classroom interventions for the common core€¦ · • rdi & iti dl bbl th t reading &...

Response to Intervention

Classroom Interventions for the Common Core

Jim Wrightwww interventioncentral orgwww.interventioncentral.org

www.interventioncentral.org


Access PPTs and other materials from this workshop at:

http://www.interventioncentral.org/fallsburg



Intervention Centralwww interventioncentral orgwww.interventioncentral.org



“ ”I have come to believe that a great teacher is a great great teacher is a great artist...Teaching might even be g gthe greatest of the arts since the

di i th h i d d medium is the human mind and spirit.p-John Steinbeck

www.interventioncentral.org 5


Josh: A Student In Trouble…

Josh is a student who has a cascade of problems that impact his academic performance--such as:that impact his academic performance--such as:– limited reading comprehension & writing skills

poor work habits (‘academic survival skills’)– poor work habits ( academic survival skills )– lack of motivation

This workshop will provide teacher with tools & This workshop will provide teacher with tools & strategies to address these areas of deficit—and will also offer guidelines to ensure that instruction will also offer guidelines to ensure that instruction and classroom management are optimal to help students like Josh to be successful.



Reading & Writing Support Reading & Writing Support. Josh has difficulty with reading comprehension and writing tasks comprehension and writing tasks. What are classroom intervention ideas that might help him?


Response to InterventionTeachers: Providing Classroom Reading & Writing InterventionsWriting Interventions

Issues: R di & iti d l b bl th t • Reading & writing delays are probably the most common reasons for student academic underperformance underperformance.

• Teachers need ready access to a bank of intervention ideas that are feasible and effective in classroom ideas that are feasible and effective in classroom settings.

• Where appropriate, the student should be trained to Where appropriate, the student should be trained to take responsibility for implementing at least part of the intervention plan.


Response to InterventionReading & Writing Interventions:1. Group-Based Repeated Reading (Fluency)p p g ( y)2. Reading Reflection Pauses (Comprehension)3. Question Generation (Comprehension)4 Li ki P t R f t (C h i )4. Linking Pronouns to Referents (Comprehension)5. Read-Ask-Paraphrase (RAP) (Comprehension)6. Ask-Read-Tell Cognitive Strategy(Comprehension6. Ask Read Tell Cognitive Strategy(Comprehension_7. Phrase-Cued Text Lessons (Comprehension)8. Sentence Combining (Writing)



Big Ideas in Reading1. “Phonemic Awareness: The ability to hear and

manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds

with letters and use these sounds to form words. 3 Fl ith T t Th ff tl t ti bilit t 3. Fluency with Text: The effortless, automatic ability to

read words in connected text. 4 Vocabulary: The ability to understand (receptive) and 4. Vocabulary: The ability to understand (receptive) and

use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to convey meaning ”


and text to convey meaning.Source: Big ideas in beginning reading. University of Oregon. Retrieved September 23, 2007, from http://reading.uoregon.edu/index.php


Sample Strategy to Promote…Reading p gy gFluency



Group-Based Repeated Reading(A il bl C f W b P )(Available on Conference Web Page)

An effective group repeated reading interventiong p p g(Klubnik & Ardoin, 2010) has been developed that allows a tutor to work on reading fluency with up to 3 t d t i f t Thi t t i k students in a group format. This tutoring package

includes several components, with repeated reading as the 'engine' that drives student growth in reading the engine that drives student growth in reading fluency. A tutoring session using this group intervention will last about 15 minutes.

www.interventioncentral.org 12Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Group-Based Repeated ReadingGroup Based Repeated Reading

Preparation. To prepare for each tutoring session, the p p p gtutor creates or obtains these materials:

• 1 student reading passage: This passage should be 150 words or longer and at students' instructional level. Instructional as defined here means that students are able t tl d t l t 90% f th d i th to correctly read at least 90% of the words in the passage. Copies of the passage are made for each student and the tutortutor.

• 1 copy of the Group Repeated Reading Intervention Behavior Rating Scale (two versions of which appear later


Behavior Rating Scale (two versions of which appear later in this document).

13Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.



Procedure. The group repeated reading intervention has 4 g p p gcomponents: passage preview, repeated readings, phrase-drill error correction, and contingent reward:

1. Passage Preview. The tutor reads the practice passage aloud once while students follow along silently, tracking th i l ith i d fi D i thi i iti l dtheir place with an index finger. During this initial read-through, the tutor stops several times at unpredictable points and asks a student selected at random to read the points and asks a student selected at random to read the next word in the passage. (NOTE: This 'assisted cloze' strategy -- Homan, Klesius, & Hite,1993--ensures that


gystudents pay close attention to the tutor's modeling of text.)




Procedure.2. Repeated Readings. The tutor next has the students read

the practice passage aloud 3 times . For each read-aloud, th t d t i ti l di ith th the students engage in sequential reading, with the process continuing in round-robin fashion until the passage is completed When a student misreads or hesitates in completed. When a student misreads or hesitates in reading a word for 3 seconds or longer, the tutor states the correct word. At the beginning of each repeated reading, the g g p gtutor selects a different student, to ensure that by the end of the 3 readings, each student will have read each sentence i th


in the passage once.


Response to InterventionGroup-Based Repeated Reading

P dProcedure.3. Phrase Drill Error Correction. At the end of each reading, the

tutor reviews error words (misreads or hesitations for 3 tutor reviews error words (misreads or hesitations for 3 seconds or longer) with students. The tutor points to each error word ensures that students are looking at the word and asks word, ensures that students are looking at the word, and asks them to read the word aloud in unison.

If students misread or hesitate for 3 seconds or longer, the tutor pronounces the error word and has students read the

d l d t th ( h l di ) Th th t t h word aloud together (choral responding). Then the tutor has students read aloud a phrase of 2-3 words that includes the error word--performing this action twice


error word--performing this action twice.



P dProcedure.4. Contingent Reward. At the start of each tutoring session, the

tutor reviews with the group the 3 behavioral expectations from tutor reviews with the group the 3 behavioral expectations from the Group Repeated Reading Intervention Behavior Rating Scale:Scale:– When asked to read aloud, I did my best reading. – When others were reading I paid close attention– When others were reading, I paid close attention.– I showed good behaviors and followed all directions quickly.

The tutor reminds the students that they can earn a reward if they observe these behavioral expectations


they observe these behavioral expectations.



P dProcedure.4. Contingent Reward (Cont.) At the end of the session, the tutor

rates each student's behavior on the Group Repeated Reading rates each student's behavior on the Group Repeated Reading Intervention Behavior Rating Scale. Any student who earns a top score (3 points) on all rating items receives a nickel top score (3 points) on all rating items receives a nickel (Klubnik & Ardoin, 2010), sticker, or other modest reward.

www.interventioncentral.org 19Source: Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention packageon generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.


Sample Strategies to Promote…Reading p g gComprehension



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] P ti U d t di & B ildi • [Student Strategy] Promoting Understanding & Building Endurance through Reading-Reflection Pauses (Hedin & Conderman 2010) The student decides on a reading interval Conderman, 2010). The student decides on a reading interval (e.g., every four sentences; every 3 minutes; at the end of each paragraph). At the end of each interval, the student p g p ) ,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 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.


endurance as attentive readers.

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Reading Comprehension ‘Fix-Up’ Skills: A Toolkit[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Question Generation) (Davey & McBride, 1986; Rosenshine Meister & Chapman 1996) For each paragraph Rosenshine, Meister & Chapman, 1996). For each paragraph in an assigned reading, the student either (a) highlights the main idea sentence or (b) highlights key details and uses them ( ) g g yto write a ‘gist’ 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 cards becomes a useful tool to review assigned readings.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Li ki P t R f t (H di & • [Student Strategy] Linking Pronouns to Referents (Hedin & Conderman, 2010). Some readers lose the connection between pronouns and the nouns that they refer to (known as between pronouns and the nouns that they refer to (known as ‘referents’)—especially when reading challenging text. The student is encouraged to circle pronouns in the reading, to g p g,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 organisms age that has large numbers of multi-celled organisms associated with it Cambrian Period.”



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



Phrase-Cued Text Lessons

• Phrase-cued texts are a means to train students to recognize the natural pauses that occur between phrases in their reading. Because phrases are units that

ft l t k id th t d t’ bilit t often encapsulate key ideas, the student’s ability to identify them can enhance comprehension of the text (Rasinski 1990 1994)(Rasinski, 1990, 1994).

Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent


Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text Lessons

MATERIALS:• Two copies of a student passage: One annotated with

phrase-cue marks and the other left without annotation.



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29, 165-168.


Phrase-Cued Text LessonsPREPARATION H id li f i h d PREPARATION: Here are guidelines for preparing phrase-cued

passages:1 S l t P S l t h t (100 250 d) th t 1. Select a Passage. Select a short (100-250 word) passage that

is within the student’s instructional or independent level.2 Mark Sentence Boundaries Mark the sentence boundaries of 2. Mark Sentence Boundaries. Mark the sentence boundaries of

the passage with double slashes (//). 3 Mark Within Sentence Phrase Breaks Read through the 3. Mark Within-Sentence Phrase-Breaks. Read through the

passage to locate ‘phrase breaks’ —naturally occurring pause points that are found within sentences. Mark each of these points that are found within sentences. Mark each of these phrase breaks with a single slash mark (/).



Sources: Rasinski, T.V. (1990). The effects of cued phrase boundaries on reading performance: A review. Kent, Ohio: Kent State University. (ERIC Document Reproduction Service No. ED313689).Rasinski, T. V. (1994). Developing syntactic sensitivity in reading through phrase-cued texts. Intervention in School and Clinic, 29,

Response to InterventionExample: Passage With Phrase-Cued Text Annotation



Phrase-Cued Text LessonsINTERVENTION STEPS Ph d t t l h ld b i d t i INTERVENTION STEPS: Phrase-cued text lessons should be carried out in

10 minute sessions 3-4 times per week. Here are steps to carrying out this intervention:

1. [When first using this strategy] Introduce Phrase-Cued Texts to the Student. Say to the student: “Passages are made up of key ideas, and these key ideas are often contained in units called ‘phrases’ Several these key ideas are often contained in units called ‘phrases’. Several phrases can make up a sentence. When we read, it helps to read phrase by phrase to get the full meaning of the text.”

Show the student a prepared passage with phrase-cue marks inserted. Point out how double-slash marks signal visually to the reader the longer Point out how double slash marks signal visually to the reader the longer pauses at sentence boundaries and single slash marks signal the shorter phrase pauses within sentences.Sources: Rasinski T V (1990) The effects of cued phrase boundaries on reading performance: A review Kent Ohio: Kent




Phrase-Cued Text LessonsINTERVENTION STEPS (Cont.): 2. Follow the Phrase-Cued Text Reading Sequence: The tutor prepares a

new phrase-cued passage for each session and follows this sequence:new phrase cued passage for each session and follows this sequence:a) The tutor reads the phrase-cued passage aloud once as a model,

while the student follows along silently.b) The student reads the phrase-cued passage aloud 2-3 times. The

tutor provides ongoing feedback about the student reading, noting the student’s observance of phrase breaks student s observance of phrase breaks.

c) The session concludes with the student reading aloud a copy of the passage without phrase-cue marks. The tutor provides feedback about the student’s success in recognizing the natural phrase breaks in the student’s final read-aloud.





Phrase-Cued Text LessonsAdditional Ideas for Using Phrase-Cued Texts. Educators might consider

these additional ideas for using this strategy (Rasinski, 1994):• Use Phrase-Cued Texts in a Group-Lesson Format The teacher would Use Phrase-Cued Texts in a Group-Lesson Format. The teacher would

modify the intervention sequence (described above) to accommodate a group or class. The teacher models reading of the phrase-cued passage; th t h d t d t t d th h th h ll th the teacher and students next read through the passage chorally; then students (in pairs or individually) practice reading the phrase-cued text aloud while the instructor circulates around the room to observe. Finally, students individually read aloud the original passage without phrase-cue marks.

• Encourage Parents to Use the Phrase Cued Text Strategy Parents • Encourage Parents to Use the Phrase-Cued Text Strategy. Parents can extend the impact of this strategy by using it at home, with training and materials provided by the school.




Response to InterventionSentence Combining (Online)

Students with poor writing skills often write sentences that lack 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 str ct res is thro gh sentence combining diverse sentence structures is through sentence 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 – 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.

Response to InterventionFormatting Sentence Combining Examples


Response to InterventionReading & Writing Interventions:

Group Activity: Reading

Interventions:1. Group-Based Repeated Reading (Fluency)2. Reading Reflection Pauses Reading

Interventions(Comprehension)

3. Question Generation (Comprehension)4 Linking Pronouns to Referents At your tables:

• Consider the reading intervention

4. Linking Pronouns to Referents (Comprehension)

5. Read-Ask-Paraphrase (RAP) (C h i )reading-intervention

ideas shared here.• Discuss how you

(Comprehension)6. Ask-Read-Tell Cognitive

Strategy(Comprehension_Discuss how you might use one or more of these

7. Phrase-Cued Text Lessons (Comprehension)

8 Sentence Combining (Writing)


strategies in your classroom or school.

8. Sentence-Combining (Writing)

Response to InterventionTeachers: Providing Classroom Reading & Writing InterventionsWriting Interventions

Suggestions for Implementation: Th h l di t i t h ld d l b k f • The school or district should develop a bank of research-based intervention ideas that teachers can use immediatelyuse immediately.

• Teachers should consider teaching a particular intervention strategy to the entire class if substantial intervention strategy to the entire class if substantial numbers of students need to learn that strategy.

• The school should pull together a collection of ‘portable’ The school should pull together a collection of portable student-directed intervention ideas (e.g., ‘Ask-Read-Tell’) that can be taught in a variety of settings, such as


classrooms, study halls, after-school help sessions, counselor meetings, parent conferences, etc.

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Response to Intervention How Response to Intervention. How can RTI help schools to ‘work smarter not harder’ to meet the smarter not harder’ to meet the academic needs of struggling learners like Josh?



Teachers: Response to Intervention

Issues: S h l h li it d (ti t ff) • Schools have limited resources (time, money, staff) to provide targeted interventions for at-risk studentsstudents.

• Schools need a process for providing classroom interventions that acknowledges the substantial interventions that acknowledges the substantial amount of time and effort that teachers already spend in student problem-solving.p p g



Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)Essential Elements of RTI (Fairbanks, Sugai, Guardino, & Lathrop, 2007)

1. A “continuum of evidence-based services available to all students" that range from universal to highly g g yindividualized & intensive

2. “Decision points to determine if students are performing significantly below the level of their peers performing significantly below the level of their peers in academic and social behavior domains"

3. “Ongoing monitoring of student progress"4. “Employment of more intensive or different

interventions when students do not improve in response" to lesser interventionsresponse to lesser interventions

5. “Evaluation for special education services if students do not respond to intervention instruction"


Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 289.


RTI ‘Pyramid of Tier 3: Intensive interventionsInterventions’ Tier 3: Intensive interventions.Students who are ‘non-responders’ to Tiers 1 & 2 are

Tier 3

referred to the RTI Team for more intensive interventions.

Tier 2 Individualized interventions. Subset of students receive interventions Tier 2

Tier 1: Universal interventions

students receive interventions targeting specific needs.

Tier 1Tier 1: Universal interventions.Available to all students in a classroom or school. Can consist


of whole-group or individual strategies or supports.


Avg Classroom Academic Performance Level

Discrepancy 1: Skill Gap Discrepancy 1: Skill Gap (Current Performance Level)

Discrepancy 2:Gap in Rate of Learning (‘Slope

Target Student

‘Dual Discrepancy’: RTI Model

Learning ( Slope of Improvement’)


Dual-Discrepancy : RTI Model of Learning Disability (Fuchs 2003)


Common Core State Standards InitiativeStandards Initiativehttp://www.corestandards.org/

View the set of Common Core View the set of Common Core Standards for English Language Arts (including writing) and mathematics being adopted by mathematics being adopted by states across America.

Source: National Governors Association Center for Best Practices and Council of Chief State School Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrieved on September 23, 2012, from


http://www.corestandards.org/; p. 6.


Common Core State Standards: Supporting Different Learners in ELA

“The Standards set grade-specific standards but do The Standards set grade specific standards but do not define the intervention methods or materials necessary to support students who are well below or necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great grade specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given achievement levels of students in any given classroom.”


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Common Core State Standards:

“ It is also beyond the scope of the Standards to Supporting Different Learners in ELA

…It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives ”and skills necessary in their post high school lives.


Source: National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.. Retrievedon September 23, 2012, from http://www.corestandards.org/; p. 6.


Response to Intervention (RTI)Response to Intervention (RTI) is a blue-print that schools can implement to proactively identify students who struggle with

d i d/ b h i l d fi it d id th ith academic and/or behavioral deficits and provide them with academic and behavioral intervention support. RTI divides school support resources into 3 progressively more intensive school support resources into 3 progressively more intensive levels--or 'tiers'--of intervention. RTI first gained national recognition when written into congressional legislation, the g g g ,Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. Because the focus of RTI is on the underperforming learner, schools can use this approach as the 'toolkit' for h l i t li l t tt i th biti


helping struggling learners to attain the ambitious standards of the Common Core.

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Teachers: Response to Intervention

Suggestions for Implementation: • Adopt a school-wide RTI model to provide

consistent, high-quality student intervention support with the least amount of teacher effort.



RTI: Core Instruction. What elements of ‘direct instruction’ are most likely to help struggling learners like Josh? learners like Josh?



Teachers: Strong Core Instruction

Issues: R h h l l h t l t f ‘di t • Research shows clearly what elements of ‘direct instruction’ help struggling learners to learn challenging material in large group instructionchallenging material in large-group instruction.

• Teachers need to have a convenient checklist of direct instruction elements to use for lesson-direct instruction elements to use for lessonplanning.




Tier 3









How To: How To: Implement

Strong Core Strong Core Instruction

pp 2 4pp. 2-4



How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support3 W k M d l Th t h k l f d i 3. Work Models. The teacher makes exemplars of academic

work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine available to students for use as models (Rosenshine, 2008).

4. Active Engagement. The teacher ensures that the lesson 4. Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support5 C ll b ti A i t St d t h f t 5. Collaborative Assignments. Students have frequent

opportunities to work collaboratively--in pairs or groups. (Baker Gersten & Lee 2002; Gettinger & Seibert 2002)(Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

6. Checks for Understanding. The instructor regularly checks for student understanding by posing frequent checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support7 G R di Th t h f ll l 7. Group Responding. The teacher ensures full class

participation and boosts levels of student attention by having all students respond in various ways (e g choral having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).q ( , )

8. High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

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How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support9 B i k R t f I t ti Th l t b i k 9. Brisk Rate of Instruction. The lesson moves at a brisk

rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert 2002)Gettinger & Seibert, 2002).

10. Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine 2008) for use during independent work (e g (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).



How To Implement Strong Core InstructionGive Timely Performance Feedback1 R l F db k Th t h id ti l d 1. Regular Feedback. The teacher provides timely and

regular performance feedback and corrections throughout the lesson as needed to guide student learning (Burns the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).

2. Step-by-Step Checklists. For multi-step cognitive 2. Step by Step Checklists. For multi step cognitive strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice1 S i f P ti Th h t L Th l 1. Spacing of Practice Throughout Lesson. The lesson

includes practice activities spaced throughout the lesson. (e g through teacher demonstration; then group practice (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & p ) ( , y ,Boice).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice2 G id d P ti Wh t hi h ll i t i l th 2. Guided Practice. When teaching challenging material, the

teacher provides immediate corrective feedback to each student response When the instructor anticipates the student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The g , p p ,teacher also tracks student responding and ensures sufficient success during supervised lessons before having

d i h kill k l d students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice3 S t f I d d t P ti Th t h 3. Support for Independent Practice. The teacher ensures

that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).( , )

4. Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).



Activity: Core Instruction Fidelity Checks

• Lembke et al (2012) recommend that schools periodically use teacher self- collegial or periodically use teacher self , collegial, or administrative checks to ensure that strong explicit core instruction is occurring in classes.g

• Discuss how your school could use a ‘core instruction’ checklist like the one just reviewed to ensure strong Tier 1 (core) instruction across all classrooms.


Source: Lembke, E. S., Hampton, D., & Beyers, S. J. (2012). Response to intervention in mathematics: Critical elements. Psychology in the Schools, 49(3), 257-272.


Teachers: Strong Core Instruction

Suggestions for Implementation: U th ‘St C I t ti ’ h d t ‘• Use the ‘Strong Core Instruction’ handout as a ‘pre-flight checklist’ to ensure that classroom instruction is optimized to match the needs of struggling learnersoptimized to match the needs of struggling learners.



The Classroom Teacher as ‘First The Classroom Teacher as First Responder’. What are the steps that a teacher would follow to put a that a teacher would follow to put a classroom intervention plan into place for a student like Josh?




Tier 3









Tier 1: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher meets

briefly with a team (e.g., grade-level team, instructional team, department) or a consultant.

• The teacher defines the student problem(s), selects intervention(s) decides how to monitor the intervention and intervention(s), decides how to monitor the intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant several weeks later to check on the status of the intervention.

• The classroom teacher is the person primarily responsible for the integrity of the Tier 1 intervention plan.Th b f t d t i i Ti 1 i t ti d d


• The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

30


How To: Create a Written Record of Classroom

I t tiInterventions



Creating a Written Record of Classroom Interventions: Form C i f ti Th i ti f th f i l d • Case information. The opening section of the form includes general information about the case, including:

Target student– Target student– Teacher/interventionist– Date of the intervention planDate of the intervention plan– Start and end dates for the intervention– Description of the student problem to be addressed



Creating a Written Record of Classroom Interventions: Form I t ti Th t h d ib th id b d • Intervention. The teacher describes the evidence-based intervention(s) that will be used to address the identified student concern(s) As a shortcut the instructor can student concern(s). As a shortcut, the instructor can simply write the intervention name in this section and attach a more detailed intervention script/description to p pthe intervention plan.

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Creating a Written Record of Classroom Interventions: Form M t i l Th t h li t t i l ( • Materials. The teacher lists any materials (e.g., flashcards, wordlists, worksheets) or other resources (e g Internet connected computer) necessary for the (e.g., Internet-connected computer) necessary for the intervention.

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Creating a Written Record of Classroom Interventions: Form T i i If d lt d/ th t t t d t i • Training. If adults and/or the target student require any training prior to the intervention, the teacher records those training needs in this section of the formthose training needs in this section of the form.

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Creating a Written Record of Classroom Interventions: Form P M it i Th t h l t th d t • Progress-Monitoring. The teacher selects a method to monitor student progress during the intervention, to include:

what type of data is to be used– what type of data is to be used– collects and enters student baseline (starting-point) information– calculates an intervention outcome goalcalculates an intervention outcome goal– The frequency that data will be collected.

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How To: Create a Written Record of Classroom

I t tiInterventions



Tier 1Intervention-Planning: Teacher Consultation/Team• At Tier 1, problem-solving occurs when the teacher

meets briefly with a team (e.g., grade-level team, instructional team, department) or a consultant., p )

• The teacher defines the student problem(s), selects intervention(s), decides how to monitor the intervention and documents the intervention plan—

Activity: Review the team-based problem-

l i d l intervention, and documents the intervention plan—with the guidance of the team or consultant

• The teacher meets again with team or consultant l k l t t h k th t t f th

solving model presented here for Tier 1 interventions. several weeks later to check on the status of the

intervention.• The classroom teacher is the person primarily

Tier 1 interventions.

What are enablers responsible for the integrity of the Tier 1 intervention plan.

• The numbers of students requiring Tier 1

and roadblocks to putting this process in place at your school?


The numbers of students requiring Tier 1 interventions depends on district decision-rules defining classroom ‘at-risk’ status.

38

place at your school?


Classroom Management: Intervention Pathways For Intervention Pathways. For students like Josh, how can teachers set up behavior teachers set up behavior management to get the most positive outcomes with the least amount of effort?


Response to InterventionTeachers: Managing Classroom BehaviorsBehaviors

Issues: Th i li it d ti t i l t l • There is limited time to implement classroom strategies.Th h l l k t f t • The school may lack a common set of management procedures to ensure consistency across classroomsclassrooms.



Classroom Management: Intervention Pathways pp Intervention Pathways pp. 10-13



Classroom Management: Intervention PathwaysClassroom Management: Intervention PathwaysBehavior Management ‘Buckets’: Well-managed classrooms are built on a foundation that includes:classrooms are built on a foundation that includes:1. teaching behavioral expectations to students; 2 idi t i t ti 2. providing strong instruction; 3. using proactive strategies to manage group

behaviors; behaviors; 4. building connections with students; and 5 di fl ibl d i t l h 5. responding flexibly and appropriately when

individual behavior problems occur.



Classroom Management: Intervention Pathways1. Behavioral Expectations. Students receive

li it t i i d id i t d

Classroom Management: Intervention Pathways

explicit training and guidance in expected classroom behaviors.



1. Teaching Behavioral ExpectationsTeaching Behavioral Expectations. Students have been

explicitly taught classroom behavioral expectations. Those p y g ppositive behaviors are acknowledged and reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007)2007).

11www.interventioncentral.org 46

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1. Teaching Behavioral ExpectationsPosting Positive Classroom Rules. The classroom has a

set of 3-8 rules or behavioral expectations posted. When p ppossible, those rules are stated in positive terms as ‘goal’ behaviors (e.g. ‘Students participate in learning activities

ith t di t ti th f l i ’) Th l without distracting others from learning’). The rules are frequently reviewed (Simonsen, Fairbanks, Briesch, Myers, & Sugai 2008)Sugai, 2008).


22


1. Teaching Behavioral Expectations• Training Students in Basic Class Routines. The teacher

has clearly established routines to deal with common yclassroom activities (Fairbanks, Sugai, Guardino, & Lathrop, 2007; Marzano, Marzano, & Pickering, 2003; Sprick, B i & N l t 2002) Th ti i l d b t t Borgmeier, & Nolet, 2002). These routines include but are not limited to:

Engaging students in meaningful academic activities at the start of – Engaging students in meaningful academic activities at the start of class (e.g., using bell-ringer activities)

– Assigning and collecting homework and classworkg g g– Transitioning students efficiently between activities– Independent seatwork and cooperative learning groups


– Students leaving and reentering the classroom– Dismissing students at the end of the period 33


1. Teaching Behavioral Expectations:Additi l R

Self-Check Behavior Checklist Maker. This online tool

Additional ResourcesSelf Check Behavior Checklist Maker. This online tool allows teachers to define student behavior during classroom routines and transitions – a great way to clearly define behavioral expectations.



Classroom Management: Intervention Pathways2. Instruction That Motivates. Academic

i t ti h ld t d t tt ti d


instruction holds student attention and promotes engagement.



2. Strong Instruction That Motivates• Delivering Effective Instruction. The teacher’s lesson and

instructional activities include these components (Burns, p (VanDerHeyden, & Boice, 2008):– Instructional match. Students are placed in work that provides them with

i t l l f h ll ( t t d t t diffi lt)an appropriate level of challenge (not too easy and not too difficult).– Explicit instruction. The teacher delivers instruction using modeling,

demonstration, supervised student practice, etc. demonstration, supervised student practice, etc. – High rate of student responding & engagement. There are sufficient

opportunities during the lesson for students to be actively engaged and ‘ h h h k ’ ‘show what they know’.

– Timely performance feedback. Students receive feedback about their performance on independent seatwork as well as whole-group and 44


performance on independent seatwork, as well as whole group and small-group activities. 44


2. Strong Instruction That Motivates• Maintaining Brisk Pace of Instruction. The teacher presents an

organized lesson, with instruction moving briskly. g g y

There are no significant periods of ‘dead time’ (e.g., during roll-t ki t iti i b t ti iti ) h t d t taking or transitioning between activities) when student misbehavior can start (Carnine, 1976; Gettinger & Ball, 2008).


55


2. Strong Instruction That Motivates• Giving Clear Directions. When delivering directions to the class,

the teacher uses strategies that increase the likelihood that all gstudents hear and clearly understand them (Ford, Olmi, Edwards, & Tingstrom, 2001).

For large groups, such strategies might include using a general alerting cue (e g ‘Eyes and ears on me’) and ensuring general alerting cue (e.g., Eyes and ears on me ) and ensuring general group focus before giving directions. Multi-step directions are posted for later student review. For individual students, the teacher p ,may make eye contact with the student before giving directions and ask the student to repeat those directions before starting the


assignment. 66


2. Strong Instruction That Motivates• Offering Student Choice. The teacher provides the class or

individual students with appropriate choice-opportunities when pp p ppcompleting in-class academic tasks (Jolivette, Wehby, Canale, & Massey, 2001)

Offering choice options to students can increase academic motivation and focus while reducing problem behaviors Examples motivation and focus while reducing problem behaviors. Examples include allowing students to choose (1) an assignment from among two or more alternative, equivalent offerings; (2) what g , q g ; ( )books or other materials are to be used to complete an assignment; (3) who to work with on a collaborative task.


77


2. Strong Instruction That Motivates:Additi l R

Direct Instruction

Additional ResourcesDirect Instruction Checklist. Teachers can use this checklist to evaluate lesson plans to ensure that they provide appropriate direct instr ction s pport for direct-instruction support for struggling learners.



Classroom Management: Intervention Pathways3. Group Behavior Management. The teacher

ti iti t h i t th


uses active, positive techniques to manage the classroom.



3. Group Behavior Management• Employing Effective Verbal Commands. The teacher delivers

clear directives to students that (1) are delivered calmly, (2) are ( ) y ( )brief, (3) are stated when possible as DO statements rather than as DON'T statements, (4) use clear, simple language, and (5) are d li d di ti t ti d i t l d t id delivered one directive at a time and appropriately paced to avoid confusing or overloading students (Kern & Clemens, 2007; Matheson & Shriver 2005) Matheson & Shriver, 2005).

These directives are positive or neutral in tone, avoiding sarcasm p , gor hostility and over-lengthy explanations that can distract or confuse students.


88


3. Group Behavior Management• Providing Active Supervision. The teacher frequently moves

through the classroom--strategically recognizing positive behaviors g g y g g pwhile redirecting students who are off-task (De Pry & Sugai, 2002).

A d d th i t t i b h i l i d t As needed, the instructor gives behavioral reminders or prompts, teaches or reteaches expected behaviors , and praises examples of appropriate student behaviorof appropriate student behavior.


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3. Group Behavior Management• Using Group Prompts to Hold Attention. The teacher gives brief

reminders of expected behaviors at the 'point of performance'—the p p ptime when students will most benefit from them (DuPaul & Stoner, 2002).

To prevent student call-outs, for example, a teacher may use a structured prompt such as: "When I ask this question I will give structured prompt such as: When I ask this question, I will give the class 10 seconds to think of your best answer. Then I will call on one student."


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3. Group Behavior Management:Additi l R

Assorted Classroom

Additional ResourcesAssorted Classroom Management ‘Packages’. Teachers can assert classroom control using one or more of these classwide packages Zone Defense packages: Zone Defense System, Good Behavior Game Color Wheel and Game, Color Wheel, and Defense Management.



Classroom Management: Intervention Pathways4. Student Relationships. The teacher uses

t t i t t i t d t f


strategies to promote in students a sense of classroom connection and belonging.



4. Student Relationships• Greeting Students at the Classroom Door. A personalized

greeting at the start of a class period can boost class levels of g g pacademic engagement (Allday & Pakurar, 2007).

Th t h d f d ti h t d t b The teacher spends a few seconds greeting each student by name at the classroom door at the beginning of class.


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4. Student Relationships• Shaping Behavior Through Praise. To increase desired

behavior, the teacher praises the student in specific terms p pwhenever the student engages in that behavior (Kern & Clemens, 2007). Th t h i t t t t t ffi i t t ti t The teacher uses praise statements at a rate sufficient to motivate and guide the student toward the behavioral goal:

The teacher selects the specific desired behavior(s) to encourage through – The teacher selects the specific desired behavior(s) to encourage through praise;

– The teacher sets a goal for how frequently to deliver praise (e.g., to praise g q y p ( g , pa student at least 3 times per class period for working on in-class assignments). The teacher makes sure that any praise statements given are 1212


– The teacher makes sure that any praise statements given arebehavior-specific. 1212


4. Student Relationships• Maintaining a High Rate of Positive Interactions Teachers

promote a positive relationship with any student by maintaining a p p p y y gratio of at least three positive teacher-student interactions (e.g., greeting, positive conversation, high-five) for every negative (di i li ) i t ti ( i d) (S i k B i & (disciplinary) interaction (e.g., reprimand) (Sprick, Borgmeier, & Nolet, 2002).


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4. Student Relationships:Additi l R

Praise (Teacher Handout)

Additional ResourcesPraise (Teacher Handout) and Beep Tapes. Teachers can strengthen their use of classroom praise by reviewing ‘best practices’ for praising st dentspraising students.



Classroom Management: Intervention Pathways5. Individual Behavior Management. The

t h fl ibl iti t h i t


teacher uses flexible, positive techniques to manage behaviors of particular students.



1. Teaching Behavioral Expectations• Preparing a Range of Appropriate Classroom

Consequences for Misbehavior. The teacher has a qcontinuum of classroom-based consequences for misbehavior (e.g., redirect the student; have a brief private

f ith th t d t l i il conference with the student; remove classroom privileges; send the student to another classroom for a brief timeout) that are used before the teacher considers administrative removal are used before the teacher considers administrative removal of the student from the classroom (Sprick, Borgmeier, & Nolet, 2002)., )


1414


5. Individual Behavior Management• Giving Pre-Corrections as Behavioral Reminders. The teacher

heads off a problem behavior by proactively prompting or p y p y p p greminding student to show appropriate behaviors (De Pry & Sugai, 2002). Just before a time, situation or setting when problem b h i t lik l t th t h ' t ' b behaviors are most likely to occur, the teacher 'pre-corrects' by reminding the student of appropriate behavioral expectations.


1515


5. Individual Behavior Management• Emphasizing the Positive in Teacher Requests. Whenever

possible, the teacher states requests to individual students in p qpositive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat") rather than with a

ti i ( "I ’t h l ith i t til negative spin (e.g., "I won’t help you with your assignment until you return to your seat."). When an instructor's request has a positive 'spin' that teacher is less likely to trigger a power struggle positive spin , that teacher is less likely to trigger a power struggle and more likely to gain student compliance (Braithwaite, 2001).


1616


5. Individual Behavior Management• Asking Open-Ended Questions. The teacher asks neutral, open-

ended questions to collect more information before responding to q p ga student who is upset or appears confrontational (Lanceley, 1999). The teacher can pose ‘who’, ‘what’, ‘where’, ‘when’, and ‘h ’ ti t f ll d t d th bl it ti d ‘how’ questions to more fully understand the problem situation and identify possible solutions (e.g., "What do you think made you angry when you were talking with Billy?") Teachers should avoid angry when you were talking with Billy? ). Teachers should avoid asking ‘why" questions because they can imply that the teacher is blaming the student.g


1717


5. Individual Behavior Management• Keeping Responses Calm and Brief. The teacher responds to

provocative or confrontational students in a 'neutral', business-like, pcalm voice and keeps responses brief (Sprick, Borgmeier, & Nolet, 2002; Walker & Walker, 1991). The teacher avoids getting 'h k d' i t di i t ith th t t d t I t d 'hooked' into a discussion or argument with that student. Instead the teacher repeats the request calmly and—if necessary--imposes a pre determined consequence for noncomplianceimposes a pre-determined consequence for noncompliance.


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5. Individual Behavior Management• Selecting Behavior Management Strategies Matched to

Student Need. The teacher is able flexibly to select different ybehavior management strategies for use with different students, demonstrating their understanding that one type of intervention t t t b t d t k ith ll t d t (M strategy cannot be expected to work with all students. (Marzano,

Marzano, & Pickering, 2003).


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5. Individual Behavior Management:Additi l R

Behavior Report Cards.

Additional ResourcesBehavior Report Cards. Teachers can use BRCs to help students to internalize classroom behavioral expectations, set individual beha ior goals and selfbehavior goals, and self-monitor behavior.



Activity: Classroom Management:Intervention Pathways

In your groups:B i t id f i thi l t • Brainstorm ideas for using this classroom management checklist to help you to manage classroom behaviors.


Response to InterventionTeachers: Managing Classroom BehaviorsBehaviors

Suggestions for Implementation: T h i ll l h ld l• Teachers in all classrooms should use a classroom-management approach that provides the greatest positive impact with the least amount of time and effortpositive impact with the least amount of time and effort.



Self-Management. Josh struggles with work habits (‘academic with work habits ( academic survival skills’) and finds planning for his assignments to be a for his assignments to be a challenge. What tools can help teachers to make Josh more self-reliant in the classroom?



Teachers: Student Self-Management

Issues: Wh t d t l k ti l lf t (‘ lf• When students lack essential self-management (‘self-regulation’) skills such as time management or work-planning these deficits can take a tremendous toll on planning, these deficits can take a tremendous toll on their academic work.

• Teachers often feel that they lack sufficient tools to Teachers often feel that they lack sufficient tools to address these ‘non-content area’ problems.

• A related problem is that faculty often fail to agree A related problem is that faculty often fail to agree among themselves what comprise essential student self-management skills.



Academic Survival Skills. How can teachers assess and intervene with indirect, global sets of student skills that support academics?that support academics?



The Problem That This Tool Addresses: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist

Students who would achieve success on the ambitious Common Core State Standards must first cultivate a set of general 'academic survival skills' that they can apply to any coursework (DiPerna 2006) coursework (DiPerna, 2006). Examples of academic survival skills include the ability to study effectively be organized and manage time well study effectively, be organized, and manage time well. When academic survival skills are described in global terms, though it can be difficult to define them For example two though, it can be difficult to define them. For example, two teachers may have different understandings about what the term 'study skills' means.


y

4

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 Survival Skills Checklist: What It Is…Academic Survival Skills Checklist: What It Is…• The teacher selects a global skill (e.g.,

h k l ti i d d t t k) homework completion; independent seatwork). The teacher then breaks the global skill down i t h kli t f t b kill A into a checklist of component sub-skills. An observer (e.g., teacher, another adult, or even th t d t) th th h kli t t t the student) can then use the checklist to note whether a student successfully displays each of th b kill i d the sub-skills on a given day.



Academic Survival Skills Checklist: Homework Examplep

www.interventioncentral.org 6Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker


Academic Survival Skills Checklists: 5 UsesConsistent expectations among teachers. Teachers at a grade level, on an instructional team, or within an instructional department can work together to develop checklists for department can work together to develop checklists for essential global academic-survival skills. As teachers collaborate to create these checklists they reach agreement collaborate to create these checklists, they reach agreement on the essential skills that students need for academic success and can then consistently promote those skills across ytheir classrooms.


11


Academic Survival Skills Checklists: 5 UsesProactive student skills training. One excellent use of these checklists is as a classwide student training tool. At the start of the school year teachers can create checklists for those the school year, teachers can create checklists for those academic survival skills in which students are weak (e.g., study skills time management) and use them as tools to train study skills, time management) and use them as tools to train students in specific strategies to remediate these deficiencies. Several instructors working with the same group of students g gcan even pool their efforts so that each teacher might be required to teach a checklist in only a single survival-skill area.


22


Academic Survival Skills Checklists: 5 UsesStudent skills self-check. Teachers can use academic survival-skills checklists to promote student responsibility. Students are provided with master copies of checklists and encouraged to provided with master copies of checklists and encouraged to develop their own customized checklists by selecting and editing those strategies likely to work best for them Instructors editing those strategies likely to work best for them. Instructors can then hold students accountable to consult and use these individualized checklists to expand their repertoire of strategies gfor managing their own learning.


33


Academic Survival Skills Checklists: 5 UsesMonitoring progress of academic survival-skills interventions. Often, intervention plans developed for middle and high school students include strategies to address academic survival skill students include strategies to address academic survival-skill targets such as homework completion or organization. Checklists are a good way for teachers to measure the Checklists are a good way for teachers to measure the student's baseline use of academic survival skills in a targeted area prior to the start of the intervention. Checklists can also be used to calculate a student outcome goal that will signify a successful intervention and to measure (e.g., weekly) the t d t' i i d d f d i student's progress in using an expanded range of academic

survival-skills during the intervention period.


44


Academic Survival Skills Checklists: 5 UsesParent conferences. When teachers meet with parents to discuss student academic concerns, academic survival-skills checklists can serve as a vehicle to define expected student checklists can serve as a vehicle to define expected student competencies and also to decide what specific school and home supports will most benefit the student In addition home supports will most benefit the student. In addition, parents often appreciate receiving copies of these checklists to review with their child at home.


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Academic Survival Skills Checklist: ExampleBackground: A math instructor, Mr. Haverneck, is concerned that a

student, Rodney, appears to be disorganized in class.Define the Problem: Mr. Haverneck defines the problem as ‘poor

organizational skills’ and breaks down this global skill area into its components by using a 9 item Academic Survival Skills Checklist components by using a 9-item Academic Survival Skills Checklist in organizational skills.



Academic Survival Skills Checklist: ExampleDecide How to Collect Data: Mr. Haverneck decides to use the

checklist to verify (through direct observation and student inter ie ) those s b skills that the st dent does or does not interview) those sub-skills that the student does or does not dsplay.

Baseline Measure: Mr Havernick monitors the student’s compliance Baseline Measure: Mr. Havernick monitors the student s compliance with elements of this organization -skills checklist across three days of math class. On average, Rodney successfully carries out days of math class. On average, Rodney successfully carries out only 4 of the 9 possible subskills.

Intervention Outcome Goal: Mr. Havernick sets the goal that by the last week of a 5-week intervention, the student will be found to use


all 9 of the subskills on at least 4 out of 5 days.

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Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-makerchecklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.


Activity: Academic Survival Skills ChecklistsActivity: Academic Survival Skills Checklists

Discuss how you might use a version • Discuss how you might use a version of these Academic Survival Skills Checklists with your studentsChecklists with your students.



How To…Help the Student Develop Work-Pl i Skill Pl E l t Adj tPlanning Skills: Plan, Evaluate, Adjust

pp. 14-16


Response to InterventionTUTORIAL: How To…Help the Student Develop

Work Planning Skills: Plan Evaluate AdjustThe student is trained to follow a plan>work>self-

evaluate>adjust sequence in work planning:

Work-Planning Skills: Plan, Evaluate, Adjust

evaluate>adjust sequence in work-planning:• Plan. The student creates a work plan: inventorying a

collection of related tasks to be done setting specific collection of related tasks to be done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task.allocating time sufficient to carry out each task.

• Work. The student completes the work.• Self-Evaluate. The student compares actual work Self Evaluate. The student compares actual work

performance to the outcome goals to evaluate success.• Adjust. The student determines what to do differently in


Adjust. The student determines what to do differently in the future to improve performance and outcomes.

20Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


p. 16

www.interventioncentral.org 21Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


Work Planning Skills: Plan Evaluate AdjustPLANNING: The teacher & student meet prior to the work

to create a plan with 3 phases to the meeting:


to create a plan, with 3 phases to the meeting:1. Task. The student describes each academic task in

clear and specific terms (e g "Complete first 10 clear and specific terms (e.g., Complete first 10 problems on page 48 of math book", "write an outline from notes for history essay"). from notes for history essay ).

For this part of the work plan, the teacher may need to model for the student how to divide larger global assignments into component tasks. in the future to improve performance and outcomes


improve performance and outcomes.






to create a plan, with 3 phases to the meeting:2. Time Allocated. The student decides how much time

should be reserved to complete each task (e g For a should be reserved to complete each task (e.g., For a math workbook assignment: "20 minutes" or "11:20 to 11:40"). 11:40 ).

Because students with limited planning skills can make unrealistic time projections for task completion, the teacher may need to provide initial guidance and modeling in time estimation


modeling in time estimation.






to create a plan, with 3 phases to the meeting:3. Performance Goal. The student sets a performance

goal to be achieved for each task Performance goals goal to be achieved for each task. Performance goals are dependent on the student and may reference the amount, accuracy, and/or qualitative ratings of the amount, accuracy, and/or qualitative ratings of the work: (e.g., for a reading assignment: "To read at least 5 pages from assigned text, and to take notes of the content"; for a math assignment: "At least 80% of problems correct"; for a writing assignment: "Rating of 4 or higher on class writing rubric")


4 or higher on class writing rubric").



Work Planning Skills: Plan Evaluate AdjustSELF-EVALUATION: The teacher & student meet after the

work to evaluate with 2 phases to the meeting:


work to evaluate with 2 phases to the meeting:1. Comparison of Performance Goal to Actual

Performance For each task on the plan the student Performance. For each task on the plan, the student compares his or her actual work performance to the original performance goal and notes whether the goal original performance goal and notes whether the goal was achieved. In addition to noting whether the performance goal was attained, the student evaluates whether the task was completed within the time allocated.



Work Planning Skills: Plan Evaluate AdjustSELF-EVALUATION: The teacher & student meet after the

work to evaluate with 2 phases to the meeting:


work to evaluate with 2 phases to the meeting:2. Adjustment. For each task that the student failed to

reach the performance goal within the time allocated reach the performance goal within the time allocated, the student reflects on the experience and decides what adjustments to make on future assignments. For what adjustments to make on future assignments. For example, a student reviewing a homework work-plan who discovers that she reserved insufficient time to complete math word problems may state that, in future, she should allocate at least 30 minutes for similar tasks


tasks.



p. 16



Work Planning Skills: Plan Evaluate AdjustTeachers can modify the format of the Plan-Evaluate-Adjust


conference for students of younger ages and diverse abilities. For example, a 4th-grade instructor may not use a form to organize a st dent’s ork planning phase Instead the teacher ma ha e the student’s work-planning phase. Instead the teacher may have the student write down answers to open-ended questions for an assignment such as:assignment, such as:– What do you want to accomplish today? (TASK)– How long do you think it will take? (TIME ALLOCATION)g y ( )– How will you know that you have done a good job? (PERFORMANCE

GOAL)


At the follow-up conference, teacher and student would compare the actual work to the student’s written plan.

28

Response to InterventionSelf-Regulation Skills: Work-Plan Conference• Pair off at your tables. Review the

structure for student work-planning conferences shared today Discuss

STUDENTWORK-PLANNING P d P t Pl i conferences shared today. Discuss

how you might use or adapt it to train students in work planning

Pre- and Post-Planning Conferences

PLANNINGtrain students in work planning. • Consider questions such as:What assignments you might

1. Task2. Time AllocatedWhat assignments you might

use it for: in-class? homework? longer-term

3. Performance GoalSELF-EVALUATIONg

assignments?Who might conference with

1. Comparison of Performance Goal to Actual Performance


the student: teacher? counselor? mentor?

2. Adjustment


Teachers: Student Self-Management

Suggestions for Implementation: T h t d l l i t ti l t • Teachers at a grade level, on an instructional team, or within a department should work together to:

t th i h d t f A d i S i l – create their own shared set of Academic Survival Skills Checklists.agree on a structure and organizer for work planning – agree on a structure and organizer for work-planning skills.


classroom interventions for the common core€¦ · • rdi & iti dl bbl th t reading &...

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