The Assistance Team as Part of RTI Today’s goals -What is an intervention? -What is not an intervention? -Reading -Math -The paperwork and the CHART

A team members/RTI trained Gunthorpe Daniels Bruner Emery Godfrey Czerwinski El Amin Hall

Test Your Knowledge Core Instructional Strategy –

Test Your Knowledge Core Instructional Strategy – strategies you use for the entire class

Test Your Knowledge Core Instructional Strategy – strategies you use for the entire class Remediation –

Test Your Knowledge Core Instructional Strategy – strategies you use for the entire class Remediation – re-teaching of same content area using existing or different core instructional strategies

Test Your Knowledge Core Instructional Strategy – strategies you use for the entire class Remediation – re-teaching of same content area using existing or different core instructional strategies Intervention –

Test Your Knowledge Core Instructional Strategy – strategies you use for the entire class Remediation – re-teaching of same content area using existing or different core instructional strategies Intervention – research/evidence-based instruction

National Reading Panel’s (NRP) Five Big Ideas in Reading Each idea is essential but not sufficient alone to achieve reading mastery 1.Phonemic awareness 2.Alphabetic principle 3.Fluency 4.Vocabulary 5.Comprehension (Barbara Bole Williams, PhD, Rowan University)

Identify the Skill Deficit for Progress Monitoring (ex. Math) Fast facts of a particular type. Problem solving proficiency for specific problem types (i.e. two-step mixed operations, solving for area or volume, solving a single variable algebraic expression). Word problems of a particular type. Use probes or class work to analyze the specific errors being made.

Considerations Consistency of measurement. Measure comparison group, usually the class. Use what you have when you have it. Comparison to group within context of clientele.

Identifying Intervention Options From DPI: “Research-based interventions are strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills. The interventions…must be designed to address the skill deficiency of the particular individual student.” The consensus in Iredell-Statesville Schools: An intervention must involve direct instruction. It CAN (and probably should) contain strategies as well, but there must be an instructional component. Excerpted from DPI website.

Research Based Interventions… Are NOT: – Preferential Seating – Praise and Attention – Parent Contacts – Doing MORE of the same – Shortened Assignments – Stress Ball

Research Based Components of Effective Math Instruction Concrete-Representational-Abstract Direct/explicit instruction with modeling Instructional Variables Computer Assisted Instruction/Teacher Led or Monitored Strategy Instruction

Some Areas of Mathematic Deficit Computation Math fact fluency (speed and/or accuracy) Number sense/place value Problem solving Order of operations Algebraic reasoning Data analysis Geometry Measurement

Identifying a Specific Academic or Behavioral Area of Concern Mathematics – multiplication fact fluency

Determining Current Level of Functioning in Area of Concern Mathematics – multiplication fact fluency Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33%

Identifying Progress Monitoring Options What is Progress Monitoring? – “Progress monitoring is a scientifically based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction.” – Involves repeated measures using a consistent assessment at regular intervals (usually weekly). – As student progress is measured, instructional techniques are adjusted to meet the individual student’s learning needs. For Assistance Team data collection, the use of the ISS Progress Monitoring chart is not required, but a visual representation (graph or chart) of your data IS required. Excerpt from the National Center on Student Progress Monitoring.

Identifying Progress Monitoring Options Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Weekly multiplication fact timed test (100 facts – 5 min.)

Example of Progress Monitoring Chart x x x ● ●● Facts Correct in 5 minutes John Doe 4 th Grade Math – multiplication fact fluency

Identifying Intervention Options Mathematics – multiplication fact fluency Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Cover-Copy-Compare practice daily with 10 facts

Documenting the Results of the Intervention At the end of each Intervention Cycle, your Assistance Team will meet, review the data, document your results and make a decision. Your options are: – If you’re seeing progress, continue the intervention! – If the intervention doesn’t seem to be working, you may first want to verify that it has been implemented with fidelity and consistency. If so, and still no improvement is seen, you may need to modify it or select a new intervention. If you’re seeing an upward trend, stick with the intervention! Don’t switch just because “the three weeks are up.” Assistance Team is about the journey (the process and the progress), not the destination.

Example of Progress Monitoring Chart x x x ● ●● Facts Correct in 5 minutes John Doe 4 th Grade Math – multiplication fact fluency x x x ● ● ●

Documenting Results of Interventions Mathematics – multiplication fact fluency Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Cover-Copy-Compare practice daily with 10 facts Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

Identifying Intervention Options Mathematics – multiplication fact fluency Weekly multiplication fact timed test (100 facts – 5 min.) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Cover-Copy-Compare practice daily with 10 facts 15 min. daily incremental rehearsal with adult (using flashcards) Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks)

Example of Progress Monitoring Chart x x x ● ●● Facts Correct in 5 minutes John Doe 4 th Grade Math – multiplication fact fluency x x x ● ● ● ● ● ● x x x

Documenting Results of Interventions Cover-Copy-Compare practice daily with 10 facts 15 min daily incremental rehearsal with adult (using flashcards) Multiplication fact timed test: 17 / 100 correct in 5 min (class avg. 64/100); Baseline test score on 3 rd Gr. 1.03: 33% Mathematics – multiplication fact fluency Minimal improvement: flat/plateaued trend line (19/100 at end of 3 wks) Increasing improvement (58/100 at end of 3 wks) Weekly multiplication fact timed test (100 facts – 5 min.)

What do you think?

Start by targeting the specific skill deficit in the areas of reading, writing, or math. Gather data to support the skill deficit. Gather relevant baseline data and use consistent measure to progress-monitor. Select appropriate research or evidence-based intervention, that involves direct instruction, and specifically addresses the skill deficit. Review each intervention cycle and make data-based team decision. In Conclusion…

Questions? For the benefit of the group Let’s talk individually about other cases

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Foundations of Math Failure Memory Language deficits Passive learners Attention/impulsivity Organizational skills Anxiety Processing problems/filtering