The RTI Model: An Overview for Educators Jim Wright www.interventioncentral.org

1
The RTI Model An Overview for EducatorsJim
Wrightwww.interventioncentral.org
2
School 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).
3
RTI 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.

4
Five Core Components of RTI Service Delivery

1. Student services are arranged in a multi-tier
   model
2. Data are collected to assess student baseline
   levels and to make decisions about student
   progress
3. Interventions are evidence-based
4. The procedural integrity of interventions is
   measured
5. 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.
5
Target Student
Dual-Discrepancy RTI Model of Learning
Disability (Fuchs 2003)
6
RTI Pyramid of Interventions
7
Tier 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?

8
Tier 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)
10
Tier 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.
11
Group-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.
12
Scheduling 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.
13
Tier 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.
14
NYSED RTI Guidance Memo April 2008
15
(No Transcript)
16
The 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.
17
Instruction 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.
18
Written 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.
19
The 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.
20
Recommended RTI Websites

• New York State RTI Technical Assistance Center
  www.nysrti.org
• National Center on RTI www.rti4success.org

21
RTI Secondary Schools Helping Struggling
StudentsJim Wrightwww.interventioncentral.org
22
Secondary 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

23
Overlap 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
24
School 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
25
What 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. .
26
What 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. .
27
Protective 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.
28
The Purpose of RTI in Secondary Schools What
Students Should It Serve?
29
Secondary-Level Tier 1 Intervention Case
ExamplesJim Wrightwww.interventioncentral.org
30
(No Transcript)
31
Tier 1 Case Example Patricia Reading
Comprehension
32
Case 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.

33
Case 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.

34
Case 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.
•  

35
Case 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
38
Case 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)
40
Case 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.

41
Tier 1 Case Example Justin Non-Compliance
42
Case 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.

43
Case 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.

44
Case 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.

45
Case 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.

46
Case 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.

47
Teacher 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)

48
Teacher 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).

49
Teacher Command Sequence Two-Part Choice
Statement

1. 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.

50
Case 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.

51
Case 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.

52
Sample 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.
53
Sample 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.
54
Case 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.

55
Elementary Tier 1 Intervention Case ExampleJim
Wrightwww.interventioncentral.org
56
(No Transcript)
57
Tier 1 Case Example John Math Computation
58
Case 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.

59
Profile 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.
60
Case 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.

61
Case 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.

62
Case 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.

63
Case 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.

64
Case 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.

65
Case 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.

66
Math Intervention Tier I or II Elementary
Secondary Self-Administered Math Fact Timed
Drills With Performance Self-Monitoring
Incentives

1. The student is given a math computation worksheet
   of a specific problem type, along with an answer
   key Academic Opportunity to Respond.
2. 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.
3. 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
4. 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
5. The student records the days score of TOTAL
   number of correct digits on his or her personal
   performance chart.
6. 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.
67
Self-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
68
Self-Administered Arithmetic Combination Drills
69
Case 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.

70
Case 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.

71
(No Transcript)
72
Case 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.