Interventions PDF

Response to Intervention
Academic Interventions for

Elementary & Secondary
Students
Jim Wright
Ji W i ht
www.interventioncentral.org
RTI: Academic Interventions:

Workshop Agenda
RTI & Academic Interventions: Overview
Documenting Classroom Interventions

Setting
S tti UUp PProgress-Monitoring
M it i ffor Cl
Classroom
Interventions
Academic Interventions: Lab
Resources from this workshop

series available at:
http://www.jimwrightonline.com/
solvay.php
Other free assessment &
i t
intervention
ti resources available
il bl at:t
http://www interventioncentral org
http://www.interventioncentral.org
www.interventioncentral.org 3
School Instructional Time: The Irreplaceable Resource

“In the averageg school system,
y , there are 330
minutes in the instructional day, 1,650 minutes in
thee instructional
s uc o a week,
ee , aandd 56,
56,700
00 minutes
u es in thee
instructional year. Except in unusual circumstances,
these are the only minutes we have to provide
effective services for students. The number of years
we have to apply these minutes is fixed. Therefore,
each minute counts and schools cannot afford to
support inefficient models of service delivery.
delivery ”
p. 177
Source: Batsche, G. M., Castillo, J. M., Dixon, D. N., & Forde, S. (2008). Best practices in problem analysis. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (pp. 177-193).
‘Big Ideas’ in Student Academic

Interventions
Big Ideas: Behavior is a Continuous ‘Stream’
(Schoenfeld & Farmer, 1970)
• Individuals are always performing SOME type

of behavior: watching the instructor, sleeping,
talkingg to a neighbor,
g completing
p g a worksheet
(‘behavior stream’).
• When students are fullyy engaged
g g in
academic behaviors, they are less likely to get
off-task and display problem behaviors.
• Academic tasks that are clearly understood, elicit student
interest, provide a high rate of student success, and include
t h encouragementt andd feedback
teacher f db k are mostt liklikely
l tto
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.
Big Ideas: Academic Delays Can Be
a Potent Cause of Behavior
Problems
(Witt, Daly, & Noell, 2000)
Student
St d t academic
d i problems
bl cause many
school behavior problems.
“Whether [a student’s] problem is a behavior problem or an

academic
d i one, we recommendd starting
t ti with
ith a ffunctional
ti l
academic assessment, since often behavior problems occur
when students cannot or will not do required academic work.
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
The Key RTI Role of Classroom Teachers as
Tier 1 ‘Interventionists’: 6 Steps
1 The teacher defines the student academic or behavioral
1.
problem clearly.
2 The teacher decides on the best explanation for why the
2.
problem is occurring.
3 The
3. Th tteacher
h selects
l t one or more ‘evidence-based’
‘ id b d’ interventions
i t ti
to address the problem.
4. The teacher documents the student’s Tier 1 intervention plan.
5. The teacher monitors the student’s response
p (p
(progress)
g ) to the
intervention plan.
6. The teacher seeks additional help as needed if the student fails
to make adequate progress with Tier 1 interventions alone.
RTI & Intervention: Key Concepts
Core Instruction, Interventions, Accommodations
& Modifications: Sorting Them Out
• Core Instruction.
Instruction Those instructional strategies
that are used routinely with all students in a
general-education setting are considered ‘core
instruction’. High-quality
g q y instruction is essential
and forms the foundation of RTI academic
support NOTE: While it is important to verify that
support.
good core instructional practices are in place for
a struggling student
student, those routine practices do
not ‘count’ as individual student interventions.
• Intervention
Intervention. An academic intervention is a
strategy used to teach a new skill, build fluency
in a skill, or encourage a child to apply an
existingg skill to new situations or settings.
g An
intervention can be thought of as “a set of
actions that
that, when taken
taken, have demonstrated
ability to change a fixed educational trajectory”
(Methe & Riley-Tillman,
Riley Tillman 2008; pp. 37)
37).
• Accommodation. An accommodation is intended to help
the student to fully access and participate in the general-
education curriculum without changing the instructional
content
t t andd without
ith t reducing
d i th the student’s
t d t’ rate t off llearning
i
(Skinner, Pappas & Davis, 2005). An accommodation is
intended to remove barriers to learning while still expecting
that students will master the same instructional content as
their typical 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 studentsstudents, the
instructor breaks larger assignments into smaller ‘chunks’ and
providing students with performance feedback and praise for each
completed ‘chunk’
chunk of assigned work (Skinner,
(Skinner Pappas & Davis,
Davis
2005).
“Teaching
Teaching is giving; it
“ isn’tt taking away.
isn away ” ”
(Howell Hosp & Kurns
(Howell, Kurns, 2008; pp. 356)
356).
Source: Howell,
Howell KK. W.,
W Hosp,
Hosp J.
J L.,
L & Kurns
Kurns, S
S. (2008)
(2008). Best practices in curriculum-based
curriculum based evaluation.
evaluation In A.
A Thomas & JJ.
Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School
Psychologists..
Core Instruction, Interventions, Accommodations &
Modifications: Sorting Them Out
• Modification
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.
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
– Allowing a student to select a much easier book for a book report
than would be allowed to his or her classmates.
RTI: Documenting & Monitoring

Classroom Interventions
Documenting Tier 1 (Classroom) Interventions: A
Sample Form
• Definition of up to two student
academic or behavioral
problems. The most significant
step in selecting an effective
classroom intervention is to
correctly identify the target
student concern(s) in clear,
specific,
f measureable terms
(Bergan,1995). The teacher
selects
l no more than
h two
student concerns to address on
the
h intervention
i i plan.
l
Sample Form
• Intervention description. The
teacher describes the
evidence-based
intervention(s) that will be
used to address the identified
student concern(s).
Ideally, teachers are given a

research-based ‘intervention
menu’’ with
i h classroom-friendly
l f i dl
strategies that they can try.
Sample Form
• Intervention delivery. The
teacher has the option to write
details necessary for
implementing the intervention
in the classroom (e.g., where
and when the intervention is to
be used; adult-to-student ratio;
f
frequency off the intervention;
the length of time each
session
i off the
h iintervention
i will
ill
last; materials needed for the
i
intervention,
i etc.). )
Sample Form
• Checkup date. The teacher
notes the date at which the
intervention will be reviewed to
determine whether it has been
sufficiently effective. NOTE:
For academic interventions, it
is advisable to allow at least 4
instructional weeks before
f
deciding whether the
i
intervention
i hhas bbeen
effective.
Sample Form
• Assessment data. For each
intervention, the teacher
selects the type(s) of
classroom data that will be
collected formatively
throughout the intervention
period to judge its
effectiveness.
ff For each data
source, in turn, the teacher
collects
ll bbaseline
li ddata on
student performance—and
calculates
l l an outcome goal.l
Setting Up Classroom Data

Collection
Interventions: Potential ‘Fatal

Fatal Flaws
Flaws’
Any intervention must include 4 essential elements. The absence of any one of the
elements would be considered a ‘fatal
fatal flaw
flaw’ (Witt,
(Witt VanDerHeyden & Gilbertson
Gilbertson, 2004) that
blocks the school from drawing meaningful conclusions from the student’s response to the
intervention:
1. Clearlyy defined pproblem. The student’s target
g concern is stated in specific,
p , observable,,
measureable terms. This ‘problem identification statement’ is the most important step of
the problem-solving model (Bergan, 1995), as a clearly defined problem allows the teacher
or RTI Team to select a well-matched intervention to address it.
2
2. B li ddata.
Baseline t The
Th teacher
t h or RTI TeamT measures theth student’s
t d t’ academic
d i skills
kill iin th
the
target concern (e.g., reading fluency, math computation) prior to beginning the intervention.
Baseline data becomes the point of comparison throughout the intervention to help the
school to determine whether that intervention is effective.
effective
3. Performance goal. The teacher or RTI Team sets a specific, data-based goal for student
improvement during the intervention and a checkpoint date by which the goal should be
attained.
4. Progress-monitoring plan. The teacher or RTI Team collects student data regularly to
determine whether the student is on-track to reach the performance goal.
Source: 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.
‘Academic Enabler’ Observational Checklists:

Measuring Students’
Students Ability to Manage Their
Own Learning
‘Academic Enabler’ Skills: Why Are They Important?
Student academic success requires more than content
knowledge or mastery of a collection of cognitive
strategies. Academic accomplishment depends also on
a set of ancillary skills and attributes called ‘academic
academic
enablers’ (DiPerna, 2006). Examples of academic
enablers include:
– Study skills
– Homework completion
– Cooperative learning skills
– Organization
– Independent seatwork
Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention
services in the schools. Psychology in the Schools, 43, 7-17.
‘Academic Enabler’ Skills: Why Are They Important? (Cont.)

Because academic enablers are often described as
broad skill sets, however, they can be challenging to
define in clear, specific, measureable terms. A useful
method for defining a global academic enabling skill is
to break it down into a checklist of component sub-
skills--aa process known as ‘discrete
skills discrete categorization
categorization’
(Kazdin, 1989). An observer can then use the checklist
to note whether a student successfully displays each of
the sub-skills.
Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
‘Academic Enabler’ Skills: Why Are They Important? (Cont.)

Observational checklists that define academic enabling skills
have several uses in Response to Intervention:
– Classroom teachers can use these skills checklists as convenient
tools to assess whether a student ppossesses the minimum ‘starter
set’ of academic enabling skills needed for classroom success.
– Teachers or tutors can share examples of academic-enabler skills
checklists with students, training them in each of the sub-skills and
encouraging them to use the checklists independently to take
greater responsibility
responsibilit for their own
o n learning.
learning
– Teachers or other observers can use the academic enabler
checklists periodically to monitor student progress during
interventions--assessing formatively whether the student is using
more of the sub-skills.
Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.
‘Academic Enabler’ Skills: Sample Observational Checklists
Classroom Intervention
Scavenger Hunt
• P
Pair
i up.
• Log onto a computer.
• Visit the webpage set up for this conference:
www.jimwrightonline.com/solvay.php
• Browse through the intervention websites featured
on that page.
page
• Try to locate at least one intervention idea that you
wouldld lik
like tto try
t ini your classroom
l or school.
h l
Activity: Selecting Tier I

Intervention Ideas
Tier I Interventions List: Activity
• S
Select
l t an iintervention
t ti ttopic:
i
Reading, Math, Writing
• Scan the ideas in your handout
that relate to your selected topic.
• Select 1-2 TOP ideas
from y your readingg that yyou
feel should be on every
teacher’s ‘Tier I’ intervention
list at your school
• Be prepared to share your ideas
Intervention Ideas
• 11: Reading Interventions: pp.13-17

13 1
• 2 Math:
2: M th pp. 18
18-22
22
• 3 Writing:
3: W iti pp. 2323-26
26
• 4: Study/Organizational Skills
Intervention: pp.27
pp 27-30
30
• 5: Homework: pp.4
pp.4-12
12

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Response to Intervention

Academic Interventions for

RTI: Academic Interventions:

Documenting Classroom Interventions

Academic Interventions: Lab

Resources from this workshop

School Instructional Time: The Irreplaceable Resource

‘Big Ideas’ in Student Academic

• Individuals are always performing SOME type

“Whether [a student’s] problem is a behavior problem or an

RTI & Intervention: Key Concepts

RTI: Documenting & Monitoring

Ideally, teachers are given a

Setting Up Classroom Data

Interventions: Potential ‘Fatal

‘Academic Enabler’ Observational Checklists:

‘Academic Enabler’ Skills: Why Are They Important? (Cont.)

‘Academic Enabler’ Skills: Why Are They Important? (Cont.)

‘Academic Enabler’ Skills: Sample Observational Checklists

‘Academic Enabler’ Skills: Sample Observational Checklists

‘Academic Enabler’ Skills: Sample Observational Checklists

‘Academic Enabler’ Skills: Sample Observational Checklists

‘Academic Enabler’ Skills: Sample Observational Checklists

‘Academic Enabler’ Skills: Sample Observational Checklists

‘Academic Enabler’ Skills: Sample Observational Checklists

Activity: Selecting Tier I

Tier I Interventions List: Activity

• 11: Reading Interventions: pp.13-17

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