1. Response to Intervention www.interventioncentral.org Ideas to Empower Students to Take a Role in Their Own Intervention Plans Jim Wright www.interventioncentral.org

2. Response to Intervention www.interventioncentral.org 2 Secondary Level: Classroom Performance Rating Form Page 8

3. Response to Intervention www.interventioncentral.org 3 Intervention Responsibilities: Examples at Teacher, School-Wide, and Student Levels Signed agenda ‘Attention’ prompts Individual review with students during free periods Lab services (math, reading, etc.) Remedial course Homework club Teacher School-Wide Take agenda to teacher to be reviewed and signed Seeking help from teachers during free periods Student

4. Response to Intervention www.interventioncentral.org 4 Unmotivated Students: What Works The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero, then the ‘motivation’ product will also be zero. 1.the student’s expectation of success on the task 2.the value that the student places on achieving success on that learning task Motivation can be thought of as having two dimensions: Multiplied by Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists. ……………… 10 X 0...………… 0 ……………… 0 X 10...………… 0

5. Response to Intervention www.interventioncentral.org 5 Intervention Plans for Secondary Students: The Motivational Component Intervention plans for secondary students may require ‘motivational’ strategies to encourage engagement in learning

6. Response to Intervention www.interventioncentral.org 6 Promoting Student Involvement in Secondary School RTI Intervention Team Meetings Train students in self-advocacy skills to participate at intervention team meetings (can be informal: e.g., conversation with Guidance Counselor) Provide the student with different options to communicate needs, e.g.,: –Learning needs questionnaire –Personal interview prior to meeting –Advocate at meeting to support student Ensure student motivation to take part in the intervention plan (e.g., having student sign ‘Intervention Contract’)

7. Response to Intervention www.interventioncentral.org 7 When Interventions Require Student Participation... Write up a simple ‘Intervention Contract’ that spells out –What the student’s responsibilities are in the intervention plan –A listing of the educators connected to parts of the intervention plan that require student participation--and their responsibilities –A contact person whom the student can approach with questions about the contract Have the student sign the Intervention Contract Provide a copy of the Intervention Contract to the student and parents Train the student to ensure that he or she is capable of carrying out all assigned steps or elements in the intervention plan

8. Response to Intervention www.interventioncentral.org 8 Sample ‘Student Intervention Contract’ p. 19

9. Response to Intervention www.interventioncentral.org 9 If the Student Appears Unwilling to Follow Through With the Plan… 1.Verify that the student has the necessary skills to complete all steps or elements of the intervention plan without difficulty. 2. Check that all adults who have a support role in the student’s personal intervention plan are carrying out their responsibilities consistently and correctly. 3.Hold an ‘Exit’ conference with the student--either with the entire RTI Intervention Team or with the student’s ‘adult contact’. It is recommended that the student’s parent be at this meeting. 4.At the ‘Exit’ meeting: Review all elements of the plan with the student. Share the evidence with the student that he or she appears able to implement every part of the personal intervention plan. Tell the student that he or she is in control—and that the intervention cannot be successful unless the student decides to support it. Tell the student that his or her intervention case is ‘closed’ but that the student can restart the plan at any time by contacting the adult contact.

10. Response to Intervention www.interventioncentral.org Breaking Down Complex Academic Goals into Simpler Sub-Tasks: Discrete Categorization

11. Response to Intervention www.interventioncentral.org 11 Identifying and Measuring Complex Academic Problems at the Middle and High School Level Students at the secondary level can present with a range of concerns that interfere with academic success. One frequent challenge for these students is the need to reduce complex global academic goals into discrete sub-skills that can be individually measured and tracked over time.

12. Response to Intervention www.interventioncentral.org 12 Discrete Categorization: A Strategy for Assessing Complex, Multi-Step Student Academic Tasks Definition of Discrete Categorization: ‘Listing a number of behaviors and checking off whether they were performed.’ (Kazdin, 1989, p. 59). Approach allows educators to define a larger ‘behavioral’ goal for a student and to break that goal down into sub-tasks. (Each sub- task should be defined in such a way that it can be scored as ‘successfully accomplished’ or ‘not accomplished’.) The constituent behaviors that make up the larger behavioral goal need not be directly related to each other. For example, ‘completed homework’ may include as sub-tasks ‘wrote down homework assignment correctly’ and ‘created a work plan before starting homework’ Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4 th ed.). Pacific Gove, CA: Brooks/Cole..

13. Response to Intervention www.interventioncentral.org 13 Discrete Categorization Example: Math Study Skills General Academic Goal: Improve Tina’s Math Study Skills Tina was struggling in her mathematics course because of poor study skills. The RTI Team and math teacher analyzed Tina’s math study skills and decided that, to study effectively, she needed to:  Check her math notes daily for completeness.  Review her math notes daily.  Start her math homework in a structured school setting.  Use a highlighter and ‘margin notes’ to mark questions or areas of confusion in her notes or on the daily assignment.  Spend sufficient ‘seat time’ at home each day completing homework.  Regularly ask math questions of her teacher.

14. Response to Intervention www.interventioncentral.org 14 Discrete Categorization Example: Math Study Skills General Academic Goal: Improve Tina’s Math Study Skills The RTI Team—with teacher and student input—created the following intervention plan. The student Tina will:  Approach the teacher at the end of class for a copy of class note.  Check her daily math notes for completeness against a set of teacher notes in 5 th period study hall.  Review her math notes in 5 th period study hall.  Start her math homework in 5 th period study hall.  Use a highlighter and ‘margin notes’ to mark questions or areas of confusion in her notes or on the daily assignment.  Enter into her ‘homework log’ the amount of time spent that evening doing homework and noted any questions or areas of confusion.  Stop by the math teacher’s classroom during help periods (T & Th only) to ask highlighted questions (or to verify that Tina understood that week’s instructional content) and to review the homework log.

15. Response to Intervention www.interventioncentral.org 15 Discrete Categorization Example: Math Study Skills Academic Goal: Improve Tina’s Math Study Skills General measures of the success of this intervention include (1) rate of homework completion and (2) quiz & test grades. To measure treatment fidelity ( Tina’s follow-through with sub-tasks of the checklist), the following strategies are used :  Approached the teacher for copy of class notes. Teacher observation.  Checked her daily math notes for completeness; reviewed math notes, started math homework in 5 th period study hall. Student work products; random spot check by study hall supervisor.  Used a highlighter and ‘margin notes’ to mark questions or areas of confusion in her notes or on the daily assignment. Review of notes by teacher during T/Th drop-in period.  Entered into her ‘homework log’ the amount of time spent that evening doing homework and noted any questions or areas of confusion. Log reviewed by teacher during T/Th drop-in period.  Stopped by the math teacher’s classroom during help periods (T & Th only) to ask highlighted questions (or to verify that Tina understood that week’s instructional content). Teacher observation; student sign-in.