Presenters

Developing Trade Tools: Intervention 101 for Schools

ESPY 786
Instructional Consultation & Academic Interventions
Division of School Psychology
Stacy A. S. Williams, PhD
swilliams@albany.edu
Erin Brewer
Educational Psychology
Tierney Gifford, Dan Hoffman & Rachel Teplitsky
School Psychology

Welcome to our class!!

http:// instructionalcon sultation.weebly .com/index.html

Todays Outline

Introduction
RTI Brochures: Parents & Teachers
Reading Intervention Resource
Writing Intervention Resource
Mathematics Intervention Resource
Question & Answers

Structuring The Experience

Instructional Consultation

Instructional consultation (IC) is a structured and systematic problem-solving process of consultation focused upon the instructional ecology of schools (Knotek, Roseneld, Gravois, Babinski, 2003, pp. 305).
The primary premise is to help teachers help students by having the teacher (i.e., the consultee) view the students problems from an ecological perspective rather than conceptualizing the childs difculties from a decit perspective

IC Assumptions

The schools mission should be to support all learners and not be focused on sorting students,
Any support that is provided to the child needs to occur within the classroom,
And the childs difculty needs to be operationalized from an ecological perspective (Roseneld, 2008).

Resource Guide 2012

Daly III, E. J., Chafouleas, S. & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press.
Glover, T. A., & Vaughn, S. (2010). The promise of response to intervention: Evaluating current science and practice. New York: Guilford Press
Graham, S., MacArthur, A. C., & Fitzgerald, J. (2007). Best practices in writing instruction. New York: Guilford Press.
Riley-Tillman, T.C. & Burns, M. K. (2009). Evaluating educational interventions: Single-case design for measuring response to intervention. New York: Guilford Press.
Roseneld, S. A. (2011). Instructional consultation. New York: Routledge.
Wisniewski, R., Fawcett, G., Padak, N. D., & Rasinski, T. V. (2012). Evidenced-based instruction in reading: A professional development guide to culturally responsive instruction. New York: Pearson.
Brown-Chidsey, R., Bronaugh, L., McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes (2nd Ed). New York: Guilford Press.

Resource Guide 2013

Brown-Chidsey, R. & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice (2nd Ed). New York: Guilford Press.
Daly III, E. J., Chafouleas, S. & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press.
Gersten, R. & Newman-Gonchar, R. (2011). Understanding RTI in mathematics: Proven methods and applications. Baltimore: Paul H. Brookes Publishing Co.
Graham, S., MacArthur, A. C., & Fitzgerald, J. (2007). Best practices in writing instruction. New York: Guilford Press.
Riley-Tillman, T.C. & Burns, M. K. (2009). Evaluating educational interventions: Single-case design for measuring response to intervention. New York: Guilford Press.
Roseneld, S. A. (2012). Becoming a school consultant: Lessons learned. New York: Routledge.
Brown-Chidsey, R., Bronaugh, L., McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.
Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes (2nd Ed). New York: Guilford Press.

Student Activities

Spring 2012
RTI Brochures (Parent/ Teacher)
Intervention Kits
Resource Handbook
Spring 2013
RTI Brochures
Intervention Kits
Resource Handbook
Intervention Brochure
Intervention Video
Reference Guide??

RTI Brochures

Tierney Gifford, MS
School Psychology

Types of Information included

Parents

Importance of RTI
Denition of RTI
Role of Parents
Resources
Questions to ask

Teachers
Importance of RTI
Denition of RTI
Role of Teachers
Resources
How to explain RTI to parents

Denition and Importance of RTI

Denition of Response to Intervention

Explanation of RTI

What is RTI?
Denition of RTI and other terminology
Explanation of tiers
Advantages of RTI
Differences at each grade level
Why should we use RTI?
Explanation of process to help all students learn, not just identifying students for special education
Prevention and intervention system

Visual Representation of Tiers

Roles of Teachers and Parents

Roles

Teacher Role
Progress monitoring
Differentiated Instruction
Implementing interventions
Membership on Problem-solving team
Parent Role
Monitor and assist with homework
Communication with school and teacher
Praise and reinforcement

Questions Parents Should Ask

How is RTI implemented?
Universal screening and progress monitoring
Information about Tiers in your specic school
Who will implement interventions? And how will they be chosen?
How is information provided to parents?
When is a formal evaluation needed?
How can I be involved?

Questions to Ask

Print and Online Resources

Resources

Online resources

General RTI information sites
Intervention sites

Reading, writing, and math

Parent pages

Print Resources

Frequently asked questions
Practical guides
Intervention texts

Always explain the resources and how they can be used

Explaining RTI to Parents

Explaining RTI to parents

Explain how RTI is being implemented to ALL parents at the beginning of the year.
Indicate how the school will communicate and how they can request information.
Explain any new instructional practices and how the students progress will be monitored.
Let ALL parents know what they can do at home to reinforce what is happening at school. Communicating with families on a regular basis builds partnerships.
Always make sure that families clearly understand why a child is getting additional instructional interventions (Tier 2), what academic areas are being included, what the parents can do at home, and how progress or problems will be communicated.
Consider family diversity (including culture, education, language, and poverty) when designing your school and family methods of communication.
Explain the data free of educational jargon and celebrate progress!
Always listen to a familys concerns about their child having a disability and quickly respond to questions and requests for evaluation.

Reading Resource

Erin Brewer, CAS
Educational Psychology

An Educators Guide to Understanding the Basic Concepts in Reading and Implementing Evidenced-Based Interventions in Phonological Awareness, Fluency, and Comprehension.

Areas of Focus:
Phonological Awareness Fluency Comprehension

Story Grammar Training

Comprehension Intervention

Target Skills Location Materials Directions Progress Monitoring

Example of an Advanced Organizer of the 5 wh

Daily Starters Lesson Plans Printables Mini-Books Reading Level Reading Level Equivalent Guided Reading

Daily starters organized by grade band

Activities to encourage reading

Writing Resource

Rachel Teplitsky, MS
School Psychology

How Were Interventions Chosen?

Interventions were chosen based upon:

Accessibility of materials
Ease of implementation
Depth of evidence base

What Sources Were Used?

Books about RTI and evidence-based interventions*

Scholarly journal articles

Compiling the Website List

Searching through Google yielded many (many) results!
Looked for websites that included:

Evidence-based materials
Free content
Breadth of resources
Easy navigation
Accessibility for psychologists, teachers, and parents

ReadWriteThink.org

www.educationworld.com

www.educationworld.com

www.educationworld.com

Spelling Wizards

Students collaborate in small groups to practice spelling words three different ways
Ideal for Tier 1 or Tier 2 instruction within the classroom
Can be implemented during regular
spelling instructional time

Writing Intervention Handbook

Sample Interventions

(Rathvon, 2008)

Spelling Wizards

Materials:
Regular and/or differentiated class spelling lists (one-three per triad, depending on differentiation)
One sheet of lined paper for each student

Spelling Wizards

In each group of three, one student at a time will be the:

Word Wizard
Word Conjurer
Word Keeper

A demonstration can be given with one triad

(Rathvon, 2008)

(Rathvon, 2008)

Spelling Wizards

1. The conjurer selects a word from the wizards list and says spell ____ to the wizard
2. The wizard has ve seconds to write out the word on their paper, and spell it out loud
3. The conjurer and the keeper check the wizards spelling
4. The conjurer says I agree or I disagree to indicate whether the word was spelled correctly
5. If the word was incorrect, the conjurer shows it to the wizard on the paper, and steps 1-4 are repeated until the wizard spells the word correctly
6. The roles are rotated once the wizard has correctly spelled all of the words on their list

Spelling Wizards

Progress monitoring can be done in several ways:
1. Continue with regular spelling tests and monitor percent-correct scores in order to assess effectiveness of the intervention
2. Have the Word Keeper record scores for each student in the triad during the intervention
3. Use observation data from 30-45 minute periods for four to seven days to evaluate students:
academic responding (on-task behaviors)
competing behavior (off-task behaviors)
Before and after implementation

(Rathvon, 2008)

(Rathvon, 2008)

Proofreading Checklist

Students utilize a checklist provided to help them review written work before handing it in to be graded
Considered a Tier 3 intervention, but could easily be implemented at the Tier 1 or Tier 2 level
Easily implemented during regular instructional time with some explanation
Can be used for the duration of the school year or as-needed

Did I Check My? S Spelling C - Capitalization O Order P Punctuation E Expression Great Job!

Proofreading Checklist

Materials:
Paper and pencils for students
Pre-prepared checklist
Overhead projector, interactive white board (such as a SMART Board), computer projector, or large piece of paper to display a sample passage
Material to display sample passage (overhead sheet, computer document, or hard copy)

(Brown-Chidsey, et. al., 2009) (Graham, et. al., 2001)

(Brown-Chidsey, et. al., 2009) (Graham, et. al., 2001)

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Proofreading Checklist

1. Give the student(s) receiving the intervention a copy of the checklist
2. Review each part of the checklist
3. Demonstrate the use of the checklist with a sample passage
4. Explain what to do if an item on the checklist is not complete
5. Provide the student(s) with explicit directions about what to do if they feel they are unable to check off one of the parts of the list

Proofreading Checklist

Progress monitoring can be based upon the quality of the student(s) writing:

For the rst writing assignment or for several assignments, do not use the checklist
After the intervention has been implemented, examine whether improvements are made in the quality of the writing based upon the checklist criteria
Be sure to monitor whether the student(s) is/are actually using the checklist!

(Brown-Chidsey, et. al., 2009) (Graham, et. al., 2001)

(Brown-Chidsey, et. al., 2009) (Graham, et. al., 2001)

Proofreading Checklist

Proofreading Checklist:
Used a planning sheet to think of ideas
Have a beginning, middle, and end
Double-checked spelling
Formed letters correctly
Used periods, commas, question marks, and exclamation points as-needed
Capitalized beginning letters and proper nouns
Had a partner read over and give feedback

Mathematics Resource

Dan Hoffman, MS
School Psychology

(Brown-Chidsey, et. al., 2009) (Graham, et. al., 2001)

Effective Math Instruction

Compared to reading and writing, far less research has been conducted on effective math instruction. Effective math instruction involves: Focusing on basic skills; Teaching directly and systematically; Gathering data on student progress.

Types of Math Problems

Generally, students exhibit deficits in one or more of three areas: 1) Computational Skills; 2) Computational Fluency; 3) Mathematics Applications and Reasoning.

Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009)

Rathvon, N. (2008)

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Counting Board Game

Children from low-income backgrounds enter school with much less mathematical knowledge than their more affluent peers. These early deficits have long-term consequences; children who start behind generally stay behind. The Counting Board Game produces gains in numerical magnitude comparison, number line estimation, counting, and numeral identification. Siegler, R.S. (2009)

Counting Board Game

Target Skills: This intervention is designed to build basic numeracy skills, such as number identification, counting, estimation skills, and the ability to visualize and access specific number values using an internal number-line. Location: Should be administered with 1 or 2 students inside or outside of the classroom. Materials: 1) The Great Number Line Race! form 2) A spinner divided into two equal regions or several equal regions marked with the numbers 1 and 2 *A block with 3 sides labeled 1 and 3 sides labeled 2 may also be used in place of a spinner.

Siegler, R.S. (2009)

Counting Board Game

Counting Board Game

Progress Monitoring: Through the use of 1-minute timed alternate Number Sense probes (Quantity Discrimination, Missing Number, or Number Identification), baseline and progress monitoring can be conducted for each session of the counting-board game (Fernstrom & Powell, 2007). Baseline and intervention data is recorded and can be graphed to show a visual representation of progress.

Siegler, R.S. (2009)

Siegler, R.S. (2009)

Counting Board Game

Procedure: 1) Inform student(s) that he/she will attempt to beat another player (either student or interventionist). 2) Student is given a game piece (penny) and informed about taking turns on the spinner (or block). 3) Student spins the spinner and advances while calling out the number of each numbered box. 4) The player who reaches the 10 box first is the winner. Siegler, R.S. (2009)

Counting Board Game

Procedure(continued): 5) Players will continue playing games until a total of 12-15 minutes per session. 6) Prepare progress-monitoring number sense probe. 7) Set timer for 1 minute. 8) Have student work on the progress-monitoring probe. 9) When timer reaches 1 minute, stop working. Siegler, R.S. (2009)

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Multicomponent Intervention to Improve Math Fluency

Purpose and Structure: Designed to enhance math skills acquisition, fluency and problem solving. Utilizes a peer tutoring format to build computational skills and fluency. Embedded with explicit timing and performance feedback within a peer tutoring routine. Incorporates positive practice overcorrection. Tier 1 or Tier 2.

Multicomponent Intervention to Improve Math Fluency

Materials:
Stopwatches Math flash cards (one side problem, the other side answer) Red and green construction paper Assessment sheets listing the same problems as those on the flashcards, in random order (1 sheet per student) Red marking pens (1 per student) Scratch paper Poster board to display classroom progress
Rhymer, et al. (2000)

Rathvon, N. (2008)

Multicomponent Intervention to Improve Math Fluency

Multicomponent Intervention to Improve Math Fluency

www.superkids.com/aweb/tools/math/

www.superkids.com/aweb/tools/math/

Multicomponent Intervention to Improve Math Fluency

Current Functioning: Option 1: Calculate problems-correct-per-minute scores on daily math worksheets for a target group or the entire class for 5-10 days by dividing the number of problems worked correctly by the number of minutes students are give to work. Option 2: Administer Curriculum-Based Mathematics Probes (M-CBM) to the entire class or selected group of students.

Multicomponent Intervention to Improve Math Fluency

Introduction and Training: Make this a fun, classroom activity. Use a student as a tutee to demonstrate the tutoring procedures including the timing procedures and error correction. LETS BEGIN!!

Rhymer, et al. (2000)

Rhymer, et al. (2000)

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Multicomponent Intervention to Improve Math Fluency

Procedure:
1) 2) 3) 4) Each pair gets a stack of flashcards, 2 assessment worksheets, a red and green circle. At the teacher signal, each pair sets the stopwatch for 2 minutes and begins showing flashcards to the tutee while the tutee verbally responds. If answered correctly, the tutor responds correct, and places the card on the green circle, and presents the next flashcard. If answered incorrectly, the tutor responds incorrect, the answer is _, and places the card on the red circle. The tutee must then write the problem and the correct answer 3X on scratch paper. After the tutee has completed the correction process, the tutor presents the next set of flashcards until the 2 minutes have expired. Students then exchange roles and participate in another 2-minute tutoring session.

Multicomponent Intervention to Improve Math Fluency

Procedure(continued):
7) When both tutoring sessions have been completed, the students then set their stopwatch for 1-minute and work independently to complete as many problems as possible on their assessment sheets. 8) In their tutoring pairs, have the students score each others assessment sheet using their red pens. (Alternatives: Teacher collects assessment sheets and scores separately; assessment sheets are scored as a class.) 7) Teacher evaluates scores from assessment sheets and reports the class average problems-correct-per-minute score and displays that score on the classroom progress chart. 8) Praise students for their efforts and remind them to encourage each other.

5) 6)

Rhymer, et al. (2000)

Rhymer, et al. (2000)

Multicomponent Intervention to Improve Math Fluency

Further Considerations: Conduct a class-wide practice tutoring session so all students can accurately practice the intervention steps. Monitor the students work during the activity to make sure they are following the correct procedure. A lot of room for teacher modification to fit the needs of the students.
Example:
Tier 1 problems-correct/per minute average of class Tier 2 problems-correct/per minute of target group

Multicomponent Intervention to Improve Math Fluency

Progress Monitoring

Option 1: Compare problems-correct-per-minute scores on daily math worksheets for the target group or students or entire class before and after implementation. Option 2: Compare M-CBM scores for the entire class or the target students before and after implementation.

Rhymer, et al. (2000)

Rhymer, et al. (2000)

Thank you for your time

Questions/Comments
Remember, all information shared can be found on our class website.
http://instructionalconsultation.weebly.com/ index.html

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