RTI: How to Create a Toolkit of Strong g Academic and
Response to Intervention RTI: How to Create a Toolkit of Strongg Academic and Behavioral Intervention Plans Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention Workshop Agenda 1. Academic Interventions: Key Points and Critical Components 2 Reading, 2. R di M Math, th andd W Writing iti Interventions I t ti 3. Behavioral Interventions: Keyy Points 4. Behavioral Strategies: Managing Whole Groups 5. Behavioral Strategies: Working with Individual Challenging g g Students 6. Measuring Intervention Integrity 7. Internet Resources to Support RTI Interventions www.interventioncentral.org Response to Intervention Workshop PowerPoints and Related R Resources Available A il bl at:t • http://www.jimwrightonline.com/ GISD php GISD.php www.interventioncentral.org 3 Response to Intervention RTI ‘Pyramid of Interventions’ Tier 3 Tier 2 Tier 1 Tier 3: Intensive interventions. interventions Students who are ‘nonresponders’ to Tiers 1 & 2 are referred to the RTI Team for more intensive interventions. Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 1: Universal interventions. interventions Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. www.interventioncentral.org 4 Response to Intervention RTI & Intervention: Key Concepts www.interventioncentral.org Response to Intervention Essential Elements of Any Academic or Behavioral I t Intervention ti (‘Treatment’) (‘T t t’) Strategy: St t • Method of delivery ((‘Who Who or what delivers the treatment? treatment?’)) Examples include teachers, paraprofessionals, parents, volunteers,, computers. p • Treatment component p ((‘What makes the intervention effective?’) Examples include activation of prior knowledge to help the student t d t to t make k meaningful i f l connections ti between b t ‘k ‘known’’ and new material; guide practice (e.g., Paired Reading) to increase reading fluency; periodic review of material to aid student retention. www.interventioncentral.org 6 Response to Intervention Core Instruction, Interventions, Accommodations & Modifications: M difi ti S Sorting ti Th Them O Outt • Core Instruction. Those instructional strategies g that are used routinely with all students in a ggeneral-education settingg are considered ‘core instruction’. High-quality instruction is essential and forms the foundation of RTI academic support. NOTE: While it is important to verify that ggood core instructional ppractices are in pplace for a struggling student, those routine practices do not ‘count’ as individual student interventions. www.interventioncentral.org 7 Response to Intervention Core Instruction, Interventions, Accommodations & Modifications: M difi ti S Sorting ti Th Them O Outt • Intervention. An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage g a child to apply pp y an existing skill to new situations or settings. An intervention can be thought g of as “a set of actions that, when taken, have demonstrated abilityy to change g a fixed educational trajectory” j y (Methe & Riley-Tillman, 2008; p. 37). www.interventioncentral.org 8 Response to Intervention Core Instruction, Interventions, Accommodations & Modifications: M difi ti S Sorting ti Th Them O Outt • Accommodation. An accommodation is intended to help the student to fully access and participate in the generalgeneral education curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner Pappas & Davis, (Skinner, Da is 2005) 2005). An accommodation is intended to remove barriers to learning while still expecting that students will master the same instructional content as th i ttypical their i l peers. – Accommodation example 1: Students are allowed to supplement silent reading of a novel by listening to the book on tape. – Accommodation example 2: For unmotivated students, the instructor breaks larger assignments into smaller ‘chunks’ and providing students with performance feedback and praise for each completed l t d ‘‘chunk’ h k’ off assigned i d workk (Skinner, (Ski P Pappas & D Davis, i 2005). www.interventioncentral.org 9 Response to Intervention “ “Teaching is giving; it isn’t taking away.” ” (Howell, Hosp & Kurns, 2008; p. 356). Source: Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School Psychologists.. www.interventioncentral.org 10 Response to Intervention Core Instruction, Interventions, Accommodations & M difi ti Modifications: S ti Th Sorting Them O Outt • Modification. A modification changes the expectations of what a student is expected to know or do—typically by lowering the academic standards against which the student is to be evaluated. e al ated Examples of modifications: – Giving a student five math computation problems for practice instead of the 20 problems assigned to the rest of the class – Letting the student consult course notes during a test when peers are not permitted to do so www.interventioncentral.org 11 Response to Intervention Reading Interventions to Promote Fluency & Comprehension Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention “ “Risk for reading failure always involves the interaction of a particular set of child characteristics h t i ti with ith specific ifi characteristics h t i ti off th the instructional environment. Risk status is not entirely inherent in the child, child but always involves a “mismatch” between child characteristics and the instruction that is pprovided.” ((Foorman & Torgesen, g , 2001; p. 206). ” Source: Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212. www.interventioncentral.org 13 Response to Intervention Savvyy Teacher’s Guide: Reading Interventions That Work (Wright 2000) (Wright, www.interventioncentral.org 14 Response to Intervention Big Ideas in Beginning Reading • “Phonemic Awareness: The ability to hear and manipulate sounds in words. • Alphabetic Principle: The ability to associate sounds with letters and use these sounds to form words. • Fluency with Text: The effortless, effortless automatic ability to read words in connected text. • Vocabulary: The ability to understand (receptive) and use ( (expressive) i ) words d tto acquire i andd convey meaning. i • Comprehension: The complex cognitive process involving the intentional interaction between reader and text to conveyy meaning.” Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php www.interventioncentral.org 15 Response to Intervention Building Reading Fluency www.interventioncentral.org 16 Response to Intervention CBM Student Readingg Samples: p What Difference Does Fluency Make? • 3rd Grade: 19 Words Per Minute • 3rd Grade: 70 Words Per Minute • 3rd Grade: 98 Words Per Minute www.interventioncentral.org 17 Response to Intervention NRP Conclusions Regarding Importance of Oral Reading Fluency: Fl “An An extensive review of the literature indicates that classroom practices that encourage repeated oral reading with feedback and guidance leads to meaningful improvements in reading expertise for students students—for for good readers as well as those who are experiencing ddifficulties.”-p. cu es p 33-33 www.interventioncentral.org 18 Response to Intervention Interventions for…Increasing Reading Fluency • Assisted Reading Practice • Listening Passage Preview ( Listening (‘Listening While Reading’) • Paired P i d Reading R di • Repeated p Readingg www.interventioncentral.org 19 Response to Intervention Paired Reading The student reads aloud in tandem with an accomplished reader. At a student signal, signal the helping reader stops reading, while the student continues on. on When the student commits a reading error, error the helping reader resumes reading in tandem tandem. www.interventioncentral.org 20 Response to Intervention www.interventioncentral.org 21 Response to Intervention Building Reading Comprehension www.interventioncentral.org 22 Response to Intervention ‘Click or Clunk’ Self-Check Self Check Students periodically check their understanding of sentences, paragraphs, and pages of text as they read. When students encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties. www.interventioncentral.org 23 Response to Intervention ‘Click or Clunk’ Check Sheet www.interventioncentral.org 24 ‘Click or Clunk?’ Example Response to Intervention ‘…The e co combination b a o oof of lack aclack oof ppractice, ce, de deficient cdeficient e decod decodingg ‘…The combination ofacpractice, skills, and difficult materials results in unrewarding decoding skills, and difficult materials results in y readingg experiences p reading thatexperiences lead to less involvement early unrewarding early that lead in reading related activities. Lack ofofexposure and Lack exposure and to less involvement in reading related activities. ppractice on the ppart of of thethe lessless skilled readers delays y practice on the part skilled readers L k off exposure andd practice Lack ti on the th partt off the th less l the development of automaticity and speed atand the delays the development of automaticity skilled readers delays the development of automaticity g level. Slow, , capacity-draining p y draining g word-metacognition word metacognition Slow, capacity-draining capacity speed atdthe word metacognition level Sl Slow, andd speed att the thword-metacognition word-metacognition d t iti level. llevel.l Sl Slow, word-recognition processes require cognitive word-recognition processes require cognitive capacity-draining word-recognition processes require gto higher-level resources that should be be allocated to higher-level resources that should allocated level cognitive iti resources th thatt should h ld bbe allocated ll t higher d tto hi higherh process of text integration and comprehension.’ process of text integration level process of text integrationand andcomprehension.’ comprehension.’ - Stanovich, Stanovich K., K (1986) - Stanovich, K., (1986) www.interventioncentral.org 25 Response to Intervention Promoting Student Reading Comprehension ‘FixUp’ Skills Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit Good readers continuously monitor their understanding of informational text. text When necessary necessary, they also take steps to improve their understanding of text through use of reading comprehension ‘fix-up’ fix up skills. Presented here are a series of fix-up skill strategies that can helpp struggling gg g students to better understand difficult readingg assignments… www.interventioncentral.org 27 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [C [Core Instruction] I t ti ] Providing P idi Main M i Id Idea Practice P ti th through h ‘Partner Retell’ (Carnine & Carnine, 2004). Students in a group or class are assigned a text selection to read silently. silently Students are then paired off, with one student assigned the role of ‘reteller’ and the other appointed pp as ‘listener’. The reteller recounts the main idea to the listener, who can comment or ask questions. The teacher then states the main idea to the class. Next, the reteller locates two key details from the reading that support the main idea and shares these with the listener. listener At the end of the activity activity, the teacher does a spot check by randomly calling on one or more students in the listener role and asking them to recap what information was shared by the reteller. www.interventioncentral.org 28 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [A [Accommodation] d ti ] Developing D l i aB Bankk off M Multiple lti l Passages P to Present Challenging Concepts (Hedin & Conderman, 2010; Kamil et al., al 2008; Texas Reading Initiative, Initiative 2002) 2002). The teacher notes which course concepts, cognitive strategies, or other information will likelyy ppresent the ggreatest challenge g to students. For these ‘challenge’ topics, the teacher selects alternative readings that present the same general information and review the same key vocabulary as the course text but that are more accessible to struggling readers (e.g., with selections written at an easier reading level or that use graphics to visually illustrate concepts). These alternative selections are organized into a bank that students can access as a source of ‘wide reading’ material. www.interventioncentral.org 29 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Promoting P ti Understanding U d t di & Building B ildi Endurance through Reading-Reflection Pauses (Hedin & Conderman 2010). Conderman, 2010) The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each pparagraph). g p ) At the end of each interval,, the student pauses briefly to recall the main points of the reading. If the student has questions or is uncertain about the content, the student rereads part or all of the section just read. This strategy is useful both for students who need to monitor their understanding as well as those who benefit from brief breaks when engaging in intensive reading as a means to build up endurance as attentive readers. www.interventioncentral.org 30 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Identifying Id tif i or C Constructing t ti M Main i Id Idea Sentences (Davey & McBride, 1986; Rosenshine, Meister & Chapman 1996) Chapman, 1996). For each paragraph in an assigned reading, reading the student either (a) highlights the main idea sentence or (b) highlights g g keyy details and uses them to write a ‘gist’ g sentence. The student then writes the main idea of that paragraph on an index card. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence. This stack of ‘main idea’ cards becomes a useful tool to review assigned readings. readings www.interventioncentral.org 31 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Restructuring R t t i Paragraphs P h with ith M Main i Id Idea First to Strengthen ‘Rereads’ (Hedin & Conderman, 2010). The student highlights or creates a main idea sentence for each paragraph in the assigned reading. When rereading each pparagraph g p of the selection,, the student ((1)) reads the main idea sentence or student-generated ‘gist’ sentence first (irrespective of where that sentence actually falls in the paragraph); (2) reads the remainder of the paragraph, and (3) reflects on how the main idea relates to the paragraph content. www.interventioncentral.org 32 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Summarizing S i i Readings R di (B d (Boardman ett al., l 2008). The student is taught to summarize readings into main ideas and essential details--stripped details stripped of superfluous content. content The act of summarizing longer readings can promote understandingg and retention of content while the summarized text itself can be a useful study tool. www.interventioncentral.org 33 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Linking Li ki P Pronouns to t Referents R f t (Hedin (H di & Conderman, 2010). Some readers lose the connection between pronouns and the nouns that they refer to (known as ‘referents’)—especially when reading challenging text. The student is encouraged g to circle ppronouns in the reading, g, to explicitly identify each pronoun’s referent, and (optionally) to write next to the pronoun the name of its referent. For example, the student may add the referent to a pronoun in this sentence from a biology text: “The Cambrian Period is the first geological age that has large numbers of multi-celled multi celled organisms associated with it Cambrian Period.” www.interventioncentral.org 34 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • St Student d t St Strategy] t ] Apply A l Vocabulary V b l ‘Fix-Up’ ‘Fi U ’ Skills Skill for f Unknown Words (Klingner & Vaughn, 1999). When confronting an unknown word in a reading selection selection, the student applies the following vocabulary ‘fix-up’ skills: 1 Read the sentence again. 1. again 2. Read the sentences before and after the problem sentence for clues to the word’s word s meaning. 3. See if there are prefixes or suffixes in the word that can ggive clues to meaning. g 4. Break the word up by syllables and look for ‘smaller words’ within. www.interventioncentral.org 35 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Compiling C ili a Vocabulary V b l Journal J l from f Course Readings (Hedin & Conderman, 2010). The student highlights new or unfamiliar vocabulary from course readings. readings The student writes each term into a vocabulary journal, using a standard ‘sentence-stem’ format: e.g., g , “Mitosis means…” or “A chloroplast is…”. If the student is unable to generate a definition for a vocabulary term based on the course reading, he or she writes the term into the vocabulary journal without definition and then applies other strategies to define the term: e g look up the term in a dictionary; use Google to locate two e.g., examples of the term being used correctly in context; ask the instructor, etc.). www.interventioncentral.org 36 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Encouraging E i St Student d t Use U off Text T t Enhancements (Hedin & Conderman, 2010). Text enhancements can be used to tag important vocabulary terms, terms key ideas, or other reading content. If working with pphotocopied p material,, the student can use a highlighter g g to note key ideas or vocabulary. Another enhancement strategy is the ‘lasso and rope’ technique—using a pen or pencil to circle a vocabulary term and then drawing a line that connects that term to its underlined definition. If working from a textbook, the student can cut sticky notes into strips strips. These strips can be inserted in the book as pointers to text of interest. They can also be used as temporary labels labels—e.g., e.g., for writing a vocabulary term and its definition. www.interventioncentral.org 37 Response to Intervention Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.) • [St [Student d t Strategy] St t ] Reading R di Actively A ti l Th Through h Text T t Annotation (Harris, 1990; Sarkisian et al., 2003). Students are likely to increase their retention of information when they interact actively with their reading by jotting comments in the margin g of the text. Usingg pphotocopies, p , the student is taught g to engage in an ongoing 'conversation' with the writer by recording a running series of brief comments in the margins of the text. The student may write annotations to record opinions about points raised by the writer, questions triggered by the reading or unknown vocabulary words reading, words. www.interventioncentral.org 38 Response to Intervention HELPS Program • http://www.helpsprogram.org www.interventioncentral.org 39 Response to Intervention Improving the Integrity of Academic Interventions Th Through ha Critical-Components ‘PreFlight’ Check Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention Academic Interventions ‘Critical Components’ Checklist www.interventioncentral.org 41 Response to Intervention Academic Interventions ‘Critical Components’ Checklist This checklist summarizes the essential components of academic interventions. interventions When preparing a student’s student s Tier 1, 2, or 3 academic intervention plan, use this document as a ‘pre-flight pre flight checklist checklist’ to ensure that the academic intervention is of high quality, is sufficiently strong to address the identified student problem, is fully understood and supported by the teacher, and can be implemented with integrity. NOTE: While the checklist refers f to t the th ‘t‘teacher’ h ’ as th the iinterventionist, t ti i t it can also l be used as a guide to ensure the quality of interventions implemented by non-instructional personnel personnel, adult volunteers, parents, and peer (student) tutors. www.interventioncentral.org 42 Response to Intervention Allocating Sufficient Contact Time & Assuring Appropriate Student-Teacher Ratio The cumulative time set aside for an intervention and the amount of direct teacher contact are two factors that help to determine that intervention’s ‘strength’ (Yeaton & Sechrest, 1981). Critical Item? Intervention Element Notes Time Allocated. The time set aside for the intervention is appropriate for the type and level of student problem (Burns & Gibbons, 2008; Kratochwill, Clements & Kalymon, 2007). When evaluating whether the amount of time allocated is adequate, consider: Length of each intervention session. Frequency of sessions (e (e.g.., g daily, daily 3 times per week) Duration of intervention period (e.g., 6 instructional weeks) Student-Teacher Ratio. Ratio The student receives sufficient contact from the teacher or other person delivering the intervention to make that intervention effective. NOTE: Generally, supplemental intervention groups should be limited to 6-7 students (Burns & Gibbons, 2008). www.interventioncentral.org Response to Intervention Matching the Intervention to the Student Problem Academic interventions are not selected at random. First,, the student academic pproblem(s) ( ) is defined clearly and in detail. Then, the likely explanations for the academic problem(s) are identified to understand which intervention(s) are likely to help—and which should be avoided. Critical Item? Intervention Element Notes Problem Definition. The student academic problem(s) to be addressed in the intervention are defined in clear, specific, measureable terms (Bergan, 1995; Witt, VanDerHeyden & Gilbertson, 2004). The full problem definition describes: Conditions. Describe the environmental conditions or task demands in place when the academic problem is observed. Problem Description. p Describe the actual observable academic behavior in which the student is engaged. Include rate, accuracy, or other quantitative information of student performance. Typical or Expected Level of Performance. Provide a typical or expected performance criterion for this skill or behavior. Typical or expected academic performance can be calculated using a variety of sources, www.interventioncentral.org Response to Intervention www.interventioncentral.org 45 Response to Intervention Matching the Intervention to the Student Problem (Cont.) Critical Item? Intervention Element Notes Appropriate Target. Selected intervention(s) are appropriate for the identified student problem(s) (Burns, VanDerHeyden & Boice, 2008). TIP: Use the Instructional Hierarchy (Haring et al., 1978) to select academic interventions according to the four stages of learning: Acquisition. The student has begun to learn how to complete the target skill correctly but is not yet accurate in the skill. Interventions should improve accuracy. Fluency. The student is able to complete the target skill accurately but works slowly. Interventions should increase the student’s speed of responding (fluency) as well as to maintain accuracy. Generalization. Generalization The student may have acquired the target skill but does not typically use it in the full range of appropriate situations or settings. Or the student may confuse the target skill with ‘similar’ skills. Interventions should get the student to use the skill in the widest possible range of settings and situations, or to accurately discriminate between the target skill and ‘similar’ skills. Adaptation. The student is not yet able to modify or adapt an existing skill to fit novel task-demands or situations. Interventions should help the student to identify key concepts or elements from previously learned skills that can be adapted to the new demands or situations. www.interventioncentral.org Response to Intervention Matching the Intervention to the Student Problem (Cont.) Critical Item? Intervention Element Notes ‘Can’t Do/Won’t Do’ Check. The teacher has determined whether the student problem is primarily a skill or knowledge deficit (‘can’t do’) or whether student motivation plays a main or supporting role in academic underperformance (‘wont do’). If motivation appears to be a significant factor contributing to the problem, the intervention plan includes strategies to engage the student (e.g., high interest learning activities; rewards/incentives; increased student choice in academic assignments, etc.) (Skinner, Pappas & Davis, 2005; Witt, VanDerHeyden & Gilbertson, 2004). www.interventioncentral.org Response to Intervention Activity: Matching the Intervention to the St d t Problem Student P bl • Consider these critical aspects of academic intervention: Clear and specific problem-identification statement (Conditions, Problem Description, Typical/Expected Level of Performance). A Appropriate i t iintervention t ti ttargett ((e.g., selected l t d intervention i t ti iis appropriately matched to Acquisition, Fluency, Generalization, or Adaptation p pphase of Instructional Hierarchy). y) Can’t Do/Won’t Do Check (Clarification of whether motivation plays a significant role in student academic underperformance). • Discuss what challenges might arise in applying any of these concepts p when pplanningg classroom interventions. www.interventioncentral.org Response to Intervention Incorporating Effective Instructional Elements These effective ‘building blocks’ of instruction are well-known and well-supported by the research. They should be considered when selectingg or creatingg anyy academic intervention. Critical Item? Intervention Element Explicit Instruction. Student skills have been broken down “into manageable and deliberately sequenced steps” and the teacher provided“ overt strategies for students to learn and practice new skills” (Burns, VanDerHeyden & Boice, 2008, p.1153). Appropriate Level of Challenge. The student experienced sufficient success in the academic task(s) to shape learning in the desired direction as well as to maintain student motivation (Burns, VanDerHeyden & Boice, 2008). Active Engagement. The intervention ensures that the student is engaged in ‘active accurate responding’ p g ((Skinner,, Pappas pp & Davis,, 2005).at ) a rate frequent q enough g to capture p student attention and to optimize effective learning. Performance Feedback. The student receives prompt performance feedback about the work completed (Burns, VanDerHeyden & Boice, 2008). Maintenance of Academic Standards. If the intervention includes any accommodations to better support the struggling learner (e.g., preferential seating, breaking a longer assignment into smaller chunks), those accommodations do not substantially lower the academic standards against which the student is to be evaluated and are not likely to reduce the student student’ss rate of learning (Skinner, Pappas & Davis, 2005). www.interventioncentral.org Notes Response to Intervention Verifying Teacher Understanding & Providing Teacher Support The teacher is an active agent in the intervention, with primary responsibility for putting it into practice in a busy classroom. It is important, then, that the teacher fully understands how to do the intervention, believes that he or she can do it, and knows whom to seek out if there are problems with the intervention. Critical Item? Intervention Element Notes Teacher Responsibility. The teacher understands his or her responsibility to implement the academic intervention(s) with integrity. Teacher Acceptability. The teacher states that he or she finds the academic intervention feasible and acceptable for the identified student problem. problem Step-by-Step Intervention Script. The essential steps of the intervention are written as an ‘intervention script’--a series of clearly described steps—to ensure teacher understanding and make implementation easier (Hawkins, Morrison, Musti-Rao & Hawkins, 2008). Intervention Training. If the teacher requires training to carry out the intervention, that training has been arranged. Intervention Elements: Negotiable vs. Non-Negotiable. The teacher knows all of the steps of the intervention intervention. Additionally Additionally, the teacher knows which of the intervention steps are ‘non-negotiable’ non-negotiable (they must be completed exactly as designed) and which are ‘negotiable’ (the teacher has some latitude in how to carry out those steps) (Hawkins, Morrison, Musti-Rao & Hawkins, 2008). Assistance With the Intervention. If the intervention cannot be implemented as designed for any reason (e.g., student absence, lack of materials, etc.), the teacher knows how to get assistance quickly to either fix the problem(s) to the current intervention or to change the intervention. www.interventioncentral.org to Intervention Documenting the InterventionResponse & Collecting Data Interventions only have meaning if they are done within a larger data-based context. For example, interventions that lack baseline data, goal(s) for improvement, and a progress progress-monitoring monitoring plan are ‘fatally fatally flawed’ (Witt, VanDerHeyden & Gilbertson, 2004). Critical Item? Intervention Element Notes Intervention Documentation. The teacher understands and can manage all documentation required for this intervention (e.g., maintaining a log of intervention sessions, etc.). Checkup Date. Before the intervention begins, a future checkup date is selected to review the intervention to determine if it is successful. Time elapsing between the start of the intervention and the checkup date should be short enough to allow a timely review of the intervention but long enough to give the school sufficient time to judge with confidence whether the intervention worked. Baseline. Before the intervention begins, the teacher has collected information about the student’s b li llevell off performance baseline f in i th the id identified tifi d area(s) ( ) off academic d i concern (Witt (Witt, V VanDerHeyden D H d & Gilbertson, 2004). Goal. Before the intervention begins, the teacher has set a specific goal for predicted student improvement to use as a minimum standard for success (Witt, (Witt VanDerHeyden & Gilbertson, Gilbertson 2004) 2004). The goal is the expected student outcome by the checkup date if the intervention is successful. Progress-Monitoring. During the intervention, the teacher collects progress-monitoring data of sufficient quality and at a sufficient frequency to determine at the checkup date whether that intervention is successful (Witt, VanDerHeyden & Gilbertson, 2004). www.interventioncentral.org Response to Intervention References • • • • • • • • • Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123. Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York. York Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists. H i N Haring, N.G., G LLovitt, itt TT.C., C E Eaton, t M M.D., D &H Hansen, C.L. C L (1978). (1978) The Th ffourth th R: R Research R h in i the th classroom. l C l b Columbus, OH: Charles E. Merrill Publishing Co. Hawkins, R. O., Morrison, J. Q., Musti-Rao, S., & Hawkins, J. A. (2008). Treatment integrity for academic interventions in real- world settings. School Psychology Forum, 2(3), 1-15. Kratochwill, T. R., Clements, M. A., & Kalymon, K. M. (2007). Response to intervention: Conceptual and methodological issues in implementation. In Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer. Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403. Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383. Y t W. Yeaton, W M. M & Sechrest, S h t L. L (1981). (1981) Critical C iti l dimensions di i in i the th choice h i andd maintenance i t off successful f l ttreatments: t t Strength, integrity, and effectiveness. Journal of Consulting and Clinical Psychology, 49, 156-167. www.interventioncentral.org 52 Response to Intervention Activity: Using the Academic Interventions ‘C iti l Components’ ‘Critical C t ’ Checklist Ch kli t In your teams: • Discuss the Academic Interventions ‘Critical Components’ p Checklist. • How might your school use this checklist to improve the quality of your building building’ss interventions at Tiers 1, 2, and/or 3? www.interventioncentral.org Response to Intervention RTI: Best Practices in Mathematics Interventions Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention National Mathematics Advisory Panel Report 13 March 2008 www.interventioncentral.org 55 Response to Intervention Math Advisory Panel Report at: htt // http://www.ed.gov/mathpanel d / th l www.interventioncentral.org 56 Response to Intervention 2008 National Math Advisory Panel Report: Recommendations • “The The areas to be studied in mathematics from pre-kindergarten pre kindergarten through eighth grade should be streamlined and a well-defined set of the most important topics should be emphasized in the early grades. Any approach that revisits topics year after year without bringing them to closure should be avoided.” • “Proficiency with whole numbers, fractions, and certain aspects of geometry andd measurement are the h foundations f d i for f algebra. l b Of these, h knowledge k l d off fractions is the most important foundational skill not developed among American students.” • “Conceptual understanding, computational and procedural fluency, and problem solving skills are equally important and mutually reinforce each other. Debates regarding g g the relative importance p of each of these components of mathematics are misguided.” • “Students should develop immediate recall of arithmetic facts to free the “working working memory” memory for solving more complex problems problems.” Source: National Math Panel Fact Sheet. (March 2008). Retrieved on March 14, 2008, from http://www.ed.gov/about/bdscomm/list/mathpanel/report/final-factsheet.html www.interventioncentral.org 57 Response to Intervention An RTI Challenge: Limited Research to Support E id Evidence-Based B dM Math th IInterventions t ti “… in contrast to reading, reading core math programs that are supported by research, or that have been constructed according to clear research-based research based principles principles, are not easy to identify. Not only have exemplary core programs not been identified identified, but also there are no tools available that we know of that will help schools analyze core math programs to determine their alignment with clear research-based principles.” p. 459 Source: Clarke, B., Baker, S., & Chard, D. (2008). Best practices in mathematics assessment and intervention with elementary students. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 453-463). www.interventioncentral.org 58 Response to Intervention Profile of Students With Significant Math Difficulties 1 1. 2. 3. 4. 5 5. 6. 7. Spatial organization. organization The student commits errors such as misaligning numbers in columns in a multiplication problem or confusing directionality in a subtraction problem (and subtracting the original number—minuend—from the figure to be subtracted (subtrahend). Visual detail. The student misreads a mathematical sign g or leaves out a decimal or dollar sign in the answer. Procedural errors. The student skips or adds a step in a computation sequence. Or the student misapplies a learned rule from one arithmetic procedure when completing another, different arithmetic procedure. proced re Inability to ‘shift psychological set’. The student does not shift from one operation type (e.g., addition) to another (e.g., multiplication) when warranted. Graphomotor The student’s Graphomotor. student s poor handwriting can cause him or her to misread handwritten numbers, leading to errors in computation. Memory. The student fails to remember a specific math fact needed to solve a problem. (The student may KNOW the math fact but not be able to recall it at ‘point point of performance performance’.) .) Judgment and reasoning. The student comes up with solutions to problems that are clearly unreasonable. However, the student is not able adequately to evaluate those responses to gauge whether they actually make sense in context. Source: Rourke, B. P. (1993). Arithmetic disabilities, specific & otherwise: A neuropsychological perspective. Journal of Learning Disabilities, 26, 214-226. www.interventioncentral.org 59 Response to Intervention “Mathematics M th ti iis made d off 50 percentt fformulas, l 50 percent proofs, and 50 percent imagination.” –Anonymous www.interventioncentral.org 60 Response to Intervention The Elements of Mathematical Proficiency: What the Experts Say… www.interventioncentral.org Response to Intervention 5 Strands St d off M Mathematical th ti l Proficiency 5 Bi Big Id Ideas in i Beginning B i i Reading 1. Understanding 1. Phonemic Awareness 2. Computing p g 2. Alphabetic p Principle p 3. Applying 3. Fluency with Text 4. Reasoning 4. Vocabulary 5. Engagement g g 5. Comprehension p Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education Division of Behavioral and Social Sciences Education, and Education. Washington, DC: National Academy Press. Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php www.interventioncentral.org 62 Response to Intervention Five Strands of Mathematical Proficiency 1. Understanding: Comprehending mathematical concepts, operations, and relations--knowing what mathematical symbols diagrams symbols, diagrams, and procedures mean mean. 2 2. Computing: Carrying out mathematical procedures, procedures such as adding, subtracting, multiplying, and dividing numbers flexibly, y, accurately, y, efficiently, y, and appropriately. pp p y 3. Applying: pp y g Beingg able to formulate pproblems mathematically and to devise strategies for solving them using concepts and procedures appropriately. Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. www.interventioncentral.org 63 Response to Intervention Five Strands of Mathematical Proficiency (Cont.) 4. Reasoning: Using logic to explain and justify a solution to a problem or to extend from something known to something less known. 5. Engaging: Seeing mathematics as sensible, useful, and doable—if yyou work at it—and beingg willingg to do the work. Source: National Research Council. (2002). Helping children learn mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. www.interventioncentral.org 64 Response to Intervention Math Computation: Building Fluency Fl Jim Wright www interventioncentral org www.interventioncentral.org www.interventioncentral.org Response to Intervention "Arithmetic is being able to count up to twenty without taking off your shoes." –Anonymous www.interventioncentral.org 66 Response to Intervention Benefits of Automaticity of ‘Arithmetic Combinations’ (Gersten, Jordan, & Flojo, 2005) • There is a strong correlation between poor retrieval of arithmetic combinations ((‘math math facts facts’)) and global math delays • Automatic recall of arithmetic combinations frees up student ‘cognitive capacity’ to allow for understanding of higher-level higher level problem problem-solving solving • By internalizing numbers as mental constructs, students can manipulate those numbers in their head, head allowing for the intuitive understanding of arithmetic properties, such p y and commutative pproperty p y as associative pproperty Source: Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304. www.interventioncentral.org 67 Response to Intervention Associative Property • “within an expression containing two or more of th same associative the i ti operators t iin a row, th the order of operations does not matter as long as th sequence off th the the operands d iis nott changed” h d” • Example: –(2+3)+5=10 – 2+(3+5)=10 Source: Associativity. Wikipedia. Retrieved September 5, 2007, from http://en.wikipedia.org/wiki/Associative www.interventioncentral.org 68 Response to Intervention Commutative Property • “the ability to change the order of something without ith t changing h i th the endd result.” lt ” • Example: – 2+3+5=10 – 2+5+3=10 Source: Associativity. Wikipedia. Retrieved September 5, 2007, from http://en.wikipedia.org/wiki/Commutative www.interventioncentral.org 69 Response to Intervention Big Ideas: Learn Unit (Heward, 1996) The three essential elements of effective student learning include: 1. Academic Opportunity to Respond. The student is presented with a meaningful opportunity to respond to an academic task. A question posed by the teacher, a math word problem, and a spelling item on an educational computer ‘Word Gobbler’ game could all be considered academic opportunities to respond. 2. Active Student Response. The student answers the item, solves the problem presented, or completes the academic task. Answering the teacher’s question, computing the answer to a math word problem (and showing all work), and typing in the correct spelling of an item when playing an educational computer game are all examples of active student responding. responding 3. Performance Feedback. The student receives timely feedback about whether his or her response is correct—often with praise and encouragement. A teacher exclaiming ‘Right! Good job!’ when a student gives an response in class, a student using an answer key to check her answer to a math word problem, and a computer message that says ‘Congratulations! You get 2 points for correctly spelling this word!” are all examples of performance feedback. Source: Heward, W.L. (1996). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner, D. M.S ainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman,& T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp.283-320). Pacific Grove, CA:Brooks/Cole. www.interventioncentral.org 70 Response to Intervention Math Intervention: Tier I or II: Elementary & Secondary: Self Administered Arithmetic Combination Drills With Performance Self-Administered Self-Monitoring & Incentives 1 1. 2. 3. 4. 5. 6. The student Th t d t iis given i a math th computation t ti worksheet k h t off a specific ifi problem bl ttype, along l with ith an answer key [Academic Opportunity to Respond]. The student consults his or her performance chart and notes previous performance. The student is encouraged to try to ‘beat’ beat his or her most recent score. score The student is given a pre-selected amount of time (e.g., 5 minutes) to complete as many problems as possible. The student sets a timer and works on the computation sheet until g [[Active Student Responding] p g] the timer rings. The student checks his or her work, giving credit for each correct digit (digit of correct value appearing in the correct place-position in the answer). [Performance Feedback] The student records the day’s score of TOTAL number of correct digits on his or her personal performance chart. The student receives praise or a reward if he or she exceeds the most recently posted number of correct digits. Application of ‘Learn Unit’ framework from : Heward, W.L. (1996). Three low-tech strategies for increasing the frequency of active student response during group instruction. In R. Gardner, D. M.S ainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman,& T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp.283-320). Pacific Grove, CA:Brooks/Cole. www.interventioncentral.org 71 Response to Intervention Self-Administered Arithmetic Combination Drills… Reward Given Reward Given Reward Given Reward Given No Reward No Reward No Reward www.interventioncentral.org 72 Response to Intervention Cover-Copy-Compare: M h Computational Math C i l Fluency-Building Fl B ildi IIntervention i The student is given sheet with correctly completed math problems in left column and index card. F eachh problem, For bl th the student: t d t – – – – – studies the model covers the model with index card copies the problem from memory solves the problem uncovers the correctly completed model to check answer Source: Skinner, C.H., Turco, T.L., Beatty, K.L., & Rasavage, C. (1989). Cover, copy, and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420. www.interventioncentral.org 73 Response to Intervention Math Computation: Problem Interspersal Technique • The teacher first identifies the range of ‘challenging’ challenging problem-types (number problems appropriately matched to the student’s current instructional level) that are to appear on the worksheet. • Then the teacher creates a series of ‘easy’ easy problems that the students can complete very quickly (e.g., adding or subtracting two 1digit numbers). The teacher next prepares a series of student math computation p worksheets with ‘easy’ y computation p pproblems interspersed at a fixed rate among the ‘challenging’ problems. • If the student is expected to complete the worksheet independently, ‘challenging’ and ‘easy’ problems should be interspersed at a 1:1 ratio (that is, every ‘challenging’ problem in the worksheet is preceded and/or followed by an ‘easy’ problem). • If the student is to have the problems read aloud and then asked to solve l th the problems bl mentally t ll andd write it down d only l the th answer, the th items should appear on the worksheet at a ratio of 3 ‘challenging’ problems for every ‘easy’ one (that is, every 3 ‘challenging’ problems are preceded and/or followed by an ‘easy’ easy one). one) Source: Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifthgrade students’ mathematics accuracy. School Psychology Review, 34, 543-555.. www.interventioncentral.org 74 Response to Intervention Building Student Skills in Applied Math Problems Jim Wright www.interventioncentral.orgg www.interventioncentral.org Response to Intervention How Do We Reach Low-Performing Math Students?: Instructional Recommendations Important elements of math instruction for low-performing students: t d t – – – – “Providing teachers and students with data on student performance performance” “Using peers as tutors or instructional guides” “Providingg clear,, specific p feedback to pparents on their children’s mathematics success” “Using principles of explicit instruction in teaching math concepts and procedures procedures.”” pp. 51 Source: Baker, S., Gersten, R., & Lee, D. (2002).A synthesis of empirical research on teaching mathematics to lowachieving students. The Elementary School Journal, 103(1), 51-73.. www.interventioncentral.org 76 Response to Intervention Developing Student Metacognitive Abilities www.interventioncentral.org Response to Intervention Importance of Metacognitive Strategy Use… “Metacognitive processes focus on self-awareness of cognitive knowledge that is presumed to be necessary for effective problem solving, and they direct and regulate g cognitive g pprocesses and strategies during problem solving…That is, successful problem solvers, consciously or unconsciously i l (depending (d di on ttaskk ddemands), d ) use self-instruction, self-questioning, and self-monitoring to gain access to strategic knowledge knowledge, guide execution of strategies, and regulate use of strategies g and pproblem-solvingg pperformance.” pp. 231 Source: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248. www.interventioncentral.org 78 Response to Intervention Elements of Metacognitive Processes “Self-instruction helps students to identify and direct the problem problem-solving solving strategies prior to execution. Self-questioning promotes internal dialogue g for systematically y y analyzing y g pproblem information and regulating execution of cognitive strategies. Self-monitoring promotes appropriate use off specific ifi strategies t t i andd encourages students t d t to monitor general performance. [Emphasis added].” p 231 p. Source: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248. www.interventioncentral.org 79 Response to Intervention Combining Cognitive & Metacognitive Strategies to Assist Students With Mathematical Problem Solving p. p 44 Solvingg an advanced math pproblem independently p y requires the coordination of a number of complex skills. The following strategies combine both cognitive and metacognitive t iti elements l t (M (Montague, t 1992 1992; M Montague t & Dietz, 2009). First, the student is taught a 7-step process for attacking a math word problem (cognitive strategy). Second, the instructor trains the student to use a three-part p self-coachingg routine for each of the seven problem-solving steps (metacognitive strategy). www.interventioncentral.org 80 Response to Intervention Cognitive Portion of Combined Problem Solving Approach In the cognitive part of this multi-strategy intervention, the student learns an explicit series of steps to analyze and solve a math problem. Those steps include: 1 Reading the problem. 1. problem The student reads the problem carefully carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms). 2. Paraphrasing the problem. The student restates the problem in his or her own words. 3. ‘Drawing’ g the p problem. The student creates a drawingg of the pproblem,, creatingg a visual representation of the word problem. 4. Creating a plan to solve the problem. The student decides on the best way to solve the problem and develops a plan to do so. 5 Predicting/Estimating the answer. 5. answer The student estimates or predicts what the answer to the problem will be. The student may compute a quick approximation of the answer, using rounding or other shortcuts. 6. Computing the answer. The student follows the plan developed earlier to compute the answer to t the th problem. bl 7. Checking the answer. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the estimated answer g between the two calculated in a pprevious stepp to ensure that there is ggeneral agreement values. www.interventioncentral.org 81 Response to Intervention Metacognitive Portion of Combined Problem Solving Approach The metacognitive component of the intervention is a threepart routine that follows a sequence of ‘Say’, ‘Ask, ‘Check’. For each of the 7 problem-solving steps reviewed above: • The student first self-instructs by stating, or ‘saying’, the purpose of the step (‘Say’). • The student next self-questions by ‘asking’ what he or she intends to do to complete the step (‘Ask’). • The Th student t d t concludes l d the th step t by b self-monitoring, lf it i or ‘checking’, the successful completion of the step (‘Check’). www.interventioncentral.org 82 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 83 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 84 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 85 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 86 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 87 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 88 Response to Intervention Combined Cognitive & Metacognitive Elements of St t Strategy www.interventioncentral.org 89 Response to Intervention Applied Problems: Pop Quiz 7-Step Problem-Solving:Process 11. 2. 3. 4. 5. 6. 7. Reading the problem. problem Paraphrasing the problem. ‘Drawing’ Drawing the problem. Creating a plan to solve the problem. Predicting/Estimating the answer. Computing the answer. Checking the answer. Q: “To move their theread Romans over Directions: Asarmies, a team, the built following 50,000 miles of roads. Imagine driving all those miles! problem. Atdriving your tables, apply thefirst 7-step Now imagine those miles in the gasolinegasoline problem-solving bl l i ( (cognitive) iti ) strategy t t to t driven car that has only three wheels and could reach problem. As per youhour. complete each acomplete top speedthe of about 10 miles step ofe ythe problem, apply For o sa safety's s sa sake, e, let's e s bbring g aalong othe g a‘Say-Askspa sparee tire. e Ass Check’ Tryspare to with you drivemetacognitive the 50,000 miles,sequence. you rotate the the other tires that all7four tireswithin get thethe same complete thesoentire steps time amount of wear. Canexercise. you figure out how many miles allocated for this off wear eachh titire accumulates?” l t ?” A: “Since Since the four wheels of the three three-wheeled wheeled car share the journey equally, simply take three-fourths of the total distance (50,000 miles) and you you'llll get 37 37,500 500 miles for each tire. tire ” Source: The Math Forum @ Drexel: Critical Thinking Puzzles/Spare My Brain. Retrieved from http://mathforum.org/k12/k12puzzles/critical.thinking/puzz2.html www.interventioncentral.org 90 Response to Intervention Activity: Tier 1 Interventions www.interventioncentral.org Response to Intervention Interventions • • • • • • General Reading Ideas: pp. 7-11 Reading Comprehension Fix-Up Skills: pp. 25-26 General Math Ideas: pp pp. 12-16 Specific Math Intervention Scripts: pp. 28-39 General Writing Ideas: pp pp. 16 16-20 20 General Study/Organizational Skills: pp. 21-24 www.interventioncentral.org 92 Response to Intervention Tier I Intervention Menu: Activity • Select one academic area from the previous slide and review the ideas presented. • Select at least ONE core instructional strategy or Tier 1 intervention that you your g grade-level,, believe that all teachers in y department, or school should have in their Tier 1 ‘toolkit’. • Be prepared to report out. www.interventioncentral.org 93 Response to Intervention RTI: Writing Interventions Jim Wright www interventioncentral org www.interventioncentral.org www.interventioncentral.org Response to Intervention "IfIf all the grammarians in the world were pplaced end to end,, it would be a good thing." – Oscar Wilde www.interventioncentral.org 95 Response to Intervention Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/ WritingNext.pdf www.interventioncentral.org 96 Response to Intervention The Effect of Grammar Instruction as an Independent Activity “Grammar instruction in the studies reviewed [for the Writing Next report] involved the explicit and systematic teaching of the parts of speech and structure of sentences. The meta-analysis found an effect for this type of instruction for students across the full range of ability, bilit bbutt …surprisingly, i i l thi this effect ff t was negative…Such ti S h fifindings di raise serious questions about some educators’ enthusiasm for traditional grammar instruction as a focus of writing instruction for adolescents….Overall, the findings on grammar instruction suggest that, although g teachingg ggrammar is important, p alternative pprocedures, such as sentence combining, are more effective than traditional approaches for improving the quality of students’ writing.” p. 21 Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. www.interventioncentral.org 97 Response to Intervention Elements of effective writing instruction for adolescents: 1. 2. 3. 4. Writing Process (Effect Size = 0.82): Students are taught a process for planning planning, revising revising, and editing editing. Summarizing (Effect Size = 0.82): Students are taught methods to identify key points, main ideas from readings to write summaries of source texts. texts Cooperative Learning Activities (‘Collaborative Writing’) (Effect Size = 0.75): Students are placed in pairs or groups with learning activities that focus on collaborative use of the writing process. Goal-Setting (Effect Size = 0.70): Students set specific ‘product ggoals’ for their writingg and then check their attainment of those selfgenerated goals. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf www.interventioncentral.org 98 Response to Intervention Elements of effective writing instruction for adolescents: 5. 6. 7 7. 8. Writing Processors (Effect Size = 0.55): Students have access to computers/word processors in the writing process. process Sentence Combining (Effect Size = 0.50): Students take part in instructional activities that require q the combination or embeddingg of simpler sentences (e.g., Noun-Verb-Object) to generate more advanced, complex sentences. Prewriting (Effect Size = 00.32): 32): Students learn to select, select develop, develop or organize ideas to incorporate into their writing by participating in structured ‘pre-writing’ activities. Inquiry Activities (Effect Size = 0.32): Students become actively engaged researchers, collecting and analyzing information to guide the ideas and content for writing assignments. assignments Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf www.interventioncentral.org 99 Response to Intervention Elements of effective writingg instruction for adolescents: 9. Process Writing g ((Effect Size = 0.32): ) Writingg instruction is taught g in a ‘workshop’ format that “ stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing” (Graham & Perin Perin, 2007; pp. 4) 4). 10. Use of Writing Models (Effect Size = 0.25): Students read and discuss models of good writing and use them as exemplars for their own writing. 11. Writing to Learn Content (Effect Size = 0.23): The instructor incorporates writing activities as a means to have students learn content material. Source: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/WritingNext.pdf www.interventioncentral.org 100 Response to Intervention "The The difference between the right g word and the almost right g word is the difference between lightning and the lightning bug." – Mark Twain www.interventioncentral.org 101 Response to Intervention "Your Your manuscript is both good and original. g But the ppart that is good is not original, and the part that is original is not good." – Samuel Johnson www.interventioncentral.org 102 Response to Intervention Selected Writing Interventions www.interventioncentral.org Response to Intervention Use Selective Proofreading With Highlighting of Errors To prevent struggling writers from becoming overwhelmed by teacher proofreading corrections, corrections select only 1 or 2 proofreading areas when correcting a writing assignment. assignment 1. Create a student ‘writing skills checklist’ that inventories key writing competencies (e (e.g., g grammar/syntax grammar/syntax, spelling spelling, vocabulary vocabulary, etc etc.). ) 2. For each writing assignment, announce to students that you will grade the assignment for overall content but will make proofreading corrections on only 1-2 areas chosen from the writing skills checklist. (Select different proofreading targets for each assignment matched to common writingg weaknesses in yyour classroom.)) www.interventioncentral.org 104 Response to Intervention Use Selective Proofreading With Highlighting of Errors: Cont. Cont 3. To prevent cluttering the student’s paper with potentially discouraging teacher comments and editing marks: a. underline problems in the student’ text with a highlighter and b. number the highlighted errors sequentially at the left margin of the student paper. c. write teacher comments on a separate feedback sheet to explain the writing errors errors. Identify each comment with the matching error-number from the left margin of the student’s worksheet. TIP: Have students use this method when proofreading their own text. www.interventioncentral.org 105 Response to Intervention Selective Proofreading With Highlighting of Errors Jimmy Smith Dec 1, 2006 Mrs. Richman Spelling; Run-on Run on and incomplete sentences 1 Rewrite this run-on sentence as two separate sentences. 2 Not clear. Rewrite. Consider starting the sentence with ‘The concept of …’ 1 2 www.interventioncentral.org 106 Response to Intervention "A A ratio of failures is built into the process of writing. writing The wastebasket has evolved for a reason." – Margaret Atwood www.interventioncentral.org 107 Response to Intervention Sentence Combining Students with poor writing skills often write sentences that lack ‘syntactic maturity’. Their sentences often follow a simple, stereotyped format. A promising approach to teach students use of di erse sentence structures diverse str ct res is through thro gh sentence combining. combining In sentence combining, students are presented with kernel sentences and given explicit instruction in how to weld these kernel sentences into more diverse sentence types either – by using connecting words to combine multiple sentences into one or – by isolating key information from an otherwise superfluous sentence and embedding that important information into the base sentence. Sources: Saddler, B. (2005). Sentence combining: A sentence-level writing intervention. The Reading Teacher, 58, 468-471. Strong, W. (1986). Creative approaches to sentence combining. Urbana, OL: ERIC Clearinghouse on Reading and Communication Skill & National Council of Teachers of English. www.interventioncentral.org 108 Response to Intervention Formatting Sentence Combining Examples www.interventioncentral.org 109 Response to Intervention www.interventioncentral.org 110 Response to Intervention www.interventioncentral.org 111 Response to Intervention www.interventioncentral.org 112 Response to Intervention Interventions to Help Study Skills www.interventioncentral.org Response to Intervention Homework Contract Intended Purpose: Thi homework This h k contract t t intervention i t ti ((adapted d t d from Miller & Kelly, 1994) uses goal-setting, a written itt contract, t t andd rewards d to t boost b t student t d t completion (and accuracy) of homework. St d t also Students l learn l the th valuable l bl skills kill off breaking down academic assignments into smaller, ll more manageable bl subtasks bt k andd setting tti priorities for work completion. www.interventioncentral.org Response to Intervention Homework C t t Contract: Form www.interventioncentral.org Response to Intervention Homework Contract 1. Parents are trained to be supportive ‘homework coaches’. h ’ 2. The parent creates a homework reward system for the child. 3. The pparent negotiates g the homework contract program with the child. 4 The parent and child fill out the Daily Homework 4. Contract. 5 The parent checks the child 5. child’ss homework completion completion, delivers nightly & weekly rewards. www.interventioncentral.org Response to Intervention Homework Contract: Ti & Troubleshooting Tips T bl h ti • If th the parentt fifinds d th the H Homeworkk C Contract t t program too burdensome, have an afterschool program i l implement t it. it • The teacher may choose to monitor homework completion and send a note home to the parent, who provides the reward. www.interventioncentral.org Response to Intervention Homework Contract: Ti & Troubleshooting Tips T bl h ti • If th the parentt fifinds d th the H Homeworkk C Contract t t program too burdensome, have an afterschool program i l implement t it. it • The teacher may choose to monitor homework completion and send a note home to the parent, who provides the reward. www.interventioncentral.org Response to Intervention www.interventioncentral.org Response to Intervention Guided Notes: Helping p g Students to Master Course Content Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention Guided Notes • Description: The student is given a copy of notes summarizing content from a class lecture or assigned reading. Blanks are inserted in the notes where key facts or concepts should appear. As information is covered during lecture or in a reading assignment, the student writes missing content into blanks to complete the guided notes. Guided notes promote active engagement during lecture or independent reading, provide id full f ll andd accurate t notes t ffor use as a study t d guide, id and help students to identify the most important information covered (Heward, (Heward 2001) 2001). www.interventioncentral.org 121 Response to Intervention www.interventioncentral.org Response to Intervention Guided Notes: Recommendations • Keep guided note entries brief. Shorter guided note entries promote student understanding of content as well as or better than longer entries (Konrad, Joseph & Eveleigh, 2009). Also, short entries can increase student motivation to write in responses. • Distribute entryy items throughout g the gguided notes. Guided notes help to promote active student engagement during lecture or reading (Heward, 2001). When entry items are distributed evenly throughout the guided notes, they require higher rates of active student responding (Konrad, Joseph & Eveleigh, 2009), which can both promote mastery of content and increase levels of on-task behavior. www.interventioncentral.org 123 Response to Intervention Guided Notes: Recommendations • Verify student completion of notes. To ensure that students are actively engaged in completing guided notes notes, the instructor can occasionally collect and review them for accuracy and completeness (on a random and unpredictable schedule). • Have students tally notes-review sessions. Guided notes are a ppowerful tool for reviewingg course content. Students can be encouraged to write a checkmark on the cover of a set of completed guided notes each time that they review them (Lazarus, 1996). These tallies assist students to monitor whether they have adequately reviewed those notes in preparation for quizzes and tests. tests www.interventioncentral.org 124 Response to Intervention Guided Notes: Recommendations • Fade the use of guided notes. As the class becomes more proficient at note-taking, note taking the instructor can gradually 'fade' fade the use of guided notes by providing less pre-formatted notescontent and requiring that students write a larger share of the notes on their own (Heward, 1996). • Give students responsibility p y for creatingg gguided notes. Teachers may discover that they can hand some responsibility to their students to prepare guided-notes. For example, as a cooperative-learning exercise, a group of students might be assigned a chapter-section from a biology text and asked to compose a set of guided notes based on its content content. The teacher can then review and edit the notes as needed. www.interventioncentral.org 125 Response to Intervention ‘Big Big Ideas’ Ideas in Student Behavior Management www.interventioncentral.org Response to Intervention Big Ideas: Similar Behaviors May Stem from Very Different ‘Root’ Causes Ca ses (Kratochwill, Elliott, & Carrington Rotto, 1990) • Behavior is not random but follows purposeful patterns. patterns Students who present with the same apparent ‘surface’ surface behaviors may have very different ‘drivers’ (underlying reasons)) that explain whyy those behaviors occur. A student’s problem behaviors must be carefully f ll identified id tifi d andd analyzed l d to t determine the drivers that support them. Source: Kratochwill, T. R., Elliott, S. N., & Carrington Rotto, P. (1990). Best practices in behavioral consultation. In A. Thomas and J. Grimes (Eds.). Best practices in school psychology-II (pp. 147=169). Silver Spring, MD: National Association of School Psychologists.. www.interventioncentral.org 127 Response to Intervention Factors Influencing the Decision to Classify as ‘B h i ll Disordered’ ‘Behaviorally Di d d’ (Gresham, 1992) Four factors strongly g y influence the likelihood that a student will be classified as Behaviorally Disordered: • • • • Severity: Frequency and intensity of the problem behavior(s). Chronicity: Length of time that the problem behavior(s) h have been b di displayed. l d Generalization: Degree to which the student displays the pproblem behavior(s) ( ) across settings g or situations. Tolerance: Degree to which the student’s problem behavior(s) are accepted in that student’s current social setting. setting Source: Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of resistance to intervention. School Psychology Review, 20, 23-37. www.interventioncentral.org 128 Response to Intervention Big Ideas: Behavior is a Continuous ‘Stream’ (Schoenfeld & Farmer, Farmer 1970) • Individuals are always performing SOME type of behavior: watching the instructor, instructor sleeping sleeping, talking to a neighbor, completing a worksheet ((‘behavior stream’).) • When students are fully engaged in academic behaviors, they are less likely to get off-task ff t k andd di display l problem bl bbehaviors. h i • Academic tasks that are clearly understood, elicit student interest provide a high rate of student success interest, success, and include teacher encouragement and feedback are most likely to effectively ‘capture’ the student’s ‘behavior stream’. Source: Schoenfeld, W. N., & Farmer, J. (1970). Reinforcement schedules and the ‘‘behavior stream.’’ In W. N. Schoenfeld (Ed.), The theory of reinforcement schedules (pp. 215–245). New York: Appleton-Century-Crofts. www.interventioncentral.org 129 Response to Intervention Big Ideas: Academic Delays Can Be aP Potent t tC Cause off B Behavior h i Problems (Witt Daly, (Witt, Daly & Noell Noell, 2000) Student academic problems cause many school h l bbehavior h i problems. bl “Whether “Wh th [a [ student’s] t d t’ ] problem bl iis a bbehavior h i problem bl or an academic one, we recommend starting with a functional academic assessment,, since often behavior problems p occur when students cannot or will not do required academic work.” Source: Witt, J. C., Daly, E. M., & Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West, p. 13 www.interventioncentral.org 130 Response to Intervention Big Ideas: Be Proactive in Behavior Management (Martens & Meller, 1990) • Teachers who intervene before a student misbehaves i b h or when h th the misbehavior i b h i hhas nott yett escalated have a greater likelihood of keeping th student the t d t on ttaskk andd engagedd in i learning. l i ABC Timeline A B C Source: Martens, B.K., & Meller, P.J. (1990). The application of behavioral principles to educational settings. In T.B. Gutkin & C.R.Reynolds (Eds.), The handbook of school psychology (2nd ed.) (pp. 612-634). New York: John Wiley & Sons. www.interventioncentral.org 131 Response to Intervention ABC: The Core of Behavior Management “....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, b h i andd consequence.”” behavior, “… subsequent q “…which some yp “Thattois, , then mosttype may behavior y be maintained is if it is followed of environmental by believed an event to (i.e., occur…” that is pleasurable or reinforcing an antecedent) …” (i.e., consequence).” A B C Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113. www.interventioncentral.org 132 Response to Intervention ABC: Events as Antecedents ‘Discriminative Discriminative Stimulus’: Stimulus : An antecedent can become associated with certain desired outcomes and thus ‘trigger’ pproblem behaviors. The student stares at the Example: A student student sent toisthe If the consequence qp associated with the is behavior paper pis given for aThe moment—then areinforcing math th computation t tistudent, office-allowing ffithen ll antecedent i escape from f for the the or trigger tears it up. worksheet can servetoto complete. signal (discriminate) that is thereinforcement task. coming coming. A B C Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113. www.interventioncentral.org 133 Response to Intervention Antecedent Strategies to Manage Behavior: P Proactive ti Changes Ch tto th the E Environment i t “Antecedent interventions typically involve some type of environmental rearrangement. ” Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113. www.interventioncentral.org 134 Response to Intervention Advantages of Antecedent Strategies vs. ‘Reactive Approaches’ 11. Can prevent behavior problems from occurring 2. Are typically ‘quick acting’ 3 Can result in an instructional environment that 3. better promotes student learning Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. www.interventioncentral.org 135 Response to Intervention Selecting Rewards That Motivate: Tips p for Teachers www.interventioncentral.org Response to Intervention Praise: Effective…and Underused Praise can be an efficient way to raise the compliance le el of whole level hole groups gro ps or individual indi id al st students. dents However, studies show that praise is seldom used with general education students and is used even less often with special-needs students (Kern & Clemens, 2007). Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. www.interventioncentral.org 137 Response to Intervention How to Structure a Praise Statement “Research has demonstrated that behavior-specific praise or that which specifically identifies the praise, particular desirable behavior the student is performing is most effective in promoting appropriate performing, behavior.” (Kern & Clemens, 2007). [Emphasis added] Source: Kern, L. & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. www.interventioncentral.org 138 Response to Intervention What if the Student Does Not Respond to Praise? Students St d t sometimes ti ddo nott respondd tto praise, i especially i ll in i large-group settings. If so, consider these suggestions: 1 1. 2 2. 3 3. Be sure that your praise is authentic authentic. For example, example praise only those aspects of a student’s work or behavior that are truly praise-worthy. Otherwise the student may find the praise to be phony and aversive. Deliver the student praise in private conversations or in written format. The discrete delivery of praise can reduce or prevent potential public embarrassment. F low-performing For l f i students, t d t praise i effort ff t as wellll as product. d t Whil While a struggling writer may write an essay that does not merit high praise, for example, the teacher may instead praise the amount of time i that h the h student d was willing illi to put iinto the h composition i i andd also l point out how the current writing product shows improvements over the student’s own previous writing attempts. www.interventioncentral.org 139 Response to Intervention Tying Reward Schedule to Student’s Stage of the Instructional Hi Hierarchy h (Daly, Martens, Barnett, Witt, & Olson, 2007) • During acquisition of a skill and early stages of fluencybuilding provide reinforcement (e.g., building, (e g praise praise, exchangeable tokens) contingent upon on-task behavior (time-based reinforcement). This approach avoids ‘penalizing’ students for slow performance. performance • During later stages of fluency-building, change to reinforcement i f t based b d on rate t off performance f ( (accuracybased contingency). This approach explicitly reinforces high response p rates. • As fluency increases, maintain high rates of performance through intermittent reinforcement reinforcement, lottery lottery, etc etc. Source: Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581. www.interventioncentral.org 140 Response to Intervention Selectingg a Reward: 3-Part Test • Do teacher, administration, and parent find the rewardd acceptable? t bl ? • IIs th the rewardd available il bl (conveniently ( i tl andd att an affordable cost) in schools? • Does the child find the reward motivating? www.interventioncentral.org 141 Response to Intervention Creating a Reward Menu Conduct a reinforcer survey to create a ‘Reward Menu’. Menu’ 1. The teacher collects a series of feasible classroom ideas for possible student reinforcers, writing each idea onto a separate index card. This serves as a master ‘reinforcer deck’ that the teacher can reuse. 2. The teacher meets with the student individually to review the reward ideas i th in the master t reinforce i f ddeck. k Th The student t d t states t t whether h th hhe or she h ‘likes’ ‘lik ’ each reinforce idea ‘a lot’ , ‘a little’ or ‘not at all’ and the teacher sorts the reinforcer cards accordingly g y into separate p ppiles. The reinforce ideas that the student selected as ‘liking a lot’ will be used to create a customized reinforcer menu for the student. 3 Whenever the student meets teacher-established 3. teacher established criteria to earn a reward, reward that student selects one from the reinforce menu. pp to be losingg its reinforcingg ppower,, the teacher 4. If the reward menu appears can repeat the steps above with the student to update and refresh the reward menu. www.interventioncentral.org 142 Response to Intervention Rewards: Activity Pair off & discuss… • How your school can use rewards to support behavioral interventions… www.interventioncentral.org 143 Response to Intervention ‘Defensive Behavior g The Power Management’: of Teacher Preparation Jim Wright www.interventioncentral.org www.interventioncentral.org Response to Intervention Defensive Management: A Method to Avoid Power St Struggles l ‘Defensive management’ g ((Fields, 2004)) is a teacherfriendly six-step approach to avert student-teacher power struggles that emphasizes providing proactive instructional support pp to the student,, elimination of behavioral triggers in the classroom setting, relationship-building, strategic application of defusing techniques when needed, and use of a ‘reconnection’ reconnection conference after behavioral incidents to promote student reflection and positive behavior change. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 145 Response to Intervention Defensive Management: Six Steps 1. Understanding the Problem and Using Proactive Strategies. The teacher collects information--through direct observation and perhaps other means--about specific instances of student problem behavior and the instructional components p and other factors surrounding them. The teacher analyzes this information to discover specific ‘trigger’ events that seem to set off the problem behavior(s) (e.g., lack of skills; failure to understand directions). The instructor then adjusts instruction to provide appropriate student support (e.g., providing the student with additional instruction in a skill; repeating directions and writing them on the board). board) Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 146 Response to Intervention Defensive Management: Six Steps 2. Promoting g Positive Teacher-Student Interactions. Early in each class session, the teacher has at least one positive verbal interaction with the student. Throughout g the class pperiod,, the teacher continues to interact in positive ways with the student (e.g., brief conversation, smile, thumbs up, praise comment after a student remark in large large-group group discussion, etc.). In each interaction, the teacher adopts a genuinely accepting, polite, respectful tone. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 147 Response to Intervention Defensive Management: Six Steps 3. Scanning for Warning Indicators. During the class session, the teacher monitors the target student’s behavior for any behavioral indicators suggesting that the student is becoming frustrated or angry. Examples of behaviors that precede non-compliance or open d fi defiance may include i l d stopping t i work; k muttering tt i or complaining; becoming argumentative; interrupting others; leaving his or her seat; throwing objects objects, etc etc.). ) Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 148 Response to Intervention Defensive Management: Six Steps 4. Exercising Emotional Restraint. Whenever the student begins to display problematic behaviors, the teacher makes an active effort to remain calm. To actively monitor his or her emotional state, the teacher tracks physiological cues such as increased muscle tension and heart rate, as wellll as ffear, annoyance, anger, or other th negative ti emotions. The teacher also adopts calming or relaxation strategies that work for him or her in the face of provocative student behavior, such as taking a deep breath or countingg to 10 before responding. p g Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 149 Response to Intervention Defensive Management: Six Steps 5. Using Defusing Tactics. If the student begins to escalate to non-compliant, defiant, or confrontational behavior (e.g., arguing, threatening, other intentional verbal interruptions), the teacher draws from a range of possible descalating strategies to defuse the situation. Such strategies can i l d private include i t conversation ti with ith th the student t d t while hil maintaining a calm voice, open-ended questions, paraphrasing the student’s student s concerns concerns, acknowledging the student’s emotions, etc. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 150 Response to Intervention Defensive Management: Six Steps 6. Reconnecting with The Student. Soon after any in in-class class incident of student non-compliance, defiance, or confrontation, the teacher makes a point to meet with the student to discuss the behavioral incident, identify the triggers in the classroom environment that led to the problem, bl andd bbrainstorm i t with ith th the student t d t tto create t a written plan to prevent the reoccurrence of such an incident Throughout this conference incident. conference, the teacher maintains a supportive, positive, polite, and respectful tone. Source: Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. www.interventioncentral.org 151 Response to Intervention Activity: Defensive Behavior Management In your teams: • Discuss the Defensive Behavior Management framework. • How can you use a framework like this as a tool to help general general-education education teachers to better manage student behaviors? www.interventioncentral.org Response to Intervention Group Activity: Offer Advice to a Troubled Classroom At your tables: • View the video clip of the teacher’s interaction with Ryan in the middle school classroom • Use the six-step defensive behavior management framework f k to come up with ih ideas to recommend to this teacher to help her to manage Ryan’s Ryan s behavior more effectively. www.interventioncentral.org 153 Response to Intervention www.interventioncentral.org 154
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