RTI: The Essentials for Elementary School Administrators Jim Wright www.interventioncentral.org

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RTI The Essentials for Elementary School
AdministratorsJim Wrightwww.interventioncentral
.org
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RTI The Essentials Agenda
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Keynote PowerPoints and Related Resources
Available at

• http//www.jimwrightonline.com/AWSA.php

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The quality of a school as a learning community
can be measured by how effectively it addresses
the needs of struggling students.--Wright
(2005)
Source Wright, J. (2005, Summer). Five
interventions that work. NAESP Leadership
Compass, 2(4) pp.1,6.
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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).
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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.

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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 individualized intensive
2. Decision points to determine if students are
   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 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.
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RTI Pyramid of Interventions
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RTI Intervention Key Concepts
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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Core Instruction. Those instructional strategies
  that are used routinely with all students in a
  general-education setting are considered core
  instruction. High-quality instruction is
  essential and forms the foundation of RTI
  academic support. NOTE While it is important to
  verify that good core instructional practices are
  in place for a struggling student, those routine
  practices do not count as individual student
  interventions.

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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Intervention. An academic intervention is a
  strategy used to teach a new skill, build fluency
  in a skill, or encourage a child to apply an
  existing skill to new situations or settings. An
  intervention can be thought of as a set of
  actions that, when taken, have demonstrated
  ability to change a fixed educational trajectory
  (Methe Riley-Tillman, 2008 p. 37).

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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Accommodation. An accommodation is intended to
  help the student to fully access and participate
  in the general-education curriculum without
  changing the instructional content and without
  reducing the students rate of learning (Skinner,
  Pappas Davis, 2005). An accommodation is
  intended to remove barriers to learning while
  still expecting that students will master the
  same instructional content as their typical
  peers.
• Accommodation example 1 Students are allowed to
  supplement silent reading of a novel by listening
  to the book on tape.
• Accommodation example 2 For unmotivated
  students, the instructor breaks larger
  assignments into smaller chunks and providing
  students with performance feedback and praise for
  each completed chunk of assigned work (Skinner,
  Pappas Davis, 2005).

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Teaching is giving it isnt taking away.
(Howell, Hosp Kurns, 2008 p. 356).


Source Howell, K. W., Hosp, J. L., Kurns, S.
(2008). Best practices in curriculum-based
evaluation. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp.349-362).
Bethesda, MD National Association of School
Psychologists..
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Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Modification. A modification changes the
  expectations of what a student is expected to
  know or dotypically by lowering the academic
  standards against which the student is to be
  evaluated. Examples of modifications
• Giving a student five math computation problems
  for practice instead of the 20 problems assigned
  to the rest of the class
• Letting the student consult course notes during a
  test when peers are not permitted to do so

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Sample RTI Interventions for Academics Behavior
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Savvy Teachers Guide Reading Interventions That
Work (Wright, 2000)
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Big Ideas in Beginning Reading

• Phonemic Awareness The ability to hear and
  manipulate sounds in words.
• Alphabetic Principle The ability to associate
  sounds with letters and use these sounds to form
  words.
• Fluency with Text The effortless, automatic
  ability to read words in connected text.
• Vocabulary The ability to understand (receptive)
  and use (expressive) words to acquire and convey
  meaning.
• Comprehension The complex cognitive process
  involving the intentional interaction between
  reader 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
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Interventions forIncreasing Reading Fluency

• Assisted Reading Practice
• Listening Passage Preview (ListeningWhile
  Reading)
• Paired Reading
• Repeated Reading

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• The student reads aloud in tandem with an
  accomplished reader. At a student signal, the
  helping reader stops reading, while the student
  continues on. When the student commits a reading
  error, the helping reader resumes reading in
  tandem.

Paired Reading
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(No Transcript)
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• Students periodically check their understanding
  of sentences, paragraphs, and pages of text as
  they read. When students encounter problems with
  vocabulary or comprehension, they use a checklist
  to apply simple strategies to solve those reading
  difficulties.

Click or Clunk Self-Check
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Click or Clunk Check Sheet
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HELPS Program Reading Fluencywww.helpsprogram.or
g

• HELPS (Helping Early Literacy with Practice
  Strategies) is a free tutoring program that
  targets student reading fluency skills. Developed
  by Dr. John Begeny of North Carolina State
  University, the program is an evidence-based
  intervention package that includes
• adult modeling of fluent reading,
• repeated reading of passages by the student,
• phrase-drill error correction,
• verbal cueing and retell check to encourage
  student reading comprehension,
• reward procedures to engage and encourage the
  student reader.

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Good Behavior Game(Barrish, Saunders, Wold,
1969)
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Sample Classroom Management Strategy Good
Behavior Game (Barrish, Saunders, Wold, 1969)

• The Good Behavior Game is a whole-class
  intervention to improve student attending and
  academic engagement. It is best used during
  structured class time for example, whole-group
  instruction or periods of independent
  seatworkDescription The class is divided into
  two or more student teams. The teacher defines a
  small set of 2 to 3 negative behaviors. When a
  student shows a problem behavior, the teacher
  assigns a negative behavior point to that
  students team. At the end of the Game time
  period, any team whose number of points falls
  below a cut-off set by the teacher earns a
  daily reward or privilege.
• Guidelines for using this intervention The Game
  is ideal to use with the entire class during
  academic study or lecture periods to keep
  students academically engaged The Game is not
  suitable for less-structured activities such as
  cooperative learning groups, where students are
  expected to interact with each other as part of
  the work assignment.

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Good Behavior Game Steps

• The instructor decides when to schedule the Game.
  (NOTE Generally, the Good Behavior Game should
  be used for no more than 45 to 60 minutes per day
  to maintain its effectiveness.)
• The instructor defines the 2-3 negative behaviors
  that will be scored during the Game. Most
  teachers use these 3 categories
• Talking Out The student talks, calls out, or
  otherwise verbalizes without teacher permission.
• Out of Seat The students posterior is not on
  the seat.
• Disruptive Behavior The student engages in any
  other behavior that the instructor finds
  distracting or problematic.

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Good Behavior Game Steps

1. The instructor selects a daily reward to be
   awarded to each member of successful student
   teams. (HINT Try to select rewards that are
   inexpensive or free. For example, student winners
   might be given a coupon permitting them to skip
   one homework item that night.)
2. The instructor divides the class into 2 or more
   teams.
3. The instructor selects a daily cut-off level that
   represents the maximum number of points that a
   team is allowed (e.g., 5 points).

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Good Behavior Game Steps

• When the Game is being played, the instructor
  teaches in the usual manner. Whenever the
  instructor observes student misbehavior during
  the lesson, the instructor silently assigns a
  point to that students team (e.g., as a tally
  mark on the board) and continues to teach.
• When the Game period is over, the teacher tallies
  each teams points. Here are the rules for
  deciding the winner(s) of the Game
• Any team whose point total is at or below the
  pre-determined cut-off earns the daily reward.
  (NOTE This means that more than one team can
  win!)
• If one teams point total is above the cut-off
  level, that team does not earn a reward.
• If ALL teams have point totals that EXCEED the
  cut-off level for that day, only the team with
  the LOWEST number of points wins.

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Good Behavior Game Troubleshooting

• Here are some tips for using the Good Behavior
  Game
• Avoid the temptation to overuse the Game. Limit
  its use to no more than 45 minutes to an hour per
  day.
• If a student engages in repeated bad behavior to
  sabotage a team and cause it to lose, you can
  create an additional team of one that has only
  one member--the misbehaving student. This student
  can still participate in the Game but is no
  longer able to spoil the Game for peers!
• If the Game appears to be losing effectiveness,
  check to be sure it is being implemented with
  care and that you are
• Assigning points consistently when you observe
  misbehavior.
• Not allowing yourself to be pulled into arguments
  with students when you assign points for
  misbehavior.
• Reliably giving rewards to Game winners.
• Not overusing the Game.

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Game Over
Answer Both teams won the Game, as both teams
point totals fell BELOW the cut-off of 5 points.
Question Which team won this Game?
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Defensive Behavior Management The Power of
Teacher PreparationJim Wrightwww.interventionce
ntral.org
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Defensive Management A Method to Avoid Power
Struggles

• Defensive management (Fields, 2004) is a
  teacher-friendly six-step approach to avert
  student-teacher power struggles that emphasizes
  providing proactive instructional support to the
  student, elimination of behavioral triggers in
  the classroom setting, relationship-building,
  strategic application of defusing techniques when
  needed, and use of a reconnection conference
  after behavioral incidents to promote student
  reflection and positive behavior change.

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
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Defensive Management Six Steps

1. Understanding the Problem and Using Proactive
   Strategies. The teacher collects
   information--through direct observation and
   perhaps other means--about specific instances of
   student problem behavior and the instructional
   components and other factors surrounding them.
   The teacher analyzes this information to discover
   specific trigger events that seem to set off
   the problem behavior(s) (e.g., lack of skills
   failure to understand directions).The
   instructor then adjusts instruction to provide
   appropriate student support (e.g., providing the
   student with additional instruction in a skill
   repeating directions and writing them on the
   board).

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
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Defensive Management Six Steps

1. Promoting Positive Teacher-Student Interactions.
   Early in each class session, the teacher has at
   least one positive verbal interaction with the
   student. Throughout the class period, the teacher
   continues to interact in positive ways with the
   student (e.g., brief conversation, smile, thumbs
   up, praise comment after a student remark in
   large-group discussion, etc.). In each
   interaction, the teacher adopts a genuinely
   accepting, polite, respectful tone.

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
35
Defensive Management Six Steps

1. Scanning for Warning Indicators. During the class
   session, the teacher monitors the target
   students behavior for any behavioral indicators
   suggesting that the student is becoming
   frustrated or angry. Examples of behaviors that
   precede non-compliance or open defiance may
   include stopping work muttering or complaining
   becoming argumentative interrupting others
   leaving his or her seat throwing objects, etc.).

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
36
Defensive Management Six Steps

1. Exercising Emotional Restraint. Whenever the
   student begins to display problematic behaviors,
   the teacher makes an active effort to remain
   calm. To actively monitor his or her emotional
   state, the teacher tracks physiological cues such
   as increased muscle tension and heart rate, as
   well as fear, annoyance, anger, or other negative
   emotions. The teacher also adopts calming or
   relaxation strategies that work for him or her in
   the face of provocative student behavior, such as
   taking a deep breath or counting to 10 before
   responding.

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
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Defensive Management Six Steps

1. Using Defusing Tactics. If the student begins to
   escalate to non-compliant, defiant, or
   confrontational behavior (e.g., arguing,
   threatening, other intentional verbal
   interruptions), the teacher draws from a range of
   possible descalating strategies to defuse the
   situation. Such strategies can include private
   conversation with the student while maintaining a
   calm voice, open-ended questions, paraphrasing
   the students concerns, acknowledging the
   students emotions, etc.

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
38
Defensive Management Six Steps

1. Reconnecting with The Student. Soon after any
   in-class incident of student non-compliance,
   defiance, or confrontation, the teacher makes a
   point to meet with the student to discuss the
   behavioral incident, identify the triggers in the
   classroom environment that led to the problem,
   and brainstorm with the student to create a
   written plan to prevent the reoccurrence of such
   an incident. Throughout this conference, the
   teacher maintains a supportive, positive, polite,
   and respectful tone.

Source Fields, B. (2004). Breaking the cycle of
office referrals and suspensions Defensive
management. Educational Psychology in Practice,
20, 103-115.
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RTI Assessment
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Educational Decisions and Corresponding Types of
Assessment

• SCREENING/BENCHMARKING DECISIONS Tier 1 Brief
  screenings to quickly indicate whether students
  in the general-education population are
  academically proficient or at risk.
• PROGRESS-MONITORING DECISIONS At Tiers 1, 2, and
  3, ongoing formative assessments to judge
  whether students on intervention are making
  adequate progress.
• INSTRUCTIONAL/DIAGNOSTIC DECISIONS At any Tier,
  detailed assessment to map out specific academic
  deficits , discover the root cause(s) of a
  students academic problem.
• OUTCOME DECISIONS Summative assessment (e.g.,
  state tests) to evaluate the effectiveness of a
  program.

Source Hosp, M. K., Hosp, J. L., Howell, K. W.
(2007). The ABCs of CBM A practical guide to
curriculum-based measurement. New York Guilford
Press.
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Clearinghouse for RTI Screening and
Progress-Monitoring Tools

• The National Center on RTI (www.rti4success.org)
  maintains pages rating the technical adequacy of
  RTI screening and progress-monitoring tools.

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A journey of a thousand miles must begin with a
single step.Lao Tzu, Chinese Taoist (600 BC-531
BC)


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Helping Teachers to Become RTI First Responders
at Tier 1
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Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions
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RTI Teacher Reluctance

• The willingness of teachers to implement
  interventions is essential in any school to the
  success of the RTI model. Yet general-education
  teachers may not always see themselves as
  interventionists and indeed may even resist the
  expectation that they will provide individualized
  interventions as a routine part of their
  classroom practice (Walker, 2004).
• It should be remembered, however, that teachers
  reluctance to accept elements of RTI may be based
  on very good reasons. Here are some common
  reasons that teachers might be reluctant to
  accept their role as RTI intervention first
  responders

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Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions

• Lack of Skills. Teachers lack the skills
  necessary to successfully implement academic or
  behavioral interventions in their content-area
  classrooms (Fisher, 2007 Kamil et al., 2008).
• Not My Job. Teachers define their job as
  providing content-area instruction. They do not
  believe that providing classwide or individual
  academic and behavioral interventions falls
  within their job description (Kamil et al., 2008).

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Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions(Cont.)

• No Time. Teachers do not believe that they have
  sufficient time available in classroom
  instruction to implement academic or behavioral
  interventions (Kamil et al., 2008 Walker,
  2004).
• No Payoff. Teachers lack confidence that there
  will be an adequate instructional pay-off if they
  put classwide or individual academic or
  behavioral interventions into place in their
  content-area classroom (Kamil et al., 2008).

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Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions (Cont.)

• Loss of Classroom Control. Teachers worry that if
  they depart from their standard instructional
  practices to adopt new classwide or individual
  academic or behavior intervention strategies,
  they may lose behavioral control of the classroom
  (Kamil et al., 2008).
• Undeserving Students. Teachers are unwilling to
  invest the required effort to provide academic or
  behavioral interventions for unmotivated students
  (Walker, 2004) because they would rather put that
  time into providing additional attention to
  well-behaved, motivated students who are more
  deserving.

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Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions (Cont.)

• The Magic of Special Education. Content-area
  teachers regard special education services as
  magic (Martens, 1993). According to this view,
  interventions provided to struggling students in
  the general-education classroom alone will be
  inadequate, and only special education services
  have the power to truly benefit those students.

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The Key Role of Classroom Teachers in RTI 6 Steps

1. The teacher defines the student academic or
   behavioral problem clearly.
2. The teacher decides on the best explanation for
   why the problem is occurring.
3. The teacher selects evidence-based
   interventions.
4. The teacher documents the students Tier 1
   intervention plan.
5. The teacher monitors the students response
   (progress) to the intervention plan.
6. The teacher knows what the next steps are when a
   student fails to make adequate progress with Tier
   1 interventions alone.

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The Key Role of Classroom Teachers in RTI 6
Steps (Cont.)

• Teacher Responsibility
• The teacher defines the student academic or
  behavioral problem clearly.
• The teacher decides on the best explanation for
  why the problem is occurring.

Required Supports Training is needed in how to
clearly define academic and behavioral problems
understand common underlying reasons for student
problems. Questions When will this training be
provided? Who will provide the training?
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The Key Role of Classroom Teachers in RTI 6
Steps (Cont.)

• Teacher Responsibility
• The teacher selects evidence-based
  interventions.

Required Supports An intervention menu is
developed listing research-based strategies to
address the most common academic and behavioral
concerns. Questions How will the intervention
menu be developed? How will the school regularly
update the menu?
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The Key Role of Classroom Teachers in RTI 6
Steps (Cont.)

• Teacher Responsibility
• The teacher documents the students Tier 1
  intervention plan.

Required Supports The school must adopt a
standard form for a teacher to use in documenting
interventions. Questions Who will create the
documentation form? How will the school ensure
that the same standard documentation occurs in
all classrooms?
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The Key Role of Classroom Teachers in RTI 6
Steps (Cont.)

• Teacher Responsibility
• The teacher monitors the students response
  (progress) to the intervention plan.

Required Supports The school should identify a
range of acceptable methods that teachers can use
to monitor student response to classroom
interventions. Questions Who will identify the
range of classroom monitoring methods? Who will
train teachers in their use?
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• Sample Classroom Progress-Monitoring Methods
• Existing data
• Global skills checklist (e.g., study skills)
• Behavioral frequency count/behavior rate
• Rating scales (e.g., Daily Behavior Report Card)
• Academic skills Cumulative mastery log
• Work products
• Behavior log (for low-frequency behaviors)
• Curriculum-based measurement

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The Key Role of Classroom Teachers in RTI 6
Steps (Cont.)

• Teacher Responsibility
• The teacher knows what the next steps are when a
  student fails to make adequate progress with Tier
  1 interventions alone.

Required Supports The school must develop
decision rules that dictate when a teacher
should seek additional RTI assistance for a
student. Questions Who has the authority to
develop uniform RTI decision rules? How will
those decision rules be shared with teachers?
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Group Activity Offer Advice to a Troubled
Classroom

• At your tables
• View the video clip of the teachers interaction
  with Ryan in the middle school classroom
• Use the six-step defensive behavior management
  framework to come up with ideas to recommend to
  this teacher to help her to manage Ryans
  behavior more effectively.

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RTI Best Practicesin MathematicsInterventions
Jim Wrightwww.interventioncentral.org
61
National Mathematics Advisory Panel Report13
March 2008
62
Math Advisory Panel Report athttp//www.ed.gov/
mathpanel
63
2008 National Math Advisory Panel Report
Recommendations

• The areas to be studied in mathematics from
  pre-kindergarten through eighth grade should be
  streamlined and a well-defined set of the most
  important topics should be emphasized in the
  early grades. Any approach that revisits topics
  year after year without bringing them to closure
  should be avoided.
• Proficiency with whole numbers, fractions, and
  certain aspects of geometry and measurement are
  the foundations for algebra. Of these, knowledge
  of fractions is the most important foundational
  skill not developed among American students.
• Conceptual understanding, computational and
  procedural fluency, and problem solving skills
  are equally important and mutually reinforce each
  other. Debates regarding the relative importance
  of each of these components of mathematics are
  misguided.
• Students should develop immediate recall of
  arithmetic facts to free the working memory for
  solving more complex problems.

Source National Math Panel Fact Sheet. (March
2008). Retrieved on March 14, 2008, from
http//www.ed.gov/about/bdscomm/list/mathpanel/rep
ort/final-factsheet.html
64
Math Intervention Tier I or II Elementary
Secondary Self-Administered Arithmetic
Combination 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.
65
Self-Administered Arithmetic Combination Drills
66
Developing Student Metacognitive Abilities
67
Importance of Metacognitive Strategy Use

• Metacognitive processes focus on self-awareness
  of cognitive knowledge that is presumed to be
  necessary for effective problem solving, and they
  direct and regulate cognitive processes and
  strategies during problem solvingThat is,
  successful problem solvers, consciously or
  unconsciously (depending on task demands), use
  self-instruction, self-questioning, and
  self-monitoring to gain access to strategic
  knowledge, guide execution of strategies, and
  regulate use of strategies and problem-solving
  performance. p. 231

Source Montague, M. (1992). The effects of
cognitive and metacognitive strategy instruction
on the mathematical problem solving of middle
school students with learning disabilities.
Journal of Learning Disabilities, 25, 230-248.
68
Combining Cognitive Metacognitive Strategies to
Assist Students With Mathematical Problem Solving
p. 44

• Solving an advanced math problem independently
  requires the coordination of a number of complex
  skills. The following strategies combine both
  cognitive and metacognitive elements (Montague,
  1992 Montague Dietz, 2009). First, the student
  is taught a 7-step process for attacking a math
  word problem (cognitive strategy). Second, the
  instructor trains the student to use a three-part
  self-coaching routine for each of the seven
  problem-solving steps (metacognitive strategy).

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Cognitive Portion of Combined Problem Solving
Approach

• In the cognitive part of this multi-strategy
  intervention, the student learns an explicit
  series of steps to analyze and solve a math
  problem. Those steps include
• Reading the problem. The student reads the
  problem carefully, noting and attempting to clear
  up any areas of uncertainly or confusion (e.g.,
  unknown vocabulary terms).
• Paraphrasing the problem. The student restates
  the problem in his or her own words.
• Drawing the problem. The student creates a
  drawing of the problem, creating a visual
  representation of the word problem.
• Creating a plan to solve the problem. The student
  decides on the best way to solve the problem and
  develops a plan to do so.
• Predicting/Estimating the answer. The student
  estimates or predicts what the answer to the
  problem will be. The student may compute a quick
  approximation of the answer, using rounding or
  other shortcuts.
• Computing the answer. The student follows the
  plan developed earlier to compute the answer to
  the problem.
• Checking the answer. The student methodically
  checks the calculations for each step of the
  problem. The student also compares the actual
  answer to the estimated answer calculated in a
  previous step to ensure that there is general
  agreement between the two values.

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Metacognitive Portion of Combined Problem Solving
Approach

• The metacognitive component of the intervention
  is a three-part routine that follows a sequence
  of Say, Ask, Check. For each of the 7
  problem-solving steps reviewed above
• The student first self-instructs by stating, or
  saying, the purpose of the step (Say).
• The student next self-questions by asking what
  he or she intends to do to complete the step
  (Ask).
• The student concludes the step by
  self-monitoring, or checking, the successful
  completion of the step (Check).

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