Response to Intervention Motivation: M ti ti St Student-Teacher d tT h Relationship: How can teachers strengthen their connection with students? www.interventioncentral.org 1 Response to Intervention Lack of Teacher-Student Relationship: What to Avoid • What the Research Says: At times, instructors and students can fall into a ‘negative g reinforcement trap’ p ((Maag, g, 2001;; pp. 176) that actively undercuts positive relationships: A student who has difficulty with the classwork misbehaves and is then sent by b the h teacher h to the h principal’s i i l’ office. ffi B Bothh teacher h andd student are reinforced by the student’s exclusion from the classroom: The teacher is negatively reinforced by having a difficult student removed from the room and the student is aalso so negatively egat e y reinforced e o ced by be beingg aallowed o ed to escape tthee challenging classwork. Because this scenario is reinforcing to both parties, it is very likely to be repeated with increasing frequency unless the teacher intervenes to break the negative cycle. www.interventioncentral.org 2 Response to Intervention • Greeting Students at the Classroom Door. A personalized ggreetingg at the start of a class pperiod can boost class levels of academic engagement (Allday & Pakurar, 2007). The teacher Th t h spends d a ffew seconds d greeting ti eachh student t d t bby name at the classroom door at the beginning of class. www.interventioncentral.org 3 Response to Intervention • Shaping Behavior Through Praise. Praise To increase desired behavior, the teacher praises the student in specific terms whenever the student engages in that behavior (Kern & Clemens, 2007). The teacher uses praise statements at a rate sufficient to motivate and guide the student toward the behavioral goal: – The teacher selects the specific desired behavior(s) to encourage through praise; – The teacher sets a goal for how frequently to deliver praise (e.g., to praise a student at least 3 times pper class pperiod for workingg on in-class assignments). – The teacher makes sure that any praise statements given are b h i behavior-specific. ifi www.interventioncentral.org 4 Response to Intervention • Maintaining a High Rate of Positive Interactions Teachers ppromote a ppositive relationshipp with anyy student byy maintainingg a ratio of at least three positive teacher-student interactions (e.g., greeting, positive conversation, high-five) for every negative (di i li (disciplinary) ) iinteraction t ti ((e.g., reprimand) i d) (Sprick, (S i k B Borgmeier, i & Nolet, 2002). www.interventioncentral.org 5 Response to Intervention • ‘Two by Ten’: Structuring Teacher-Student Interactions. The teacher makes a commitment to have a 2-minute conversation ti with ith th the student t d t across 10 consecutive ti school h l days (20 minutes of cumulative positive contact) (Mendler, 2000) This strategy (‘non-contingent 2000). ( non-contingent teacher attention’) attention ) can be helpful with students who lack a positive connection with the teacher. www.interventioncentral.org 6 Response to Intervention Motivation: Student SelfManagement. What tools can help students to develop independent work habits and increase motivation? www.interventioncentral.org 7 Response to Intervention Teachers: Student Self-Management Issues: • Wh When students t d t lack l k essential ti l self-management lf t (‘self(‘ lf regulation’) skills such as time management or workplanning these deficits can take a tremendous toll on planning, their academic work—and motivation. • Teachers often feel that they lack sufficient tools to address these ‘non-content area’ problems. • A related problem is that faculty often fail to agree among themselves what comprise essential student self-management skills. www.interventioncentral.org 8 Response to Intervention The Problem That This Tool Addresses: A d i Survival Academic S i l Skills Skill Ch Checklist kli t 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, (DiPerna 2006). 2006) Examples of academic survival skills include the ability to study effectively, effectively be organized organized, and manage time well well. When academic survival skills are described in global terms, though it can be difficult to define them though, them. For example example, two teachers may have different understandings about what the term 'studyy skills' means. 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. www.interventioncentral.org 9 Response to Intervention Academic Survival Skills Checklist: What It Is… • The teacher selects a global skill (e.g., h homework k completion; l ti iindependent d d t seatwork). t k) The teacher then breaks the global skill down i t a checklist into h kli t off componentt sub-skills. b kill An A observer (e.g., teacher, another adult, or even th student) the t d t) can then th use the th checklist h kli t to t note t whether a student successfully displays each of th sub-skills the b kill on a given i dday. www.interventioncentral.org 10 Response to Intervention Academic Survival Skills Checklist: Homework Example p Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skillschecklist-maker www.interventioncentral.org 11 Response to Intervention Academic Survival Skills Checklist: Homework Example p Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skillschecklist-maker www.interventioncentral.org 12 Response to Intervention Academic Survival Skills Checklist: Homework Example p Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skillschecklist-maker www.interventioncentral.org 13 Response to Intervention Academic Survival Skills Checklist: Homework Example p Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skillschecklist-maker www.interventioncentral.org 14 Response to Intervention Academic Survival Skills Checklists: 5 Uses Consistent expectations among teachers. Teachers at a grade level, on an instructional team, or within an instructional department can work together to develop checklists for essential global academic-survival skills. As teachers collaborate to create these checklists, checklists they reach agreement on the essential skills that students need for academic success and can then consistentlyy promote those skills across their classrooms. www.interventioncentral.org 1 15 Response to Intervention Academic Survival Skills Checklists: 5 Uses Proactive student skills training. One excellent use of these checklists is as a classwide student training tool. At the start of the school year, year teachers can create checklists for those academic survival skills in which students are weak (e.g., study skills, skills time management) and use them as tools to train students in specific strategies to remediate these deficiencies. Several instructors workingg with the same ggroup of students can even pool their efforts so that each teacher might be required to teach a checklist in only a single survival-skill area. www.interventioncentral.org 2 16 Response to Intervention Academic Survival Skills Checklists: 5 Uses Student skills self-check. Teachers can use academic survivalskills checklists to promote student responsibility. Students are 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 them. Instructors can then hold students accountable to consult and use these individualized checklists to expand their repertoire of strategies g for managing their own learning. www.interventioncentral.org 3 17 Response to Intervention Academic Survival Skills Checklists: 5 Uses Monitoring progress of academic survival-skills interventions. Often, intervention plans developed for middle and high school students include strategies to address academic survival-skill survival skill targets such as homework completion or organization. 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 student's t d t' progress iin using i an expanded d d range off academic d i survival-skills during the intervention period. www.interventioncentral.org 4 18 Response to Intervention Academic Survival Skills Checklists: 5 Uses Parent conferences. When teachers meet with parents to discuss student academic concerns, academic survival-skills 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. student In addition addition, parents often appreciate receiving copies of these checklists to review with their child at home. www.interventioncentral.org 5 19 Response to Intervention Academic Survival Skills Checklist Maker http://www.interventioncentral.org/ tools/academic-survival-skillschecklist maker checklist-maker The Academic Survival Skills Checklist Maker pprovides a starter set of strategies to address: •homework • note-taking • organization •study skills • time ti management.t Teachers can use the application to create and print customized checklists and can also save their checklists online. www.interventioncentral.org Response to Intervention Activity: Academic Survival Skills Checklists • Discuss how you might use a version of these Academic Survival Skills Checklists with your students. students www.interventioncentral.org 21 Response to Intervention How To…Help the Student Develop WorkPl i Skill Planning Skills: Pl Plan, Evaluate, E l t Adjust Adj t www.interventioncentral.org 22 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust The student is trained to follow a plan>work>selfevaluate>adjust sequence in work-planning: work planning: • Plan. The student creates a work plan: inventorying a collection of related tasks to be done done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task. • Work. The student completes the work. Self-Evaluate. Evaluate. The student compares actual work • Self performance to the outcome goals to evaluate success. • Adjust. The student determines what to do differently in the future to improve performance and outcomes. Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 23 Response to Intervention Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 24 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust PLANNING: The teacher & student meet prior to the work to create a plan, plan with 3 phases to the meeting: 1. Task. The student describes each academic task in clear and specific terms (e.g., (e g "Complete Complete first 10 problems on page 48 of math book", "write an outline from notes for history essay 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. outcomes Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 25 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust PLANNING: The teacher & student meet prior to the work to create a plan, 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., (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. estimation Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 26 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust PLANNING: The teacher & student meet prior to the work to create a plan, plan with 3 phases to the meeting: 3. Performance Goal. The student sets a performance goal to be achieved for each task. task Performance goals are dependent on the student and may reference 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"). rubric") Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 27 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust SELF-EVALUATION: The teacher & student meet after the work to evaluate with 2 phases to the meeting: 1. Comparison of Performance Goal to Actual Performance For each task on the plan, Performance. plan the student compares his or her actual work performance to the 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. Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 28 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust SELF-EVALUATION: The teacher & student meet after the 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, allocated the student reflects on the experience and decides 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. Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 29 Response to Intervention Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing selfdetermination: Teaching students to plan, work, www.interventioncentral.org evaluate, and adjust. Exceptional Children, 69, 431-447. 30 Response to Intervention TUTORIAL: How To…Help the Student Develop Work Planning Skills: Plan Work-Planning Plan, Evaluate Evaluate, Adjust Teachers 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 work-planning student’s ork planning phase phase. Instead the teacher ma may ha havee the student write down answers to open-ended questions for an assignment such as: assignment, – What do you want to accomplish today? (TASK) – How longg do yyou think it will take? ((TIME ALLOCATION)) – 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. www.interventioncentral.org 31 Response to Intervention Self-Regulation Skills: Work-Plan Conference • Pair off at your tables. Review the STUDENTWORK-PLANNING structure for student work-planning conferences shared today. today Discuss PreP and d Post-Planning P t Pl i Conferences how you might use or adapt it to PLANNING train students in work planning. planning 1. Task • Consider questions such as: 2. Time Allocated What assignments you might 3. Performance Goal use it for: in-class? SELF-EVALUATION homework? longer-term g 1. Comparison of assignments? Performance Goal to Who might conference with Actual Performance the student: teacher? counselor? 2. Adjustment mentor? www.interventioncentral.org 32 Response to Intervention Teachers: Student Self-Management Suggestions for Implementation: • T Teachers h att a grade d level, l l on an iinstructional t ti l tteam, or within a department should work together to: – create t their th i own shared h d sett off Academic A d i Survival S i l Skills Checklists. – agree on a structure and organizer for work-planning work planning skills. www.interventioncentral.org 33