Response to Instruction and Intervention

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Response to Instruction and Intervention
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The Big Picture

• Anita L. Archer, Ph.D.
• Educational Consultant
• archerteach_at_aol.com503-295-7749

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Response to Instruction and Intervention Model

• 
  Tier 3
  Intense Intervention
• Few (5)
  High
  Intensity
• 
  
  Longer Duration
• Tier 2
  
  Supplemental Intervention
• Some (15)
  Moderate
  Intensity
• 
  
  Shorter Duration
• Tier 1
  Core
  Program
• All
  
  Research-based Instruction
• 
  
  Preventative

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Big Ideas

• Use academic and behavioral data to inform
  decisions.
• Increase the intensity of the program for
  struggling students.
• Use research-based, scientifically validated
  instructional procedures (INSTRUCTION - how to
  teach).
• Use research-based, scientifically validated
  curriculum (INTERVENTIONS - what to teach) and
  materials.

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Big Idea 1. Use academic andbehavioral data
to inform decisions.

• Screening
• Diagnostic
• Specific measures of
• Decoding
• Encoding
• Fluency
• Comprehension
• Program specific placement tests
• Progress Monitoring
• Curriculum-based assessment measures (DIBELS,
  AIMSweb, MAP)
• Program specific assessments
• Tier 1 - Progress monitoring three times a year
• Tier 2 - Frequent progress monitoring at least
  once a month
• Tier 3 - More frequent progress monitoring

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Big Idea 2. Increase the intensity of the
program for struggling students.

• Increase time spent on targeted areas.
• Reduce group size.

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Big Idea 2. Increase the intensity of the
program for struggling students.

• Increase time spent on targeted
  areas.(Elementary)
• Tier 1. 90 minutes of uninterrupted
  instruction. Differentiated instruction
  including whole group and small group
• instruction.
• Tier 2. 90 minutes PLUS 20 - 40 minutes, 3
  to 5 times a week.
• Tier 3. 90 minutes PLUS 40 - 60 minutes
  targeted intensive intervention, daily OR
  alternative core for 90 minutes.

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Big Idea 2. Increase the intensity of the
program for struggling students.

• Increase time spent on targeted areas.
  (Secondary)Option 1 Core Language Arts Class
  PLUS period of targeted reading intervention
• Option 2 Alternative Core - Two periods

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Big Idea 2. Increase the intensity of
the program for struggling students.

• Reduce group size.
• Tier 2 - Small group instruction
• 3 to 8 students
• Tier 3 - Small group instruction
• (Of course, the reality of funding and number of
  available teachers and para-educators could
  drastically alter these desirable group sizes.)

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Big Idea 2. Increase the intensity of
the program for struggling students.

• Reduce group size.
• Example Elementary
• Idea A. Establish different 90 minute reading
  blocks for k-1, 2-3, 4-5. When students are not
  in reading blocks, they can be pulled out for
  Tier 2 and Tier 3 intervention.
• Idea B. Establish 90 minute reading blocks and
  an additional grade-level 20 to 40 minute
  intervention period. All students go to a class
  for specialized instruction including
  intervention.
• Idea C. Extend the 90 minute reading block to 120
  - 150 minutes and provide intervention within the
  classroom.

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Big Idea 3. Use research-based,
scientifically validated instructional
procedures (how to teach).

• Explicit Instruction
• Relentless
• Engaging Delivery

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Big Idea 3. Use research-based,
scientifically validated instructional
procedures (how to teach).

• Explicit Instruction
• Instruction is direct versus indirect
  (discovery).
• Instructional language, explanations, and
  directives are clear and unambiguous.
• Instructional routines are used again and again.
  

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Big Idea 3. Use research-based,
scientifically validated instructional
procedures (how to teach).

• Explicit Instruction of Skills/Strategies
• Model I do it. My turn.
• Prompt We do it. Lets do this together.
• Check You do it. Your turn.

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Big Idea 3. Use research-based,
scientifically validated instructional
procedures (how to teach).

• Explicit Instruction of Concepts(vocabulary)
• Introduce the word.
• Provide a student-friendly explanation.
• Illustrate with examples.
• Check understanding.

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Big Idea 3. Use research-based,
scientifically validated instructional
procedures (how to teach).

• Relentless
• Adequate initial practice opportunities
• Distributed review
• Cumulative review
• Tier 3 students may require 10 to 30 times as
  many practice opportunities as peers.
• Teach to mastery.
• Lets not leave students over exposed and
  underdeveloped.

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Big Idea 3. Use research-based,scientifically
validated instructional procedures (how to
teach).

• Delivery Skills
• Require frequent responses.
• Monitor student performance carefully.
• Provide immediate affirmative and corrective
  feedback.
• Deliver the lesson at a brisk pace.

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Big Idea 4. Use research-based, scientifically
validated curriculum (what to teach) and
materials.

• Curriculum (What to Teach)
• Focus on the BIG FIVE
• Phonemic awareness
• Decoding
• Fluency
• Vocabulary
• Comprehension

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Big Idea 4. Use research-based,
scientifically validated curriculum (what to
teach) and materials.

• Example - Elementary
• Tier 2 - Supplemental targeted skill
  interventions
• Kindergarten
• Phonemic awareness
• Letter-sound associations
• Beginning decoding
• First grade
• First half of year
• Decoding single syllable words
• Decoding multisyllabic words
• High frequency words
• Second half of year
• Decoding single and multisyllabic words
• Encoding (spelling)same words
• High frequency words
• Fluency of word reading
• Reading connected text accurately and fluently

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Big Idea 4. Use research-based,
scientifically validated curriculum (what to
teach) and materials.

• Tier 2 - Supplemental targeted skill
  interventions
• Second and third grade
• Decoding single and multisyllabic words
• Encoding (spelling) same words
• High frequency words
• Fluency of word reading
• Reading connected text accurately and fluently
• Literal comprehension
• Comprehension strategies such as story retell,
  summarization, prediction
• Third, fourth, fifth grade
• Decoding multisyllabic words
• Encoding (spelling) same words
• Reading connected text accurately and fluently
• Passage vocabulary
• Literal comprehension
• Comprehension strategies such as story grammar
  (narrative), getting the gist or paragraph
  shrinking (expository), mapping/webbing
• Writing summaries

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Let us remember

• How well we teach
• How well they learn