Workshop Overview
Linking Assessments to
Interventions: Skills to
Supporting RTI Implementation
Matthew K. Burns Ph.D.
Professor
of Educational Psychology,
Co-Director of the Minnesota Center for Reading
Research,
Coordinator of the School Psychology program at
the University of Minnesota.
TIER Problem Solving
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Tier I – Identify discrepancy between
expectation and performance for the class or
individual (Is it a classwide problem?)
Tier II – Identify discrepancy for individual.
Identify category of the problem. (What is
the category of the problem?)
Tier III - Identify discrepancy for individual.
Identify causal variable. (What is the causal
variable?)
Multi-Tiered Academic Intervention –
Tier I

Universal screening and progress monitoring
with quality core curriculum: ALL students

Question to ask- Is this a classwide
problem?
Reading Instruction in Elementary School
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Two hours each day (90 minutes core; 30
minutes supplemental)
Explicit instruction
Free-choice reading
Word study
Writing
Resources - National Reading Panel
Google; free – Resource for what effective teachers do
Resources
Classwide Need and Instructional PLC

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What do highly effective teachers do?
What do we as a TEAM do?
How will we know if it works?
- What data can we collect? (outcome)
- For what will we look?
(process)
What will we do next?
- What is the implementation plan?
Math Assessment - Screening

Measures of early numeracy
- oral counting
- missing number
- number identification
- quantity discrimination

Monitoring Basic Skills Progress
- math computation
- math application
Math Assessment – Screening (cont.)

Star Math

Multi-skill computation probe
- www.mathfactcafe.com
- 25 problems
- skill by columns
- 4 minutes
Math Assessment – Screening (cont.)
Standard

Instructional Level
- 14 DCPM among 2nd and 3rd graders
- 24 DCPM among 4th and 5th graders

Proficiency Level
- 17 DCPM among 2nd and 3rd graders
- 29 DCPM among 4th and 5th graders
ELA Screening - Kindergarten

Phonemic Awareness
- Initial Sound Fluency; ISP
- Phonemic Segmentation Fluency; PSF
- Rhyme
- Initial sound deletion
ELA Screening – Kindergarten (cont.)

Letter Knowledge
- Naming letters Fluency; LNF

Graphophonemic Knoweldge
- Letter Sound Fluency; LSF
- Nonsense Word Fluency; NWF (also
decoding)
ELA Screening – Other Grades

First Grade
- word list
- spelling
- reading fluency

Second through Sixth grades
- reading fluency at grade level
You have the data? Now what?
Intervention plan – 15 minutes per day
 Protocol-based classwide peer tutoring
 Model, Guided practice, Independent Timed
Practice with delayed error connection
 Math
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Scan papers for high error rates
Do 5-min. re-teach
Provide applied practice using mastery-learning
Classwide Intervention
http://kc.vanderbilt.edu/pals/
Grade level Team Meeting - Benchmark

Is there a classwide need?
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Who needs Tier 2?
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Did we miss anyone?
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What should we do for Tier 2?
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Should we go Tier 3?
Multi-Tiered Academic Intervention –
Tier II

Standardized interventions with small
groups in general education: 15% to 20% of
students at a time

Question to ask- What category is the
deficit?
Assess 4 NRP Areas

Phonemic Awareness
- Phoneme segmentation fluency

Phonics
- Nonsense word fluency (WJ Pseudoword)

Fluency
- Oral fluency (TOSCRF)

Vocabulary/Comprehension
Florida Center for Reading Research
www.fcrr.org
 Click – For teachers
 Click – Interventions for Struggling Readers
 Click – Supplemental and Intervention
Programs
http://www.fcrr.org/FCRRReports/CReportsCS.aspx?rep=supp
ELA Standards
Reading Foundational Skills
Phonics and Word Recognition
K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary …
1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sounds correspondences for common consonant …
2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled …
3.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes …
4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology …
5.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology …
Math

Elementary
- Work backwards in curriculum to find instructional
level
- Practice with procedural
Operations and Algebraic Thinking
K.OA.1
Represent addition and subtraction facts with objects …
1.OA.1
Use addition and subtraction within 20 to solve word problems ….
2.OA.1
Use addition and subtraction within 100 to solve one- and two- step word problems ….
3.OA.1
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in groups of 5
of 7 objects …
4.OA.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5
times as many as 7 …
5.OA.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these
symbols.
Multi-Tiered Academic Intervention –
Tier III
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Individual interventions with in-depth
problem analysis in general education: 5% of
students at any time
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Intensive problem Analysis?
Instructional Level/
Instructional match
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Sufficient prior knowledge & skill to
successfully interact with the task while still
learning new information
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Match: student skill + instructional material =
important functional variable for stedent
learning within RTI
Math Instructional Hierarchy
Phases for Learning for Math
Conceptual
Acquisition
Proficiency
Generalization
Acquisition
Proficiency
Adaption
Procedural
Generalization
Adaption
Comprehension
ELA Instructional
YES
START
HERE
Assess Fluency
Hierarchy
Fluent? (ORF)
NO
Assess Phonetic Skills
Adequate? (LSF, NWF)
Fluency Intervention
YES
Accuracy or Proficiency
NO
Assess Phonemic Skills
Adequate? (PSF, ISF, CTOPP)
YES
NO
Phonemic Awareness Intervention
Phonics Intervention
Accuracy or Proficiency
http://usm.maine.edu/sehd/future/
•videos
http://www.gosbr.net/
• reading, writing, math interventions
•progress monitoring