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Enhancing RtI: Instruction and Intervention

Enhancing RtI: Instruction and Intervention. Doug Fisher and Nancy Frey www.fisherandfrey.com. Traditional View of Learning. When time and instruction are held constant…. LEARNING. … learning outcomes vary. Adapted from Buffum, Mattos, & Weber, 2009. A New View of Learning.

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Enhancing RtI: Instruction and Intervention

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  1. Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey www.fisherandfrey.com

  2. Traditional View of Learning When time and instruction are held constant… LEARNING … learning outcomes vary. Adapted from Buffum, Mattos, & Weber, 2009

  3. A New View of Learning When time and instruction are variable… LEARNING … learning is held constant. Adapted from Buffum, Mattos, & Weber, 2009

  4. Purpose of RtI An alternative way to identify students as having learning disabilities, making sure that students who struggle were not misidentified as disabled when different and/or more intensive instruction addressed their needs. “Big RTI”

  5. A school improvement process designed to ensure that students receive the instruction, intervention, and support necessary to be successful. “little rti”

  6. Response to Instruction and Intervention (RtI2) • Tier 1: Quality core instruction • Tier 2: Supplemental intervention • Tier 3: Intensive intervention Tier 2: 20-30% Tier 1: 70+% Tier 3: 5-15% Manipulate variables…

  7. What Variables Can You Control? • Frequency (time) • Duration (time) • Assessment (instruction) • Group size (instruction) • Access to expertise (instruction) • Staff collaboration (instruction) • Student Monitoring Team (instruction) • Others?

  8. Tier 1: Quality Core Instruction • Based on a Gradual Release of Responsibility • Formative assessments (feed forward, not just feedback) • Push-in supports and incidental benefits

  9. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

  10. Tiers 2 and 3 intervention are not a Band-Aid… …for ineffective Tier 1 instruction.

  11. The Role of Assessment in RtI2

  12. Screening Tools Progress Monitoring Diagnostic

  13. DIBELS Oral fluency SAM SALLI Writing sample Spelling inventory Screening Tools

  14. Which do you use? Are they working for you?

  15. Curriculum-based measures (CBM): mostly skills-based

  16. Curriculum-based assessments (CBA): course curriculum

  17. Both are needed for progress monitoring

  18. Progress Monitoring Checklists Rubrics Self-assessments Observations Competencies

  19. Which do you use? Are they working for you?

  20. Homework is NOT a progress monitoring tool!

  21. Traditional homework occurs too soon in the instructional cycle.

  22. Cleavers Slackers Cheaters Bewildered

  23. Goals of Homework • Fluency building • Application • Spiral review • Extension Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making responsibility possible. English Journal,98(2), 40-45.

  24. Spiral Review Homework: Opinionnaire

  25. Extension Homework

  26. Compare English language learners to “true peers”

  27. What could Tier 2 look like? Tier 2: 10-15%

  28. The focus of the monitoring team

  29. Manipulate the variables

  30. Access to Expertise

  31. Who provides Tier 2? • Mostly classroom teachers as students work productively • Push-in staff (15% rule)

  32. TimeandDuration

  33. Group size

  34. CBMs 2 times per month for progress monitoring

  35. Academic Recovery and After school tutorials

  36. Involve the family

  37. Increased guided instruction with smaller groups

  38. Teacher Role What is the teacher doing while productive group work is occurring?

  39. Zone of Proximal Development Scaffolding

  40. “As easy as learning to ride a bike”

  41. Scaffolds in Classroom Instruction • Robust questions to check for understanding • Prompts that focus on cognitive and metacognitive processes • Cues to shift attention to sources • Direct explanation and modeling to re-teach

  42. Robust Questions to Check for Understanding

  43. Intention uncovering, nottesting

  44. I-R-E Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Good. What is a diurnal animal?

  45. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Probe

  46. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Misconception

  47. Prompting for Cognitive and Metacognitive Thinking

  48. Prompts So the student does the cognitive work

  49. Prompts can be cognitive or metacognitive Note to elf

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