Jim Wright Implementing The RTI Model: Next Steps for Schools

Jim Wright Implementing RTI: Next Steps 1.Adopt evidence-based intervention strategies. Academic interventions will have a higher chance of success if they are based on sound empirical research.

Jim Wright Implementing RTI: Next Steps Web resources for evidence-based intervention strategies Big Ideas in Beginning Reading (U of Oregon): reading.uoregon.edu What Works Clearinghouse (US Dept of Education): Intervention Central:

Jim Wright Reading Interventions

Jim Wright Savvy Teacher’s Guide: Reading Interventions That Work (Wright, 2000)

Jim Wright Interventions for… Increasing Reading Fluency Assisted Reading Practice Listening Passage Preview (‘Listening While Reading’) Paired Reading Repeated Reading

Jim Wright Interventions for… Improving Comprehension ‘Click or Clunk?’ Self-Check Keywords: A Memorization Strategy Main Idea Maps Mental Imagery: Improving Text Recall Oral Recitation Lesson Prior Knowledge: Activating the ‘Known’ Question-Generation Reciprocal Teaching: A Reading Comprehension Package Story Map Text Lookback

Jim Wright Implementing RTI: Next Steps 2.Train staff to collect frequent progress-monitoring data. Curriculum-based measurement (CBM) can be used to assess a student’s accuracy and speed in basic- skill areas such as reading fluency, math computation, writing, spelling, and pre-literacy skills. Teachers also can measure the behavior of struggling learners on a daily basis by using classroom behavior report cards : simple, convenient rating forms to track a child’s work completion, attention to task, compliance with teacher directions, and other behaviors that influence learning.

Jim Wright Implementing RTI: Next Steps Web resources for progress-monitoring CBM Warehouse : ons/cbmwarehouse.shtml The Behavior Reporter (Behavior Report Card Generator): tbrc/tbrc.php

Jim Wright Implementing RTI: Next Steps 3.Develop building-level intervention programs to address common academic concerns. When faced with large numbers of students with shared academic concerns (e.g., reading fluency), schools can create a building-level intervention program to meet this need. For example, older children could tutor younger students by using simple, research-based techniques to boost their tutees’ reading fluency.

Jim Wright Implementing RTI: Next Steps Web resource for a building-level intervention program: peer-tutoring/reading fluency Kids as Reading Helpers Peer Tutoring Manual: interventions/rdngfluency/prtutor.shtml

Jim Wright Kids as Reading Helpers: A Peer Tutor Training Manual

Jim Wright Implementing RTI: Next Steps 4.Establish a building intervention team. Made up of teachers and support staff, the intervention team can help referring teachers design feasible strategies for struggling students. Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and assist busy teachers in carrying out intervention plans.

Jim Wright Strategies to Minimize Teacher Resistance to Classroom Interventions (Kovaleski, 2003) Collaborative team problem-solving process in which the referring teacher is an active and equal participant Peer-coaching’ format for introducing intervention to classroom--with modeling of intervention for teacher Ongoing consultation with referring teacher to ‘embed’ intervention into classroom routine

Jim Wright Implementing RTI: Next Steps Web resources on building intervention teams Screening to Enhance Educational Performance: STEEP (Joe Witt, Ph.D.): Instructional Consultation Teams (Sylvia Rosenfield, Ph.D.) School-Based Intervention Teams (Syracuse City Schools): interventions/sbit.shtml

Jim Wright School-Based Intervention Teams: QuickGuide

Jim Wright SBIT QuickGuide

Jim Wright Step 1: Assess Teacher Concerns Step 2: Inventory Student Strengths and Talents Step 3: Select Target Teacher Concerns Step 4: Set Goals Step 5: Design an Intervention Plan Step 6: Plan How to Share Information with the Student’s Parent(s) Step 7: Review the Intervention and Monitoring Plans SBIT Consultative Process

Jim Wright Implementing RTI: Next Steps 5.Align Current Intervention & Assessment Efforts With 3-Tier Model. Many schools already have intervention & assessment initiatives in place. Mapping out those initiatives, standardizing their content, and tying them to the appropriate level of the 3-tier intervention framework can help schools to better coordinate intervention programming.

Jim Wright Tier I Tier II Tier III PBIS: Primary PBIS: Secondary PBIS: Tertiary Intervention Team Homework Club Reading Lab Math Lab Special Education Services RTI Response By Levels: Examples

Jim Wright References Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disability construct. Learning Disabilities Research & Practice, 18(3), Fuchs, L. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), Kovaleski, J. F. (2003). The three-tier model of identifying learning disabilities: Critical program features and system issues. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO. Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18(3),

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