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How Do We Define a Tier I (Classroom-Based) Intervention? Jim Wright www.interventioncentral.org

How Do We Define a Tier I (Classroom-Based) Intervention? Jim Wright www.interventioncentral.org. RTI: Research Questions. Q: What is the nature of Tier I Instruction?

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How Do We Define a Tier I (Classroom-Based) Intervention? Jim Wright www.interventioncentral.org

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  1. How Do We Define a Tier I (Classroom-Based) Intervention?Jim Wrightwww.interventioncentral.org

  2. RTI: Research Questions Q: What is the nature of Tier I Instruction? There is a lack of agreement about what we mean by ‘scientifically validated’ classroom (Tier I) interventions. Districts should establish a ‘vetting’ process—criteria for judging whether a particular instructional or intervention approach should be considered empirically based. Source: Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask).. Learning Disabilities Research & Practice, 22(2),129–136.

  3. Tier I Interventions Tier I interventions are universal—available to all students. Teachers often deliver these interventions in the classroom.Tier I interventions are those strategies that instructors are likely to put into place at the first sign that a student is struggling. These interventions can consist of: -Effective ‘whole-group’ teaching & management strategies -Modest individualized strategies that the teacher uses with specific students. Tier I interventions attempt to answer the question: Are routine classroom instructional strategies sufficient to help the student to achieve academic success?

  4. Examples of Evidence-Based Tier I Management Strategies (Fairbanks, Sugai, Guardino, & Lathrop, 2007) • Consistently acknowledging appropriate behavior in class • Providing students with frequent and varied opportunities to respond during instructional activities • Reducing transition time between instructional activities to a minimum • Giving students immediate and direct corrective feedback when they commit an academic error or engage in inappropriate behavior Source: Fairbanks, S., Sugai, G., Guardino, S., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73, p. 290.

  5. Maintaining Classroom Discipline (1947): Pt. 1 of 3 (4:12) Source: Internet Archive. Retrieved September 23, 2007, from http://www.archive.org/details/Maintain1947

  6. Tier I Ideas to Help Students to Complete Independent Seatwork

  7. Independent Seatwork: A Source of Misbehavior When poorly achieving students must work independently, they can run into difficulties with the potential to spiral into misbehaviors. These difficulties can include: • Being unable to do the assigned work without help • Not understanding the directions for the assignment • Getting stuck during the assignment and not knowing how to resolve the problem • Being reluctant to ask for help in a public manner • Lacking motivation to work independently on the assignment

  8. Directions & Instructional Match. The teacher ensures that the student understands the assignment and can do the work. Performance Feedback. The student can access an answer key (if appropriate) to check his or her work. Reference Sheets. The student has a reference sheet with steps to follow to complete the assignment or other needed information. Teacher Feedback & Encouragement. The teacher circulates around the room (proximity) , spending brief amounts of time checking students’ progress and giving feedback and encouragement as needed. Completed Models. The student has one or more models of correctly completed assignment items for reference. Help Routine. The student knows how to request help without drawing attention (e.g., by asking a peer). Elements to Support Independent Seatwork

  9. Building Positive Relationships With StudentsJim Wrightwww.interventioncentral.org

  10. Avoiding the ‘Reprimand Trap’ When working with students who display challenging behaviors, instructors can easily fall into the ‘reprimand trap’. In this sequence: • The student misbehaves. • The teacher approaches the student to reprimand and redirect. (But the teacher tends not to give the student attention for positive behaviors, such as paying attention and doing school work.) • As the misbehave-reprimand pattern becomes ingrained, both student and teacher experience a strained relationship and negative feelings.

  11. Sample Ideas to Improve Relationships With Students: The Two-By-Ten Intervention(Mendler, 2000) • Make a commitment to spend 2 minutes per day for 10 consecutive days in building a relationship with the student…by talking about topics of interest to the student. Avoid discussing problems with the student’s behaviors or schoolwork during these times. Source: Mendler, A. N. (2000). Motivating students who don’t care. Bloomington, IN: National Educational Service.

  12. Sample Ideas to Improve Relationships With Students: The Three-to-One Intervention(Sprick, Borgmeier, & Nolet, 2002) • Give positive attention or praise to problem students at least three times more frequently than you reprimand them. Give the student the attention or praise during moments when that student is acting appropriately. Keep track of how frequently you give positive attention and reprimands to the student. Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.

  13. Discussion Question Why would a teacher at your school be very happy to see an RTI model adopted? What is in it for him or her?

  14. Common Student Problems: What Works?

  15. How Do Schools ‘Standardize’ Expectations for Tier I Interventions? A Four-Step Solution • Develop a list of your school’s ‘top five’ academic and behavioral referral concerns (e.g., low reading fluency, inattention). • Create a survey for teachers, asking them to jot down the ‘good teaching’ ideas that they use independently when they encounter students who struggle in these problem areas. • Collect the best of these ideas into a menu. Add additional research-based ideas if available. • Require that teachers implement a certain number of these strategies before referring to your RTI Intervention Team. Consider ways that teachers can document these Tier I interventions as well.

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