1. RtI: Response to Intervention Response to Instruction Kandy Smith Tennessee State Improvement Grant May 2010

2. Tennessee State Improvement Grant TN SIG http://sig.cls.utk.edu/ Tennessee State Professional Development Grant TN SPDG

3. Contact Information Middle and West TN Kandy Smithksmith90@utk.eduksmith90@utk.edu East TN Gail Cooktcook8@utk.edutcook8@utk.edu

4. Recent ERIC search Response to Intervention 299 results Adding “High School” 18 results Adding “Middle School” 13 results Response to Instruction 91 results Adding “High School” 5 results Adding “Middle School” 3 results

5. Response to Intervention K-3 IDEA driven (as part of LD referral process) Additional time of day that student goes out of room to receive instruction Program Three-tier model (Reading First prototype)

6. Response to Instruction NCLB driven Formative assessment Differentiated instruction

7. In middle, high school Same as K-3 – what’s required: –Best-practice, research-based instruction –Benchmark assessments/universal screenings to identify those students who are at-risk –Ongoing progress monitoring to determine if intervention/instruction is proper treatment –(cont.) From Webinar – “Introduction to High School RTI”, February 11, 2020, National Center on RtI

8. In middle, high school Same as K-3 – what’s required: –Interventions, additional instruction for those who are at-risk/struggling –Data-based decision making –Additional intervention as necessary From Webinar – “Introduction to High School RTI”, February 11, 2020, National Center on RtI

9. Program Availability Think Link CompassLearning Odyssey Language ! DIBELS, AIMSWEB (through 8 th ) Study Island What Works Clearinghouse –http://ies.ed.gov/ncee/wwc/

17. Issues With Programs Costs/Sustainability Technology Support Time in the day Credit for interventions Instruction/intervention that’s separate from curriculum –Research shows that most effective use of a program is when it is then connected to classroom instruction/practice

18. More Effective Intervention/instruction based on curriculum standards In classroom with general education experts Meets legal requirements and provides best-practice instruction

19. BEST-PRACTICE, RESEARCH-BASED INSTRUCTION

20. Knowledge About Learners Millennial Generation (Carter, 2008) –Constructivists –Short attention spans –Technology –Student-directed learning Motivation

21. Instructional Setting Incorporate technology Diversity in presentation Large group instruction –Effective, engaging –10-minute segments Student-directed learning –Small groups –Stations

22. Content Area Literacy Teaching literacy skills needed for content area Requiring reading/Supporting reading –Comprehension: summarization, identifying main idea, using context clues Graphic organizers Foldables Small group discussions –Vocabulary Tennessee Academic Vocabulary

23. BENCHMARK ASSESSMENTS/UNIVERSAL SCREENINGS TO IDENTIFY THOSE STUDENTS WHO ARE AT-RISK

24. Universal Screenings TCAP results from previous years Programs mentioned earlier DATA WE CAN HAVE: TCAP practice tests TN Academic Vocabulary

25. Data we can have… Maze passages to determine which students will struggle with classroom texts Qualitative Reading Inventory –Provides independent, instructional, frustration level information concerning grade-level text Do need reading ability levels for students and readability levels on text we use in our classrooms

26. Data we can have… Tennessee Academic Vocabulary –Give benchmark assessment of terms –Then teach, progress monitor/assess, re- teach Curriculum-based assessments –Assess standards being taught

27. ONGOING PROGRESS MONITORING TO DETERMINE IF INTERVENTION/ INSTRUCTION IS PROPER TREATMENT

28. Curriculum-based assessment English I –Standards: 3001.1.2 Apply a variety of strategies to correct sentence fragments and run-on sentences. 3001.1.9 Demonstrate understanding of common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, ad nauseam).

29. Curriculum-based assessment Formative assessment/exit ticket: –Is the following a run-on sentence or a fragment? When the hamburger fell off my tray and hit the floor. –Add to the above to make it into a complete sentence. –What does RSVP mean? –If I call someone a “prima donna”, am I complimenting or putting her down? Explain your answer. (might even go to the EOC test for English I and pull questions – not same questions every time)

30. Tennessee Academic Vocabulary 8 th grade social studies 33 words

31. Beginning of course Have a list of these – kids copy word and write what they know about it – not necessarily a set definition. For example: “Dictatorship” – student might write – “it’s when a person has total control; I know Hitler was a dictator.” (cont.)

32. Beginning of course While not a full definition (needs to include idea of government), gives teacher and student an idea of where we’re starting –he’s pretty close Next step – –Would this be a dictatorship? –Which of these is and which is not? –Why not?

34. Gives teacher direction Large group instruction –All words can be introduced once and discussed –All words can be included in quick reviews Small group instruction –Group kids according to their needs –Call them in small groups to learn, review Individual work on vocabulary –Vocabulary notebooks –Vocabulary expert cards

35. INTERVENTIONS, ADDITIONAL INSTRUCTION FOR THOSE WHO ARE AT-RISK /STRUGGLING

36. Intervention/ Additional Instruction United Streaming, YouTube, textbook- based supports, ideas from –Have set-up –After the day’s lesson Kids who need more as determined by formative assessment Small group informal discussions, games

37. Call a small group of five students Everyone receives a set of same five/ten vocab words Teacher says a definition; students quickly put word they believe she has defined face down Teacher calls “show”; students flip over answers Could then do “fill-in-the- blank” sentences and students have to decide what word best completes the sentence. Could eventually have kids write words on paper or whiteboards (with spelling counting some, perhaps)

38. DATA-BASED DECISION MAKING

39. Team Decisions Data-driven (summative and formative) Efficient, effective discussions Know what supports are available –Use them as needed Medical treatment model –If this isn’t working, we try this…

40. ADDITIONAL INTERVENTION AS NECESSARY

41. Interventions Standard Treatment Problem-Solving

42. Interesting article about a high school in Colorado Springs, Colorado –List/Gather all of your resources: Programs, teachers, materials –Organize those materials: Which ones for Tier I, Tier II, etc. –Make decisions about students based on data –Track students – see if what you’re doing helps

43. Interesting article about a high school in Colorado Springs, Colorado –Might be productive to make a list of challenges – not to focus on but to be aware of –Concentrate on 9 th graders –If large numbers of kids need intervention in a subject area, have to look at instruction –Won’t work if only a few teachers are invested

44. RESOURCES

61. References Benner, S., Bell, S. & Broemmel, A. (2009) In R. Allington & A. McGill-Franzen (Eds.), Handbook of Reading Disabilities Research (pp. ). Mahwah, NJ: Erlbaum. Carter, T. (2008).Millennial expectations and constructivist methodologies: Their corresponding characteristics and alignment. Action in Teacher Education, 30(3), 3-10. Hall, L. (2005). Teachers and content area reading: Attitudes, beliefs, and change. Teaching and Teacher Education, 21, 403- 414. Samuel, C. (2009). High schools try out RtI. Education Week, 28(19). Vaughn, S., Fletcher, J., Francis, D., Denton, C., Wanzek, J., Wexler, J., Cirino, P., Barth, A., Romain, M. (2008). Response to intervention with older students with reading difficulties. Learning and Individual Differences, 18, 338–345.