1. Response to Intervention www.interventioncentral.org RTI: Status Check Jim Wright www.interventioncentral.org

2. Response to Intervention www.interventioncentral.org Data Collection: Defining Terms 2 Measurement. “the process of applying numbers to the characteristics of objects or people in a systematic way” (Hosp, 2008; p. 364). Example: Curriculum-Based Measurement Oral Reading Fluency (CBM ORF) is one method to measure the construct ‘fluency with text’ Assessment. “the process of collecting information about the characteristics of persons or objects by measuring them. ” (Hosp, 2008; p. 364). Example: The construct ‘fluency with text’ can be assessed using various measurements, including CBM ORF, teacher interview, and direct observations of the student reading in different settings and in different material. Evaluation. “the process of using information collected through assessment to make decisions or reach conclusions.” (Hosp, 2008; p. 364). Example: A student can be evaluated for problems in ‘fluency with text’ by collecting information using various sources (e.g., CBM ORF, teacher interview, direct observations of the student reading across settings, etc.), comparing those results to peer norms or curriculum expectations, and making a decision about whether the student’s current performance is acceptable.

3. Response to Intervention www.interventioncentral.org 3 Use Time & Resources Efficiently By Collecting Information Only on ‘Things That Are Alterable’ “…Time should be spent thinking about things that the intervention team can influence through instruction, consultation, related services, or adjustments to the student’s program. These are things that are alterable.…Beware of statements about cognitive processes that shift the focus from the curriculum and may even encourage questionable educational practice. They can also promote writing off a student because of the rationale that the student’s insufficient performance is due to a limited and fixed potential. “ p.359 Source: Howell, K. W., Hosp, J. L., & Kurns, S. (2008). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.349-362). Bethesda, MD: National Association of School Psychologists.

4. Response to Intervention www.interventioncentral.org 4 Formal Tests: Only One Source of Student Assessment Information “Tests are often overused and misunderstood in and out of the field of school psychology. When necessary, analog [i.e., test] observations can be used to test relevant hypotheses within controlled conditions. Testing is a highly standardized form of observation. ….The only reason to administer a test is to answer well-specified questions and examine well-specified hypotheses. It is best practice to identify and make explicit the most relevant questions before assessment begins. …The process of assessment should follow these questions. The questions should not follow assessment. “ p.170 Source: Christ, T. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.

5. Response to Intervention www.interventioncentral.org RIOT/ICEL Framework

6. Response to Intervention www.interventioncentral.org Activity: Write a Student Academic or Behavioral ‘Problem Identification’ Statement Select a student who has been referred to your RTI Problem-Solving team last year or this year. Write a problem-identification statement for this student that you feel would be acceptable to your RTI Problem-Solving Team. 6

7. Response to Intervention www.interventioncentral.org RIOT/ICEL Framework Sources of Information Review (of records) Interview Observation Test Focus of Assessment Instruction Curriculum Environment Learner 7

8. Response to Intervention www.interventioncentral.org RIOT/ICEL Framework Focus of Assessment: ICEL Instruction:(e.g., Is instruction appropriate and targeted to the student’s need(s)? Curriculum (e.g., Has the student mastered earlier essential elements in the curriculum?) Environment (e.g., Is the student’s classroom setting helping or limiting learning?) Learner (e.g., What are the student’s general study skills and work habits?) 8

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10. Response to Intervention www.interventioncentral.org The teacher collects several student writing samples to document the child’s poor penmanship. 10 Data Source: Review Focus Areas: Curriculum

11. Response to Intervention www.interventioncentral.org The student’s parent tells the teacher that her son’s math grades dropped suddenly back in 4 th grade. 11 Data Source: Interview Focus: Curriculum

12. Response to Intervention www.interventioncentral.org An observer monitors the student’s attention on an independent work assignment—and later analyzes the work’s quality and completeness. 12 Data Sources: Observation, Review Focus Areas: Curriculum, Environment, Learner

13. Response to Intervention www.interventioncentral.org A student is given a timed worksheet to complete. She is then given a second timed worksheet and offered a reward if she can do better. 13 Data Source: Review, Test, Focus Areas: Curriculum, Learner

14. Response to Intervention www.interventioncentral.org Comments from several past report cards describe the student as preferring to socialize rather than work during small-group activities. 14 Data Source: Review Focus Areas: Environment

15. Response to Intervention www.interventioncentral.org The teacher tallies the frequency with which she redirects the off-task student. She designs a high-interest lesson & still tracks off-task behavior. 15 Data Source: Observation, Test Focus Areas: Instruction

16. Response to Intervention www.interventioncentral.org Activity: Use the RIOT/ICEL Framework Review the problem- identification statement that you created in the previous activity. Using the RIOT/ICEL matrix, brainstorm sources of data that could be used to fill in the matrix to collect a range of information about the student in preparation for the RTI Team meeting.. 16

17. Response to Intervention www.interventioncentral.org Defining Academic Problems: Get It Right and Interventions Are More Likely to Be Effective Jim Wright www.interventioncentral.org

18. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps 1. Be knowledgeable of the school academic curriculum and key student academic skills that are taught. The teacher should have a good survey-level knowledge of the key academic skills outlined in the school’s curriculum—for the grade level of their classroom as well as earlier grade levels. If the curriculum alone is not adequate for describing a student’s academic deficit, the instructor can make use of research-based definitions or complete a task analysis to further define the academic problem area. Here are guidelines for consulting curriculum and research-based definitions and for conducting a task analysis for more global skills. 18

19. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps Curriculum. The teacher can review the school’s curriculum and related documents (e.g., score-and-sequence charts; curriculum maps) to select specific academic skill or performance goals. First, determine the approximate grade or level in the curriculum that matches the student’s skills. Then, review the curriculum at that alternate grade level to find appropriate descriptions of the student‘s relevant academic deficit. For example, a second-grade student had limited phonemic awareness. The student was not able accurately to deconstruct a spoken word into its component sound-units, or phonemes. In the school’s curriculum, children were expected to attain proficiency in phonemic awareness by the close of grade 1. The teacher went ‘off level’ to review the grade 1 curriculum and found a specific description of phonemic awareness that she could use as a starting point in defining the student’s skill deficit. 19

20. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps Research-Based Skill Definitions. Even when a school’s curriculum identifies key skills, schools may find it useful to corroborate or elaborate those skill definitions by reviewing alternative definitions published in research journals or other trusted sources. For example, a student had delays in solving quadratic equations. The math instructor found that the school’s math curriculum did not provide a detailed description of the skills required to successfully complete quadratic equations. So the teacher reviewed the National Mathematics Advisory Panel report (Fennell et al., 2008) and found a detailed description of component skills for solving quadratic equations. By combining the skill definitions from the school curriculum with the more detailed descriptions taken from the research-based document, the teacher could better pinpoint the student’s academic deficit in specific terms. 20

21. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps Task Analysis. Students may possess deficits in more global ‘academic enabling’ skills that are essential for academic success. Teachers can complete an task analysis of the relevant skill by breaking it down into a checklist of constituent subskills. An instructor can use the resulting checklist to verify that the student can or cannot perform each of the subskills that make up the global ‘academic enabling’ skill. For example, teachers at a middle school noted that many of their students seemed to have poor ‘organization’ skills. Those instructors conducted a task analysis and determined that--in their classrooms--the essential subskills of ‘student organization’ included (a) arriving to class on time; (b) bringing work materials to class; (c) following teacher directions in a timely manner; (d) knowing how to request teacher assistance when needed; and (e) having an uncluttered desk with only essential work materials. 21

22. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps 2. Describe the academic problem in specific, skill-based terms (Batsche et al., 2008; Upah, 2008). Write a clear, brief description of the academic skill or performance deficit that focuses on a specific skill or performance area. Here are sample problem-identification statements: –John reads aloud from grade-appropriate text much more slowly than his classmates. –Ann lacks proficiency with multiplication math problems (double-digit times double-digit with no regrouping). –Tye does not turn in homework assignments. –Angela produces limited text on in-class writing assignments. 22

23. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps 3. Develop a fuller description of the academic problem to provide a meaningful instructional context. When the teacher has described the student’s academic problem, the next step is to expand the problem definition to put it into a meaningful context. This expanded definition includes information about the conditions under which the academic problem is observed and typical or expected level of performance. – Conditions. Describe the environmental conditions or task demands in place when the academic problem is observed. – Problem Description. Describe the actual observable academic behavior in which the student is engaged. Include rate, accuracy, or other quantitative information of student performance. – Typical or Expected Level of Performance. Provide a typical or expected performance criterion for this skill or behavior. Typical or expected academic performance can be calculated using a variety of sources, 23

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25. Response to Intervention www.interventioncentral.org Defining Academic Problems: Recommended Steps 4. Develop a hypothesis statement to explain the academic skill or performance problem. The hypothesis states the assumed reason(s) or cause(s) for the student’s academic problems. Once it has been developed, the hypothesis statement acts as a compass needle, pointing toward interventions that most logically address the student academic problems. 25

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27. Response to Intervention www.interventioncentral.org RTI: Review of the Model Jim Wright www.interventioncentral.org

28. Response to Intervention www.interventioncentral.org 28 RTI Assumption: Struggling Students Are ‘Typical’ Until Proven Otherwise… RTI logic assumes that: –A student who begins to struggle in general education is typical, and that –It is general education’s responsibility to find the instructional strategies that will unlock the student’s learning potential Only when the student shows through well-documented interventions that he or she has ‘failed to respond to intervention’ does RTI begin to investigate the possibility that the student may have a learning disability or other special education condition.

29. Response to Intervention www.interventioncentral.org 29 RTI ‘Pyramid of Interventions’ Tier 1 Tier 2 Tier 3 Tier 1: Universal interventions. Available to all students in a classroom or school. Can consist of whole-group or individual strategies or supports. Tier 2 Individualized interventions. Subset of students receive interventions targeting specific needs. Tier 3: Intensive interventions. Students who are ‘non- responders’ to Tiers I & II may be eligible for special education services, intensive interventions.

30. Response to Intervention www.interventioncentral.org 30 Complementary RTI Models: Standard Treatment & Problem-Solving Protocols “The two most commonly used RTI approaches are (1) standard treatment and (2) problem- solving protocol. While these two approaches to RTI are sometimes described as being very different from each other, they actually have several common elements, and both fit within a problem-solving framework. In practice, many schools and districts combine or blend aspects of the two approaches to fit their needs.” Source: Duffy, H. (August 2007). Meeting the needs of significantly struggling learners in high school. Washington, DC: National High School Center. Retrieved from http://www.betterhighschools.org/pubs/ p. 5

31. Response to Intervention www.interventioncentral.org 31 RTI Interventions: Standard-Treatment vs. Problem-Solving There are two different vehicles that schools can use to deliver RTI interventions: Standard-Protocol (Standalone Intervention). Programs based on scientifically valid instructional practices (‘standard protocol’) are created to address frequent student referral concerns. These services are provided outside of the classroom. A middle school, for example, may set up a structured math-tutoring program staffed by adult volunteer tutors to provide assistance to students with limited math skills. Students referred for a Tier II math intervention would be placed in this tutoring program. An advantage of the standard- protocol approach is that it is efficient and consistent: large numbers of students can be put into these group interventions to receive a highly standardized intervention. However, standard group intervention protocols often cannot be individualized easily to accommodate a specific student’s unique needs. Problem-solving (Classroom-Based Intervention). Individualized research-based interventions match the profile of a particular student’s strengths and limitations. The classroom teacher often has a large role in carrying out these interventions. A plus of the problem-solving approach is that the intervention can be customized to the student’s needs. However, developing intervention plans for individual students can be time-consuming.

32. Response to Intervention www.interventioncentral.org 32 Tier I Instruction/Interventions Tier I instruction/interventions: Are universal—available to all students. Can be delivered within classrooms or throughout the school. Are likely to be put into place by the teacher at the first sign that a student is struggling. All children have access to Tier 1 instruction/interventions. Teachers have the capability to use those strategies without requiring outside assistance. Tier 1 instruction/interventions encompass: The school’s core curriculum and all published or teacher-made materials used to deliver that curriculum. Teacher use of ‘whole-group’ teaching & management strategies. Teacher use of individualized strategies with specific students. Tier I instruction/interventions attempt to answer the question: Are classroom instructional strategies & supports sufficient to help the student to achieve academic success?

33. Response to Intervention www.interventioncentral.org 33 Tier 1: Classroom-Level Interventions Decision Point: Student is struggling and may face significant high-stakes negative outcome if situation does not improve. Collaboration Opportunity: Teacher can refer the student to a grade-level, instruction team, or department meeting to brainstorm ideas – OR – teacher seeks out consultant in school to brainstorm intervention ideas. Documentation: Teacher completes ‘Classroom Intervention Form’ prior to carrying out intervention. Teacher collects classroom data. Decision Rule [Example]: Teacher should refer student to the next level of RTI support if the intervention is not successful within 8 instructional weeks.

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35. Response to Intervention www.interventioncentral.org 35 Tier 2: Supplemental (Standard-Protocol Model) Interventions Tier 2 interventions are typically delivered in small-group format. About 15% of students in the typical school will require Tier 2/supplemental intervention support. Group size for Tier 2 interventions is limited to 4-6 students. Students placed in Tier 2 interventions should have a shared profile of intervention need. The reading progress of students in Tier 2 interventions are monitored at least 1-2 times per month. Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

36. Response to Intervention www.interventioncentral.org 36 Tier 2: Supplemental Interventions Decision Point: Building-wide academic screenings Collaboration Opportunity: After each building-wide academic screening, ‘data teams’ meet (teachers at a grade level; building principal; reading teacher, etc.) At the meeting, the group considers how the assessment data should shape/inform core instruction. Additionally, the data team sets a cutpoint to determine which students should be recruited for Tier 2 group interventions. NOTE: Team may continue to meet every 5 weeks to consider student progress in Tier 2; move students into and out of groups. Documentation: Tier 2 instructor completes a Tier 2 Group Assignment Sheet listing students and their corresponding interventions. Progress-monitoring occurs 1-2 times per month. Decision Rules [Example]: Student is returned to Tier 1 support if they perform above the 25 th percentile in the next school-wide screening. Student is referred to Tier 3 (RTI Team) if they fail to make expected progress despite two Tier 2 (group-based) interventions.

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38. Response to Intervention www.interventioncentral.org 38 Scheduling Elementary Tier 2 Interventions Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools: Procedures to assure scientific-based practices. New York: Routledge. Classroom 1Classroom 2Classroom 3 Grade K Classroom 1Classroom 2Classroom 3 Grade 1 Classroom 1Classroom 2Classroom 3 Grade 2 Classroom 1Classroom 2Classroom 3 Grade 3 Classroom 1Classroom 2Classroom 3 Grade 4 Classroom 1Classroom 2Classroom 3 Grade 5 Anyplace Elementary School: RTI Daily Schedule Option 3: ‘Floating RTI’:Gradewide Shared Schedule. Each grade has a scheduled RTI time across classrooms. No two grades share the same RTI time. Advantages are that outside providers can move from grade to grade providing push-in or pull-out services and that students can be grouped by need across different teachers within the grade. 9:00-9:30 9:45-10:15 10:30-11:00 12:30-1:00 1:15-1:45 2:00-2:30

39. Response to Intervention www.interventioncentral.org 39 Tier 3: Intensive Individualized Interventions (Problem- Solving Model) Tier 3 interventions are the most intensive offered in a school setting. About 5 % of a general-education student population may qualify for Tier 3 supports. Typically, the RTI Problem-Solving Team meets to develop intervention plans for Tier 3 students. Students qualify for Tier 3 interventions because: –they are found to have a large skill gap when compared to their class or grade peers; and/or –They did not respond to interventions provided previously at Tiers 1 & 2. Tier 3 interventions are provided daily for sessions of 30 minutes. The student-teacher ratio is flexible but should allow the student to receive intensive, individualized instruction. The academic or behavioral progress of students in Tier 3 interventions is monitored at least weekly. Source: Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

40. Response to Intervention www.interventioncentral.org 40 Tier 3: RTI Team Decision Point: RTI Problem-Solving Team Collaboration Opportunity: Weekly RTI Problem-Solving Team meetings are scheduled to handle referrals of students that failed to respond to interventions from Tiers 1 & 2. Documentation: Teacher referral form; RTI Team minutes form; progress-monitoring data collected at least weekly. Decision Rules [Example]: If student has failed to respond adequately to 3 intervention trials of 6-8 weeks (from Tiers 2 and 3), the student may be referred to Special Education.

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42. Response to Intervention www.interventioncentral.org 42 Advancing Through RTI: Flexibility in the Tiers For purposes of efficiency, students should be placed in small-group instruction at Tier 2. However, group interventions may not always be possible because – due to scheduling or other issues—no group is available. (For example, students with RTI behavioral referrals may not have a group intervention available.) In such a case, the student will go directly to the problem-solving process (Tier 3)—typically through a referral to the school RTI Team. Nonetheless, the school must still document the same minimum number of interventions attempted for every student in RTI, whether or not a student first received interventions in a group setting.

43. Response to Intervention www.interventioncentral.org 43 Target Student Discrepancy 1: Skill Gap (Current Performance Level) Avg Classroom Academic Performance Level ‘Dual-Discrepancy’: RTI Model of Learning Disability (Fuchs 2003) Discrepancy 2: Gap in Rate of Learning (‘Slope of Improvement’)

44. Response to Intervention www.interventioncentral.org NYSED RTI Guidance Memo: April 2008

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46. Response to Intervention www.interventioncentral.org 46 “The Regents policy framework for RtI: Defines RtI to minimally include: Appropriate instruction delivered to all students in the general education class by qualified personnel. Appropriate instruction in reading means scientific research-based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies. Screenings applied to all students in the class to identify those students who are not making academic progress at expected rates.”

47. Response to Intervention www.interventioncentral.org 47 “ Instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards. Repeated assessments of student achievement which should include curriculum based measures to determine if interventions are resulting in student progress toward age or grade level standards. The application of information about the student’s response to intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services.”

48. Response to Intervention www.interventioncentral.org 48 “ Written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about the: -amount and nature of student performance data that will be collected and the general education services that will be provided; -strategies for increasing the student’s rate of learning; and -parents’ right to request an evaluation for special education programs and/or services.”

49. Response to Intervention www.interventioncentral.org 49 “The Regents policy framework for RtI: Defines RtI to minimally include: Requires each school district to establish a plan and policies for implementing school-wide approaches and prereferral interventions in order to remediate a student’s performance prior to referral for special education, which may include the RtI process as part of a district’s school-wide approach. The school district must select and define the specific structure and components of its RtI program, including, but not limited to the: -criteria for determining the levels of intervention to be provided to students, -types of interventions, amount and nature of student performance data to be collected, and -manner and frequency for progress monitoring.”

50. Response to Intervention www.interventioncentral.org RTI: Status Check

51. Response to Intervention www.interventioncentral.org 51 10-Minute RTI Element ‘Status Check’: Steps 1.Appoint a recorder. 2.Consider the top 5 ‘To Do’ items listed. 3.Discuss your school’s current implementation of each of these steps. 4.Select at least 1-2 key ‘next steps’ for moving your school forward on this RTI element.

52. Response to Intervention www.interventioncentral.org 52 Team Report-Out 1.Name your school and district. 2.Identify the top 1-2 ‘next steps’ that you have identified to address: –RTI Problem-Solving Teams –Building Teacher Understanding and Support for RTI –Academic Interventions

53. Response to Intervention www.interventioncentral.org 53 RTI Problem-Solving Teams: Top 5 ‘To Do’ List Ensure that the RTI Team follows a structured problem-solving process that reliably matches student concern(s) to interventions. Develop procedures to accept student referrals from multiple sources (e.g., teachers, parents, administrators, support staff). Develop guidelines for teachers to let them know when a referral to the RTI Team is recommended. Implement a ‘pre-meeting’ prior to the initial RTI Team meeting to clarify teacher concerns and decide on what data to collect. Inventory your school resources that can be used to create RTI Team-level interventions (e.g., expert consultation services; staff available to implement interventions, commercial instruction/intervention resources, etc.).

54. Response to Intervention www.interventioncentral.org 54 Academic Interventions: Top 5 ‘To Do’ List Identify your school’s or district’s guidelines for what makes an intervention ‘evidence-based’. Develop teacher capacity to implement appropriate and effective classroom (Tier 1) interventions. Train school staff to distinguish between core instruction, intervention, accommodations, and modifications. Create collections of intervention ideas for common referral concerns in your school: ‘intervention menu’. Develop methods to track ‘intervention follow-through’ (intervention integrity).

55. Response to Intervention www.interventioncentral.org 55 Assessment & Progress-Monitoring: Top 5 ‘To Do’ List Define key literacy skills to be assessed at each grade level: select an array of appropriate literacy measures. Hold ‘data meetings’ (K-8) with grade-level teachers or instructional teams soon after each schoolwide literacy screening to consider changes to core instruction, select students for Tier 2 interventions. Create a plan to conduct literacy-skills screening on all students three times per year (K-8) or to screen using archival data (9-12). Develop the capacity as needed to conduct more detailed diagnostic academic assessments of students picked up in schoolwide screenings. Ensure that your school has the capacity to monitor students on Tier 2 interventions 1-2 times per month; Tier 3 at least weekly.

56. Response to Intervention www.interventioncentral.org 56 Building Teacher Support for RTI: Top 5 ‘To Do’ List Create a year-long RTI information sharing plan that outlines what information should be shared with faculty and in what settings. (Enlist teachers regularly to share their RTI student successes and information about new assessment and intervention methods.) Inventory all school and district academic and behavioral programs and initiatives. Tie each program or initiative to the 3-Tier RTI model. Solicit teacher concerns about struggling students and present RTI as a coordinated, schoolwide approach to address those concerns. Validate teachers’ ‘best current practices’ by showing that the good instructional and behavioral strategies that many of them are already using in their classrooms are considered essential elements of Tier 1 RTI. Provide teachers with specific details about the time and resources required to do Tier 1 intervention and assessment, so that they can envision integrating those practices into their instructional day.

57. Response to Intervention www.interventioncentral.org 57 RTI Element ‘Status Check’ Report-Out: Steps 1.Name your district and school 2.Share the top two ‘next steps’ that you developed in today’s workshop.

58. Response to Intervention www.interventioncentral.org 58 Core Instruction, Interventions, Accommodations & Modifications: Sorting Them Out Core Instruction. Those instructional strategies that are used routinely with all students in a general-education setting are considered ‘core instruction’. High-quality instruction is essential and forms the foundation of RTI academic support. NOTE: While it is important to verify that good core instructional practices are in place for a struggling student, those routine practices do not ‘count’ as individual student interventions.

59. Response to Intervention www.interventioncentral.org 59 Core Instruction, Interventions, Accommodations & Modifications: Sorting Them Out Intervention. An academic intervention is a strategy used to teach a new skill, build fluency in a skill, or encourage a child to apply an existing skill to new situations or settings. An intervention can be thought of as “a set of actions that, when taken, have demonstrated ability to change a fixed educational trajectory” (Methe & Riley-Tillman, 2008; p. 37).

60. Response to Intervention www.interventioncentral.org 60 Core Instruction, Interventions, Accommodations & Modifications: Sorting Them Out Accommodation. An accommodation is intended to help the student to fully access and participate in the general- education curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). An accommodation is intended to remove barriers to learning while still expecting that students will master the same instructional content as their typical peers. –Accommodation example 1: Students are allowed to supplement silent reading of a novel by listening to the book on tape. –Accommodation example 2: For unmotivated students, the instructor breaks larger assignments into smaller ‘chunks’ and providing students with performance feedback and praise for each completed ‘chunk’ of assigned work (Skinner, Pappas & Davis, 2005).

61. Response to Intervention www.interventioncentral.org 61 Core Instruction, Interventions, Accommodations & Modifications : Sorting Them Out Modification. A modification changes the expectations of what a student is expected to know or do—typically by lowering the academic standards against which the student is to be evaluated. Examples of modifications: –Giving a student five math computation problems for practice instead of the 20 problems assigned to the rest of the class –Letting the student consult course notes during a test when peers are not permitted to do so –Allowing a student to select a much easier book for a book report than would be allowed to his or her classmates.

62. Response to Intervention www.interventioncentral.org Possible Elements of ‘Advanced Group’ RTI Trainings Update on developments in RTI Technical assistance: Questions from teams Networking / sharing of best practices across participating teams Time for team planning Question: How should our sessions be structured? How much time should be set aside for each element? 62