1. Response to Intervention for High School and Middle School Students Paul Johnson Jr. Psy.D. University of Maine Presque-Isle

2. RTI for Reading and Math The primary focus of this presentation is on Reading and Math RTI

3. Basic Instructional Considerations Most older children who have developed reading/math deficits can learn the skills they are missing by using similar curriculum, and through using similar instructional strategies

4. Structural Considerations The structural system is very similar to older children…with one difference 3 tiers – Tier 1 Good-evidence based instruction for all – Tri-yearly benchmarks – Tier 2 Small-group targets instruction – More frequent data collection – Tier 3 Very targeted instruction – Very frequent data collection and review

5. The Difference All students who are reading slowly in middle and high school NEED specialized instruction No waiting! It is time for Intervention!

6. Dependent Measures “what we are measuring” Reading fluency – ORF Probes Reading comprehension – Cloze Procedure – Maze Procedure Computation fluency – By operation

7. Independent Measures Curriculum: Reading – Curricular Components: Phonemic awareness, the understanding that the sounds of spoken language work together to make words Phonics, the relationship between the letters of written language and individual sounds of spoken language Fluency, the ability to read text accurately and quickly Vocabulary, the words one must know to communicate effectively Text Comprehension, understanding what one is reading* – Wilson Reading – Early Intervention in Reading (EIR) Math – Connecting Math Concepts – Saxon Math – EDM is not helpful in an RTI model *www.rtinetwork.org

8. Differences Between Young Children and Secondary Students MOTIVATION! Most little children want to participate (or at least will tolerate) targeted instruction. Many adolescents will not!

9. Differences in Instruction In regard to instructional strategies they are very similar to what is effectively used with young children Repeated readings Error correction strategies Phonemic strategies Sound blending strategies Vocabulary

10. Evaluating the Efficacy of Intervention Overall fluency Trend line (slope)

11. Motivation Strategies (reading) Finding text middle and high school students are willing to read In order to do this we cannot use pre-made materials because they are not interesting enough to the student Probably going to have to make them!

12. Math Materials Much more difficult to find naturally occurring reinforcing materials in regard to math However using less age-appropriate materials is less stigmatizing than using reading materials

13. Math Materials Use probes that are organized by functional level not necessarily grade level Figure out which specific areas need instruction….and only instruct those areas…try not to develop avoidance behavior!!! – Multiplication – Division – Addition – Subtraction – Fractions – Decimals

14. Other Motivative factors Eliminate a connection between emerging academic skills and grades! Decreases anxiety Decreases frustration Increases motivating If a student is failing and they cannot help it…they don’t need to be told frequently that they are failing

15. Reading Function Why do we read? Probably to gain knowledge – Emotional – Informational – Other?

16. Reading Function as Motivation Find reading materials that are inherently motivating to students – Magazines – Manuals – “fun” books far outside typical curriculum – Other – Best motivator for reading…far more effective than most differential reinforcement programs

17. Readability Programs www.InterventionCentral.com Key to success! Find the level where the student reads Find interesting material the student likes Find the readability of the material Use that material for instruction Doesn’t have to be perfect!

18. Negative Reinforcement The more effectively you demonstrate the skills less we will practice together! Make it explicit…you want the students to do well…but if they achieve a given skill goal…you don’t have to practice anymore! Can be engineered for short or long term goals!

19. Using Progress as Reinforcement Have the student organize and monitor their own progress If appropriate make the experience competitive Remember to use the median probe so excess variability is eliminated that could cause anxiety

20. Putting it all Together Negotiation is key Work with the student and be flexible about the volume of work A small amount of “good” practice is worth hours of “tooth pulling” Negotiate on goals and make it attainable, so if extrinsic rewards are used..they are actually accessed