RtI:
Making Decisions
Regarding
Academic Interventions
P
S
T
FSSM Summer Institute
June 26 & 27, 2007
with Beth Wood
© Beth Wood KCMO 2007
Please sort as you wish…
• Frayer Model
• Preferential
Seating
• Reduced tasks
• Comparison Matrix
• DISSECT decoding
strategy
• Loss of recess or
passing time
• Calculator
• Proximity
• Read test/text
aloud
• RAFT
• PBS
• Non-linguistic
representation
© Beth Wood KCMO 2007
Intervention vs. Accommodation
• A specific action directed toward an
identified concern that goes beyond a
typical classroom procedure. Instruction
causing acquisition or improvement of a
skill to occur.
• Adjustments or revisions to typical
methods or materials that may involve the
lowering of criteria or expectations.
© Beth Wood KCMO 2007
vocabulary
3
The 3 Tiers
of students
of RtI will15%
need small group
2
1
or one-on-one evidencebased intervention for a
period of time to make
adequate progress.
Approximately 5% of
students will require
intense, specialized,
and/or individualized
intervention
(which may include
Special Education).
80% of our students will respond
adequately to typical instruction,
management techniques, and
classroom intervention.
© Beth Wood KCMO 2007
Interventions increase in intensity
through the tiers…but how?
© Beth Wood KCMO 2007
Increasing intensity of intervention
4. Implement entirely new intervention
3. Adapt/refine the intervention
2. Reduction in group size
1. Increase in amount, frequency, or
duration
© Beth Wood KCMO 2007
Pyramid of Interventions
Intensive
3
2
Strategic
1
3
2
1
Core
Academics
Behavior
Please take 5 minutes to create a diagram
of the school-wide tiered interventions
available for students in your building
in both academics and behavior:
Intensive
3
2
3
2
Strategic
1
1
Core
Academics
Behavior
What did you find?
• Academics
Interventions
• Behavioral
Interventions
• Tier One (Core)
• Tier One (Core)
• Tier Two (Strategic)
• Tier Two (Strategic)
• Tier Three (Intensive)
• Tier Three (Intensive)
© Beth Wood KCMO 2007
Interventions
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•
Narrow the focus (3 per target?)
Research or evidence based
Workable or doable
Implemented with fidelity
Increasing in intensity
– Amount, frequency, duration
– Group size
– Strategy or programming
• Work toward automaticity (Standard
Treatment Protocols)
• Focus on what© Beth
works!
Wood KCMO 2007
Enough of Curriculum and Assessment
Writing Teams?
What we need now is an
Evidence-Based Intervention/Instruction
Location and Organization Team!
© Beth Wood KCMO 2007
Talk with your team about…
• Your team’s status with
distinguishing between
accommodations and
interventions
• Alternatives to “intensify”
interventions when needed
• The importance of interventions
being workable or do-able
• Familiarity with Standard Treatment Protocols
• Thoughts on “intervention development” teams
• Other…
© Beth Wood KCMO 2007
U.S. Department of Education:
Institute of Education Sciences
• No Child Left Behind calls on education
practitioners to use scientifically based
research to guide their decisions about
which interventions to implement.
• The Department of ED believes that this
approach can produce major advances in
the effectiveness of American Education
© Beth Wood KCMO 2007
U.S. Department of Education:
Institute of Education Sciences
• Yet many practitioners have not been
given the tools to distinguish interventions
supported by scientifically rigorous
evidence from those that are not.
• We must look for studies that clearly
describe the intervention, the random
assignment process, the collection of
outcome data from valid measures, the
impact on students, and size of the study.
© Beth Wood KCMO 2007
Websites recognized by the
U.S. Department of Education
for being sources of
evidence/research based
interventions
for use with students
at risk for academic failure
“Center on Instruction”
www.centeroninstruction.org
“Your gateway to a cutting-edge collection of
scientifically based research and information on
K-12 instruction in reading, math, science,
special education, and English Language
Learning. Part of the Comprehensive Center
network, the Center on Instruction is one of five
content centers serving as resources for the 16
regional U.S. Department of Education
Comprehensive Centers. Explore links to topicbased materials, syntheses of recent research,
and exemplars of best practices.”
© Beth Wood KCMO 2007
“Center on Instruction”
www.centeroninstruction.org
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Reading – 34
• Planning, Scheduling,
and Supporting Intensive
Reading Block (90)
Interventions for
Reading Assessment
Struggling Readers
A Principal’s Guide
• Put Reading First (NRP)
Reading Research &
• Reading Fluency
Classroom
Intervention
Implementation
• Rdg. Comprehension
• Data Driven Centers
Strategies
• Selecting Rdg. Programs
• Vocabulary Development
FCRR
• Diff. Rdg. Instruction
© Beth Wood KCMO 2007
“What Works Clearinghouse”
www.w-w-c.org
• Intervention rating• The What Works
strength of evidence
Clearinghouse
(WWC) collects,
• Improvement indexscreens, and
effect size
identifies studies of
• Beginning Reading
effectiveness of
• Elementary Math
educational
• Middle School Math
interventions,
• ELL
programs, products,
practices, and
• Dropout Prevention
policies.
• Character
Education
© Beth Wood KCMO
2007
“The Campbell Collaboration”
www.campbellcollaboration.org
• Systematic reviews of
research evidence
prepared and maintained
• After School Programs
by contributors to the
Campbell Collaboration's
• Class size and academic
Review Groups are
achievement
designed to meet the
• Volunteer tutoring
needs of those with a
programs
strong interest in high
• Parental involvement
quality evidence on
• Peer Assisted Learning
"what works“ for
• Student Assistance
educators and their
Programs
students.
© Beth Wood KCMO 2007
www.interventioncentral.org
• Intervention Central
offers free tools and
resources to help school
staff and parents to
promote positive
classroom behaviors and
foster effective learning
for all children and youth.
The site was created by
Jim Wright, a school
psychologist and school
administrator from
Central New York.
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Intervention Ideas
Tools for Educators
CBM Warehouse
RtI_WIRE
Downloads
Movies
On-Line Tools
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Worksheet Generator
Behavior Reports
List Builders
Survey Generator
CBM and RtI Resources
© Beth Wood KCMO 2007
“Special Connections”
www.specialconnections.ku.edu
• Direct Instruction
• Cognitive Strategies
• Classwide Peer
Tutoring
• Reading Acquisition
• Reading
Comprehension
• Writing
• FBA
• PBIS
© Beth Wood KCMO 2007
• Connects teachers to
strategies that help
students successfully
access the general
education curriculum
• Instruction
• Assessment
• Behavior Plans
• Collaboration
“The Iris Center”
http://iris.peabody.vanderbilt.edu
• All Iris materials are
freely available for
use via the website
and may be printed
without permission:
• Star Legacy Modules
• Case Studies
• Activities
• Information Briefs
•
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•
•
•
•
•
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Differentiated Instruction
Behavior
Accommodations
Collaboration
Disabilities
Diversity
IDEA
Transition
© Beth Wood KCMO 2007
Talk with your team about…
• Old and new sources for interventions
• Planning for accessing sources systematically
• Planning for sharing new
interventions systematically
(who, when, where, how?)
• Getting organized for
intervention planning
• Other…
© Beth Wood KCMO 2007
Are you wearing out your teams?
• Teams are meeting frequently...
• Teams are individualizing interventions...
• Teams are looking at data one student
at-a-time...
• Teams cannot work any harder.
• Can we work smarter?
• Screening data and standard
treatment protocols can help!
© Beth Wood KCMO 2007
Standard Treatment Protocols…
may be one answer!
Frayer Model Word Map
Standard Treatment Protocol
© Beth Wood KCMO 2007
Standard Treatment Protocol
• This model utilizes a set of
standard research-based
interventions implemented in tiers.
• They occur in a natural progression and are
similar for students experiencing similar
learning difficulties
• The STP model can save time and energy
• Schools/districts can inventory resources,
programming, strategies, personnel, etc.
and sequence or prioritize their use
© Beth Wood KCMO 2007
Standard Treatment Protocol
• A set of evidence based practices (standard
treatment)
• Designed to be used in a
systematic manner
• Often scripted or highly structured
• High probability of producing change
• Replaces less precise brainstorming
sometimes associated with problem solving.
• Allow decision-making teams to be more
efficient and effective!
© Beth Wood KCMO 2007
At what level do we focus
our intervention work?
↑ District level (district “intervention teams”,
consistent, efficient, evaluate effectiveness)
↑ Building level (teamwork, replication and
reinventing)
↑ Classroom level (teacher selection,
frustration, time-consuming, inconsistent)
© Beth Wood KCMO 2007
At which problems should we target
Standard Treatment Protocols?
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Early literacy skills
Fluency
Comprehension
Vocabulary
Building background
knowledge
• Written expression
• Spelling
• Task initiation and
completion
• Early numeracy skills
• Math computation
• Math concepts and
applications
• Behavior
• Social/emotional
• Focus/attention/
engagement
• Attendance
• Other
© Beth Wood KCMO 2007
A few ideas to get us started…
• Letter naming, letter sound, phoneme
segmentation
– Direct Instruction approach
– Small groups (5 or 6)
– Scripted
– Consistent materials
– Durable blocks of time
– Drill and practice
– Elkonin Boxes
– Early Reading Tutor (SRA)
© Beth Wood KCMO 2007
A few ideas to get us started…
• Reading fluency
– Repeated Reading
– Error Correction and Word Drill Technique
– Fry Word Lists
– Fry Phrases
– Choral Reading/Paired Reading
– Reader’s Theater
– DISSECT decoding strategy
– Reading Mastery (SRA)
© Beth Wood KCMO 2007
A few ideas to get us started…
• Reading Comprehension
– Reciprocal Teaching
– Summarizing
– Note taking
– Predicting
– Pre-reading
– Question generating
– Clarifying
© Beth Wood KCMO 2007
A few ideas to get us started…
• Mathematics
– Cover Copy Compare
– P.A.L.S.
– MBSP
– Touch Math
– Saxon Math
– SSP (solving word problems)
© Beth Wood KCMO 2007
Our instruction/intervention must
involve explicit teaching!
• Provide explanations of why
the strategy/intervention works and when
it should be applied
• Model/demonstrate the
strategy and think aloud
• Provide guided practice
using the strategy
• Scaffold the student support
until students become fluent/independent
© Beth Wood KCMO 2007
Start collecting and organizing
meaningful intervention strategies
© Beth Wood KCMO 2007
Intervention Time
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What are your big “rocks” ?
Which students need what skills?
Who are the available adults?
How can we train everyone to
implement interventions?
• When could all staff work with all
students on skill deficits or fragile
skills?
• How could student progress be
monitored to flexibly group?
• Rock Block, Blitz, Tiger Time!
© Beth Wood KCMO 2007
Writing
Comprehension
Math
Concepts
Computation
Rdg Fluency
Early Num
Early Lit
Talk with your team about…
• The benefits and challenges of developing
Standard Treatment Protocols
• Benefits and Challenges of Teachers,
Schools, Districts selecting interventions
• The most common areas
for which you need
interventions/protocols
• A school wide “block”
of intervention time
• Other…
© Beth Wood KCMO 2007
RBI
“A research based
intervention
is only as effective
as ___________________.”
(Discuss and fill in the blank.)
© Beth Wood KCMO 2007
RtI calls for fidelity of plan
implementation
•
Often called a treatment integrity check,
care must be taken to determine if the
instruction/intervention was implemented
as planned. Reliable information about
its effectiveness or ineffectiveness is
needed in order to design appropriate
alternatives and make good decisions.
Plans will have greater detail and specificity
as they progress up through the tiers.
• Qualitative vs. quantitative feedback
© Beth Wood KCMO 2007
RtI is a Treatment Validity Model
• The student’s response to instruction or
intervention must be based on practices
that are “high quality” (medical analogy)
• Integrity check vs. Fidelity check (focus)
• Quantitative and/or qualitative feedback
– Who?
– What?
– When?
– And later...how?
© Beth Wood KCMO 2007
Record of Instruction
Student(s)
Date
Ernie
Intervention
Intervention
Intervention
#1
#2
#3
2/22/07
Comments:
Good
attention

2/23/07
Went home
sick before
interv time

© Beth Wood KCMO 2007
Instruction Record
• Student and
Implementer
• Intervention
(name/description)
• Schedule (amount,
frequency, duration)
• Calendar
• One  for experienced
implementers
• Weekly  for novices
%
% of Implementation
(Actual # divided by planned #)
© Beth Wood KCMO 2007
Fidelity Check
• Student Implementer Date Time Observer
• Intervention (name/description)
– Research/evidence based
– Aligned to identified problem
– Developmentally appropriate
Y
Y
Y
N
N
N
NMI
NMI
NMI
Y
Y
N
N
NMI
NMI
Y
Y
N
N
NMI
NMI
• Protocol/Procedure
– Visually present
– Implemented as intended
• Materials
– Appropriate for purpose/student
– Readily accessible
© Beth Wood KCMO 2007
Fidelity Check
• Student Implementer Date Time Observer
• Time usage
– Instruction begins on time
Y
– Duration as specified in plan
Y
– Student and implementer on task Y
N
N
N
NMI
NMI
NMI
Y
Y
Y
N
N
N
NMI
NMI
NMI
Y
Y
N
N
NMI
NMI
• Management/Rapport
– Appropriate interactions
– Appropriate corrective feedback
– Appropriate reinforcement
• Setting
– Appropriate for purpose/student
– Distractions limited
© Beth Wood KCMO 2007
Implementation Fidelity
• Please discuss with your team:
– Why is a fidelity check important?
– Who might conduct one?
– What aspects of the intervention
should be checked?
– Why are some folks reluctant to conduct a
fidelity and some to be given feedback?
– Why is it important to set up a fidelity check
prior to intervention implementation?
– Other questions or discussions?
© Beth Wood KCMO 2007
Inventory your school for...
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Strategies
Interventions
Programs
Materials
Resources
Personnel
Blocks of instructional time
Student needs
© Beth Wood KCMO 2007
About interventions…
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Be good consumers of the research
Think ‘standardized’ and ‘systematic’
Less is more
The “Green Binder”
Inventory
Narrow the focus
STPs
Fidelity
© Beth Wood KCMO 2007
No one of us can do everything.
But each one of us
can do something
to improve outcomes
for students.
© Beth Wood KCMO 2007
…because if excellence
is possible anywhere,
it’s possible everywhere!
© Beth Wood KCMO 2007
Contact Information
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Beth Wood
2215 NE 74th Street
Gladstone, MO 64118
bwood44@kc.rr.com
(816) 436-7536 / 645-3376
NKCSD 816-413-5096
2000 NE 46th Street
Kansas City, MO 64116
bwood@nkcsd.k12.mo.us
© Beth Wood KCMO 2007