An%20Overview%20of%20RTI/The%20Classroom%20Teacher%20as%20the%20

1
An Overview of RTI/The Classroom Teacher asthe
First Responder Jim Wrightwww.interventioncent
ral.org
2
Workshop Agenda
3
Workshop PPTs and Handout Available at
http//www.interventioncentral.org/ppcsd
4
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).
5
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.

6
Five Core Components of RTI Service Delivery

1. Student services are arranged in a multi-tier
   model
2. Data are collected to assess student baseline
   levels and to make decisions about student
   progress
3. Interventions are evidence-based
4. The procedural integrity of interventions is
   measured
5. RTI is implemented and developed at the school-
   and district-level to be scalable and sustainable
   over time

Source Glover, T. A., DiPerna, J. C. (2007).
Service delivery for response to intervention
Core components and directions for future
research. School Psychology Review, 36, 526-540.
7
NYSED RTI Guidance Memo April 2008
Source DeLorenzo, J. P., Stevens, J. C. (April
2008). Implementation of response to intervention
programs. Memorandum issued by New York State
Education Department. Retrieved November 25,
2008, from http//www.vesid.nysed.gov/specialed/pu
blications/policy/RTI.htm
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The Regents policy framework for RtI

• Authorizes the use of RtI in the State's criteria
  to determine learning disabilities (LD) and
  requires, effective July 1, 2012, that all school
  districts have an RtI program in place as part of
  the process to determine if a student in grades
  K-4 is a student with a learning disability in
  the area of reading.  Effective on or after July
  1, 2012, a school district shall not use the
  severe discrepancy criteria to determine that a
  student in kindergarten through grade four has a
  learning disability in the area of reading. 
    8 NYCRR section 200.4(j)

Source DeLorenzo, J. P., Stevens, J. C. (April
2008). Implementation of response to intervention
programs. Memorandum issued by New York State
Education Department. Retrieved November 25,
2008, from http//www.vesid.nysed.gov/specialed/pu
blications/policy/RTI.htm
10
RTI Pyramid of Interventions
11
NYSED RTI Guidance Document October 2010
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
12
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
13
Tier 1 Core Instruction

• Tier I core instruction
• Is universalavailable to all students.
• Can be delivered within classrooms or throughout
  the school.
• Is an ongoing process of developing strong
  classroom instructional practices to reach the
  largest number of struggling learners.
• All children have access to Tier 1
  instruction/interventions. Teachers have the
  capability to use those strategies without
  requiring outside assistance.
• Tier 1 instruction encompasses
• The schools core curriculum.
• All published or teacher-made materials used to
  deliver that curriculum.
• Teacher use of whole-group teaching
  management strategies.
• Tier I instruction addresses this question Are
  strong classroom instructional strategies
  sufficient to help the student to achieve
  academic success?

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Tier I (Classroom) Intervention

• Tier 1 intervention
• Targets red flag students who are not
  successful with core instruction alone.
• Uses evidence-based strategies to address
  student academic or behavioral concerns.
• Must be feasible to implement given the resources
  available in the classroom.
• Tier I intervention addresses the question Does
  the student make adequate progress when the
  instructor uses specific academic or behavioral
  strategies matched to the presenting concern?

15
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
16
Tier 2 Supplemental (Group-Based)
Interventions(Standard Treatment Protocol)

• Tier 2 interventions are typically delivered in
  small-group format. About 5-10 of students in
  the typical school will require Tier
  2/supplemental intervention support. Group size
  for Tier 2 interventions is limited to 3-5
  students. Students placed in Tier 2
  interventions should have a shared profile of
  intervention need.
• Programs or practices used in Tier 2
  interventions should be evidence-based.
• The progress of students in Tier 2
  interventions are monitored at least 2 times per
  month.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
17
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.
18
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
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Tier 3 Intensive Individualized
Interventions(Problem-Solving Protocol)

• Tier 3 interventions are the most intensive
  offered in a school setting.
• Students qualify for Tier 3 interventions
  because
• they are found to have a large skill gap when
  compared to their class or grade peers and/or
• They did not respond to interventions provided
  previously at Tiers 1 2.
• Tier 3 interventions are provided daily for
  sessions of 30 minutes or more. The
  student-teacher ratio is flexible but should
  allow the student to receive intensive,
  individualized instruction.
• The reading progress of students in Tier 3
  interventions is monitored at least weekly.

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
20
RTI Challenge Defining the Key Role of Classroom
Teachers in RTI
21
The Key Role of Classroom Teachers as
Interventionists 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.

22
RTI Intervention Key Concepts p. 5
23
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).

26
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..
27
Core Instruction, Interventions, Accommodations
Modifications Sorting Them Out

• Modification. A modification changes the
  expectations of what a student is expected to
  know or do in core instructiontypically 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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The Classroom Teacher as the First Responder
Interventions to Fix Student Reading
ProblemsJim Wrightwww.interventioncentral.org
31
Workshop PPTs and Handout Available
athttp//www.interventioncentral.org/nfrc
32
Teacher as RTI First Responder Areas of
Inquiry
33
RTI Pyramid of Interventions
34
The Teacher as First ResponderFocus of
Inquiry What are the specific expectations of
the general-education classroom teacher to serve
as an interventionist?
35
Risk for reading failure always involves the
interaction of a particular set of child
characteristics with specific characteristics of
the instructional environment. Risk status is not
entirely inherent in the child, but always
involves a mismatch between child
characteristics and the instruction that is
provided. (Foorman Torgesen, 2001 p. 206).


Source Foorman, B. R., Torgesen, J. (2001).
Critical elements of classroom and small-group
instruction promote reading success in all
children. Learning Disabilities Research
Practice, 16, 203-212.
36
The Key Role of Classroom Teachers as
Interventionists 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 research-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.

37
RTI Interventions What If There is No Commercial
Intervention Package or Program Available?

• Although commercially prepared programs and the
  subsequent manuals and materials are inviting,
  they are not necessary. A recent review of
  research suggests that interventions are research
  based and likely to be successful, if they are
  correctly targeted and provide explicit
  instruction in the skill, an appropriate level of
  challenge, sufficient opportunities to respond to
  and practice the skill, and immediate feedback on
  performanceThus, these elements could be used
  as criteria with which to judge potential
  interventions. p. 88

Source Burns, M. K., Gibbons, K. A. (2008).
Implementing response-to-intervention in
elementary and secondary schools. Routledge New
York.
38
Motivation Deficit 1 The student is unmotivated
because he or she cannot do the assigned work.

• Profile of a Student with This Motivation
  Problem The student lacks essential skills
  required to do the task.

39
Motivation Deficit 1 Cannot Do the Work

• Profile of a Student with This Motivation Problem
  (Cont.)Areas of deficit might include
• Basic academic skills. Basic skills have
  straightforward criteria for correct performance
  (e.g., the student defines vocabulary words or
  decodes text or computes math facts) and
  comprise the building-blocks of more complex
  academic tasks (Rupley, Blair, Nichols, 2009).
• Cognitive strategies. Students employ specific
  cognitive strategies as guiding procedures to
  complete more complex academic tasks such as
  reading comprehension or writing (Rosenshine,
  1995
• Academic-enabling skills. Skills that are
  academic enablers (DiPerna, 2006) are not tied
  to specific academic knowledge but rather aid
  student learning across a wide range of settings
  and tasks (e.g., organizing work materials, time
  management).

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Motivation Deficit 1 Cannot Do the Work (Cont.)

• What the Research Says When a student lacks the
  capability to complete an academic task because
  of limited or missing basic skills, cognitive
  strategies, or academic-enabling skills, that
  student is still in the acquisition stage of
  learning (Haring et al., 1978). That student
  cannot be expected to be motivated or to be
  successful as a learner unless he or she is first
  explicitly taught these weak or absent essential
  skills (Daly, Witt, Martens Dool, 1997).

41
Motivation Deficit 1 Cannot Do the Work (Cont.)

• How to Verify the Presence of This Motivation
  Problem The teacher collects information (e.g.,
  through observations of the student engaging in
  academic tasks interviews with the student
  examination of work products, quizzes, or tests)
  demonstrating that the student lacks basic
  skills, cognitive strategies, or
  academic-enabling skills essential to the
  academic task.

42
Motivation Deficit 1 Cannot Do the Work (Cont.)

• How to Fix This Motivation Problem Students who
  are not motivated because they lack essential
  skills need to be taught those skills.
  Direct-Instruction Format. Students learning
  new material, concepts, or skills benefit from a
  direct instruction approach. (Burns,
  VanDerHeyden Boice, 2008 Rosenshine, 1995
  Rupley, Blair, Nichols, 2009).

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Motivation Deficit 1 Cannot Do the Work (Cont.)

• How to Fix This Motivation Problem When
  following a direct-instruction format, the
  teacher
• ensures that the lesson content is appropriately
  matched to students abilities.
• opens the lesson with a brief review of concepts
  or material that were previously presented.
• states the goals of the current days lesson.
• breaks new material into small, manageable
  increments, or steps.

45
Motivation Deficit 1 Cannot Do the Work (Cont.)

• How to Fix This Motivation Problem When
  following a direct-instruction format, the
  teacher
• throughout the lesson, provides adequate
  explanations and detailed instructions for all
  concepts and materials being taught. NOTE Verbal
  explanations can include 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 verbalizes the
  steps in applying the strategy).
• regularly checks for student understanding by
  posing frequent questions and eliciting group
  responses.

46
Motivation Deficit 1 Cannot Do the Work (Cont.)

• How to Fix This Motivation Problem When
  following a direct-instruction format, the
  teacher
• verifies that students are experiencing
  sufficient success in the lesson content to shape
  their learning in the desired direction and to
  maintain student motivation and engagement.
• provides timely and regular performance feedback
  and corrections throughout the lesson as needed
  to guide student learning.

47
Motivation Deficit 1 Cannot Do the Work (Cont.)

• How to Fix This Motivation Problem When
  following a direct-instruction format, the
  teacher
• allows students the chance to engage in practice
  activities distributed throughout the lesson
  (e.g., through teacher demonstration then group
  practice with teacher supervision and feedback
  then independent, individual student practice).
• ensures that students have adequate support
  (e.g., clear and explicit instructions teacher
  monitoring) to be successful during independent
  seatwork practice activities.

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Alphabetics/Phonics Intervention Letter Cube
BlendingFocus of Inquiry What is the
definition of research-based for classroom
interventions?
50
Letter Cube Blending
d
i
r

• The Letter Cube Blending intervention targets
  alphabetic (phonics) skills. The student is given
  three cubes with assorted consonants and vowels
  appearing on their sides. The student rolls the
  cubes and records the resulting letter
  combinations on a recording sheet. The student
  then judges whether each resulting word
  composed from the letters randomly appearing on
  the blocks is a real word or a nonsense word. The
  intervention can be used with one student or a
  group. (Florida Center for Reading Research,
  2009 Taylor, Ding, Felt, Zhang, 2011).

Sources Florida Center for Reading Research.
(2009). Letter cube blending. Retrieved from
http//www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTay
lor, R. P., Ding, Y., Felt, D., Zhang, D.
(2011). Effects of Tier 1 intervention on
lettersound correspondence in a
Response-to-Intervention model in first graders.
School Psychology Forum, 5(2), 54-73.
51
Letter Cube Blending

• PREPARATION Here are guidelines for preparing
  Letter Cubes
• Start with three (3) Styrofoam or wooden blocks
  (about 3 inches in diameter). These blocks can be
  purchased at most craft stores.
• With three markers of different colors (green,
  blue, red), write the lower-case letters listed
  below on the sides of the three blocks--with one
  bold letter displayed per side. - Block 1
  t,c,d,b,f,m green marker- Block 2 a,e,i,o.u,i
  (The letter I appears twice on the block.) blue
  marker- Block 3 b,d,m,n,r,s red marker
• Draw a line under any letter that can be confused
  with letters that have the identical shape but a
  different orientation (e.g., b and d).

Sources Florida Center for Reading Research.
(2009). Letter cube blending. Retrieved from
http//www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTay
lor, R. P., Ding, Y., Felt, D., Zhang, D.
(2011). Effects of Tier 1 intervention on
lettersound correspondence in a
Response-to-Intervention model in first graders.
School Psychology Forum, 5(2), 54-73.
52
Letter Cube Blending

• INTERVENTION STEPS At the start of the
  intervention, each student is given a Letter Cube
  Blending Recording Sheet. During the Letter Cube
  Blending activity
• Each student takes a turn rolling the Letter
  Cubes. The student tosses the cubes on the floor,
  a table, or other flat, unobstructed surface. The
  cubes are then lined up in 1-2-3 (green blue
  red) order.
• The student is prompted to sound out the letters
  on the cubes. The student is prompted to sound
  out each letter, to blend the letters, and to
  read aloud the resulting word.

Sources Florida Center for Reading Research.
(2009). Letter cube blending. Retrieved from
http//www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTay
lor, R. P., Ding, Y., Felt, D., Zhang, D.
(2011). Effects of Tier 1 intervention on
lettersound correspondence in a
Response-to-Intervention model in first graders.
School Psychology Forum, 5(2), 54-73.
53
Letter Cube Blending

• INTERVENTION STEPS (Cont.)
• The student identifies and records the word as
  real or nonsense. The student then identifies
  the word as real or nonsense and then writes
  the word on in the appropriate column on the
  Letter Cube Blending Recording Sheet.
• The activity continues to 10 words. The activity
  continues until students in the group have
  generated at least 10 words on their recording
  sheets.

Sources Florida Center for Reading Research.
(2009). Letter cube blending. Retrieved from
http//www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdfTay
lor, R. P., Ding, Y., Felt, D., Zhang, D.
(2011). Effects of Tier 1 intervention on
lettersound correspondence in a
Response-to-Intervention model in first graders.
School Psychology Forum, 5(2), 54-73.
54
Letter Cube BlendingSample Recording Sheet
d
i
r
Sources Florida Center for Reading Research.
(2009). Letter cube blending. Retrieved from
http//www.fcrr.org/SCAsearch/PDFs/K-1P_036.pdf Ta
ylor, R. P., Ding, Y., Felt, D., Zhang, D.
(2011). Effects of Tier 1 intervention on
lettersound correspondence in a
Response-to-Intervention model in first graders.
School Psychology Forum, 5(2), 54-73.
55
Classroom Interventions How Do We Define
Research-Based?

• Problem School districts (and NYSED) require
  that teachers classroom interventions be
  research-based.
• However, school districts often have not adopted
  any formal criteria for defining
  research-based. For example
• How many studies must have been carried out to
  validate an intervention program or strategy?
• Are there particular journals that are considered
  more reputable sources of research-based
  interventions?
• Do single-subject studies count as
  research-based, or are studies with control and
  treatment groups required?

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57
Question Are FCRR Resources Research-Based?

• The Florida Center for Reading Research makes
  many instructional/intervention reading lessons
  available to teachers.
• Most of the lessons lack research citations.
• Do FCRR materials meet a standard definition of
  research-based?

58
Classroom Interventions Untying the Knot of
Research-Based

• Here are recommendations to give teachers
  flexibility and ownership with Tier 1
  interventions
• Train Teachers in Principles of Direct
  Instruction. Teachers should be trained in
  principles of direct instruction that allow them
  to effectively deliver any educational content to
  struggling students in the classroom (Tier 1).
• Catalog Definitions of Essential Skills Matched
  to Common Areas of Student Deficit. When
  possible, schools should catalog definitions of
  essential skills that are recommended by
  research to match specific areas of academic
  deficit.
• Encourage Teachers to Create Interventions Based
  on Definitions of Essential Skills. When given
  the prescription of definitions of essential
  skills that would benefit a particular student,
  teachers should then be encouraged to find or
  create intervention lessons that conform to the
  prescribed practices.

59
Classroom Interventions Untying the Knot of
Research-Based

• Here are recommendations to give teachers
  flexibility and ownership with Tier 1
  interventions
• Train Teachers in Principles of Direct
  Instruction. Teachers should be trained in
  principles of direct instruction that allow them
  to effectively deliver any educational content to
  struggling students in the classroom (Tier 1).
• Example. A 1st-grade teacher , Mrs. Alicea,
  receives training in direct instruction and is
  encouraged to consult a special educator in her
  school on DI as needed.

60
Classroom Interventions Untying the Knot of
Research-Based

• Here are recommendations to give teachers
  flexibility and ownership with Tier 1
  interventions
• Catalog Definitions of Essential Skills Matched
  to Common Areas of Student Deficit. When
  possible, schools should catalog definitions of
  essential skills that are recommended by
  research to match specific areas of academic
  deficit.
• Example. The school defined one important
  essential student academic skill as
  Alphabetics/Phonics The student is able to map
  sounds to their corresponding alphabetic
  representations and to use rules of phonics to
  sound out written words.

61
Classroom Interventions Untying the Knot of
Research-Based

• Here are recommendations to give teachers
  flexibility and ownership with Tier 1
  interventions
• Encourage Teachers to Create Interventions Based
  on Definitions of Essential Skills. When given
  the prescription of definitions of essential
  skills that would benefit a particular student,
  teachers should then be encouraged to find or
  create intervention lessons that conform to the
  prescribed practices.
• Example. Using DIBELS winter screening results,
  Mrs. Alicea identified four children in her class
  who were at some risk in alphabetics/phonics .
  The teacher located several group lessons from
  the Florida Center for Reading Research, among
  them Letter Cube Blending, that could be expected
  to promote the essential skill of
  alphabetics/phonics. She set aside time daily to
  implement these intervention lessons with this
  small group, using a direct instructional
  approach.

62
Classroom Interventions Untying the Knot of
Research-Based (Cont.)

• Recommendations to Give Flexibility and Ownership
  with Tier 1 Interventions
• Train in Principles of Direct Instruction.
• Catalog Definitions of Essential Skills Matched
  to Common Areas of Student Deficit.
• Encourage Teachers to Create Interventions Based
  on Definitions of Essential Skills.
• A teacher-made intervention constructed
  according to these recommendations could be
  considered research-based in two crucial
  respects
• The teacher-selected activities logically address
  academic deficits that have already been shown to
  be important through intervention research.
• The direct-instructional approach used by the
  teacher to present the activities is also
  validated through research Good instruction is
  research-based.

63
As Student Stakes Grow, So Does the Weight of
Research Evidence Needed for Interventions

• As described in previous slides, teachers should
  be allowed flexibility at Tier 1 when selecting
  or constructing intervention ideas, so long as
  those ideas match a target students deficits in
  essential skills.
• However, because student stakes are higher at
  Tiers 2 and 3, interventions at these levels
  should be held to a higher standard of research
  evidence.
• When possible, programs or practices at Tiers 2
  and 3 should be supported by studies published in
  reputable, peer-reviewed journals.

64
Reading Fluency Intervention HELPS
ProgramFocus of Inquiry What is the potential
for the Internet community to support the
development of high-quality open source
intervention materials?
65
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.

66
Reading Comprehension Intervention Phrase-Cued
Text LessonsFocus of Inquiry How can
affordable technology make interventions more
feasible for teachers?
67
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 often encapsulate key ideas, the
  students ability to identify them can enhance
  comprehension of the text (Rasinski, 1990, 1994).

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.
68
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.
69
Phrase-Cued Text Lessons

• PREPARATION Here are guidelines for preparing
  phrase-cued passages
• Select a Passage. Select a short (100-250 word)
  passage that is within the students
  instructional or independent level.
• Mark Sentence Boundaries. Mark the sentence
  boundaries of the passage with double slashes
  (//).
• 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 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,
70
Example Passage With Phrase-Cued Text Annotation
71
Phrase-Cued Text Lessons

• 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
• 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 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 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 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,
72
Phrase-Cued Text Lessons

• INTERVENTION STEPS (Cont.)
• Follow the Phrase-Cued Text Reading Sequence The
  tutor prepares a new phrase-cued passage for each
  session and follows this sequence
• The tutor reads the phrase-cued passage aloud
  once as a model, while the student follows along
  silently.
• The student reads the phrase-cued passage aloud
  2-3 times. The tutor provides ongoing feedback
  about the student reading, noting the students
  observance of phrase breaks.
• The session concludes with the student reading
  aloud a copy of the passage without phrase-cue
  marks. The tutor provides feedback about the
  students success in recognizing the natural
  phrase breaks in the students final read-aloud.

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,
73
Phrase-Cued Text Lessons

• Additional 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 modify the intervention
  sequence (described above) to accommodate a group
  or class. The teacher models reading of the
  phrase-cued passage 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 can extend the impact of this
  strategy by using it at home, with training and
  materials provided by the school.

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,
74
(No Transcript)
75
Reading Comprehension Intervention Student
Fix-Up SkillsFocus of Inquiry How can the
student be enlisted to serve as an
interventionist?
76
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

77
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.

78
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.

79
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.

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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.

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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.

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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.

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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.

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Teacher as RTI First Responder Areas of
Inquiry