re-visioning intervention: rti 2 in secondary nancy frey, ph.d. san diego state university...
TRANSCRIPT
Re-visioning Intervention: RtI2 in
Secondary
Nancy Frey, Ph.D.
San Diego State University
PowerPoint available at www.fisherandfrey.com
First, the bad news…
There’s no “magic in a box” for RtI
Even worse…
Everyone expects that you’re a magician!
What is Response to Intervention?
Required by IDEA, 2004 A multi-tiered approach to identifying learning disabilities
in reading and mathematics Provides an alternative to discrepancy models Allows proactive intervention before identification Both a policy and a practice Allocates up to 15% of special education funding formula
for proactive intervention Regulations went into effect October 2006
Problems with LD Identification
Traditional approaches to identification through discrepancy models were inadequate
Led to misdiagnosis of oral expression, listening comprehension, reading and math difficulties
Large increases in students identified as having a learning disability
Two possible reasons for reading difficulties
Cognitive processing factors Inherent limitations in reading related to cognitive
difficulties that make it difficult for a student to acquire foundational reading skills
Experiential and instructional factors Deficiencies in the student’s literacy skills and/or
literacy instructionF. R. Vellutino, et al, 2003 RtI Symposium
Misdiagnosing students?
Traditional approach
Definition by discrepancy IQ/Achievement discrepancy (“s/he should be
doing better”)
Definition by exclusion use of exclusionary criteria (“it can’t be anything
else”)
Type I and Type II Errors
Traditional approach failed to discriminate between experiential/instructional inadequacies and true disabilities
Led to misidentification of students with learning disabilities (Type I: “false negatives” and Type II: “false positives”)
Making Instruction and Intervention
Responsive
LEARNING
Traditional View of Learning
When time and instruction are held constant…
… learning outcomesvary.
Adapted from Buffum, Mattos, & Weber, 2009
LEARNING
A New View of Learning
When time and instruction are variable…
… learning is held constant.
Adapted from Buffum, Mattos, & Weber, 2009
“Tears of intervention”
Response to Instruction and Intervention (RtI2)
Tier 1: Quality core instruction Tier 2: Supplemental intervention Tier 3: Intensive intervention
Tier 1: 70+%
Tier 2:
20-30%Tier 3:
5-15%
Manipulate variables…Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction and intervention. Alexandria, VA: ASCD.
What Variables Can You Control?
Frequency (time) Duration (time) Assessment (instruction) Group size (instruction) Access to expertise (instruction) Staff collaboration (instruction) Student Monitoring Team (instruction) Others?
Tier 1: Quality Core Instruction
Tier 1: 70+%
Tier 2:
20-30%
Tier 3:
5-15%
Manipulate variables…Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction and intervention. Alexandria, VA: ASCD.
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”Collaborative
Independent “You do it alone”
Gradual Release of Responsibility Model Fisher, D., & Frey, N. (2008). Better learning through structured teaching. Alexandria, VA: ASCD.
Red flags for Tier 1 Less than 70% of the
school at or near grade level
Too much whole-group instruction
No evidence of flexible grouping
Blaming students for failure
“This is how I’ve always done it”
Tier 2: Supplemental intervention
Tier 1: 70+%
Tier 2:
20-30%Tier 3:
5-15%
Manipulate variables…Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction and intervention. Alexandria, VA: ASCD.
What does Tier 2 look like?
PROGRAM Specialized instruction
GROUPING Homogeneous small
groups ASSESSMENT
1-2 times monthly
WHO? General education
teacher, reading specialist, S/LP
WHERE? General education
classroom
DESIGNED TO ACCELERATE LEARNING
Examples of Tier 2 Supplemental Instruction and Intervention
Additional guided instruction Lower group size (2-5 students) Afterschool tutorials Increased expertise (teacher, S/LP, reading
specialist, etc.) Curriculum Based Measures (CBM) for progress
monitoring Family involvement Student Monitoring Team feeds forward to improve
instruction
Small group guided instruction
Additive--done in addition to core program Frequency--should be daily* Intensity--specialized approaches targeted
at specific areas of difficulty Duration--typically 20 weeks* Daily instruction can come from a team of Tier 2 interventionists
Red flags for Tier 2
Replacement instead of supplementary instruction
Disconnected from curriculum
No mechanism for communication between professionals
Used as a Band-aid to fix other schoolwide woes
Tier 3: Intensive intervention
Tier 1: 70+%
Tier 2:
20-30%
Tier 3:
5-15%
Manipulate variables…Fisher, D., & Frey, N. (in press). Enhancing RTI: How to ensure success with effective classroom instruction and intervention. Alexandria, VA: ASCD.
What does Tier 3 look like?
PROGRAM Intensive intervention
GROUPING individuals
ASSESSMENT 1-2 times monthly
WHO? General education
teacher, reading specialist, S/LP, outside interventionist
WHERE? Designated by school
STUDENTS WHO ARE “NON-RESPONSIVE” MAY BE REFERRED FOR SPECIAL EDUCATION TESTING
Red flags for Tier 3
A rush to refer to special education
Lack of patience Too much reliance on
scripted programs Too much reliance on
special education staff Can’t support decisions
with data
Examples of Tier 3 Intensive Instruction and Intervention
One-to-one instruction Increased duration and frequency Frequent CBM for progress monitoring Experts provide instruction--every certificated adult on
campus has students Specialized assessments Increased family involvement Student Monitoring Team feeds forward to improve
programmatic effortsTeacher remains central figure in these efforts
RtI2 in Action
RtI2 in action California public charter high school with 450
students 62% free/reduced lunch 55% English language learners; 14%
unredesignated 12 languages spoken Urban community 9% are students with disabilities Fully inclusive
The problem…
How could students at risk be supported?
How could we avoid the iatrogenic* effect?
Iatrogenic: The surgery was successful but the patient died.
Tier 1 in action
Commitment to a gradual release of responsibility model of instruction in classrooms Scaffolds student learning Provides a means for Tier 2 interventions
Grading based on competencies only, with 10% +/- for participation, etc.
Competencies for English 9 and 10
Fall Competencies Literacy letters Essential Question essay: What is Race and Does It Matter? Persuasive techniques Essential Question essay: Can You Buy Your Way to Happiness? Oral language (retelling and dramatic monologue)
Spring Competencies Literacy letters Essential question essay: Who Am I? Why Do I Matter? Summarizing Poetry Essential Question presentation: Health Is…
Tier 2 in action
Additional guided instruction in the classroom Classroom teacher, special education support
teacher, English language learner support teacher Academic Recovery
Student grades are monitored by the Academic Recovery coordinator
Weekly 90 minute small group sessions scheduled for the entire grade level
Tier 3 in action
One-to-one tutorials at lunch Lunch is 60 minutes; 30 minutes for Tier 3
intensive intervention General dismissal is at 3:00; 3:00-4:00
reserved for tutorials and Tier 3 intensive intervention Staffed by credentialed teachers Academic Recovery coordinator, reading
specialist and math department chair oversee progress monitoring
Purposes of progress monitoring
To determine whether the intervention is effective
Standards-based Assess marker variables that have been
demonstrated to lead to instructional target Sensitive to small incremental changes over
time Comparable across students (NASDSE,
2005)
Progress monitoring in literacy
Oral and silent reading fluency norms (Hasbrouck & Tindal, 2006)
Qualitative Reading Inventory-4 (Leslie & Caldwell, 2006)
Maze assessments (Wiley & Deno, 2005) Content vocabulary measures (Espin, Shin, &
Busch, 2005) Analytic writing assessments (Diercks-Gransee,
Weissenburger, Johnson, & Christensen, 2009)
Analytic writing assessment CBM
1. Total words written (TWW) 2. Average number of words written per minute (AWPM)3. Total words spelled correctly (TWSC) 4. Total number of complete sentences (TCS)5. Average length of complete sentences (ALCS)6. Correct punctuation marks (CPM)7. Correct word sequences (CWS)8. Incorrect word sequences (ICWS)
9. CWS – ICWS =
Fisher, D., Frey, N., & Rothenberg, C. (in press).
Leading a Collaborative Effort
for RtI2
Reaching across the divide
Opportunities for collaboration between general and special education in program design:
Conducting professional developmentAssist in selecting screening measurements and
scientifically-based intervention approachesInterpret school’s progress in meeting intervention
needs
Reaching across the divide
Opportunities for collaboration between general and special education in program
implementation:Fostering oral and written language developmentWorking with small groups of students in the
general education classroomWorking with families to understand screening and
progress assessments
Paradigm shifts through leadership
From viewing the problem with the student …
… to analyzing the teaching/learning interaction.
From a placement orientation …
… to a teaching orientation.
Paradigm shifts through leadership
Paradigm shifts through leadership
From measurement …
… to evaluation.
Paradigm shifts through leadership
From special education as a place …
… to special education as a service.Adapted from VanDerHayden & Kurns, 2006
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
Questions?
PowerPoint available at www.fisherandfrey.com
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