RTI for Elementary Schools: Cohorts 1 - PowerPoint PPT Presentation

About This Presentation
Title:

RTI for Elementary Schools: Cohorts 1

Description:

Text enhancements can be used to tag ... Reading Actively Through Text Annotation (Harris, 1990 ... * Defensive Management: Six Steps Exercising Emotional ... – PowerPoint PPT presentation

Number of Views:445
Avg rating:3.0/5.0
Slides: 94
Provided by: Mimi82
Category:

less

Transcript and Presenter's Notes

Title: RTI for Elementary Schools: Cohorts 1


1
RTI for Elementary Schools Cohorts 1 2
UpdateJim Wrightwww.interventioncentral.org
2
Workshop Goals
3
Key RTI Challenges
4
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.

5
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.
6
RTI Pyramid of Interventions
7
Evaluating a Students Non-Responder Status An
RTI Checklist
8
(No Transcript)
9
Evaluating a Students Non-Responder Status An
RTI Checklist
  • Interventions Evidence-Based Implemented With
    Integrity
  • Tier 1 High-Quality Core Instruction
  • Tier 1 Classroom Intervention
  • Tier 2 3 Interventions Minimum Number Length
  • Tier 2 3 Interventions Essential Elements
  • Tier 1, 2, 3 Interventions Intervention
    Integrity

10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
Evaluating a Students Non-Responder Status An
RTI Checklist
  • Academic Screenings General Outcome Measures and
    Skill-Based Measures
  • Selection of Academic Screening Measures
  • Local Norms Collected via Gradewide Academic
    Screenings at Least 3 Times Per Year

16
(No Transcript)
17
(No Transcript)
18
Evaluating a Students Non-Responder Status An
RTI Checklist
  • Dual Discrepancy Cut-Offs Academic Skill Level
    and Student Rate of Improvement
  • Cut-point Established to Define Severely
    Discrepant Academic Performance
  • Cut-Off Criterion Selected to Define Discrepant
    Slope

19
(No Transcript)
20
(No Transcript)
21
Evaluating a Students Non-Responder Status An
RTI Checklist
  • Data Collection
  • Use of Both Off-Level and Enrolled Grade-Level
    Benchmarks Progress-Monitoring Measures to
    Assess Student Skills and Growth
  • Student Baseline Calculated
  • Student Goal Calculated
  • Regular Progress-Monitoring Conducted

22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
Evaluating a Students Non-Responder Status An
RTI Checklist
  • Application of RTI Decision Rules to a Particular
    Student Case
  • Despite the Tier 2/3 Interventions Attempted, the
    Students Skills Continue to Fall Below the
    Boundary of Severely Discrepant Academic
    Performance
  • Despite the Tier 2/3 Interventions Attempted, the
    Students Rate of Improvement (Slope) Continues
    to Be Discrepant

27
(No Transcript)
28
RTI for Cohorts 1 and 2 What Are Your Questions?
  • At your tables
  • Discuss the key questions that you still have
    about RTI implementation in your school.
  • Write down the TOP 1-2 questions that you would
    like to have answered (or discussed) at todays
    workshop.

29
Challenge 1 Promoting Staff Understanding
Support for RTIJim Wrightwww.interventioncentra
l.org
30
Tipping point any process in which, beyond a
certain point, the rate at which the process
increases dramatically. (Tipping Point, 2010).


The tipping point is the moment of critical
mass, the threshold, the boiling point.
(Gladwell, 2000 p. 12)


Sources Gladwell, M. (2000). The tipping point
How little things can make a big difference.
Little, Brown and Company NY. Tipping point
(sociology). (2010, February 17). In Wikipedia,
The Free Encyclopedia. Retrieved 0252, March 1,
2010, from http//en.wikipedia.org/w/index.php?tit
leTipping_point_(sociology)oldid344548179
31
  • Q What Conditions Support the Successful
    Implementation of RTI?
  • Continuing professional development to give
    teachers the skills to implement RTI and educate
    new staff because of personnel turnover.
  • Administrators who assert leadership under RTI,
    including setting staff expectations for RTI
    implementation, finding the needed resources, and
    monitor ingthe fidelity of implementation.
  • Proactive hiring of teachers who support the
    principles of RTI and have the skills to put RTI
    into practice in the classroom.
  • The changing of job roles of teachers and support
    staff (school psychologists, reading specialists,
    special educators, etc.) to support the RTI
    model.
  • Input from teachers and support staff
    (bottom-up) about how to make RTI work in the
    school or district, as well as guidance from
    administration (top-down).

Source Fuchs, D., Deshler, D. D. (2007). What
we need to know about responsiveness to
intervention (and shouldnt be afraid to ask)..
Learning Disabilities Research Practice,
22(2),129136.
32
Engaging the Reluctant Teacher 7 Reasons Why
Instructors May Resist Implementing Classroom RTI
Interventions
33
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).

34
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).

35
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.

36
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.

37
Engaging the Reluctant Teacher Seven Reasons Why
Instructors May Resist Implementing Classroom RTI
Literacy Interventions
  1. Lack of Skills. Teachers lack the skills
    necessary to successfully implement academic or
    behavioral interventions in their content-area
    classrooms.
  2. 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.
  3. No Time. Teachers do not believe that they have
    sufficient time available in classroom
    instruction to implement academic or behavioral
    interventions.
  4. Insufficient 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.
  5. 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.
  6. Undeserving Students. Teachers are unwilling to
    invest the required effort to provide academic or
    behavioral interventions for unmotivated students
    because they would rather put that time into
    providing additional attention to well-behaved,
    motivated students who are more deserving.
  7. The Magic of Special Education. Content-area
    teachers regard special education services as
    magic. 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.

38
RTI Challenge Promoting Staff Understanding
Support for RTI
  • Discuss the degree to which your staff currently
    understand the RTI model and support it.
  • What are some positive steps that your school has
    taken to improve staff understanding and support?
  • What are significant challenges that must still
    be addressed in the area of staff understanding
    and support to reach a positive RTI tipping
    point?

39
Challenge 2 Verifying that Strong Core
Instruction and Interventions Are Being
Delivered in ClassroomsJim Wrightwww.interventi
oncentral.org
40
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 12
41
(No Transcript)
42
RTI Challenge Verifying that Strong Core
Instruction and Interventions Are Being
Delivered in Classrooms
  • Discuss the capacity of general-education
    teachers in your school to provide appropriate
    instruction and research-based instructional
    interventions in their classrooms.
  • What are some positive steps that your school has
    taken?
  • What are significant challenges that must still
    be addressed in helping teachers to understand
    and support their role as classroom
    interventionists?

43
Challenge 3 Using Screening Data to Identify
Students at Risk for Academic or Behavioral
ProblemsJim Wrightwww.interventioncentral.org
44

Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 8
45
Creating a School-Wide Screening Plan
Recommendations for ALL Schools
  1. Ensure that any discussion about grade- or
    school- or district-wide adoption of RTI
    screening tools includes general education and
    special education input.
  2. When adopting a screening tool, inventory all
    formal assessments administered in your school.
    Discuss whether any EXISTING assessments can be
    made optional or dropped whenever new screening
    tools are being added.
  3. If possible, use screening tools found by the
    National Center on RTI to have technical
    adequacy.

46
RTI Challenge Adopting Schoolwide Screening
Measures
  • Discuss your schools current status in
    identifying and adopting screening tools to
    proactively identify students at risk for
    academic or behavioral problems. (Remember that
    existing datagrades, attendance, behaviorcan be
    analyzed periodically and used to screen
    students at risk.)
  • What are some positive steps that your school has
    taken?
  • What are significant challenges in the
    identification and use of screeners that must
    still be addressed?

47
Challenge 4 Establishing a Strong RTI Team for
Students Who Need a Problem-Solving ApproachJim
Wrightwww.interventioncentral.org
48
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p25
49
RTI Team Consultative Process
  • Step 1 Assess Teacher Concerns 5 Mins
  • Step 2 Inventory Student Strengths/Talents 5
    Mins
  • Step 3 Review Background/Baseline Data 5 Mins
  • Step 4 Select Target Teacher Concerns 5-10 Mins
  • Step 5 Set Academic and/or Behavioral Outcome
    Goals and Methods for Progress-Monitoring 5 Mins
  • Step 6 Design an Intervention Plan 15-20 Mins
  • Step 7 Plan How to Share Meeting Information
    with the Students Parent(s) 5 Mins
  • Step 8 Review Intervention Monitoring Plans 5
    Mins

50
RTI Team Roles
  • Coordinator
  • Facilitator
  • Recorder
  • Time Keeper
  • Case Manager

51
RTI Challenge Establishing a Strong RTI Team for
Students Who Need a Problem-Solving Approach
  • Discuss the current functioning of your RTI
    Problem-Solving Team.
  • What are some positive steps that your school has
    taken to improve this team?
  • What are significant challenges that must still
    be addressed to equip your RTI Team to work with
    teachers to create intensive and effective
    interventions?

52
Challenge 5 Developing Implementing
Effective Tier 2/3 Intervention Programs Jim
Wrightwww.interventioncentral.org
53
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 13
54
Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p. 14
55
Scheduling Elementary Tier 2 Interventions
Option 3 Floating RTIGradewide Shared
Schedule. Each grade has a scheduled RTI time
across classrooms. No two grades share the same
RTI time. Advantages are that outside providers
can move from grade to grade providing push-in or
pull-out services and that students can be
grouped by need across different teachers within
the grade.
Anyplace Elementary School RTI Daily Schedule
Classroom 1
Classroom 2
Classroom 3
Grade K
900-930
Classroom 1
Classroom 2
Classroom 3
Grade 1
945-1015
Classroom 1
Classroom 2
Classroom 3
Grade 2
1030-1100
Classroom 1
Classroom 2
Classroom 3
Grade 3
1230-100
Classroom 1
Classroom 2
Classroom 3
Grade 4
115-145
Grade 5
Classroom 1
Classroom 2
Classroom 3
200-230
Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools Procedures to
assure scientific-based practices. New York
Routledge.
56
RTI Challenge Developing Implementing
Effective Tier 2/3 Intervention Programs
  • Discuss the current range of Tier 2/3
    supplemental intervention programs that your
    school currently has in place to address the most
    frequent student academic problems.
  • What are some positive steps that your school has
    taken to develop and implement Tier 2/3
    interventions?
  • What are significant challenges that still remain?

57
Challenge 6 Ensuring That Interventions Are
Carried Out With FidelityJim Wrightwww.interven
tioncentral.org
58

Source New York State Education Department.
(October 2010). Response to Intervention
Guidance for New York State School Districts.
Retrieved November 10, 2010, from
http//www.p12.nysed.gov/specialed/RTI/guidance-oc
t10.pdf p 42
59
Assessing Intervention Integrity
60
Why Assess Intervention Integrity?
  • When a struggling student fails to respond
    adequately to a series of evidence-based
    interventions, that student is likely to face
    significant and potentially negative
    consequences, such as failing grades, long-term
    suspension from school, or even placement in
    special education. It is crucial, then, that
    the school monitor the integrity with which
    educators implement each intervention plan so
    that it can confidently rule out poor or limited
    intervention implementation of the intervention
    as a possible explanation for any students
    non-response.

61
Intervention Integrity Check Direct Observation
  • Intervention integrity is best assessed through
    direct observation (Roach Elliott, 2008).
  • The key steps of the intervention are defined and
    formatted as an observational checklist.
  • An observer watches as the intervention is
    conducted and checks off on the checklist those
    steps that were correctly carried out. The
    observer then computes the percentage of steps
    correctly carried out.

62
Limitations of Direct Observation as an
Intervention Integrity Check
  • Direct observations are time-consuming to
    conduct.
  • Teachers who serve as interventionists may at
    least initially regard observations of their
    intervention implementation as evaluations of
    their job performance, rather than as a
    child-focused RTI quality check.
  • An intervention-implementation checklist
    typically does not distinguish between--or
    differentially weight--those intervention steps
    that are more important from those that are less
    so. If two teachers implement the same 10-step
    intervention plan, for example, with one
    instructor omitting a critical step and the other
    omitting a fairly trivial step, both can still
    attain the same implementation score of steps
    correctly completed.

Source Gansle, K. A., Noell, G. H. (2007). The
fundamental role of intervention implementation
in assessing response to intervention. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
244-251).
63
Intervention Script Builder
64
Supplemental Methods to Collect Data About
Intervention Integrity
  • Teacher Self-Ratings As a form of
    self-monitoring, directing interventionists to
    rate the integrity of their own interventions may
    prompt higher rates of compliance (e.g., Kazdin,
    1989). However, because teacher self-ratings tend
    to be upwardly biased (Gansle Noell, 2007, p.
    247), they should not be relied upon as the sole
    rating of intervention integrity. One suggestion
    for collecting regular teacher reports on
    intervention implementation in a convenient
    manner is to use Daily Behavior Reports (DBRs
    Chafouleas, Riley-Tillman,, Sugai, 2007).

Sources Chafouleas, S., Riley-Tillman, T.C.,
Sugai, G. (2007). School-based behavioral
assessment Informing intervention and
instruction. New York Guilford Press.Gansle, K.
A., Noell, G. H. (2007). The fundamental role
of intervention implementation in assessing
response to intervention. In S. R. Jimerson, M.
K. Burns, A. M. VanDerHeyden (Eds.), Response
to intervention The science and practice of
assessment and intervention (pp.
244-251).Kazdin, A. E. (1989). Behavior
modification in applied settings (4th ed.).
Pacific Gove, CA Brooks/Cole..
65
Intervention Contact Log
66
Supplemental Methods to Collect Data About
Intervention Integrity
  • Intervention Permanent Products If an
    intervention plan naturally yields permanent
    products (e.g., completed scoring sheets, lists
    of spelling words mastered, behavioral sticker
    charts), these products can be periodically
    collected and evaluated as another indicator of
    intervention integrity (Gansle Noell, 2007).

SourceGansle, K. A., Noell, G. H. (2007). The
fundamental role of intervention implementation
in assessing response to intervention. In S. R.
Jimerson, M. K. Burns, A. M. VanDerHeyden
(Eds.), Response to intervention The science and
practice of assessment and intervention (pp.
244-251).
67
Intervention Integrity Verify Through a Mix of
Information Sources
  • Schools should consider monitoring intervention
    integrity through a mix of direct and indirect
    means, including direct observation and permanent
    products (Gansle Noell, 2007), as well as
    interventionist self-ratings (Roach Elliott,
    2008).

Source Gansle, K. A., Noell, G. H. (2007).
The fundamental role of intervention
implementation in assessing response to
intervention. In S. R. Jimerson, M. K. Burns,
A. M. VanDerHeyden (Eds.), Response to
intervention The science and practice of
assessment and intervention (pp. 244-251).Roach,
A. T., Elliott, S. N. (2008). Best practices in
facilitating and evaluating intervention
integrity. In A. Thomas J. Grimes (Eds.), Best
practices in school psychology V (pp.195-208).
68
Selecting Methods to Track Intervention
Integrity
69
Selecting Methods to Track Intervention
Integrity
70
Selecting Methods to Track Intervention
Integrity
71
Selecting Methods to Track Intervention
Integrity
72
RTI Challenge Ensuring That Interventions Are
Carried Out With Fidelity
  • Discuss your schools current ability to track
    the quality/fidelity of interventions.
  • What are some positive steps that your school has
    taken to track intervention fidelity?
  • What are significant challenges that still remain?

73
Promoting Student Reading Comprehension Fix-Up
SkillsJim Wrightwww.interventioncentral.org
74
Reading Comprehension Fix-Up Skills A Toolkit
  • Good readers continuously monitor their
    understanding of informational text. When
    necessary, they also take steps to improve their
    understanding of text through use of reading
    comprehension fix-up skills.
  • Presented here are a series of fix-up skill
    strategies that can help struggling students to
    better understand difficult reading assignments

75
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Core Instruction Providing Main Idea Practice
    through Partner Retell (Carnine Carnine,
    2004). Students in a group or class are assigned
    a text selection to read silently. Students are
    then paired off, with one student assigned the
    role of reteller and the other appointed as
    listener. The reteller recounts the main idea
    to the listener, who can comment or ask
    questions. The teacher then states the main idea
    to the class. Next, the reteller locates two key
    details from the reading that support the main
    idea and shares these with the listener. At the
    end of the activity, the teacher does a spot
    check by randomly calling on one or more students
    in the listener role and asking them to recap
    what information was shared by the reteller.

76
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Accommodation Developing a Bank of Multiple
    Passages to Present Challenging Concepts (Hedin
    Conderman, 2010 Kamil et al., 2008 Texas
    Reading Initiative, 2002). The teacher notes
    which course concepts, cognitive strategies, or
    other information will likely present the
    greatest challenge to students. For these
    challenge topics, the teacher selects
    alternative readings that present the same
    general information and review the same key
    vocabulary as the course text but that are more
    accessible to struggling readers (e.g., with
    selections written at an easier reading level or
    that use graphics to visually illustrate
    concepts). These alternative selections are
    organized into a bank that students can access as
    a source of wide reading material.

77
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Promoting Understanding
    Building Endurance through Reading-Reflection
    Pauses (Hedin 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 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 when engaging
    in intensive reading as a means to build up
    endurance as attentive readers.

78
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Identifying or Constructing
    Main Idea Sentences (Davey McBride, 1986
    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 to 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 paragraphs main
    idea sentence. This stack of main idea cards
    becomes a useful tool to review assigned
    readings.

79
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Restructuring Paragraphs with
    Main Idea First to Strengthen Rereads (Hedin
    Conderman, 2010). The student highlights or
    creates a main idea sentence for each paragraph
    in the assigned reading. When rereading each
    paragraph of the selection, the student (1) reads
    the main idea sentence or student-generated
    gist sentence first (irrespective of where that
    sentence actually falls in the paragraph) (2)
    reads the remainder of the paragraph, and (3)
    reflects on how the main idea relates to the
    paragraph content.

80
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Summarizing Readings (Boardman
    et al., 2008). The student is taught to summarize
    readings into main ideas and essential
    details--stripped of superfluous content. The act
    of summarizing longer readings can promote
    understanding and retention of content while the
    summarized text itself can be a useful study
    tool.

81
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • 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 referents)especially
    when reading challenging text. The student is
    encouraged to circle pronouns in the reading, to
    explicitly identify each pronouns 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 associated with
    it Cambrian Period.

82
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Apply Vocabulary Fix-Up
    Skills for Unknown Words (Klingner Vaughn,
    1999). When confronting an unknown word in a
    reading selection, the student applies the
    following vocabulary fix-up skills
  • Read the sentence again.
  • Read the sentences before and after the problem
    sentence for clues to the words meaning.
  • See if there are prefixes or suffixes in the word
    that can give clues to meaning.
  • Break the word up by syllables and look for
    smaller words within.

83
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Compiling a Vocabulary Journal
    from Course Readings (Hedin Conderman, 2010).
    The student highlights new or unfamiliar
    vocabulary from course readings. The student
    writes each term into a vocabulary journal, using
    a standard sentence-stem format e.g., Mitosis
    means or A chloroplast is. If the student is
    unable to generate a definition for a vocabulary
    term based on the course reading, he or she
    writes the term into the vocabulary journal
    without definition and then applies other
    strategies to define the term e.g., look up the
    term in a dictionary use Google to locate two
    examples of the term being used correctly in
    context ask the instructor, etc.).

84
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Encouraging Student Use of
    Text Enhancements (Hedin Conderman, 2010). Text
    enhancements can be used to tag important
    vocabulary terms, key ideas, or other reading
    content. If working with photocopied material,
    the student can use a highlighter to note key
    ideas or vocabulary. Another enhancement strategy
    is the lasso and rope techniqueusing a pen or
    pencil to circle a vocabulary term and then
    drawing a line that connects that term to its
    underlined definition. If working from a
    textbook, the student can cut sticky notes into
    strips. These strips can be inserted in the book
    as pointers to text of interest. They can also be
    used as temporary labelse.g., for writing a
    vocabulary term and its definition.

85
Reading Comprehension Fix-Up Skills A Toolkit
(Cont.)
  • Student Strategy Reading Actively Through Text
    Annotation (Harris, 1990 Sarkisian et al.,
    2003). Students are likely to increase their
    retention of information when they interact
    actively with their reading by jotting comments
    in the margin of the text. Using photocopies, the
    student is taught to engage in an ongoing
    'conversation' with the writer by recording a
    running series of brief comments in the margins
    of the text. The student may write annotations to
    record opinions about points raised by the
    writer, questions triggered by the reading, or
    unknown vocabulary words.

86
Defensive Behavior Management The Power of
Teacher PreparationJim Wrightwww.interventionce
ntral.org
87
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.
88
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.
89
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.
90
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.
91
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.
92
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.
93
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.
Write a Comment
User Comments (0)
About PowerShow.com