp 2 4pp. 2-4



How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support3 W k M d l Th t h k l f d i 3. Work Models. The teacher makes exemplars of academic

work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine available to students for use as models (Rosenshine, 2008).

4. Active Engagement. The teacher ensures that the lesson 4. Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support5 C ll b ti A i t St d t h f t 5. Collaborative Assignments. Students have frequent

opportunities to work collaboratively--in pairs or groups. (Baker Gersten & Lee 2002; Gettinger & Seibert 2002)(Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

6. Checks for Understanding. The instructor regularly checks for student understanding by posing frequent checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support7 G R di Th t h f ll l 7. Group Responding. The teacher ensures full class

participation and boosts levels of student attention by having all students respond in various ways (e g choral having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).q ( , )

8. High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support9 B i k R t f I t ti Th l t b i k 9. Brisk Rate of Instruction. The lesson moves at a brisk

rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert 2002)Gettinger & Seibert, 2002).

10. Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine 2008) for use during independent work (e g (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).



How To Implement Strong Core InstructionGive Timely Performance Feedback1 R l F db k Th t h id ti l d 1. Regular Feedback. The teacher provides timely and

regular performance feedback and corrections throughout the lesson as needed to guide student learning (Burns the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).

2. Step-by-Step Checklists. For multi-step cognitive 2. Step by Step Checklists. For multi step cognitive strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice1 S i f P ti Th h t L Th l 1. Spacing of Practice Throughout Lesson. The lesson

includes practice activities spaced throughout the lesson. (e g through teacher demonstration; then group practice (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & p ) ( , y ,Boice).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice2 G id d P ti Wh t hi h ll i t i l th 2. Guided Practice. When teaching challenging material, the

teacher provides immediate corrective feedback to each student response When the instructor anticipates the student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The g , p p ,teacher also tracks student responding and ensures sufficient success during supervised lessons before having

d i h kill k l d students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice3 S t f I d d t P ti Th t h 3. Support for Independent Practice. The teacher ensures

that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).( , )

4. Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).



Activity: Core Instruction Fidelity Checks

• Lembke et al (2012) recommend that schools periodically use teacher self- collegial or periodically use teacher self , collegial, or administrative checks to ensure that strong explicit core instruction is occurring in classes.g

• Discuss how your school could use a ‘core instruction’ checklist like the one just reviewed to ensure strong Tier 1 (core) instruction across all classrooms.


Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272.


The Classroom Teacher as ‘First The Classroom Teacher as First Responder’. What are the steps that a teacher would follow to put a that a teacher would follow to put a classroom intervention plan for an individual student?




Tier 3









Tier 1: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher meets

briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

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How To: Create a Written How To: Create a Written Record of Classroom

InterventionsInterventionspp. 9-11



Creating a Written Record of Classroom Interventions: Form C i f ti Th i ti f th f i l d • Case information. The opening section of the form includes general information about the case, including:

Target student– Target student– Teacher/interventionist– Date of the intervention planDate of the intervention plan– Start and end dates for the intervention– Description of the student problem to be addressed



Creating a Written Record of Classroom Interventions: Form I t ti Th t h d ib th id b d • Intervention. The teacher describes the evidence-based intervention(s) that will be used to address the identified student concern(s) As a shortcut the instructor can student concern(s). As a shortcut, the instructor can simply write the intervention name in this section and attach a more detailed intervention script/description to p pthe intervention plan.

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Creating a Written Record of Classroom Interventions: Form M t i l Th t h li t t i l ( • Materials. The teacher lists any materials (e.g., flashcards, wordlists, worksheets) or other resources (e g Internet connected computer) necessary for the (e.g., Internet-connected computer) necessary for the intervention.

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Creating a Written Record of Classroom Interventions: Form T i i If d lt d/ th t t t d t i • Training. If adults and/or the target student require any training prior to the intervention, the teacher records those training needs in this section of the formthose training needs in this section of the form.

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Creating a Written Record of Classroom Interventions: Form P M it i Th t h l t th d t • Progress-Monitoring. The teacher selects a method to monitor student progress during the intervention, to include:

what type of data is to be used– what type of data is to be used– collects and enters student baseline (starting-point) information– calculates an intervention outcome goalcalculates an intervention outcome goal– The frequency that data will be collected.

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How To: Create a Written Record of Classroom

I t tiInterventions



Tier 1Intervention-Planning: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher

meets briefly with a team (e.g., grade-level team, instructional team, department) or a consultant., p )

• The teacher defines the student problem(s), selects intervention(s), decides how to monitor the intervention and documents the intervention plan—

Activity: Review the team-based problem-

l i d l intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant l k l t t h k th t t f th

solving model presented here for Tier 1 interventions. several weeks later to check on the status of the

intervention.• The classroom teacher is the person primarily

Tier 1 interventions.

What are enablers responsible for the integrity of the Tier 1 intervention plan.

• The numbers of students requiring Tier 1

and roadblocks to putting this process in place at your school?


The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

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place at your school?


D fi i I t ti R l t d Defining Intervention-Related Terms. What are the definitions for different types of student instruction and support ? p. 16a d suppo p 6



Core Instruction, Interventions, Instructional Adj t t & M difi ti S ti Th O tAdjustments & Modifications: Sorting Them Out

• Core Instruction. Those instructional strategies that are used routinely with all students in a general-education setting are considered ‘core instruction’. High q alit instr ction is essential and forms the High-quality instruction is essential and forms the foundation of classroom academic support. NOTE: While it is important to verify that a struggling student While it is important to verify that a struggling student receives good core instructional practices, those routine practices do not ‘count’ as individual student pinterventions.




• Intervention. An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new situations or settings. An inter ention can be tho ght of as “a set of actions that An intervention can be thought of as “a set of actions that, when taken, have demonstrated ability to change a fixed educational trajectory” (Methe & Riley-Tillman 2008; p 37) educational trajectory (Methe & Riley Tillman, 2008; p. 37).




Intervention: Example

• Question Generation. The student is taught to locate or ggenerate main idea sentences for each paragraph in a passage and record those ‘gist’ sentences on index cards f l t ifor later review.




Instructional Adjustment/Accommodation. An instructional jadjustment (also known as an 'accommodation') is intended to help the student to fully access and participate in the general-education curriculum without changing the instructional content education curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005).

An instructional adjustment removes barriers to learning while still expecting that students will master the same instructional content as their typical peers content as their typical peers.




Instructional Adjustment/Accommodation: Example.j p• Chunking. The teacher breaks a larger assignment into smaller

‘chunks’ and provides a student with performance feedback and praise for each completed ‘chunk’ of assigned work (Skinner praise for each completed chunk of assigned work (Skinner, Pappas & Davis, 2005).

Ch i i M d f T k C l ti Th t h ll th • Choice in Mode of Task Completion. The teacher allows the student two or more choices for completing a given academic task. For example, a student may be given the option to use a p y g pcomputer keyboard to write an essay instead of writing it by hand -- or to respond orally to math-facts on flashcards rather than recording answers on a math worksheet (Kern & Clemens,


g ( ,2007).



• Modification. A modification changes the expectations of what a student is expected to know or do—typically by lowering the academic standards against which the student is to be e al ated is to be evaluated.

Modifications are generally not included on a general-Modifications are generally not included on a generaleducation student’s classroom intervention plan—because lowering academic expectations is likely to result in these g p ystudents falling further behind rather than closing the performance gap.



Core Instruction, Interventions, Instructional Adj t t & M difi ti S ti Th O tAdjustments & Modifications: Sorting Them OutModification: Examples.

• Reduced Amount of Work on a Fluency-Building Assignment. A student is given 5 math computation problems for practice on a math-computation fluency task instead of the 20 problems assigned to the rest of the class.O B k T t f O All i i l t d t t • Open-Book Test for One. Allowing a single student to consult course notes during a test when peers are not permitted to do so permitted to do so.




Teacher Task: Steering Clear of Classroom Modifications. gThe teacher is the ultimate judge about whether a particular classroom support is an instructional adjustment or a modification. That judgment is a 2-part process:modification. That judgment is a 2 part process:

1. The teacher first identifies the non-negotiable ‘target skills’ in the academic task that are non negotiable (that is skills that the academic task that are non-negotiable (that is, skills that cannot be changed without compromising the task) (Tindal & Fuchs, 1999).

2. The teacher then has the latitude to alter any of the remaining ‘negotiable’ elements of the learning task.


g g



Teacher Task: Steering Clear of Classroom Modifications: Example. Example. A social-studies teacher plans to assign a course reading to her students.

1. Non-negotiable target skills. The assigned reading has 4 key terms and their definitions that students must learn.

2. Negotiable elements. The level of reading difficulty of the assigned passage is negotiable, as the assignment is intended g p g g gto convey information, not serve as a reading test.

Therefore the teacher is able to make available to students an


easier passage that contains the same terms and definitions as the original reading.


RTI & the Classroom: Training Teachers in Definitions of Intervention Terms

At your tables discuss the At your tables, discuss the difference between ‘instructional adjustment (accommodation)’ and ‘modification’ (handout: p. 16).

Discuss whether – in your school –general-education students may be receiving modified core instruction receiving modified core instruction. If YES, brainstorm ideas to provide appropriate support to students


appropriate support to students without modifying instruction.


Discussion Self-Check: I am…

Fully participating in the discussion. Listening closely to others’ comments Listening closely to others comments. Asking questions to clarify my own and others’

understandingunderstanding. Jotting down notes to remember the main points

f th di iof the discussion.



AccommodationFinderhttp://www.interventioncentral.org/tools/accommodationfindertools/accommodationfinder

This application allows the user to browse a set of 60+ classroom browse a set of 60+ classroom accommodations to put together a unique plan for a struggling learner.



f S S fIdentifying a Student’s ‘Stage of Learning’. How can the Instructional Hierarchy help teachers to better match special-needs students to the match special needs students to the right academic intervention?



Instructional Hierarchy: Identifying a St d t’ St f L iStudent’s Stage of Learning

The Instructional Hierarchy-IH (Haring et al., 1978) is a y ( g , )helpful framework to analyze stages of student learning. The Instructional Hierarchy breaks learning process into several levels, shifting from skill acquisition through skill mastery toward full integration of the skill into the student's academic repertoire student s academic repertoire.

B li ki ti l t d t' t t kill t th By linking a particular student's target skill to the corresponding IH learning stage, the teacher can gain insight into what instructional supports and strategies


insight into what instructional supports and strategies will help that student to attain academic success.

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Instructional Hierarchy: 5 Stages



1. Acquisition Intervention: Cover-Copy-Compare

In this intervention to promote acquisition of lli / b l d th f t th spelling/vocabulary words or math facts, the

student is given a sheet with the spelling words th f t ith Th t d t l k t or math facts with answers. The student looks at

each spelling or math model, covers the model b i fl d i it f th briefly and copies it from memory, then compares the copied version to the original

t d l (Ski M L hli & L correct model (Skinner, McLaughlin & Logan, 1997).



9 x 7 = 63 9 x 7 = 63

9 x 2 = 189 x 4 = 36

Cover-Copy-Compare Math

9 x 4 36

9 x 1 = 9p

Fact Student Worksheet

9 x 9 = 819 x 6 = 549 x 3 = 27

9 5 459 x 5 = 459 x 10 = 90


9 x 8 = 72


product product

laughter

stringCover-Copy-

Compare Spelling

string

summerp p g

Student Worksheet

distractneighborstable

hgeographyspool


strict


2. Fluency Intervention: Explicit Time DrillThe teacher hands out a math-fact worksheet. Students are told that they will have 3 minutes to work on problems are told that they will have 3 minutes to work on problems on the sheet. The teacher starts the stop watch and tells the students to start work At the end of the first minute the students to start work. At the end of the first minute, the teacher ‘calls time’, stops the stopwatch, and tells the students to underline the last number written and to put students to underline the last number written and to put their pencils in the air. Then students are told to resume work and the teacher restarts the stopwatch This process work and the teacher restarts the stopwatch. This process is repeated at the end of minutes 2 and 3. At the conclusion of the 3 minutes the teacher collects the


conclusion of the 3 minutes, the teacher collects the student worksheets (Rhymer et al., 2002).

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3. Retention Intervention: Repeated ReadingThis intervention targets reading fluency (Lo, Cooke, & Starling, 2011). The student is given a passage and first g, ) g p g'rehearses' that passage by following along silently as the tutor reads it aloud. Then the student reads the same passage aloud several times in a row, with the tutor giving performance feedback after each re-reading.p g

If a teacher uses a fluency-building strategy such as t d di b t t biti t l th t repeated reading but sets an ambitious outcome goal that

is above the minimum benchmark for success, the lti ' l i ' t l t t ti f


resulting 'overlearning' can support long-term retention of the skill.

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4. Endurance Intervention: Fixed-Time EscapeAn idea to increase student endurance provides breaks between gradually lengthening work intervals ('fixed-time escape': adapted from Waller & Higbee, 2010). This strategy can be used with groups or individual students.

The teacher first selects a target activity for endurance-building (e.g., independent reading). The teacher then sets the length of work periods by estimating the typical length of time that the student or group will currently engage in the activity (e.g., 5 minutes) before becoming off task or disruptive The teacher also minutes) before becoming off-task or disruptive. The teacher also decides on a length for brief 'escape' breaks (e.g., 2 minutes)--times when students can stop work and instead take part in


times when students can stop work and instead take part in preferred activities.

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4. Endurance Intervention: Fixed-Time Escape (Cont.)At the start of the intervention, the teacher directs the student or group to begin the target work activity At the end of the work group to begin the target work activity. At the end of the work interval (e.g., 5 minutes), the teacher announces that the student or group can take a short break (e.g., 2 minutes). When that break is over, students are directed to again begin work.

This sequence (work interval, escape interval) repeats until the scheduled work period is over. As students are able successfully to remain engaged during work periods, the teacher can gradually extend the length of these work periods by small increments, while reducing and then fading escape breaks until work periods reach


reducing and then fading escape breaks, until work periods reach the desired length.

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Response to Intervention5. Generalization Intervention: Self-Correction

Ch kli tFor a student who does not always generalize the skill of carefully checking math assignments before turning them in the teacher

Checklists

checking math assignments before turning them in, the teacher can work with that student to create a math self-correction checklist (Uberti, Mastropieri, & Scruggs, 2004). ( , p , gg , )

Teacher and student meet to create a checklist of that student's Teacher and student meet to create a checklist of that student s most common sources of errors on math assignments. The student is then expected to use the checklist to review math work before submitting to the teacher. This intervention strategy can be adopted to other disciplines (e.g., writing assignments) as well. A d l t d h kli t b ll t d ith i t t


And completed checklists can be collected with assignments to verify student use.

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Instructional Hierarchy: DiscussionInstructional Hierarchy: DiscussionAt your tables:• Review the stages of the Instructional Hierarchy.• When and how might your and/or your g y y

colleagues use the IH to better pinpoint a student’s stage of learning and match that g gstudent to appropriate intervention strategies?

• Be prepared to report out!Be prepared to report out!



Intervention Sampler What are Intervention Sampler. What are examples of reading & writing instruction/interventions that instruction/interventions that teachers can use in the classroom?


Response to InterventionReading Interventions:1. Reading Racetracks (Vocabulary)g ( y)2. Assisted Cloze Reading (Fluency) 3. Paired Reading (Fluency)4 HELPS P (Fl )4. HELPS Program (Fluency)5. Group-Based Repeated Reading (Fluency)6. Click or Clunk (Comprehension)6. Click or Clunk (Comprehension)7. Reading Reflection Pauses (Comprehension)8. Question Generation (Comprehension)9. Linking Pronouns to Referents (Comprehension)10. Read-Ask-Paraphrase (RAP) Cognitive Strategy

(Comprehension)( p )11. Ask-Read-Tell Cognitive Strategy (Comprehension)12. Phrase-Cued Text Lessons (Comprehension)



Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and

manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit 3. Fluency with Text: The effortless, automatic ability

to read words in connected text. 4 Vocabulary: The ability to understand (receptive) 4. Vocabulary: The ability to understand (receptive)

and use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning ”


reader and text to convey meaning.Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Sample Strategy to Promote…Sight-Word p gy gVocabulary



Reading Racetrack• The teacher selects 28 words from a sight word list

(e.g., Dolch, Fry) to create ‘Reading Racetracks’.( g y) g• In one session, the student reads through four target

Racetracks with 7 words each and one review Racetracks with 7 words each and one review Racetrack with all 28 words.

• The student reads words aloud from a ‘Reading • The student reads words aloud from a Reading Racetrack’ sheet for 1 minute.The student engages in repeated readings from that • The student engages in repeated readings from that Racetrack wordlist until reaching a 90-word criterion or having read the list five times in a row


or having read the list five times in a row.

5Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 6Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


www.interventioncentral.org 7Source: Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.


Sample Strategy to Promote…Reading p gy gFluency



Reading Standards: Foundation Skills for K-5Reading Standards: Foundation Skills for K 5


Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 17


Classroom Academic Interventions: Reading Fluency• ASSISTED CLOZE INTERVENTION: INCREASE READING

FLUENCY. The teacher selects a passage at the student's i t ti l l l Th t h d l d f th instructional level. The teacher reads aloud from the passage while the student follows along silently and tracks the place in the text with a finger Intermittently the teacher pauses and the text with a finger. Intermittently, the teacher pauses and the student is expected to read aloud the next word in passage.

The process continues until the entire passage has been read. Then the student is directed to read the text aloud while the t h f ll l il tl Wh th t d t it teacher follows along silently. Whenever the student commits a reading error or hesitates for 3 seconds or longer, the teacher provides error correction


provides error correction.Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetitive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


Classroom Academic Interventions: Reading Fluency• PAIRED READING: INCREASE READING FLUENCY. Teacher

and student begin the session reading aloud in unison.

During the session, at the student’s choosing, he/she gives a silent signal (e g lightly tapping the teacher's wrist); at this signal the signal (e.g., lightly tapping the teacher s wrist); at this signal, the teacher stops reading aloud and instead follows along silently while the student continues to read aloud. Whenever the student commits a reading error or hesitates for 3 seconds or longer (during either unison or independent reading), the teacher corrects th d di i i the error and resumes reading in unison.

www.interventioncentral.org 11Source: Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.


Tutorial: Distinguishing Between an Intervention Practice and a Program

• Practice. An intervention ‘practice’ is an educational practice that has been found through research to be effective in improving student academic or behavioral performanceperformance.

• Program. An intervention ‘program’ is usually a packaged approach that has multiple components and that is approach that has multiple components and that is scripted. Programs often incorporate several research-based practices.p

Both ‘practices’ and ‘programs’ have their place on RTI


intervention plans.

12


Intervention Practice Example: R t d R diThis intervention targets reading fluency (Lo, Cooke, &

Repeated ReadingThis intervention targets reading fluency (Lo, Cooke, & Starling, 2011). The student is given a passage and first 'rehearses' that passage by following along silently as the rehearses that passage by following along silently as the tutor reads it aloud. Then the student reads the same passage aloud several times in a row, with the tutor giving passage aloud several times in a row, with the tutor giving performance feedback after each re-reading.



Intervention Program Example: HELPS ( h l )

• HELPS (Helping Early Literacy with Practice Strategies) is a free

HELPS (www.helpsprogram.org)( p g y y g )

tutoring program that targets student reading fluency skills. Developed by Dr. John Begeny of North Carolina State University, the program is an evidence-based intervention package that includes:

adult modeling of fluent reading – adult modeling of fluent reading, – repeated reading of passages by the student, – phrase-drill error correction phrase drill error correction, – verbal cueing and retell check to encourage student reading

comprehension,


– reward procedures to engage and encourage the student reader.

14


HELPS Reading Fluency ProgramProgram

www.helpsprogram.orgLINK AVAILABLE ON

CONFERENCE WEB PAGECONFERENCE WEB PAGE



Group-Based Repeated Reading(A il bl C f W b P )(Available on Conference Web Page)

An effective group repeated reading interventiong p p g(Klubnik & Ardoin, 2010) has been developed that allows a tutor to work on reading fluency with up to 3 t d t i f t Thi t t i k students in a group format. This tutoring package

includes several components, with repeated reading as the 'engine' that drives student growth in reading the engine that drives student growth in reading fluency. A tutoring session using this group intervention will last about 15 minutes.

www.interventioncentral.org 16Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Group-Based Repeated ReadingGroup Based Repeated Reading

Preparation. To prepare for each tutoring session, the p p p gtutor creates or obtains these materials:

• 1 student reading passage: This passage should be 150 words or longer and at students' instructional level. Instructional as defined here means that students are able t tl d t l t 90% f th d i th to correctly read at least 90% of the words in the passage. Copies of the passage are made for each student and the tutortutor.

• 1 copy of the Group Repeated Reading Intervention Behavior Rating Scale (two versions of which appear later


Behavior Rating Scale (two versions of which appear later in this document).

17Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.



Procedure. The group repeated reading intervention has 4 g p p gcomponents: passage preview, repeated readings, phrase-drill error correction, and contingent reward:

1. Passage Preview. The tutor reads the practice passage aloud once while students follow along silently, tracking th i l ith i d fi D i thi i iti l dtheir place with an index finger. During this initial read-through, the tutor stops several times at unpredictable points and asks a student selected at random to read the points and asks a student selected at random to read the next word in the passage. (NOTE: This 'assisted cloze' strategy -- Homan, Klesius, & Hite,1993--ensures that


gystudents pay close attention to the tutor's modeling of text.)




Procedure.2. Repeated Readings. The tutor next has the students read

the practice passage aloud 3 times . For each read-aloud, th t d t i ti l di ith th the students engage in sequential reading, with the process continuing in round-robin fashion until the passage is completed When a student misreads or hesitates in completed. When a student misreads or hesitates in reading a word for 3 seconds or longer, the tutor states the correct word. At the beginning of each repeated reading, the g g p gtutor selects a different student, to ensure that by the end of the 3 readings, each student will have read each sentence i th


in the passage once.


Response to InterventionGroup-Based Repeated Reading

P dProcedure.3. Phrase Drill Error Correction. At the end of each reading, the

tutor reviews error words (misreads or hesitations for 3 tutor reviews error words (misreads or hesitations for 3 seconds or longer) with students. The tutor points to each error word ensures that students are looking at the word and asks word, ensures that students are looking at the word, and asks them to read the word aloud in unison.

If students misread or hesitate for 3 seconds or longer, the tutor pronounces the error word and has students read the

d l d t th ( h l di ) Th th t t h word aloud together (choral responding). Then the tutor has students read aloud a phrase of 2-3 words that includes the error word--performing this action twice


error word--performing this action twice.



P dProcedure.4. Contingent Reward. At the start of each tutoring session, the

tutor reviews with the group the 3 behavioral expectations from tutor reviews with the group the 3 behavioral expectations from the Group Repeated Reading Intervention Behavior Rating Scale:Scale:– When asked to read aloud, I did my best reading. – When others were reading I paid close attention– When others were reading, I paid close attention.– I showed good behaviors and followed all directions quickly.

The tutor reminds the students that they can earn a reward if they observe these behavioral expectations


they observe these behavioral expectations.



P dProcedure.4. Contingent Reward (Cont.) At the end of the session, the tutor

rates each student's behavior on the Group Repeated Reading rates each student's behavior on the Group Repeated Reading Intervention Behavior Rating Scale. Any student who earns a top score (3 points) on all rating items receives a nickel top score (3 points) on all rating items receives a nickel (Klubnik & Ardoin, 2010), sticker, or other modest reward.

www.interventioncentral.org 24Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Sample Strategies to Promote…Reading p g gComprehension



Reading Standards: Informational Text: K-5Reading Standards: Informational Text: K 5




Reading Comprehension: Self-Management StrategiesCLICK OR CLUNK: MONITORING COMPREHENSION

• The student continually checks understanding of sentences, paragraphs, and pages of text while reading.

• If the student understands what is read, he/she quietly says ‘CLICK’ d ti di ‘CLICK’ and continues reading.

• If the student encounters problems with vocabulary or h i h / h i tl ‘CLUNK’ d h kli t comprehension, he/she quietly says ‘CLUNK’ and uses a checklist

to apply simple strategies to solve those reading difficulties.

www.interventioncentral.org 27Source: Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.


‘Click or Clunk’ Check SheetCheck Sheet



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] P ti U d t di & B ildi • [Student Strategy] Promoting Understanding & Building Endurance through Reading-Reflection Pauses (Hedin & Conderman 2010) The student decides on a reading interval Conderman, 2010). The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student p g p ) ,pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read. This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers.


endurance as attentive readers.

29


Reading Standards: Informational Text: K-5Reading Standards: Informational Text: K 5




Reading Comprehension ‘Fix-Up’ Skills: A Toolkit[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Question Generation) (Davey & McBride, 1986; Rosenshine Meister & Chapman 1996) For each paragraph Rosenshine, Meister & Chapman, 1996). For each paragraph in an assigned reading, the student either (a) highlights the main idea sentence or (b) highlights key details and uses them ( ) g g yto write a ‘gist’ sentence. The student then writes the main idea of that paragraph on an index card. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence. This stack of ‘main idea’ cards becomes a useful tool to review assigned readings cards becomes a useful tool to review assigned readings.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Li ki P t R f t (H di & • [Student Strategy] Linking Pronouns to Referents (Hedin & Conderman, 2010). Some readers lose the connection between pronouns and the nouns that they refer to (known as between pronouns and the nouns that they refer to (known as ‘referents’)—especially when reading challenging text. The student is encouraged to circle pronouns in the reading, to g p g,explicitly identify each pronoun’s referent, and (optionally) to write next to the pronoun the name of its referent. For example, the student may add the referent to a pronoun in this sentence from a biology text: “The Cambrian Period is the first geological age that has large numbers of multi celled organisms age that has large numbers of multi-celled organisms associated with it Cambrian Period.”



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



Common Core State Standards: Reading St d d f I f ti l T t 6 12Standards for Informational Text: 6-12




Phrase-Cued Text Lessons

• Phrase-cued texts are a means to train students to recognize the natural pauses that occur between phrases in their reading. Because phrases are units that

ft l t k id th t d t’ bilit t often encapsulate key ideas, the student’s ability to identify them can enhance comprehension of the text (Rasinski 1990 1994)(Rasinski, 1990, 1994).

Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent


Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text Lessons

MATERIALS:• Two copies of a student passage: One annotated with

phrase-cue marks and the other left without annotation.



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text LessonsPREPARATION H id li f i h d PREPARATION: Here are guidelines for preparing phrase-cued

passages:1 S l t P S l t h t (100 250 d) th t 1. Select a Passage. Select a short (100-250 word) passage that

is within the student’s instructional or independent level.2 Mark Sentence Boundaries Mark the sentence boundaries of 2. Mark Sentence Boundaries. Mark the sentence boundaries of

the passage with double slashes (//). 3 Mark Within Sentence Phrase Breaks Read through the 3. Mark Within-Sentence Phrase-Breaks. Read through the

passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/).



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29,

Response to InterventionExample: Passage With Phrase-Cued Text Annotation



Phrase-Cued Text LessonsINTERVENTION STEPS Ph d t t l h ld b i d t i INTERVENTION STEPS: Phrase-cued text lessons should be carried out in

10 minute sessions 3-4 times per week. Here are steps to carrying out this intervention:

1. [When first using this strategy] Introduce Phrase-Cued Texts to the Student. Say to the student: “Passages are made up of key ideas, and these key ideas are often contained in units called ‘phrases’ Several these key ideas are often contained in units called ‘phrases’. Several phrases can make up a sentence. When we read, it helps to read phrase by phrase to get the full meaning of the text.”

Show the student a prepared passage with phrase-cue marks inserted. Point out how double-slash marks signal visually to the reader the longer Point out how double slash marks signal visually to the reader the longer pauses at sentence boundaries and single slash marks signal the shorter phrase pauses within sentences.Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent




Phrase-Cued Text LessonsINTERVENTION STEPS (Cont.): 2. Follow the Phrase-Cued Text Reading Sequence: The tutor prepares a

new phrase-cued passage for each session and follows this sequence:new phrase cued passage for each session and follows this sequence:a) The tutor reads the phrase-cued passage aloud once as a model,

while the student follows along silently.b) The student reads the phrase-cued passage aloud 2-3 times. The

tutor provides ongoing feedback about the student reading, noting the student’s observance of phrase breaks student s observance of phrase breaks.

c) The session concludes with the student reading aloud a copy of the passage without phrase-cue marks. The tutor provides feedback about the student’s success in recognizing the natural phrase breaks in the student’s final read-aloud.





Phrase-Cued Text LessonsAdditional Ideas for Using Phrase-Cued Texts. Educators might consider

these additional ideas for using this strategy (Rasinski, 1994):• Use Phrase-Cued Texts in a Group-Lesson Format The teacher would Use Phrase-Cued Texts in a Group-Lesson Format. The teacher would

modify the intervention sequence (described above) to accommodate a group or class. The teacher models reading of the phrase-cued passage; th t h d t d t t d th h th h ll th the teacher and students next read through the passage chorally; then students (in pairs or individually) practice reading the phrase-cued text aloud while the instructor circulates around the room to observe. Finally, students individually read aloud the original passage without phrase-cue marks.

• Encourage Parents to Use the Phrase Cued Text Strategy Parents • Encourage Parents to Use the Phrase-Cued Text Strategy. Parents can extend the impact of this strategy by using it at home, with training and materials provided by the school.




Response to InterventionReading Interventions1. Reading Racetracks (Vocabulary)

Group Activity: Reading

g ( y)2. Assisted Cloze Reading (Fluency) 3. Paired Reading (Fluency)4 HELPS P (Fl )Reading

Interventions4. HELPS Program (Fluency)5. Group-Based Repeated Reading (Fluency)6. Click or Clunk (Comprehension)

At your tables:• Consider the

reading intervention

6. Click or Clunk (Comprehension)7. Reading Reflection Pauses (Comprehension)8. Question Generation (Comprehension)

reading-intervention ideas shared here.

• Discuss how you

9. Linking Pronouns to Referents (Comprehension)10. Read-Ask-Paraphrase (RAP) Cognitive Strategy

(Comprehension)Discuss how you might use one or more of these

( p )11. Ask-Read-Tell Cognitive Strategy

(Comprehension)12 Ph C d T t L (C h i )


strategies in your classroom or school.

12. Phrase-Cued Text Lessons (Comprehension)


Writing Instruction & Intervention:Intervention:

- Sentence Combiningg



Meta-analysis: A Way to Draw Powerful C l i b t B t P tiConclusions about Best Practices

Several meta-analyses are the source for these instructional recommendations in writing. Meta-analysis is a statistical procedure that aggregates the findings of is a statistical procedure that aggregates the findings of various individual studies--all focusing on one writing-instruction component--to calculate for that component instruction component to calculate for that component a single, global estimate of effectiveness.



The Effect of Grammar Instruction as an Independent Activity“Grammar instruction in the studies reviewed [for the Writing Next report] involved the explicit and systematic teaching of the parts of speech and structure of sentences. The meta-analysis found an effect for this type of instruction for students across the full range of

bilit b t i i l thi ff t ti S h fi di ability, but …surprisingly, this effect was negative…Such findings raise serious questions about some educators’ enthusiasm for traditional grammar instruction as a focus of writing instruction for traditional grammar instruction as a focus of writing instruction for adolescents….Overall, the findings on grammar instruction suggest that, although teaching grammar is important, alternative procedures, g g g p psuch as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing.” p. 21


Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education.


Meta-analysis: A Way to Draw Powerful C l i b t B t P tiConclusions about Best Practices

The results of these meta-analyses are calculated as 'effect sizes'. An effect size is the estimate of the difference between a treatment group (in this case, students receiving a specific writing instruction treatment) and a control group that does writing-instruction treatment) and a control group that does not receive the treatment. The larger the effect size, the more effective is the treatment. effective is the treatment. Here is a scale that to evaluate the importance of effect-sizes:– 0 20: Small effect size0.20: Small effect size– 0.50: Medium effect size

0 80: Large effect size


– 0.80: Large effect size

49


Meta-analyses: What works in writing e a a a yses a o s ginstruction?

Sources:

•Graham, S., & Hebert, M. (2010). Writing to Read: Evidence for how writing can improve reading. Alliance for Excellence in Education. Washington, D.C.

•Graham, S., McKeown, D., Kiuhare, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.


grades. Journal of Educational Psychology, 104(4), 879 896.

•Graham, S., & Perrin, D. (2007). Writing Next: Effective strategies to improve writing of adolescents in middle and high school. Alliance for Excellence in Education. Washington, D.C.



Sources:






Response to InterventionCommon Core State Standards: Language

St d d f 6 12Standards for 6-12



Response to InterventionSentence Combining (Online)

Students with poor writing skills often write sentences that lack Students with poor writing skills often write sentences that lack ‘syntactic maturity’. Their sentences often follow a simple, stereotyped format. A promising approach to teach students use of di erse sentence str ct res is thro gh sentence combining diverse sentence structures is through sentence combining.

In sentence combining, students are presented with kernel sentences and given explicit instruction in how to weld these kernel sentences into more diverse sentence types either

by using connecting words to combine multiple sentences into – by using connecting words to combine multiple sentences into one or

– by isolating key information from an otherwise superfluous sentence and embedding that important information into the base sentence.

Sources: Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471.


Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English.

Response to InterventionFormatting Sentence Combining Examples


Response to Intervention1. Students follow a multi-step writing process.

2 St d t k ll b ti l Group Activity: Writing Interventions

2. Students work collaboratively on their writing.

3. Students receive timely InterventionsAt your tables:

yfeedback about the quality of their writing.

4 St d t t iti l• Consider the sentence-combining strategy and 9

4. Students set writing goals.5. Students use word processors

to write.research-supported ideas (on right) for writing instruction shared here

to write.6. Students write about what they

have read.shared here.

• Discuss how you might use one or more of these strategies

7. Students engage in pre-writing activities.

8 Students produce more writing


one or more of these strategies in your classroom or school.

8. Students produce more writing.9. Students study writing models.


Student Self-Regulation Skills. How can teachers increase students’ ability to manage their own learning? own learning?



How To…Help the Student Develop Work-Pl i Skill Pl E l t Adj tPlanning Skills: Plan, Evaluate, Adjust

(Online)


Response to InterventionTUTORIAL: How To…Help the Student Develop

Work Planning Skills: Plan Evaluate AdjustThe student is trained to follow a plan>work>self-

evaluate>adjust sequence in work planning:

Work-Planning Skills: Plan, Evaluate, Adjust

evaluate>adjust sequence in work-planning:• Plan. The student creates a work plan: inventorying a

collection of related tasks to be done setting specific collection of related tasks to be done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task.allocating time sufficient to carry out each task.

• Work. The student completes the work.• Self-Evaluate. The student compares actual work Self Evaluate. The student compares actual work

performance to the outcome goals to evaluate success.• Adjust. The student determines what to do differently in


Adjust. The student determines what to do differently in the future to improve performance and outcomes.

3Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


www.interventioncentral.org 4Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


Work Planning Skills: Plan Evaluate AdjustPLANNING: The teacher & student meet prior to the work

to create a plan with 3 phases to the meeting:


to create a plan, with 3 phases to the meeting:1. Task. The student describes each academic task in

clear and specific terms (e g "Complete first 10 clear and specific terms (e.g., Complete first 10 problems on page 48 of math book", "write an outline from notes for history essay"). from notes for history essay ).

For this part of the work plan, the teacher may need to model for the student how to divide larger global assignments into component tasks. in the future to improve performance and outcomes


improve performance and outcomes.






to create a plan, with 3 phases to the meeting:2. Time Allocated. The student decides how much time

should be reserved to complete each task (e g For a should be reserved to complete each task (e.g., For a math workbook assignment: "20 minutes" or "11:20 to 11:40"). 11:40 ).

Because students with limited planning skills can make unrealistic time projections for task completion, the teacher may need to provide initial guidance and modeling in time estimation


modeling in time estimation.






to create a plan, with 3 phases to the meeting:3. Performance Goal. The student sets a performance

goal to be achieved for each task Performance goals goal to be achieved for each task. Performance goals are dependent on the student and may reference the amount, accuracy, and/or qualitative ratings of the amount, accuracy, and/or qualitative ratings of the work: (e.g., for a reading assignment: "To read at least 5 pages from assigned text, and to take notes of the content"; for a math assignment: "At least 80% of problems correct"; for a writing assignment: "Rating of 4 or higher on class writing rubric")


4 or higher on class writing rubric").



Work Planning Skills: Plan Evaluate AdjustSELF-EVALUATION: The teacher & student meet after the

work to evaluate with 2 phases to the meeting:


work to evaluate with 2 phases to the meeting:1. Comparison of Performance Goal to Actual

Performance For each task on the plan the student Performance. For each task on the plan, the student compares his or her actual work performance to the original performance goal and notes whether the goal original performance goal and notes whether the goal was achieved. In addition to noting whether the performance goal was attained, the student evaluates whether the task was completed within the time allocated.



Work Planning Skills: Plan Evaluate AdjustSELF-EVALUATION: The teacher & student meet after the

work to evaluate with 2 phases to the meeting:


work to evaluate with 2 phases to the meeting:2. Adjustment. For each task that the student failed to

reach the performance goal within the time allocated reach the performance goal within the time allocated, the student reflects on the experience and decides what adjustments to make on future assignments. For what adjustments to make on future assignments. For example, a student reviewing a homework work-plan who discovers that she reserved insufficient time to complete math word problems may state that, in future, she should allocate at least 30 minutes for similar tasks


tasks.



Work Planning Skills: Plan Evaluate AdjustTeachers can modify the format of the Plan-Evaluate-Adjust


conference for students of younger ages and diverse abilities. For example, a 4th-grade instructor may not use a form to organize a st dent’s ork planning phase Instead the teacher ma ha e the student’s work-planning phase. Instead the teacher may have the student write down answers to open-ended questions for an assignment such as:assignment, such as:– What do you want to accomplish today? (TASK)– How long do you think it will take? (TIME ALLOCATION)g y ( )– How will you know that you have done a good job? (PERFORMANCE

GOAL)


At the follow-up conference, teacher and student would compare the actual work to the student’s written plan.

11

Response to InterventionSelf-Regulation Skills: Work-Plan Conference• Pair off at your tables. Review the

structure for student work-planning conferences shared today Discuss

STUDENTWORK-PLANNING P d P t Pl i conferences shared today. Discuss

how you might use or adapt it to train students in work planning

Pre- and Post-Planning Conferences

PLANNINGtrain students in work planning. • Consider questions such as:What assignments you might use

1. Task2. Time AllocatedWhat assignments you might use

it for: in-class? homework? longer-term assignments?

3. Performance GoalSELF-EVALUATIONg g

Who might conference with the student: teacher? counselor?

1. Comparison of Performance Goal to Actual Performance


mentor? 2. Adjustment


Academic Survival Skills Checklists: 5 Ways t H l St d t t B Eff ti S lfto Help Students to Become Effective Self-

Managing Learners



Helping Teachers to Address‘A d i S i l Skill ’‘Academic Survival Skills’

• Issue 1: Teachers typically have different definitions yp yof what is meant by various academic survival skills such as study skills, time management, andorganization. As a result, they may also vary in whether they identify a particular student as needing intervention and in how they respond to the same studentand in how they respond to the same student.

• Issue 2: Terms describing academic survival skills are so broad that teachers can feel stuck and find it so broad that teachers can feel stuck—and find it difficult to narrow their description of the student problem. Consequently, they may not be able to match


p q y, y ystudents to meaningful, targeted interventions.

14


The Problem That This Tool Addresses: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist

Students who would achieve success on the ambitious Common Core State Standards must first cultivate a set of general 'academic survival skills' that they can apply to any coursework (DiPerna 2006) coursework (DiPerna, 2006). Examples of academic survival skills include the ability to study effectively be organized and manage time well study effectively, be organized, and manage time well. When academic survival skills are described in global terms, though it can be difficult to define them For example two though, it can be difficult to define them. For example, two teachers may have different understandings about what the term 'study skills' means.


y

15

Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.


Academic Survival Skills Checklist: What It Is…Academic Survival Skills Checklist: What It Is…• The teacher selects a global skill (e.g.,

h k l ti i d d t t k) homework completion; independent seatwork). The teacher then breaks the global skill down i t h kli t f t b kill A into a checklist of component sub-skills. An observer (e.g., teacher, another adult, or even th t d t) th th h kli t t t the student) can then use the checklist to note whether a student successfully displays each of th b kill i d the sub-skills on a given day.



Academic Survival Skills Checklist: Homework Examplep

www.interventioncentral.org 17Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker


Academic Survival Skills Checklists: 5 UsesConsistent expectations among teachers. Teachers at a grade level, on an instructional team, or within an instructional department can work together to develop checklists for department can work together to develop checklists for essential global academic-survival skills. As teachers collaborate to create these checklists they reach agreement collaborate to create these checklists, they reach agreement on the essential skills that students need for academic success and can then consistently promote those skills across ytheir classrooms.

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Academic Survival Skills Checklists: 5 UsesProactive student skills training. One excellent use of these checklists is as a classwide student training tool. At the start of the school year teachers can create checklists for those the school year, teachers can create checklists for those academic survival skills in which students are weak (e.g., study skills time management) and use them as tools to train study skills, time management) and use them as tools to train students in specific strategies to remediate these deficiencies. Several instructors working with the same group of students g gcan even pool their efforts so that each teacher might be required to teach a checklist in only a single survival-skill area.


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Academic Survival Skills Checklists: 5 UsesStudent skills self-check. Teachers can use academic survival-skills checklists to promote student responsibility. Students are provided with master copies of checklists and encouraged to provided with master copies of checklists and encouraged to develop their own customized checklists by selecting and editing those strategies likely to work best for them Instructors editing those strategies likely to work best for them. Instructors can then hold students accountable to consult and use these individualized checklists to expand their repertoire of strategies gfor managing their own learning.


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Academic Survival Skills Checklists: 5 UsesMonitoring progress of academic survival-skills interventions. Often, intervention plans developed for middle and high school students include strategies to address academic survival skill students include strategies to address academic survival-skill targets such as homework completion or organization. Checklists are a good way for teachers to measure the Checklists are a good way for teachers to measure the student's baseline use of academic survival skills in a targeted area prior to the start of the intervention. Checklists can also be used to calculate a student outcome goal that will signify a successful intervention and to measure (e.g., weekly) the t d t' i i d d f d i student's progress in using an expanded range of academic

survival-skills during the intervention period.


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Academic Survival Skills Checklists: 5 UsesParent conferences. When teachers meet with parents to discuss student academic concerns, academic survival-skills checklists can serve as a vehicle to define expected student checklists can serve as a vehicle to define expected student competencies and also to decide what specific school and home supports will most benefit the student In addition home supports will most benefit the student. In addition, parents often appreciate receiving copies of these checklists to review with their child at home.


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Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-makerchecklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.


Cl D t C ll ti H Classroom Data Collection. How can teachers collect data to efficiently monitor growth in student skills?


Response to InterventionIntervention Target Classroom Assessment Methods

Academics: Acquisition of • Cumulative Mastery LogAcademics: Acquisition of Basic Skills

• Cumulative Mastery Log

Academics: Fluency in Basic • Curriculum-Based MeasurementySkillsAcademics: Complex Skills • RubricAcademics: Survival Skills • Academic Survival Skills ChecklistBehaviors • Behavior Report Card

• Behavioral Frequency CountHomework • Gradebook Information: To measure

h k l ti d ti l homework completion and timely submission

• Quality: Percentage of work attempted


Quality: Percentage of work attempted• Quality: Grades• Quality: Rubric


Review of Selected Methods of Classroom Data Collection

1. Cumulative Mastery Logs2. Rubrics3. Checklists3. Checklists4. Behavior Report Cards



Teacher-Friendly Data Collection Method: Cumulative Mastery LogsCumulative Mastery Logs



Cumulative Mastery Logy g• Challenge: How can teachers easily monitor a

student’s acquisition of a fixed set of academic items student s acquisition of a fixed set of academic items (e.g., sight words, vocabulary words, math facts)?

• Solution: The Cumulative Mastery Log allows for convenient day-to-day tracking of growth. In addition, it :y y g g ,

– provides a definition of student ‘mastery’.p y– allows for easy baseline data collection.



Cumulative Mastery Log

(Online)



Teacher-Friendly Data Collection Method: RubricsRubrics



Rubrics• Challenge: What classroom assessment can measure

growth in student skills that are multi dimensional and growth in student skills that are multi-dimensional and fall along a sliding scale of performance?

• Solution: Rubrics are teacher-made scales that can:

– break a task down into multiple components and – evaluate student performance on each:evaluate student performance on each:



Rubric: Example



Teacher-Friendly Data Collection Method: ChecklistsChecklists



Checklists• Challenge: How can instructors measure student

adherence to steps in a cognitive strategy presence or adherence to steps in a cognitive strategy, presence or absence of appropriate classroom behaviors, or readiness for work tasks?readiness for work tasks?

• Solution: Checklists are flexible tools for defining and gmeasuring discrete ‘YES/NO’ behaviors, including:

– general classroom conduct.– work readiness.


– ability to apply steps in a problem-solving strategy.11


Self-Check Behavior Checklist(Online)(Online)



Teacher-Friendly Data Collection Method: Behavior Report CardsBehavior Report Cards



Behavior Report CardBehavior Report Card• Challenge: What is a method that any teacher could

use to track classroom behaviors on a daily basis?use to track classroom behaviors on a daily basis?

• Solution: The Behavior Report Card is a teacher• Solution: The Behavior Report Card is a teacher-customized rating scale that is quick to complete. In addition, it :,

– allows for consistent and focused behavioral feedback.

– can be used to engage both parent and student.



Behavior Report Card MakerMaker

www.interventioncentral.orgExample: Daily Report Card



Intervention Target Classroom Assessment Methods

Classroom Data Collection: Activity: At your tables:Intervention Target Classroom Assessment Methods

Academics: Complex Skills •Cumulative Mastery LogDiscuss the several classroom data collection Academics: Survival Skills • RubricBehaviors • Checklist

B h i R t C d

classroom data collection methods discussed at this workshop

• Behavior Report Cardp

Select and discuss the top 1 or 2 methods that your table would most like to pilot or use more often in


pilot or use more often in your classrooms.


St t i D t C ll tiStructuring Data Collection:What are the essential elements of data collection for student progress-monitoring? p g g



The Structure of Data CollectionThe Structure of Data Collection• Teachers can use a wide variety of methods

t t d t d i f to assess student academic performance or behavior.

• However, data collection should be structured to include these elements: baseline, the setting of a goal for improvement, andregular progress-monitoring.

• The structure of data collection can be thought of as a glass into which a wide


g gvariety of data can be ‘poured’.

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Interventions: The Essential Data Elements1. Clear problem definition: ‘If you can’t name it, you can’t

measure it.’2. Baseline data: ‘If you don’t know the student’s starting

point, you can’t know if that student has made progress point, you can t know if that student has made progress with the intervention.’

3 Intervention outcome goal: ‘If you have no exit goal 3. Intervention outcome goal: If you have no exit goal, you cannot judge if the intervention is successful—no matter how much data you collect ’matter how much data you collect.

4. Progress-monitoring plan: ‘If you don’t actually collect the data o are blind abo t the inter ention o tcome ’


the data, you are blind about the intervention outcome.’

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Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.


Student Intervention

Progress-Monitoring Worksheet



Team Activity: Structuring Student

Data Collection

At your tables:• Discuss how you can apply the ‘structuring

student data collection’ framework presented in pthis workshop to different kinds of classroom data.



Activity: ‘Next Steps’ Planning

• Review the components of classroom interventions discussed at t d ’ k h ( i ht) today’s workshop (on right).

• Come up with a plan to use 2-3 key workshop ideas, strategies, or tools immediately in your classroom or schoolor tools immediately in your classroom or school.

• Be prepared to report out!



‘First Responder’ ToolkitInstruction. What elements make up high-quality core instruction?q y

Intervention. How can one define the student’s academic need(s) and match to research-based intervention ideas?need(s) and match to research based intervention ideas?

Data. What are practical methods of classroom data collection and how can we structure that data collection?collection—and how can we structure that data collection?

Problem-Solving Process. What forms & meeting process can help to create strong classroom intervention plans?

Resources. Where can teachers find online resources to


support classroom interventions?

classroom interventions for the common core · responders’ to tiers 1 & 2 are tier 3 referred...

Documents