Using RtI to Advance Learning
in Mathematics
Amanda VanDerHeyden
Education Research and Consulting, Inc.
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
7 Years
Highly effective teachers show gain of 1.5 grade equivalents. Ineffective teachers
show gains of .5 grade equivalents. These gains are independent of other risk
factors associated with demographics.
2
Subtle Tension
• Schools want
– scores to increase
– vulnerable children to
show gains
– to avoid negative AYP
labels
– parents/communities
to have confidence in
schools
– all children to have
access
– meet legal obligations
• Families and
Caregivers want their
children
– to be happy at school
– to learn skills that will
help them succeed in
college and beyond
– to develop life-long
love for learning
– to grow into wellrounded, independent
citizens
3
What do Families Want?
• Improved learning
• Transparent decisions
• Active system problemsolving
• Efficient use of
resources
• What was my child’s
score? What did you do
differently? What effect
did it have? What are
we doing next?
4
Fool’s Gold
• If you are poor, of minority ethnicity, or a
boy, you have a much higher probability of
going to special ed and a much higher risk
of academic failure.
• Special education placement does not
improve outcomes for kids in the highincidence categories and, in fact, is
associated with risk.
5
Early Screening Identifies Children At Risk
of Reading Difficulty
J
5.2
Reading grade level
5
4
3
Low Risk on
Early
Screening
2.5
2
At Risk on Early Screening
1
1
2
3
4
Grade level corresponding to age
This Slide from Reading First
Experts From Reading First
6
Early Intervention Changes Reading
Outcomes
5.2
5
Reading grade level
J
4.9
With substantial
instructional
intervention
4
With research3.2 based core but
without extra
2.5 instructional
intervention
Low Risk
on Early
Screening
3
2
At Risk on Early Screening
1
1
2
3
4
Grade level corresponding to age
This Slide from Reading First
From Reading First
Experts
7
New Assumptions with RtI
• Most children should successfully respond
to intervention.
• Most children in a class should score at
benchmark levels given adequate
instruction.
• Intervention failure should be a rare event.
Where it is not rare, implementation error
should be the first suspect.
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• Instructing without assessment or
intervening without assessment data is
akin to driving without a map.
• With data, any solution becomes a
hypothesis to be tested.
• We need to focus more on supporting
solution implementation and evaluating
solutions to be sure they work.
• Effective teachers, administrators, and
schools are defined by the results they
produce.
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What does RtI Mean for your
Child?
• High-performing?
– Use data to enrich and challenge, smarter
allocation of resources means more available
for enrichment
– Children ready for advanced coursework
• Average student?
– Children ready for advanced coursework
• Low performing?
– Accelerated growth, reduction of risk for
failure, mastery of essential skills
Objectives Today
• Understand how to lead excellent
implementation of MTSS/RtI for
mathematics
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Data = Fuel
•
•
•
•
To determine risk
To evaluate systemic problems
To plan instructional changes system-wide
To plan intervention for individual, small
groups, or whole classes as supplement to
core
• To evaluate intervention effects and inform
referral decisions
Multi-Tiered Academic Interventions
Tier I: Universal screening and progress
monitoring with quality core curriculum: All
students,
Tier II: Standardized interventions with small
groups in general education: 15% to 20% of
students at any time
Tier III: Individualized interventions with in-depth
problem analysis in general education : 5% of
students at any time
Tier I
Types of Math Knowledge
• Conceptual - the understanding that math
involves an interrelated hierarchical network
that underlies all math-related tasks
• Procedural - the organization of conceptual
knowledge into action to actually perform a
mathematical task (Hiebert & Lefevre, 1986).
• Which comes first?
– Sequence may be specific to the domain or the
individual (Rittle-Johnson & Siegler, 1998; RittleJohnson, Siegler, & Wagner, 2001)
– But the two are clearly interrelated.
Challenges
• Ratio of 6:1
• NAEP data show improvements but not for
ethnic minorities and low SES students
• Lack of streamlined resources
• Insufficient instructional time allocated to
mathematics
• Math proficiency related to income postgraduation, success in college
• Students who are not proficient and enroll in
remedial classes post-secondary are less likely
to graduate
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Slavin & Lake (2008)
• 87/256 reviewed studies met
rigorous inclusion criteria
• 13 categorized as examining
curricula
• 36 categorized as computerassisted instruction
• 36 categorized as instructional
process
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+ 0.10
+ 0.19
+ 0.33
Conclusion
• If you want to change math learning
outcomes, you have to change the quality
of the instructional interaction between
student and teacher
• So what are the characteristics of quality
core instruction in mathematics?
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Begin with Number Sense
• Numbers represent quantity and have
magnitude
• One number may be bigger than another
number or quantity
• Numbers have a fixed order with numbers later
in the sequence representing greater quantities
Griffin (2004)
– Begins with counting in sequence, counting objects,
comparing quantities, adding and subtracting
numbers. Leads to understanding of associative,
commutative, and distributive property and place
value.
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Integrate Instruction for
• Procedural and operational fluency with
conceptual understanding
• e.g., emergence of the “count-on” strategy as
children’s understanding of ordinality and
associative property develop
– Estimate, discuss solutions, verify solutions, practice
application
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Sequence Skills Logically and
Provide Adequate Instructional Time
• “a mile wide and an inch deep”
• Make tough decisions about which skills are
essential and ensure mastery of those skills
• NMP says
–
–
–
–
–
–
whole number add/sub by grade 3
mult/div by grade 5
Operations with fractions, decimals, percentages
Operations with pos/neg integers
Operations with pos/neg fractions
Solving percentages, ratios, and rates to balance
equations
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Use Data to Fuel Decisions
From VanDerHeyden (2009)
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Match Instructional Strategy to
Learner Competence
New Skill
Antecedent
Cues, Prompts
Reduced Task Difficulty
Narrowly defined Task
Increase Discriminability/
Stimulus Control
Response
Guided practice
Monitor Accuracy
Consequence
Immediate Feedback
More elaborate Feedback
Repetition Loop
Ensure 100% correct
responding
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Match Instruction to Learner
Competence
Established Skill
Antecedent
No Extra or External Cues
Fade Task Difficulty
Opportunities to Respond;
Practice to Mastery
Response
Monitor Fluency
Consequence
Delayed Corrective Feedback
Performance Contingencies
Goal Setting
Build Fluency
Mastered Skill
Antecedent
Permit Variation
Range of Task Difficulty
Application
Increased range of
stimuli
Response
Retention
Application/Generalization
Response
Variation- Build
response set
Consequence
Delayed Feedback
Elaborate Feedback on Application
Improve
Maintenance
Student
Competence
Goal of
Intervention
Intervention
Example
Acquisition Task Establish 100% Cover, copy,
correct
and compare
Independent
Task
Mastery Task
Build fluency
Flashcards,
timed
performance
with incentives,
response cards
Establish robust Guided practice
application
intervention
What is Balanced Math Instruction?
Math Proficiency
Opportunities to
predict, estimate,
verify, and discuss
solutions
Provide opportunities
to generalize skills to
novel problems
Ensure acquisition of
key concepts in math
Build conceptual
understanding to
fluency
Common Core Content
Standards
• Streamlined
• “Asking a student to understand
something means asking a teacher to
assess whether the child has understood
it.”
• Hallmark of understanding: student can
explain why a mathematical statement is
true or where a rule comes from.
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Roadmap to Lesson Planning
• Do students understand? Can they do it?
• How will you
– Establish conceptual understanding?
– Build fluency?
– Provide applied practice and discussion?
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Tier 1: Screening
•
•
•
•
3 times per year
More frequently if problems are detected
Probably two probes required
Computation probes work well-- consider
state standards
• Math Screening
• 2 minutes. Scored for Digits Correct per 2 min
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Class-wide Screening
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Feedback to Teachers
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Tier 1 or 2: Class-wide Intervention
Mary
Chiquita
Baseline
120
Randy
Sandy
Intervention
Digits Correct in Two Minutes
Brandy
100
Colvin
m
a
s
t
e
r
y
80
60
40
Jolisha
Daleesha
Kiera
Bradley
Jared
Alfred
Sienna
instructional range
20
Jarian
Trey
Robert
Andrea
0
1
2
3
4
5
Sessions
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Ashley
Jaren
No Class-wide Problem Detected
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Tier 2: Can’t Do/Won’t Do
Assessment
• “Can’t Do/Won’t Do”
• Individually-administered
• Materials
3-7 minutes per
child
– Academic material that student performed poorly
during class assessment.
– Treasure chest: plastic box filled with tangible items.
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Decision Rule Following Can’t
Do/Won’t Do Assessment
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Tier 3: Individual Intervention
• Conducted by classroom teacher
• Protocol based
• Follows adequate functional assessment
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#Correct
Response to Intervention
Before
Intervention
During Intervention
Avg. for his Class
Each Dot is one
Day of Intervention
Intervention Sessions
Intervention
in Reading
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#Correct
Response to Intervention
Before
Intervention
During Intervention
Avg. for his Class
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Using Screening Data to
Identify Class-wide and
System-wide Instructional
Problems
Step 1: Identify the need for Tier 1
or 2 Intervention
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Screening tells you
• How is the core instruction working?
• What problems might exist that could be
addressed?
• Most bang-for-the-buck activity
• Next most high-yield activity is classwide
intervention at Tier 2.
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Consider
•
•
•
•
The Task
Integrity of Administration
Reliability of Scoring
Use software to organize the data
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Mult 0-9 4th Grade Fall Screening
Start with a Helicopter View
45
Second Grade Math
46
Third Grade Math
47
Where system problems are detected,
deploy system interventions and:
Verify Rapid Growth in all Classes
48
Look for Lagging Classes– and
Respond
49
50
Teacher
12
Teacher 11
Teacher
10
Teacher 9
Teacher 8
Teacher 7
Teacher 6
Teacher 5
Teacher 4
Teacher 3
Teacher 2
Teacher 1
Set System Goals- Track- And
Respond
First Graders N = 250
140
words read correctly per minute
120
100
80
Poverty
Not in Poverty
60
Linear (Poverty)
Linear (Not in Poverty)
40
20
0
1
2
3
4
5
6
7
8
Weeks
51
How Can MTSS Help?
• Organize small groups based on student
proficiency (acquisition, fluency,
generalization)
• Use Classwide intervention to build fluency
in pre-requisite skills (I’ll explain)
• Use intensive, individualized interventions
to conduct acquisition interventions
following functional academic assessment
(I’ll show you how)
• Use screening data to connect instructional
strategies
to student proficiency
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Gradewide
Problem?
No
Yes
Classwide
Problem?
Yes
No
Intervention
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School-Wide Problem?
• Examine core instruction materials and
procedures
– Instructional time
– Research-supported curric materials
– Calendar of instruction
– Understanding and measurement of mastery
of specific learning objectives
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• Establish priorities for improvement and
determine timeline
• Add a supplemental instructional program
with weekly PM
• Examine and respond to implementation
effects each month. Share w/ feeder
pattern & connect to long-term effects.
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School-Wide Problem?
Percentage of Students At Risk
90
80
70
60
50
40
30
20
10
0
Percentage of Students
At Risk
Fall
Winter
Spring
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58
Teacher
12
Teacher 11
Teacher
10
Teacher 9
Teacher 8
Teacher 7
Teacher 6
Teacher 5
Teacher 4
Teacher 3
Teacher 2
Teacher 1
• Demographics should become more
proportionate in failure or risk groups over
time.
• Percentage of students “on track” should
improve (look at percent enrolling in and
passing algebra, AP enrollments and
scores, Percent taking and meeting ACT
benchmarks).
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Grade-wide Problem?
• Examine core instruction procedures
• Begin class-wide supplement and PM
weekly
• Conduct vertical teaming with preceding
and subsequent grade levels to identify
strategies to ensure children attain gradelevel expected skills in future.
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61
Teacher
12
Teacher 11
Teacher
10
Teacher 9
Teacher 8
Teacher 7
Teacher 6
Teacher 5
Teacher 4
Teacher 3
Teacher 2
Teacher 1
Small Group Problem
• Use Tier 2 time to provide more explicit
instruction following standard protocol.
• Monitor weekly. Exit students based on
post-intervention performance not in the
risk range on lesson objectives and
screening criterion.
• When most children are responding well,
identify children for Tier 3.
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• About 90% of children should respond
successfully to Tier 2 intervention
• Successful responders should surpass
screening criterion at higher rates on
subsequent screenings.
• Successful responders should pass highstakes at higher rates than before use of
Tier 2 strategies.
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Individual Problem?
• Conduct individual assessment to
establish targets, identify effective
intervention, and specify baseline.
• Prepare all materials
• Monitor weekly and troubleshoot to
accelerate growth
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• Most children participating in Tier 3 should
respond successfully. More than 5% of
screened pop is a red flag.
• Focus on integrity of intervention.
• Growth should be detectable within two
weeks.
• Troubleshoot interventions that aren’t
working.
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• Successful responders to Tier 3 should fall
into risk range on subsequent screenings
at lower rates.
• Successful responders should pass highstakes at higher rates.
• Unsuccessful responders should qualify
for more intensive instruction at higher
rates.
• Responders/nonresponder should be
proportionate by demographics.
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Let’s Talk about Two Pitfalls
• Loosely Defined Model
• Over-assessment
67
Your Model is “Too Loose” If
• Results are inconsistent across schools
and/or over time
• There are long delays between decisions
• There are cases without a final decision
68
Assess Smarter
• First, select the best measures and
understand what the “hit” rate is
• No measure is perfect and adding more
measures may not (most likely will not)
increase the “hit” rate
• What do I mean by a “hit” rate?
69
“Hit” Rates Summarize Accuracy of Decisions
70
71
Users Must Weigh
• The costs of false positive errors and false
negative errors for each decision.
– For Screening Decisions – A priority is placed
on avoiding false negative errors typically.
– As a result, many screening systems burden
systems with high false-positive error rates.
– High error rates cause users to lose
momentum and can attenuate intervention
effects systemwide.
– Collecting “more data” does not necessarily
improve the hit rate.
72
Schools are Drowning in Data
and the Same Children Still
Can’t Read (or Count)
• Are we making a difference?
• Are we changing the odds?
73
Take an Assessment Inventory
74
Verify Screening Adequacy
75
Exploit Existing Data and
Respond- First, Verify Core
76
77
78
79
80
81
Decision “Hit Rates” Can be
Examined to know if
• Use of an assessment or intervention
improves outcomes over time (increases
the odds of student success)
• You can compute the probability of
passing or failing the high-stakes test if a
student has passed or failed a screener
(called the post-test probability)
• e.g., VanDerHeyden, A. M. (2010). Determining early
mathematical risk: Ideas for extending the research. Invited
commentary in School Psychology Review, 39, 196-202.
82
Bad Decisions are Not Benign
• Art
• Music
• Play
• Rest
• Field Trips
• Special
Projects
Literacy
Mathematics
Language
and Writing
Social Skills
• Parent/School
Bonding
• Community
Support
83
How-To Classwide Math
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Intervention Plan- 15 Min per Day
• Protocol-based classwide peer tutoring,
randomized integrity checks by direct
observation
• Model, Guide Practice, Independent Timed
Practice with delayed error correction
• Group performance contingency
• Teachers encouraged to
– Scan papers for high error rates
– Do 5-min re-teach for those with high-error rates
– Provide applied practice using mastery-level
computational skill
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• Usually the higher-performing student, goes (models) first.
• Rotating high performers helps maintain motivation
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Materials Needed
• Computer and software to organize data
• Student data imported. Clerical person to enter data onsite for tier 1 screen only.
• Color printer to print graphs + extra color cartridges
• Probe materials, digital count-down timers
• Intervention protocols, intervention materials (e.g.,
flashcard sets, reading materials)
• Access to copier and some assistance with copying
• Reinforcers for treasure chest (no more than $500 per
school)
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Teacher :
Grade :
Classwide Intervention: Teaching Math Facts
Date:
(Use with Flashcards)
This intervention is designed to
build math fact fluency and increase accuracy
addition, subtraction, multiplication
, or division f acts .
Teacher Coach Card
and can be used for
(conduct these steps every day):
Instruct students to find their math partner and get out flashcards quickly and quietly
.
GUIDED PEER PRACTICE
Set timer for 3 minutes and tell students, “Begin practicing.”
When timer rings, tell students, “Stop. Switch flashcards.”
Set timer for 3 minutes and tell students, “Begin practicing.”
“Stop practicing.”
When timer rings, tell students,
TIMED INDEPENDENT PRACTICE
Pass out worksheets face -down on students’ desks. Tell
your paper. Don’t turn them over until I tell you to.”
Set timer for 2 minutes. Say,
“On your mark, get set.”
When the timer rings, tell students,
longer working.”
students, “Write your name on the back of
Begin the timer, and say,
“Hold your papers up in the a
“Go.”
ir so that I can see that you are no
Tell students, “Trade papers with your math partner for scoring. When I call out the answers,
mark the answers ‘right’ or ‘wrong’.”
ERROR CORRECTION
Call out the correct answers.
Review answers t hat several students miss.
Tell students, “Give papers back to their owners now. If you missed problems, write the correct
answer under the problem where your partner wrote it.”
Tell students, “Write your score on your progress chart and pass your pa
pick them up.”
pers to the front so I can
REWARD/MOTIVATION
Shuffle the papers. Randomly draw a paper from the stack.
If the score on this randomly selected
paper is higher than the randomly selected score from the day before (or the class median if you
have calculated
it), then deliver a classwide reward (e.g., 5 minutes free time).
Teachers: Every Friday, record each student’s score on the Daily Intervention datasheet in the
“intervention”
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© Amanda
Teacher:
Grade:
Date:
Classwide Math Intervention: Moving Beyond Basic Facts
(Use with Practice Sets)
Distribute the correct worksheet to students and tell students to get into their working pairs.
Instruct students to write their
names and the date on math sheet.
GUIDED PEER PRACTICE
Students should complete the first row (or as many as possible in 3 minutes) of the worksheet with help
from their math buddy.
Tell students to switch roles. Now, the other student should comple
many as possible in 3 minutes) with help from their math buddy.
te the second row of problems (or as
*** The goal is for students to work as quickly as possible completing as many problems as possible in the
short amount of time with 100% accuracy. If one
student is stronger than another, then you will have to monitor
to make sure that the stronger student does not simply supply the answer but explains how to get the answer
when that student is acting as the “coach” or “tutor.”
INDEPENDENT TIMED PRACTICE
Set timer for 2 minutes.
2 minutes.
Work problems below the practice line for
When timer rings, tell students to stop working.
ERROR CORRECTION
Have students trade papers and score.
Provide a mini -lesson/review when the same kind of
error is made by many students.
Have students count the number of digits correct at the top of the page.
Write the correct answer for the problems you missed.
REWARD/MOTIVATION
Shuffle the papers. Randomly draw a paper from the stack.
If the sc ore on this randomly selected
paper is higher than the randomly selected score from the day before (or the class median if you have calculated
it), then deliver a classwide reward (e.g., 5 minutes free time).
Teachers: Each Friday, record student’s score
Column.”
© Amanda VanDerHeyden,
s on the Daily Intervention Datasheet in the “Intervention
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Measurement Plan
• Weekly probe of Intervention skill
• Weekly probe of Retention of previously
mastered computational skills
• Monthly probe using GOM approach to
monitor progress toward year-end
computational goals
• To this you might add an application
measure
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Sample Sequence
RD
3
GRADE
1. addition and subtraction facts 0 -20
2. fact families addition and subtraction 0 -20
3. 3 digit addition without and with regrouping
4. 3 digit subtraction without and with regrouping
5. 2 and 3 digit addition and subtraction
with and without regrouping
6. multiplication facts 0 -9
7. division facts 0 -9
8. fact families multiplication and division 0 -9
9. add/subtract fractions with like denominators
(3rds, 4ths, 8ths, 10ths, no regrouping)
10. single digit multiplied by double/triple digit
flash cards
practice set
practice set
practice set
practice set
– same as skill
– same as skill
– same as skill
– same as skill
flash cards
flash cards
practice set – same as skill
practice set – same as skill
practice set – same as skill
without regrouping
11. single digit multiplied by double/triple digit
practice set – same as skill
with regrouping
12. single digit divided into double/triple digit
practice set – same as skill
without remainders
13. add and subtract decimals to the hundredths
practice set – same as skill
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Sample Sequence
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Sample Sequence
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Kindergarten, 1st Semester
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Kindergarten, 2nd Semester
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Intervention Plan
• Class Median reaches mastery range for
skill, next skill is introduced
• Following promising results at one site in
2002-2003, lead to implementation districtwide grades 1-8 for all children by 20042005.
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Instructional Criteria
• MATH
– K:
•
•
•
•
0-7 Count Objects, Circle Number
0-5 Count Objects, Write Number
0-4 Identify Number, Draw Circles
0-5 Rapid Discrimination (sorting)
– Grades 1-3
• 0-19 dc/2 min Frustration
• 20-39 dc/2 min Instructional
• 40+ dc/2 min Mastery
– Grades 4-6
• 0-39 dc/2 min Frustration
• 40-79 dc/2 min Instructional
• 80+ dc/2 min Mastery
A More Powerful Way to Define
Intervention Intensity
Generalization
Cues to generalize, corrective feedback for
application and problem-solving,
systematic task variation, fading of support.
Child response is fluent
Fluency
Intervals of practice, opportunities
to respond, delayed feedback,
ensure reinforcement for more
fluent performance.
Child response is accurate but slow
Acquisition
Child response is inaccurate
Salient cues, frequent & high-level
prompting, immediate feedback,
more elaborate feedback, sufficient
exemplars of correct/incorrect,
controlled task presentation.
Class-wide Math Intervention
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Decision making
• Review data to make decisions:
DATA OUTCOME 1: Class median is below
mastery range and most students gaining
digits correct per week.
ACTION: Consider implementing intervention
for an additional week and then review
progress again.
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Decision making
DATA OUTCOME 2: Class median is below
mastery range and most students are not
gaining digits correct per week:
ACTION: Check Integrity first and address with
training if needed. Consider implementing
intervention for an additional week with
incentives or easier task and then review
progress again.
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Decision making
DATA OUTCOME 3: If the class median is
above mastery range then consider:
ACTION: Increasing task difficulty and continuing
classwide intervention.
ACTION: For students performing 1 SD below the
class mean, consider Tier 3.
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Results
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Tier 1 Screening Indicates Class-wide Problem
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Tier 2: Class-wide Intervention
120
100
80
60
40
11/18/2003
11/14/2003
11/7/2003
0
10/31/2003
20
10/24/2003
Digits Correct Two Minutes
Teacher F Mult 0-12
Weeks
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Increased Difficulty- Intervention
Continues
140
120
100
80
60
40
20
1/23/2004
1/15/2004
1/8/2004
12/18/2003
12/5/2003
0
11/21/2003
Digits Correct Two Minutes
Teacher F Div 0-12
Weeks
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Ambrose Intervention Progress
DC2M
mult 0-12
div 0-12
fact fam 0-12
100
90
80
70
60
50
40
30
20
10
0
1
4
6
8
9
11
Week
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Pre-post changes to performance
detected by CBM
Instructional range
Frustrational range
Each bar is a student’s performance
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Fourth Grade
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Computation Gains Generalized to
High Stakes Test
Improvements
(Gains within Multiple Baseline
shown as pre-post data)
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Gains within Multiple Baseline
(shown as pre-post data)
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
District-Wide RCT 4th & 5th
Graders
Skill 1
60
treatment
50
control
40
30
20
10
0
Beauvoir Gorenflo Jeff Davis
Lopez
Nichols
North
Bay
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Popps
Ferry
Skill 2
90
control
80
70
treatment
60
50
40
30
20
10
0
Beauvoir
Gorenflo Jeff Davis
Lopez
Nichols
North Bay
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Popps
Ferry
Skill 3
60
control
50
treatment
40
30
20
10
0
Beauvoir
Gorenflo Jeff Davis
Lopez
Nichols
North Bay
© Amanda VanDerHeyden, Do Not Reproduce Without Permission
Popps
Ferry
115
• Effects on year-end scores significant at
fourth grade. Effects strongest for students
who were lowest performing on the prior
year’s test score.
• CBMS showed strong effects, both
grades.
• Integrity varied by class and variations
explained effects
116
Overall
117
For Vulnerable Students
118
For Vulnerable Students
119
Conclusions
• Low-performing students more prone to
have week(s) of missing data.
• Probability of failure was reduced at a
greater rate for students who receive free
and reduced lunch, students receiving
special education, and for African
American students.
120
Let’s Talk about Another Pitfall
• Overemphasizing intervention selection
and under-emphasizing intervention
management
121
80 of interventions are not used
___%
without support
© Amanda VanDerHeyden, Do Not Reproduce without Written Permission
Common Pitfalls
• Most interventions fail because they are
not implemented correctly
• Standard protocol interventions facilitate
accurate implementation and can work
• Too much time is spent on problem
admiration and dissection
© Amanda VanDerHeyden, Do Not Reproduce without Written Permission
Troubleshoot Intervention Support Yes No
Was the intervention developed to ensure that it
required minimal classroom time and resources and
fit within daily classroom routines?
Are materials readily available to the teacher?
Was a step-by-step “coach card” provided?
Was the teacher shown how to implement the
intervention by a “coach?”
Did the coach observe implementation of the
intervention to ensure that the teacher could use the
intervention correctly and had all needed materials?
Was weekly follow-up support provided to the
teacher after initial training?
Are integrity data graphed to show used correctly?
Is an administrator involved?
From Witt, VanDerHeyden, & Gilbertson, 2004
© Amanda VanDerHeyden, Do Not Reproduce without Written Permission
Integrity Failures are Sentinel
Events
• Untreated integrity problems become student learning
deficits, schoolwide learning problems, and false positive
decision errors
• Integ problems affect dose and quality of the treatment
(an intervention implemented with fidelity is a functionally
different intervention than one implemented
inconsistently
• Integ positively correlated with student learning gains,
amount of intervention covered
• Even veteran sites require monitoring and follow-up
125
Sometimes it’s the Simple Things
• Proximity to trainer
• Child availability for intervention sessions
• Intervention error (e.g., modeling too
rapidly, failing to give feedback)
• Materials available
• No one’s watching
• Tracking and troubleshooting
implementation failures
• Remember, intervention failures should be
126
rare
3 dig + with and without
RG
3 dig - with and without
RG
2 dig - with RG
2 dig - without RG
2 dig + with RG
2 dig + without RG
FF 0-20
+/- 0-20
59% Integ
- 0-20
- 0-15
- 0-12
- 0-9
+ 0-20
Just like your mama told you:
INTEGRITY MATTERS
96% Integrity
9
8
7
6
5
4
3
2
1
0
Teacher 1 M = 78%
Teacher 2 M =100%
# weeks per skill
127
128
VanDerHeyden, McLaughlin, Algina, Snyder (in press). AERJ
To Avoid Pitfalls
• Specify measures, decision rules, and
intervention management procedures
• Obtain the best data
• Obtain only the data necessary to make
accurate decisions at each stage
• Plan system interventions where system
problems are detected
• Actively manage intervention
implementation
129
Ask
• What are our system goals?
• What data are we collecting to reflect
progress?
• How are we responding to lack of progress
(how often, what resources)?
• How do data inform professional
development decisions,
text/material/resource adoptions,
allocation of instructional time?
• How do data tie into personnel evaluation?
130
Ask
• Are we changing the odds of success in
our schools?
• What are our special targets and priorities
(e.g., numeracy, high-mobility, etc.)
• Are we operating as efficiently as
possible?
• Are teachers adequately supported (i.e.,
someone responds to data and goes in to
coach and support)?
• Do our instructional leaders follow data?
131
Avoid Common Mistakes
• Exploit existing data to know if efforts are
working
– % at risk fall, winter, spring by grade
– % of class-wide problems fall, winter, spring by
grade
– % of f/r lunch at risk should mirror % of f/r lunch
overall, same for ethnicity and sp ed
– Reduced risk across grades
– Decreased evaluations, proportionate, & accurate
• Specify what you are going to do about it
• Implement solution well
• Follow-up and respond to implementation
failures
132
For More Information
• Amanda VanDerHeyden
– amandavande@gmail.com
– 251-300-0690
• www.isteep.com and www.gosbr.net
• www.rtinetwork.org
• www.nasdse.org (blueprints)
• Keeping RTI on Track: How to Identify, Repair and Prevent
Mistakes That Derail Implementation
• http://www.shoplrp.com/product/p-300620.html
• Or 1-800-341-7874
• http://www.jeabjaba.org/abstracts/JabaAbstracts/26/26597.Htm (Fixsen & Blasé, 1993)
• Hattie (2009). Visible Learning.
133