Workshop Overview
Linking Assessments to Interventions: Skills to Supporting RTI ImplementationMatthew K. Burns Ph.D.
Professor of Educational Psychology, Co-Director of the Minnesota Center for Reading Research, Coordinator of the School Psychology program at the University of Minnesota.
TIER Problem Solving
Tier I – Identify discrepancy between expectation and performance for the class or individual (Is it a classwide problem?)
Tier II – Identify discrepancy for individual. Identify category of the problem. (What is the category of the problem?)
Tier III - Identify discrepancy for individual. Identify causal variable. (What is the causal variable?)
Multi-Tiered Academic Intervention – Tier I Universal screening and progress monitoring
with quality core curriculum: ALL students
Question to ask- Is this a classwide problem?
Reading Instruction in Elementary School Two hours each day (90 minutes core; 30
minutes supplemental) Explicit instruction Free-choice reading Word study Writing
Resources - National Reading Panel
Google; free – Resource for what effective teachers do
Resources
Classwide Need and Instructional PLC What do highly effective teachers do? What do we as a TEAM do? How will we know if it works?
- What data can we collect? (outcome)
- For what will we look? (process) What will we do next?
- What is the implementation plan?
Math Assessment - Screening Measures of early numeracy
- oral counting- missing number- number identification- quantity discrimination
Monitoring Basic Skills Progress- math computation- math application
Math Assessment – Screening (cont.) Star Math
Multi-skill computation probe
- www.mathfactcafe.com
- 25 problems
- skill by columns
- 4 minutes
Math Assessment – Screening (cont.)Standard
Instructional Level
- 14 DCPM among 2nd and 3rd graders
- 24 DCPM among 4th and 5th graders
Proficiency Level
- 17 DCPM among 2nd and 3rd graders
- 29 DCPM among 4th and 5th graders
ELA Screening - Kindergarten Phonemic Awareness
- Initial Sound Fluency; ISP
- Phonemic Segmentation Fluency; PSF
- Rhyme
- Initial sound deletion
ELA Screening – Kindergarten (cont.) Letter Knowledge
- Naming letters Fluency; LNF
Graphophonemic Knoweldge
- Letter Sound Fluency; LSF
- Nonsense Word Fluency; NWF (also decoding)
ELA Screening – Other Grades First Grade
- word list
- spelling
- reading fluency
Second through Sixth grades
- reading fluency at grade level
You have the data? Now what?Intervention plan – 15 minutes per day Protocol-based classwide peer tutoring Model, Guided practice, Independent Timed
Practice with delayed error connection Math-
Scan papers for high error rates Do 5-min. re-teach Provide applied practice using mastery-learning
Classwide Intervention
http://kc.vanderbilt.edu/pals/
Grade level Team Meeting - Benchmark Is there a classwide need?
Who needs Tier 2?
Did we miss anyone?
What should we do for Tier 2?
Should we go Tier 3?
Multi-Tiered Academic Intervention – Tier II Standardized interventions with small
groups in general education: 15% to 20% of students at a time
Question to ask- What category is the deficit?
Assess 4 NRP Areas Phonemic Awareness
- Phoneme segmentation fluency
Phonics
- Nonsense word fluency (WJ Pseudoword)
Fluency
- Oral fluency (TOSCRF)
Vocabulary/Comprehension
Florida Center for Reading Researchwww.fcrr.org Click – For teachers Click – Interventions for Struggling Readers Click – Supplemental and Intervention
Programs
http://www.fcrr.org/FCRRReports/CReportsCS.aspx?rep=supp
ELA Standards
Reading Foundational SkillsPhonics and Word Recognition
K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary …
1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sounds correspondences for common consonant …
2.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled …
3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes …
4.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology …
5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology …
Math Elementary
- Work backwards in curriculum to find instructional level
- Practice with procedural
Operations and Algebraic Thinking
K.OA.1 Represent addition and subtraction facts with objects …
1.OA.1 Use addition and subtraction within 20 to solve word problems ….
2.OA.1 Use addition and subtraction within 100 to solve one- and two- step word problems ….
3.OA.1Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in groups of 5 of 7 objects …
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 …
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Multi-Tiered Academic Intervention – Tier III Individual interventions with in-depth
problem analysis in general education: 5% of students at any time
Intensive problem Analysis?
Instructional Level/Instructional match Sufficient prior knowledge & skill to
successfully interact with the task while still learning new information
Match: student skill + instructional material = important functional variable for stedent learning within RTI
Math Instructional Hierarchy
Phases for Learning for Math
ConceptualAcquisition Proficiency Generalization Adaption
Procedural
Acquisition Proficiency Generalization Adaption
Comprehension
Assess Fluency
Fluent? (ORF)
Assess Phonetic Skills
Adequate? (LSF, NWF)
Assess Phonemic Skills
Adequate? (PSF, ISF, CTOPP)
Phonemic Awareness Intervention
START HERE
YES
NO
NO
NO
Fluency Intervention
Accuracy or Proficiency
Phonics Intervention
Accuracy or Proficiency
YES
YES
ELA Instructional
Hierarchy
http://usm.maine.edu/sehd/future/
•videos
http://www.gosbr.net/
• reading, writing, math interventions
•progress monitoring