Title: The RTI Model: An Overview for Educators Jim Wright www.interventioncentral.org
1The RTI Model An Overview for EducatorsJim
Wrightwww.interventioncentral.org
2School Instructional Time The Irreplaceable
Resource
- In the average school system, there are 330
minutes in the instructional day, 1,650 minutes
in the instructional week, and 56,700 minutes in
the 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. 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).
3RTI Assumption Struggling Students Are Typical
Until Proven Otherwise
- RTI logic assumes that
- A student who begins to struggle in general
education is typical, and that - It is general educations responsibility to find
the instructional strategies that will unlock the
students learning potential - Only when the student shows through
well-documented interventions that he or she has
failed to respond to intervention does RTI
begin to investigate the possibility that the
student may have a learning disability or other
special education condition.
4Five Core Components of RTI Service Delivery
- Student services are arranged in a multi-tier
model - Data are collected to assess student baseline
levels and to make decisions about student
progress - Interventions are evidence-based
- The procedural integrity of interventions is
measured - RTI is implemented and developed at the school-
and district-level to be scalable and sustainable
over time
Source Glover, T. A., DiPerna, J. C. (2007).
Service delivery for response to intervention
Core components and directions for future
research. School Psychology Review, 36, 526-540.
5Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
6RTI Pyramid of Interventions
7Tier 1 Core Instruction
- Tier I core instruction
- Is universalavailable to all students.
- Can be delivered within classrooms or throughout
the school. - Is an ongoing process of developing strong
classroom instructional practices to reach the
largest number of struggling learners. - All children have access to Tier 1
instruction/interventions. Teachers have the
capability to use those strategies without
requiring outside assistance. - Tier 1 instruction encompasses
- The schools core curriculum.
- Al published or teacher-made materials used to
deliver that curriculum. - Teacher use of whole-group teaching
management strategies. - Tier I instruction addresses this question Are
strong classroom instructional strategies
sufficient to help the student to achieve
academic success?
8Tier I (Classroom) Intervention
- Tier 1 intervention
- Targets red flag students who are not
successful with core instruction alone. - Uses evidence-based strategies to address
student academic or behavioral concerns. - Must be feasible to implement given the resources
available in the classroom. -
- Tier I intervention addresses the question Does
the student make adequate progress when the
instructor uses specific academic or behavioral
strategies matched to the presenting concern?
9(No Transcript)
10Tier 2 Supplemental (Group-Based)
Interventions(Standard Treatment Protocol)
- Tier 2 interventions are typically delivered in
small-group format. About 15 of students in the
typical school will require Tier 2/supplemental
intervention support. Group size for Tier 2
interventions is limited to 4-7 students.
Students placed in Tier 2 interventions should
have a shared profile of intervention need. - Programs or practices used in Tier 2
interventions should be evidence-based. - The progress of students in Tier 2
interventions are monitored at least 1-2 times
per month.
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
11Group-Based Tier 2 Services How Much Time Should
Be Allocated?
- Emerging guidelines drawn largely from reading
research suggest that standard protocol
interventions should consist of at least three to
five 30-minute sessions per week, in a group size
not to exceed 7 students. Standard protocol
interventions should also supplement, rather than
replace, core instruction taking place in the
classroom.
Sources Burns, Al Otaiba, S. Torgesen, J.
(2007). Effects from intensive standardized
kindergarten and first-grade interventions for
the prevention of reading difficulties. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
212-222). National Reading Panel. (2000).
Teaching children to read An evidence-based
assessment of the scientific research literature
on reading and its implications for reading
instruction. Bethesda, MD National Institute of
Child Health Human Development, National
Institutes of Health.
12Scheduling Elementary Tier 2 Interventions
Option 3 Floating RTIGradewide Shared
Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same
RTI time. Advantages are that outside providers
can move from grade to grade providing push-in or
pull-out services and that students can be
grouped by need across different teachers within
the grade.
Anyplace Elementary School RTI Daily Schedule
Classroom 1
Classroom 2
Classroom 3
Grade K
900-930
Classroom 1
Classroom 2
Classroom 3
Grade 1
945-1015
Classroom 1
Classroom 2
Classroom 3
Grade 2
1030-1100
Classroom 1
Classroom 2
Classroom 3
Grade 3
1230-100
Classroom 1
Classroom 2
Classroom 3
Grade 4
115-145
Grade 5
Classroom 1
Classroom 2
Classroom 3
200-230
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
13Tier 3 Intensive Individualized Interventions
(Problem-Solving Model)
- Tier 3 interventions are the most intensive
offered in a school setting. About 5 of a
general-education student population may qualify
for Tier 3 supports. Typically, the RTI
Problem-Solving Team meets to develop
intervention plans for Tier 3 students. - Students qualify for Tier 3 interventions
because - they are found to have a large skill gap when
compared to their class or grade peers and/or - They did not respond to interventions provided
previously at Tiers 1 2. -
- Tier 3 interventions are provided daily for
sessions of at least 30 minutes. The
student-teacher ratio is flexible but should
allow the student to receive intensive,
individualized instruction. The academic or
behavioral progress of students in Tier 3
interventions is monitored at least weekly.
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
14NYSED RTI Guidance Memo April 2008
15(No Transcript)
16The Regents policy framework for RtIDefines
RtI to minimally include Appropriate
instruction delivered to all students in the
general education class by qualified personnel.
Appropriate instruction in reading means
scientific research-based reading programs that
include explicit and systematic instruction in
phonemic awareness, phonics, vocabulary
development, reading fluency (including oral
reading skills) and reading comprehension
strategies.Screenings applied to all students
in the class to identify those students who are
not making academic progress at expected rates.
17Instruction matched to student need with
increasingly intensive levels of targeted
intervention and instruction for students who do
not make satisfactory progress in their levels of
performance and/or in their rate of learning to
meet age or grade level standards.Repeated
assessments of student achievement which should
include curriculum based measures to determine if
interventions are resulting in student progress
toward age or grade level standards.The
application of information about the students
response to intervention to make educational
decisions about changes in goals, instruction
and/or services and the decision to make a
referral for special education programs and/or
services.
18Written notification to the parents when the
student requires an intervention beyond that
provided to all students in the general education
classroom that provides information about the
-amount and nature of student performance data
that will be collected and the general education
services that will be provided-strategies for
increasing the students rate of learning
and-parents right to request an evaluation for
special education programs and/or services.
19The Regents policy framework for RtIDefines
RtI to minimally include Requires each school
district to establish a plan and policies for
implementing school-wide approaches and
prereferral interventions in order to remediate a
students performance prior to referral for
special education, which may include the RtI
process as part of a districts school-wide
approach. The school district must select and
define the specific structure and components of
its RtI program, including, but not limited to
the -criteria for determining the levels of
intervention to be provided to students, -types
of interventions, amount and nature of student
performance data to be collected, and -manner
and frequency for progress monitoring.
20Recommended RTI Websites
- New York State RTI Technical Assistance Center
www.nysrti.org - National Center on RTI www.rti4success.org
21RTI Secondary Schools Helping Struggling
StudentsJim Wrightwww.interventioncentral.org
22Secondary Students Unique Challenges
- Struggling learners in middle and high school
may - Have significant deficits in basic academic
skills - Lack higher-level problem-solving strategies and
concepts - Present with issues of school motivation
- Show social/emotional concerns that interfere
with academics - Have difficulty with attendance
- Are often in a process of disengaging from
learning even as adults in school expect that
those students will move toward being
self-managing learners
23Overlap Between Policy Pathways RTI Goals
Recommendations for Schools to Reduce Dropout
Rates
- A range of high school learning options matched
to the needs of individual learners different
schools for different students - Strategies to engage parents
- Individualized graduation plans
- Early warning systems to identify students at
risk of school failure - A range of supplemental services/intensive
assistance strategies for struggling students - Adult advocates to work individually with at-risk
students to overcome obstacles to school
completion
Source Bridgeland, J. M., DiIulio, J. J.,
Morison, K. B. (2006). The silent epidemic
Perspectives of high school dropouts. Seattle,
WA Gates Foundation. Retrieved on May 4, 2008,
from http//www.gatesfoundation.org/nr/downloads/e
d/TheSilentEpidemic3-06FINAL.pdf
24School Dropout as a Process, Not an Event
- It is increasingly accepted that dropout is
best conceptualized as a long-term process, not
an instantaneous event however, most
interventions are administered at a middle or
high school level after problems are severe.
Source Jimerson, S., Reschly, A.L., Hess, R.
(2008). Best practices in increasing the
likelihood of school completion. In A. Thomas
J. Grimes (Eds). Best Practices in School
Psychology - 5th Ed (pp. 1085-1097). Bethesda,
MD National Association of School
Psychologists.. p.1090
25What Are the Early Warning Flags of Student
Drop-Out?
- A sample of 13,000 students in Philadelphia were
tracked for 8 years. These early warning
indicators were found to predict student drop-out
in the sixth-grade year - Failure in English
- Failure in math
- Missing at least 20 of school days
- Receiving an unsatisfactory behavior rating
from at least one teacher
Source Balfanz, R., Herzog, L., MacIver, D. J.
(2007). Preventing student disengagement and
keeping students on the graduation path in urban
middle grades schools Early identification and
effective interventions. Educational
Psychologist,42, 223235. .
26What is the Predictive Power of These Early
Warning Flags?
Number of Early Warning Flags in Student Record Probability That Student Would Graduate
None 56
1 36
2 21
3 13
4 7
Source Balfanz, R., Herzog, L., MacIver, D. J.
(2007). Preventing student disengagement and
keeping students on the graduation path in urban
middle grades schools Early identification and
effective interventions. Educational
Psychologist,42, 223235. .
27Protective Factors Empowering Teachers
- Some factors in students lives (such as family
divorce, moving frequently, drug use, and poor
teaching) lower the probability that these
students will learn and/or get along with others.
These are often referred to as risk factorsRisk
factors do not assure student failure. Risk
factors simply make the odds of failure greater.
Aligning assessment and instruction allows
teachersto introduce new factors into the
students life that raise the probability of
learning. These are often called protective
factors since they protect against the risks
associated with risk factorsThe use of
protective factors to raise the probability of
learning is often referred to as resilience.
Source Hosp, J. L. (2008). Best practices in
aligning academic assessment with instruction. In
A. Thomas J. Grimes (Eds.), Best practices in
school psychology V (pp.363-376). Bethesda, MD
National Association of School Psychologists.
28The Purpose of RTI in Secondary Schools What
Students Should It Serve?
29Secondary-Level Tier 1 Intervention Case
ExamplesJim Wrightwww.interventioncentral.org
30(No Transcript)
31Tier 1 Case Example Patricia Reading
Comprehension
32Case Example Reading Comprehension
- The Problem
- A student, Patricia, struggled in her social
studies class, particularly in understanding the
course readings. Her teacher, Ms. Cardamone,
decided that the problem was significant enough
that the student required some individualized
support.
33Case Example Reading Comprehension
- The Evidence
- Student Interview. Ms. Cardamone met with
Patricia to ask her questions about her
difficulties with social studies content and
assignments. Patricia said that when she reads
the course text and other assigned readings, she
doesnt have difficulty with the vocabulary but
often realizes after reading half a page that she
hasnt really understood what she has read.
Sometimes she has to reread a page several times
and that can be frustrating.
34Case Example Reading Comprehension
- The Evidence (Cont.)
- Review of Records. Past teacher report card
comments suggest that Patricia has had difficulty
with reading comprehension tasks in earlier
grades. She had received help in middle school in
the reading lab, although there was no record of
what specific interventions were tried in that
setting. - Input from Other Teachers. Ms. Cardamone checked
with other teachers who have Patricia in their
classes. All expressed concern about Patricias
reading comprehension skills. The English
teacher noted that Patricia appears to have
difficulty pulling the main idea from a passage,
which limits her ability to extract key
information from texts and to review that
information for tests. - Â
35Case Example Reading Comprehension
- The Intervention
- Ms. Cardamone decided, based on the evidence
collected, that Patricia would benefit from
training in identifying the main idea from a
passage, rather than trying to retain all the
information presented in the text. She selected
two simple interventions Question Generation and
Text Lookback. She arranged to have Patricia meet
with her during an open period to review these
two strategies. During that meeting, Ms.
Cardamone demonstrated how to use these
strategies effectively with the social studies
course text and other assigned readings.
36- Students are taught to boost their comprehension
of expository passages by (1) locating the main
idea or key ideas in the passage and (2)
generating questions based on that information.
QuestionGeneration
http//www.interventioncentral.org/htmdocs/interve
ntions/rdngcompr/qgen.php
37- Text lookback is a simple strategy that students
can use to boost their recall of expository prose
by identifying questions that require information
from the text and then looking back in the text
in a methodical manner to locate that
information.
Text Lookback
http//www.interventioncentral.org/htmdocs/interve
ntions/rdngcompr/txtlkbk.php
38Case Example Reading Comprehension
- Documentation and Goal-Setting
- Ms Cardamone filled out a Tier 1 intervention
plan for the student. On the plan, she listed
interventions to be used, a checkup date (4
instructional weeks), and data to be used to
assess student progress. - Data Ms. Cardamone decided that she would rate
the students grasp of text content in two ways - Student self-rating (1-3 scale 1dont
understand 3 understand well) - Quiz grades.
- She collected baseline on both and set a goal for
improvement.
39(No Transcript)
40Case Example Reading Comprehension
- The Outcome
- When the intervention had been in place for 4
weeks, Ms. Cardamone noted that Patricia appeared
to have a somewhat better grasp of course content
and expressed a greater understanding of material
from the text. - She shared her intervention ideas with other
teachers working with Patricia. Because
Patricias self-ratings of reading comprehension
and quiz grades met the goals after 4 weeks, Ms.
Cardamone decided to continue the intervention
plan with the student without changes.
41Tier 1 Case Example Justin Non-Compliance
42Case Example Non-Compliance
- The Problem
- Justin showed a pattern from the start of the
school year of not complying with teacher
requests in his English class. His teacher, Mr.
Steubin, noted that when given a teacher
directiveJustin would sometimes fail to comply.
Justin would show no obvious signs of opposition
but would sit passively or remain engaged in his
current activity, as if ignoring the instructor.
When no task demands were made on him, Justin
was typically a quiet and somewhat distant
student but otherwise appeared to fit into the
class and show appropriate behavior.
43Case Example Non-Compliance
- The Evidence
- Student Interview. Mr. Steubin felt that he did
not have a strong relationship with the student,
so he asked the counselor to talk with Justin
about why he might be non-compliant in English
class. Justin told the counselor that he was
bored in the class and just didnt like to write.
When pressed by the counselor, Justin admitted
that he could do the work in the class but chose
not to. - Direct Observation. Mr. Steubin noted that Justin
was less likely to comply with writing
assignments than other in-class tasks. The
likelihood that Justin would be non-compliant
tended to go up if Mr. Steubin pushed him to
comply in the presence of Justins peers. The
odds that Justin would comply also appeared to
increase when Mr. Steubin stated his request and
walked away, rather than continuing to nag
Justin to comply.
44Case Example Non-Compliance
- The Evidence (Cont.)
- Work Products. Mr. Steubin knew from the
assignments that he did receive from Justin that
the student had adequate writing skills. However,
Justins compositions tended to be short, and
ideas were not always as fully developed as they
could beas Justin was doing the minimum to get
by. - Input from Other Teachers. Mr. Steubin checked
with other teachers who had Justin in their
classes. The Spanish teacher had similar problems
in getting Justin to comply but the science
teacher generally found Justin to be a compliant
and pleasant student. She noted that Justin
seemed to really like hands-on activities and
that, when potentially non-compliant, he
responded well to gentle humor.
45Case Example Non-Compliance
- The Intervention
- Mr. Steubin realized that he tended to focus most
of his attention on Justins non-compliance. So
the students non compliance might be supported
by teacher attention. OR the students compliant
behaviors might be extinguished because Mr.
Steubin did not pay attention to them. - The teacher decided instead that Justin needed to
have appropriate consequences for non-compliance,
balanced with incentives to engage in learning
tasks. Additionally, Mr. Steubin elected to give
the student attention at times that were NOT
linked to non-compliance.
46Case Example Non-Compliance
- The Intervention (Cont.)
- Appropriate Consequences for Non-Compliance. Mr.
Steubin adopted a new strategy to deal with
Justins episodes of non-compliance. Mr. Steubin
got agreement from Justins parents that the
student could get access to privileges at home
each day only if he had a good report from the
teacher about complying with classroom requests.
Whenever the student failed to comply within a
reasonable time (1 minute) to a teacher request,
Mr. Steubin would approach Justins desk and
quietly restate the request as a two-part
choice statement. He kept his verbal
interactions brief and neutral in tone. As part
of the choice statement, the teacher told
Justin that if he did not comply, his parents
would be emailed a negative report. If Justin
still did not comply, Mr. Steubin would follow
through later that day in sending the report of
non-compliance to the parents.
47Teacher Command Sequence Two-Part Choice
Statement
- Make the request. Use simple, clear language
that the student understands. If possible,
phrase the request as a positive (do) statement,
rather than a negative (dont) statement. (E.g.,
Justin, please start your writing assignment
now.) Wait a reasonable time for the student to
comply (e.g., 1 minute)
48Teacher Command Sequence Two-Part Choice
Statement
- If the student fails to comply Repeat the
request as a 2-part choice. Give the student
two clear choices with clear consequences. Order
the choices so that the student hears negative
consequence as the first choice and the teacher
request as the second choice. (E.g., Justin, I
can email your parents to say that you wont do
the class assignment or you can start the
assignment now and not have a negative report go
home. Its your choice.) Give the student a
reasonable time to comply (e.g., 1 minute).
49Teacher Command Sequence Two-Part Choice
Statement
- If the student fails to comply Impose the
pre-selected negative consequence. As you impose
the consequence, ignore student questions or
complaints that appear intended to entangle you
in a power struggle.
50Case Example Non-Compliance
- The Intervention (Cont.)
- Active Student Engagement. Mr. Steubin reasoned
that he could probably better motivate the entire
class by making sure that lessons were engaging.
He made an extra effort to build lessons around
topics of high interest to students, built in
cooperative learning opportunities to engage
students, and moved the lesson along at a brisk
pace. The teacher also made real-world
connections whenever he could between what was
being taught in a lesson and ways that students
could apply that knowledge or skill outside of
school or in future situations.
51Case Example Non-Compliance
- The Intervention (Cont.)
- Teacher Attention (Non-Contingent). Mr. Steubin
adopted the two-by-ten intervention (A. Mendler,
2000) as a way to jumpstart a connection with
Justin. The total time required for this strategy
was 20 minutes across ten school days.
52Sample Ideas to Improve Relationships With
Students The Two-By-Ten Intervention (Mendler,
2000)
- Make a commitment to spend 2 minutes per day for
10 consecutive days in building a relationship
with the studentby talking about topics of
interest to the student. Avoid discussing
problems with the students behaviors or
schoolwork during these times.
Source Mendler, A. N. (2000). Motivating
students who dont care. Bloomington, IN
National Educational Service.
53Sample Ideas to Improve Relationships With
Students The Three-to-One Intervention (Sprick,
Borgmeier, Nolet, 2002)
- Give positive attention or praise to problem
students at least three times more frequently
than you reprimand them. Give the student the
attention or praise during moments when that
student is acting appropriately. Keep track of
how frequently you give positive attention and
reprimands to the student.
Source Sprick, R. S., Borgmeier, C., Nolet, V.
(2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H.
M. Walker G. Stoner (Eds.), Interventions for
academic and behavior problems II Preventive and
remedial approaches (pp.373-401). Bethesda, MD
National Association of School Psychologists.
54Case Example Non-Compliance
- The Outcome
- The strategies adopted by Mr. Steubin did not
improve Justins level of compliance right away.
Once the teacher had gone through the full ten
days of the two by ten intervention, however,
Mr. Steubin noticed that Justin made more eye
contact with him and even joked occasionally. And
the students rate of compliance then noticeably
improvedbut still had a way to go. - Mr. Steubin kept in regular contact with Justins
parents, who admitted about 8 days into the
intervention that they were not as rigorous as
they should be in preventing him from accessing
privileges at home when he was non-compliant at
school. When the teacher urged them to hold the
line at home, they said that they would and did.
Justins behavior improved as a result, to the
point where his level of compliance was typical
for the range of students in Mr. Steubins class.
55Elementary Tier 1 Intervention Case ExampleJim
Wrightwww.interventioncentral.org
56(No Transcript)
57Tier 1 Case Example John Math Computation
58Case Example Math Computation
- The Problem
- John is a fourth-grade student. His teacher, Mrs.
Kennedy, is concerned that John appears to be
much slower in completing math computation items
than are his classmates.
59Profile of Students With Significant Math
Difficulties
- Spatial 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 numberminuendfrom the
figure to be subtracted (subtrahend). - Visual detail. The student misreads a
mathematical sign 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. - 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 students 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 of 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.
60Case Example Math Computation
- Core Instruction
- Johns school uses the Everyday Math curriculum
(McGraw Hill/University of Chicago). In addition
to the basic curriculum the series contains
intervention exercises for students who need
additional practice or remediation. As an
extension of core instruction, his teacher works
with a small group of children in her
roomincluding John having them complete these
practice exercises to boost their math
computation fluency. While other children in this
group appear to benefit from the assistance, John
does not make noticeable gains in his computation
speed.
61Case Example Math Computation
- The Evidence
- Mrs. Kennedy collects and reviews information
that may be relevant to understanding Johns math
computation concernTeacher Interview. Ms.
Kennedy talks with Johns Grade 3 teacher from
last year who confirms that John was slow in
completing math facts in that setting as wellbut
was accurate in his work and appeared motivated
to do computation assignments.
62Case Example Math Computation
- The Evidence (Cont.)
- Review of Records. When Mrs. Kennedy reviews
Johns past report cards and other records from
his cumulative file, she does not find any
comments or other evidence that he displayed
fine-motor delays that might interfere with
computation fluency. - Work Products. Mrs. Kennedy reviews examples of
Johns work on untimed math computation
worksheets. Similar to observations shared by the
3rd grade teacher, Mrs. Kennedy notes that Johns
work is accurateeven though he did not complete
as many problems as peers.
63Case Example Math Computation
- The Evidence (Cont.)
- Direct Observation. Watching John complete a
computation worksheet, his teacher notes that
John counts on his fingers. This appears to slow
down his computation speed considerably.
64Case Example Math Computation
- The Intervention
- Mrs. Kennedy met with a consultant to create a
Tier 1 (classroom) intervention plan for John.
Both the consultant and teacher agreed that John
was slow in math computation because he relied on
finger counting to compute number problems rather
than using the more efficient strategies of
mental arithmetic and automatic recall of math
facts.
65Case Example Math Computation
- The Intervention (Cont.)
- Mrs. Kennedy decided to institute a version of
math computation time-drills as a technique to
boost Johns computation speed and (she hoped)
encourage him to give up the finger-counting
habit. Each day, John would self-administer
and score 3 separate three-minute time drills
using multiplication facts.
66Math Intervention Tier I or II Elementary
Secondary Self-Administered Math Fact Timed
Drills With Performance Self-Monitoring
Incentives
- The student is given a math computation worksheet
of a specific problem type, along with 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 his or her most
recent 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 the
timer rings. Active Student Responding - 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 days 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, CABrooks/Cole.
67Self-Administered Arithmetic Combination
DrillsExamples of Student Worksheet and Answer
Key
Worksheets created using Math Worksheet
Generator. Available online athttp//www.interve
ntioncentral.org/htmdocs/tools/mathprobe/addsing.p
hp
68Self-Administered Arithmetic Combination Drills
69Case Example Math Computation
- Documentation and Goal-Setting
- While meeting with the consultant, Mrs. Kennedy
filled out a Tier 1 intervention plan for the
student. On the plan, she listed interventions to
be used, a checkup date (5 instructional weeks),
and data to be used to assess student progress. - Mrs. Kennedy decided to monitor Johns
computation progress once per week using a
2-minute curriculum-based measurement math
computation probe.
70Case Example Math Computation
- Goal-Setting
- Mrs. Kennedys school used math computation
guidelines that indicated that defined fluency in
math computation at 40 correct digits (CDs) or
more in two minutes. - At baseline, John was found to calculate an
average of 18 CDs per 2 minutes. - Mrs. Kennedy decided to set a goal of 2
additional CDs per week. Her intermediate goal
was for John to compute at least 28 CDs per 2
minutes at the end of five weeks.
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72Case Example Math Computation
- The Outcome
- When the intervention had been in place for 5
weeks, Mrs. Kennedy found that John had exceeded
his intermediate goal of 28 CDs per 2 minutesthe
actual number was 34 CDs. - Mrs. Kennedy judged that the intervention was
effective. She decided to continue the
intervention without changes for another five
weeks with the expectation that John would reach
his goal (40 CDs in 2 minutes) by that time.