Learning CPR: Making Your Current
Site Interventions More Effective
Mike Mattos
#rtiaw
Presenter: Mike Mattos
Learning CPR
Making Your Current Site Interventions
More Effective
Our Mission
To ensure high levels of learning
for all students
#rtiaw
To achieve this goal, a school must create a
systematic process that ensures every child
receives the additional time and support
needed to learn at high levels.
#rtiaw
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
1
“A system of interventions can only be as
effective as the individual interventions of
which it is comprised.”
—Buffum, Mattos, & Weber, Simplifying Response to
Intervention: Four Essential Guiding Principles (2012), p. 130
#rtiaw
The two primary reasons why many schools struggle
with identifying effective interventions:
1. The “more of the same” syndrome
#rtiaw
“When it comes to interventions, giving at-risk kids
more of what is not working is rarely the answer.
“Common sense would tell us this, yet many schools
continue to build their systems of interventions with
practices that don’t work, have never worked, and
have no promise of getting better results next year.”
—Buffum, Mattos, & Weber,
Simplifying Response to Intervention (2012), p. 130)
#rtiaw
2
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
The two primary reasons why many schools
struggle with identifying effective interventions:
1. The “more of the same” syndrome
2. The “what program do we buy” syndrome
#rtiaw
The key to successful interventions is to align
your efforts to the essential characteristics
of effective interventions.
#rtiaw
—Buffum, Mattos, & Weber, Simplifying Response to Intervention (2012)
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
3
Alignment
Alignment
Steps
Steps
4
U2 or
or F
3
2 or 3
Tier 2Desired
Desired
Student
or
Learning
Student Learning
Tier Outcome?
3?
Outcome?
Intervention
Evaluation and
R E P R O D U C I B L E
Alignment Chart
Intervention Evaluation and
Alignment Chart
U or F
UnmoUnmoTier 2
tivated
tivated
or
or Failed or Failed
Tier 3?
Learner? Learner?
Targeted Targeted
REPRODUCIBLE
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
Trained
Systematic
Highly
Trained
Timely
Directive
Highly
Directive
ResearchTimely
Based
ResearchBased
+ = Intervention
+ = Intervention
is highly aligned.
is highly aligned.
9 = Intervention
9 = Intervention
is somewhat
is somewhat
aligned. aligned.
X = Intervention
X = Intervention
is not aligned.
is not aligned.
Current Site
Current Site
Interventions
Interventions
R E P R O D U C I B L E
|
153
|
153
page 1 of 2
page 1 of 2
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
Systematic
154
REPRODUCIBLE
|
R E P R O D U C I B L E
Effective Intervention Evaluation and Alignment
154 | Protocol
R E P R O D U C I B L E
Chart
This activity can be used by a leadership team and/or intervention team to
Effective
Intervention
Evaluation
and
evaluate schoolwide
interventions,
or by a teacher
teamAlignment
to evaluate teacherled
interventions.
It
is
recommended
that
this
activity
is
completed twice
Chart Protocol
a year—prior to the start of the school year, and at the midpoint of each
school
year. can be used by a leadership team and/or intervention team to
This
activity
evaluate schoolwide interventions, or by a teacher team to evaluate teacherled interventions.
It is recommended that this activity is completed twice
Guiding
Questions
a year—prior to the start of the school year, and at the midpoint of each
1. Research-Based: Do we have evidence that the intervention can
school year.
work? Do we have evidence that the intervention is working for
students currently in the intervention? Score with a + , 9, or X.
Guiding Questions
2.
1.
3.
2.
4.
3.
5.
4.
6.
5.
6.
7.
8.
7.
8.
9.
10.
9.
10.
Directive: Do we require targeted students to attend? Do we hold
Research-Based:
Do we
have
evidence
the
intervention
students
accountable
when
they
don’t? that
Score
with
a + , 9, orcan
X.
work? Do we have evidence that the intervention is working for
Timely:
long does
take us to identify
studentsHow
currently
in theit intervention?
Scoreand
withplace
a + , a9,student
or X.
in or out of this intervention? (Goal: At least every three weeks
Directive:
we require
targeted
toX.
attend? Do we hold
during
the Do
school
year.) Score
withstudents
a + , 9, or
students accountable when they don’t? Score with a + , 9, or X.
Highly Trained: How well trained and qualified are the individuals
Timely:
How long
it take usScore
to identify
place
a student
implementing
this does
intervention?
with aand
+ , 9,
or X.
in or out of this intervention? (Goal: At least every three weeks
Systematic:
Can we
guarantee
that aevery
during
the school
year.)
Score with
+ , 9,student
or X. who needs this
intervention, gets this intervention? Score with a + , 9, or X.
Highly Trained: How well trained and qualified are the individuals
Targeted—Unmotivated
Learner/Failed
Learner:
the
implementing this intervention?
Score with
a + , 9,Isor
X.intervention for intentional nonlearners (won’t do) or failed learners (can’t
Systematic:
Can
we guarantee
that
every student
who needs
this
do)?
Have we
mistakenly
placed
nonlearners
and failed
learners
intervention,
gets
this
intervention?
Score
with
a
+
,
9,
or
X.
in the same intervention? Score with a U for unmotivated learner
(won’t
do) or an F for failed
learner (can’t
do).
Targeted—Unmotivated
Learner/Failed
Learner:
Is the intervention
for
intentional
nonlearners
(won’t
do)
or
failed
learners sup(can’t
Targeted—Tier 2 or Tier 3: Is the intervention supplemental
do)?
Have
we
mistakenly
placed
nonlearners
and
failed
learners
port (Tier 2) or intensive support (Tier 3)? Score with a “2” for Tier
inor
the
same
Score with a U for unmotivated learner
2
a “3”
forintervention?
Tier 3.
(won’t do) or an F for failed learner (can’t do).
Targeted—Desired Student Learning Outcome:
Targeted—Tier 2 or Tier 3: Is the intervention supplemental supAre our
interventions
targeted
to specific
standards/outcomes?
port+ (Tier
2) or
intensive support
(Tier
3)? Score
with a “2” for Tier
2 or+a Are
“3” for
Tier
3.
students grouped by the cause of their struggles, or the
symptoms? Student Learning Outcome:
Targeted—Desired
Alignment
Steps:
What actions
canto
bespecific
taken to
address any colinterventions
targeted
standards/outcomes?
+ Are our
umn with an “X” on the chart?
+ Are students grouped by the cause of their struggles, or the
The Big
Picture: Look at the list of interventions as a whole. Are
symptoms?
there a variety and balance of offerings? For example, are there
Alignment
Steps:
Whattoactions
can be takenand
to address
any col-Is
interventions
targeted
both unmotivated
failed learners?
umn
with
an
“X”
on
the
chart?
support offered to both of these groups at Tier 2 and Tier 3?
The Big Picture: Look at the list of interventions as a whole. Are
there a variety and balance of offerings? For example, are there
interventions targeted to both unmotivated and failed learners? Is
support offered to both of these groups at Tier 2 and Tierpage
3? 2 of 2
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
page 2 of 2
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
5
What Is an Intervention?
“An intervention is anything a school does,
above and beyond what all students receive,
that helps a child succeed in school.”
—Buffum, Mattos, & Weber, Simplifying Response
to Intervention (2012), p. 129
#rtiaw
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
6
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
A school should utilize interventions for which they
can point to research that demonstrates a practice
has a high likelihood of working …
… or can provide evidence that demonstrates the
practice is working for a majority of students who
have received the intervention.
#rtiaw
In other words, there is reason to believe
the intervention:
 Can work (research)
 Is working (evidence)
#rtiaw
Scientifically Research Based
vs.
Research Based
#rtiaw
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
7
Scientific, Research-Based
Interventions
“Research that involves the application of rigorous,
systematic, and objective procedures to obtain
reliable and valid knowledge relevant to educational
activities and programs”
—No Child Left Behind Act (2001)
#rtiaw
In other words, there is reason to believe
the intervention:
 Can work (research)
 Is working (evidence)
#rtiaw
—Buffum, Mattos, & Weber, Simplifying Response to Intervention (2012)
8
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
+
= Highly aligned
= Somewhat aligned
X
= Not aligned
#rtiaw
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
Systematic
Can you guarantee that every student who needs
this intervention receives this intervention?
#rtiaw
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
9
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
Directive
Confronting the “real world” narrative
#rtiaw
Directive
Are targeted students required to attend this
intervention?
#rtiaw
10
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
Timely
 Are students identified for this intervention at
least every three weeks?
 How often do we evaluate progress?
#rtiaw
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
11
Five Ways to Make Interventions
More Intensive
Create interventions that:
1. Are frequent
2. Are longer in duration
3. Have a smaller teacher-to-student ratio
4. Are administered by highly trained staff
5. Are targeted
#rtiaw
Administered by Trained
Professionals
How well trained and qualified is the person
implementing this intervention?
#rtiaw
Characteristics of an Effective
Intervention






Research based
Systematic
Directive
Timely
Administered by trained professionals
Targeted
#rtiaw
12
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
The more targeted the intervention,
the more likely it will work!
#rtiaw
You must get down to
by student, by standard.
#rtiaw
Targeted
Will
Skill
#rtiaw
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
13
Targeted
Targeted
Targeted
Nonmotivated or
failed learner
What is the desired
student learning
outcome?
Tier 2 or 3
#rtiaw
The most important step:
Alignment!
#rtiaw
Thank You!
To contact Mike:
mikemattos@me.com
Activities available at:
mattos.info
To schedule professional development
at your site, contact Solution Tree
at 800.733.6786.
Follow Mike on Twitter: @mikemattos65
#rtiaw
14
#rtiaw
© Mattos, Buffum, and Weber 2014. solution-tree.com
Do not duplicate.
REPRODUCIBLE
R E P R O D U C I B L E
Additional Resources
R E P R O D U C I B L E
|
187
|
187
URL or Author(s) and
Description
Additional
Resources
Publisher
Name of Resource
AIMSWeb
NameLearning
of Resource
Better
Through Structured
AIMSWeb
Teaching: A
Framework for the
Better Learning
Gradual
Release of
Through
Structured
Responsibility
Teaching: A
Framework for the
Gradual Release of
Center on Instruction
Responsibility
www.aimsweb.com
URL or Author(s) and
This site offers full-service
CBMs, for a price.
Description
This book
offers an outstanding structured model
This site offers full-service
of teaching and lesson
CBMs, for a price.
design. Structured lessons
This
book offers an
are fundamental
to outTier 1
standing
structured
model
instruction and for allowing
of
teaching
and
lesson
small-group supports to be
design.
Structured
lessons
delivered
during Tier
1.
are fundamental to Tier 1
The site provides the best
instruction and for allowing
research and metasmall-group supports to be
analyses in the areas of
delivered during Tier 1.
reading, math, science, speCenter on Instruction
www.centeroninstruction The
site provides
the
best
cial education,
and
English
.org
research
and
metalanguage learning.
analyses in the areas of
Instruction and assessDouglas Fisher and
Checking for
reading, math, science, spement must become fluid
Nancy Frey
Understanding:
cial education, and English
companions. Instruction,
Formative Assessment Association for
language learning.
whether at Tier 1, 2, or
Techniques for Your
Supervision and
Instruction
and assessDouglas Fisher
and
Checking for
3,
must be frequently
Classroom
Curriculum
Development,
ment
must
Nancy
Frey
Understanding:
informed bybecome
informalfluid
2007
companions.
Formative Assessment Association for
assessments. Instruction,
whether at Tier 1, 2, or
Techniques for Your
Supervision
and
Marzano et al. consisRobert J. Marzano,
Classroom Instruction
3,
must be frequently
Classroom
Development,
tently deliver the very best
Debra J. Pickering,
and
That Works: Research- Curriculum
informed
by informal
2007E. Pollock
research-based practices
Jane
Based Strategies for
assessments.
to inform our practice.
Increasing Student
Association for
Marzano et al. consisRobert
J.
Marzano,
Classroom Instruction
Achievement
Supervision and
tently
deliver the very best
Debra J. Pickering,
and
That Works: Research- Curriculum
Development,
research-based
practices
Jane
E.
Pollock
Based Strategies for
2001
to inform our practice.
Increasing Student
Association for
Council for Exceptional www.cec.sped.org
This site provides invaluAchievement
Supervision and
Children
able information from
Curriculum Development,
a preeminent advocacy
2001
group for students with
Council for Exceptional www.cec.sped.org
This
siteneeds.
provides invaluspecial
Children
able information from
Ultimately, we want our
Barry J. Zimmerman,
Developing Selfa preeminent advocacy
students to self-monitor
Sebastian Bonner, and
Regulated Learners:
group for students with
and be self-motivated. This
Robert Kovach
Beyond Achievement
special needs.
book will explain how to
to Self-Efficacy
American Psychological
Ultimately,
we truly
wantbecome
our
Barry J. Zimmerman,
Developing Selfhelp students
Association,
1996
students
to
self-monitor
Sebastian Bonner, and
Regulated Learners:
lifelong learners.
and be self-motivated. This
Robert Kovach
Beyond Achievement
page
book will explain how
to1 of 4
to Self-Efficacy
American Psychological
help
students
truly
become
Association,©1996
Simplifying Response to Intervention
2012 Solution Tree Press đ solution-tree.com
lifelong learners.
Visit go.solution-tree.com/rti to download this page.
DouglasPublisher
Fisher and
Nancy Frey
www.aimsweb.com
Association for
Supervision and
Douglas Fisher
and
Curriculum
Development,
Nancy
Frey
2008
Association for
Supervision and
Curriculum
Development,
www.centeroninstruction
2008
.org
page 1 of 4
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
15
188
REPRODUCIBLE
|
R E P R O D U C I B L E
Name of Resource
188
|
DIBELS
Name of Resource
DIBELS
The Differentiated
Classroom:
Responding to the
Needs of All Learners
The Differentiated
Classroom:
Responding to the
Needs of All Learners
easyCBM
easyCBM
Florida Center for
Reading Research
Florida Center for
Reading Research
Intervention Central
Intervention Central
LD Online
LD Online
URL or Author(s) and
R E PPublisher
R O D U C I B L E
Description
https://dibels.uoregon
.edu
This site provides access
to excellent research in the
URL or Author(s) and
Description
area of literacy
and access
Publisher
to exceptional, free reading
https://dibels.uoregon
This site
access
CBMs
for provides
grades preK–6.
.edu
to excellent research in the
The very first line of
Carol Ann Tomlinson
area of literacy and access
defense, and the most
Association for
to exceptional, free reading
critical factor in RTI, is
Supervision and
CBMs for grades preK–6.
Curriculum Development, strengthening Tier 1
The very first
of
Carol Ann Tomlinson
instruction,
or line
“shoring
up
1999
defense,
and
the
most
Association for
the core.” Differentiating
critical factor
in RTI, is
Supervision and
instruction
is nonstrengthening
1
Curriculum Development, negotiable, andTier
Tomlinson
instruction,
or
“shoring
up
1999
is the source.
the core.” Differentiating
http://easyCBM.com
This site offers free CBMs
instruction is nonfor reading and mathematnegotiable, and Tomlinson
ics for K–8; allows teachers
is the source.
to enter student names,
http://easyCBM.com
This site
offers
free
CBMs
print
CBMs,
enter
data,
for reading
and mathematand
print reports;
includes
ics forfor
K–8;
allows
teachers
norms
each
CBM;
and
to enter
studenttonames,
allows
students
take
print tests
CBMs,online.
enter data,
some
and print reports; includes
www.fcrr.org
This is an exceptional site
norms for each CBM; and
for all things reading. In
allows students to take
particular, it provides free,
some tests online.
research-based activiwww.fcrr.org
Thisfor
is an
exceptional
site
ties
students
in all five
for all things
reading.
In
domains
of reading
and
particular,
it provides
free,
provides
reviews
of dozresearch-based
activiens
of research-based,
ties for students
in all five
commercial
reading
domains of reading and
interventions.
provides reviews of dozwww.interventioncentral This site is an exceptional
ens of research-based,
.org
resource for all things
commercial reading
RTI, from generating and
interventions.
printing CBMs to finding
www.interventioncentral resources
This site istoanhelp
exceptional
monitor
.org
resource
for all things
site
RTI efforts.
RTI, from generating and
www.ldonline.org
This site provides great
printing CBMs to finding
information on learning disresources to help monitor
abilities and resources for
site RTI efforts.
support.
www.ldonline.org
This site provides great
information on learning dispage 2 of 4
abilities and resources for
support.
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
page 2 of 4
16
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
190
|
Name of Resource
190
|
Research Institute on
Progress Monitoring
Name of Resource
Research Institute on
RTI Action Network
Progress Monitoring
RTI Action Network
The Differentiated
Classroom:
Responding to the
Needs of All Learners
The Differentiated
Classroom:
Responding to the
Needs of All Learners
Vaughn Gross Center
for Reading and
Language Arts
Vaughn Gross Center
for Reading and
Language Arts
REPRODUCIBLE
R E P R O D U C I B L E
URL or Author(s) and
R E P Publisher
R O D U C I B L E
Description
www.progressmonitoring
.org
This site provides backURL or Author(s) and ground and research
Description
resources
in the area of
Publisher
progress monitoring.
www.progressmonitoring This site provides backwww.rtinetwork.org
This site is a helpful
.org
ground and research
resource for educators and
resources in the area of
families and includes an
progress monitoring.
extensive list of FAQs.
www.rtinetwork.org
This site is a helpful
The very first line of
Carol Ann Tomlinson
resource for educators and
defense, and the most
Association for
families and includes an
critical factor in RTI, is
Supervision and
extensive list of FAQs.
Curriculum Development, strengthening Tier 1
The
very first
of
Carol Ann Tomlinson
instruction,
orline
“shoring
up
1999
defense,
and
the
most
Association for
the core.” Differentiating
critical
factor
RTI, is
Supervision and
instruction
is ainnon-negostrengthening
Tier
1 is the
Curriculum Development, tiable, and Tomlinson
instruction,
or
“shoring
up
1999
source.
the core.” Differentiating
www.meadowscenter
This is one of finest ceninstruction is a non-nego.org/vgc
ters for reading resources,
tiable, and Tomlinson is the
particularly for English
source.
learners and students with
www.meadowscenter
This
is one
of finest censpecial
needs.
.org/vgc
ters for reading resources,
particularly for English
learners and students with
special needs.
page 4 of 4
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
page 4 of 4
Simplifying Response to Intervention © 2012 Solution Tree Press đ solution-tree.com
Visit go.solution-tree.com/rti to download this page.
17