Enhancing RtI:
Instruction and
Intervention
PowerPoints available at
www.fisherandfrey.com
Click “Resources”
Videos on YouTube
“fisherandfrey”
Doug Fisher
www.fisherandfrey.com
I’ll go back to school
and learn more
about
the brain!
400+ page textbook
“Somites are blocks of dorsal mesodermal
cells adjacent to the notochord during
vertebrate organogenesis.”
“Improved vascular definition in
radiographs of the arterial phase or of the
venous phase can be procured by a process
of subtraction whereby positive and
negative images of the overlying skull are
superimposed on one another.”
“I don’t know how you’re going to
learn this, but it’s on the test.”
Quick, build background!
Expand understanding
through reading
Reading increasingly
difficult texts
Read “non-traditional” texts
• To date, over 100
YouTube videos!
• PBS (The Secret Life of
the Brain)
• Internet quiz sites about
neuroanatomy
• Talking with peers and
others interested in the
brain
But, the
midterm
comes
17 pages, single spaced,
200 multiple choice questions
Besides some Neuroanatomy,
what did I learn?
• You can’t learn from
books you can’t read
(but you can learn)
• Reading widely
builds background
and vocabulary
• Interacting with
others keeps me
motivated, clarifies
information and
extends
understanding
• I have choices
The teacher needed to…
•
•
•
•
Establish learning goals
Check for understanding
Provide feedback
Align future instruction with student
performance
Purpose of RtI
An alternative way
to identify students
as having learning
disabilities, making
sure that students
who struggle were
not misidentified as
disabled when
different and/or
more intensive
instruction
addressed their
needs.
Purpose of RtI
An alternative way
to identify students
as having learning
disabilities, making
sure that students
who struggle were
not misidentified as
disabled when
different and/or
more intensive
instruction
addressed their
needs.
A school
improvement
process designed
to ensure that
students receive
the instruction,
intervention, and
support
necessary to be
successful.
A school
improvement
process designed
to ensure that
students receive
the instruction,
intervention, and
support
necessary to be
successful.
Response to Instruction
and Intervention (RtI2)
Tier 1:
75+%
Tier 2:
10-15%
Tier 3:
5-10%
Manipulate variables…
Tiers 2 and 3 intervention are not a
Band-Aid…
…for ineffective Tier 1 instruction.
Tier 1:
75+%
What could
Tier 1 look
like?
Tier 1: Quality
Core Instruction
Implementation of
Gradual Release of
Responsibility
instructional framework
Increase productive
group work
Feed-forward not just
feedback
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The sudden release of responsibility
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the
gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum
Development.
DIY School
TEACHER RESPONSIBILITY
(none)
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual
release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
The established
purpose
focuses on
student
learning,
rather than an
activity, task, or
assignment.
INDICATORS
Complexity of task: The task is a
novel application of a grade-level
appropriate concept and is designed so
that the outcome is not guaranteed (a
chance for productive failure exists).
Joint attention to tasks or materials:
Students are interacting with one
another to build each other’s
knowledge. Outward indicators include
body language and movement
associated with meaningful
conversations, and shared visual gaze
on materials.
Indicators of Success - Productive Group Work DRAF T
4-Exemplary
3-Applying
2-Approaching
Task reflects purpose and what was
Tasks provide multiple, clear
The task is somewhat reflective of
modeled. The task allows students an
opportunities for students to apply the purpose of the lesson, but there
opportunity to use a variety of
and extend what was modeled.
is little opportunity for student
resources to creatively apply their
Students have an opportunity to
experimentation or innovation.
knowledge of what was modeled.
use a variety of resources to
Students have an opportunity to
creatively apply their knowledge
experiment with concepts.
of what was modeled.
Students ask critical questions of each
Body language, visual gaze, and
Body language, visual gaze, and
other, developing and forming
language interactions provide
language interactions provide some
personal opinions and conclusions.
evidence of joint attention to the
evidence of mutual attention to the
They are able to evaluate and
task or materials by all members
task or materials by most members.
synthesize information, as well as
of the group. Students can explain Students are not holding each other
independently use a variety of
their contributions and the
accountable for purposeful
resources to acquire new or unknown
contributions of other group
contributions.
information.
members.
Argumentation not arguing: Student
use accountable talk to persuade,
provide evidence, ask questions of one
another, and disagree without being
disagreeable.
Students reach a better understanding
or consensus based on evidence and
opinions provided by others. Students
hold each member of the group
accountable by using questioning
strategies and evidence to persuade or
disagree. The conversation is
respectful and courteous.
Language support: Written, verbal,
teacher, and peer supports are
available to boost academic language
usage.
Sentence frames are differentiated
based on students’ proficiency and
need. A wide range of frames are
available for students and students use
the frames independently in academic
language and writing. Teacher
modeling includes the use of frames as
well as academic vocabulary and high
expectations for language production.
Teacher role: What is the teacher
doing while productive group work is
occurr i n g ?
Teacher is purposeful in scaffolding
using prompts, cues and questions and
checks for understanding regularly.
Evidence collected during this time is
used to plan further instruction.
Groups are flexible and change based
on students’ proficiency, academic
need, and/or content area. Productive
group work occurs throughout the day.
Grouping: Small groups of 2-5
students are purposefully constructed
to maximize individual strengths
without magnifying areas of needs
(heterogeneous grouping).
Students ask for and offer
evidence to support claims.
However, members continue to
maintain initial beliefs or
positions about a topic without
considering the arguments of
others. The conversation is
generally respectful but some
members may not participate.
Students use one or two sentence
frames from the variety that are
available in a structured setting.
A set of target vocabulary is
available and used. Teachers
model the use of frames.
Students are encouraged to use
the language support in guided
instruction and productive group
work.
Some scaffolding and checking
for understanding occurs but there
are delays in corrections or
changes to the instruction. There
is a link to further instruction.
Purposeful heterogeneous
grouping occurs which are fluid
in response to students’
proficiency.
There is a process in place for
accountable talk. However, student
dialogue is limited and there are
minimal efforts to support the
product. The conversation is
generally respectful, but is often
dominated by one member of the
group or veers of-topic.
1-Limited
Task is an exact
replication of what was
modeled, with little or no
opportunity for student
experimentation with
concepts.
Students divide up the task
so that they can work, then
meet near end to assemble
components. Body
language, visual gaze, and
lack of language
interactions provide
evidence of independent
work occurring within the
group.
No clear process is in
place to facilitate
accountable talk. Lack of
structure is evidence as
students are off-task, in
conflict, and/or are unable
to complete product.
Academic language related to the
concept/standard is present. A
frame may be provided. The
teacher models at least once using
target vocabulary or language
frame. Students are encouraged to
attempt using target vocabulary
without opportunities for guided
practice.
Vocabulary is posted but
its use is not modeled.
Students are simply told to
use words. Language
frames are not provided.
Scaffolding or checking for
understand occurs but is not used
to plan further instruction.
Teacher manages, but
does not interact with
groups to scaffold
conceptual knowledge.
Some heterogeneous grouping
occurs, but homogeneous grouping
practices dominate. Decisions
based on assessment are not
apparent.
Grouping practices are
solely homogeneous and
are done primarily for
scheduling convenience.
Quality Indicator #1
Complexity of Task: The task is a
novel application of a grade-level
appropriate concept and is
designed so that the outcome is not
guaranteed (a chance for productive
failure exists).
Quality Indicator #2
Joint attention to tasks or materials
Students are interacting with one another
to build each other’s knowledge. Outward
indicators include body language and
movement associated with meaningful
conversations, and shared visual gaze
on materials.
Quality Indicator #3
Argumentation not arguing:
Student use accountable talk to
persuade, provide evidence, ask
questions of one another, and disagree
without being disagreeable.
Quality Indicator #4
Language support: Written,
verbal, teacher, and peer supports
are available to boost academic
language usage.
Quality Indicator #5
Grouping: Small groups of 2-5
students are purposefully
constructed to maximize individual
strengths without magnifying areas of
needs (heterogeneous grouping).
Quality Indicator #6
Teacher role: What is the teacher
doing while productive group work is
occurring?
Feed up: establishing purpose
Check for understanding: daily monitoring
of learning
Feed back: providing students with information
about their success and needs
Feed forward: using student performance for
“next steps” instruction and feeding this into an
instructional model
Fisher & Frey, 2009
Feedback is not enough
What do students
do with
anchorless
feedback?
What could Tier 2
look like?
Tier 2:
10-15%
Tier 2
Schedule Intervention
to Supplement,
Not Supplant
Core Instruction
Who provides Tier 2?
• Mostly classroom
teachers as students
work productively
• Push-in staff (15%
rule)
Manipulate
the variables
Access to
Expertise
Time and Duration
Group size
Increased guided
with smaller
instruction
groups
Zone of Proximal
Development
Scaffolding
“As easy as learning
to ride
a bike”
Scaffolds in Classroom
Instruction
• Robust questions to check for
understanding
• Prompts that focus on cognitive
and metacognitive processes
• Cues to shift attention to sources
• Direct explanation and modeling
to re-teach
Robust Questions to
Check for Understanding
Intention
uncovering,
not testing
Teacher: What is a nocturnal animal?
Student: An animal that stays awake at
night.
Teacher: Good. What is a diurnal
animal?
Teacher: What is a nocturnal animal?
Student: An animal that stays awake
at night.
Teacher: Tell me more about that.
Does a nocturnal animal have
special characteristics?
Student: Well, it doesn’t sleep a lot.
Teacher: What is a nocturnal animal?
Student: An animal that stays awake
at night.
Teacher: Tell me more about that.
Does a nocturnal animal have
special characteristics?
Student: Well, it doesn’t sleep a lot.
Prompting for Cognitive and
Metacognitive Thinking
Background
knowledge
prompts
invite students to
use what they know
to resolve problems
Process or
Procedure
Prompts
To perform a
specific task
Reflective
prompt
knowing about knowing
“What are we learning today?”
Heuristic
prompt
Informal and
less defined
“Make a graph so you can see it.”
How do you
find parking?
Teacher: What is a nocturnal animal?
Student: An animal that stays awake at night.
Teacher: Tell me more about that. Does a nocturnal
animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Teacher: I’m thinking of those pictures we saw of the
great horned owl and the slow loris in the daytime
and at night. Does your answer still work?
Cues to Shift Attention
Cues
Shift attention to
sources of
information
More direct
and
specific than prompts
the expert commentator sees
things you don’t
cues do the same for novices
Attention grows with competence
Visual
Verbal
Gestural
Physical
Positional
Environmental
Using Prompts and
Cues
Context: Students are creating a Jeopardy®-style
game. The teacher is building the background
knowledge of a group of students. He draws their
attention to a sentence in the text: “When you eat
foods—such as bread, meat, and vegetables—
they are not in a form that the body can use as
nourishment.” He asks Mauricio to retell it is his
own words...
Mauricio: So, I think it says that your body can’t use meat like it is meat. It
has to be changed.
Jessica: But that’s what we eat to live. That’s good eating.
Russell: I don’t eat any vegetables. I only like the meat and bread from this,
like a hamburger.
Mr. Jackson: How does that meat change so that your body can use it?
Russell?
Russell: It doesn’t change. It’s meat.
Mr. Jackson: So let’s think about what we know about nourishment and our
food. There’s a process that it goes through, right? [they nod in
agreement] What’s the first step? You know this because you do it
several times a day.
Sarah: The first thing to eat? Is that what you mean?
Mr. Jackson: Yeah, the first thing.
Sarah: You take a bite.
Mr. Jackson: Exactly, right on. So you’ve changed the food, right?
Russell: Yeah, but it’s still meat.
Mr. Jackson: It sure is. But it’s changed a bit, and will change more.
Remember we talked about different kinds of changes. Physical …
Chemical
Russell: So the first thing, when you bite it, it’s a physical change, right?
Mr. Jackson: You know it! And then what happens?
Direct Explanation
and Modeling
When prompting
and cueing fail,
it’s time for
direct
explanation.
Direct Explanation
Identify
Explain
Think aloud
Monitor
Take care not to re-assume responsibility too quickly
CBMs 1-2 times per month
for progress monitoring
CBMs 1-2 times per month
for progress monitoring
Cloze assessments
Oral fluency measures
Timed math exercises
Timed writing
What could
Tier 3 look
like?
Tier 3:
5-10%
Daily 1:1 instruction
Tier 3: Intensive Interventions
Keep the teacher
at the center of
communication
Increased Progress Monitoring
with specialized assessments
Analytic writing samples
Vocabulary CBMs
Increased Progress Monitoring
with specialized assessments
Every certificated adult
meets with students
The
Takeaway
The Takeaway
The
Takeaway
The Takeaway
• Instruction and Intervention are linked
• Manipulate variables (time, assessment,
expertise, instruction) to intensify intervention
• Build in a feed forward method so that RtI2
results inform classroom instruction and
programmatic improvements
• Keep the teacher and family at the center of
communication
Enhancing RtI:
Instruction and
Intervention
PowerPoints available at
www.fisherandfrey.com
Click “Resources”
Book available from
ASCD
Nancy Frey and Doug Fisher
www.fisherandfrey.com