Tough Kids: Response to Intervention RTI
Tough Kids: Response to Intervention RTI Dr. William R. Jenson Dept. Educational Psychology University of Utah Salt Lake City, Utah 84112 801-581-6508 [email protected]
RTI Failure
of a student to respond to an appropriate scientifically based curriculum or academic intervention
Response to Intervention (RTI)
Intensive InterventionsSpecial Education
Specialized Academic Interventions-General Education
Appropriate General Curriculum-Reading
The RTI Model is Limited If?
A poor general curriculum in reading or math A poor teacher Advancement is made in the curriculum as a group (average) not on individual mastery Basics are missed by some Students are “recycled” through the same poor curriculum with just more time at levels two and three
The Reading Wars Whole Language Approach (most used in the United States) Phonetics Approach Direct Instruction Approach
Academics and the Tough Kid
Reading is the most important skill 80% of Tough Kids have an academic deficit Programs that work: Direct instruction, phonetic based, word attack approaches, CBMDibels
National Reading Panel Report
Not whole language, developmentally based, literacy based, balance literacy, or reading recovery programs
If You Think You Have a Good Reading Program, You Should Read This Article
Phonics VS Whole Language Reading
Things That Need to Be Considered for Levels Two and Three for RTI
More of the same- Extended Practice-Mileage Condition Aversion to Academics Because of Failure (Heavy Metal Poisoning)-Skiing Example Problem-Students have to do more of what they dislike (Motivational Issues) Accelerate the Learning Curve-Learning More and Learning Fast Learn Basic Study Skills Techniques-That facilitates learning
Extended Practice Homework Peer
Tutoring Some Cooperative Learning/Group Contingencies
Motivational Strategies Dots
for motivation Mystery motivators Chart moves Reinforcement spinners Homenotes Advertising for Success Self-Monitoring
Accelerate the Learning Curve Van
Houten-Flash Card Technology 30/70 Blending Technique Incremental Rehearsal /Behavioral Momentum Time Presentation of Problems with a Tape Recorder Cover, Copy, & Compare
Ron Van Houten-Flash Cards with the 70/30 Split
Rapid and Mild Reprimand “No”
Desk Between
Taped Presentation of Problems
Taped Problems- Multiplication problems
and products are recorded and presented with a corresponding worksheet – Generally problems are presented via a tape recorder – First presentation at 1 second – Second presentation at 4 seconds – Third presentation at 2 seconds
Taped Problems
McCallum, Skinner, Turner, & Saecker (2006): TP used class-wide with 18, 3rd graders to teach multiplication facts:
– Data show increasing trend in DCM throughout the intervention. – More dramatic increases observed in immediate than delayed assessments – Effect sizes show large increases in DCM for all 3 sets of problems
Bliss, Skinner, & Adams (2006): TP used with an ELL student on sight word acquisition
– Participant demonstrated significant increases in his ability to read Dolch words independently in English. He found the procedures highly acceptable.
Tape Recorder?
Accelerating the Learning Curve of Basic Facts by Time Presentations
Homenotes
Meta-analysis Results Overall effect size .61 Disruptive .67 On-Task .54 Mixed behaviors .74 Home School Collaboration – low .48 good .91 Breath of use hour or less .51 multiple hours .81 Scale construction – qualitative .86 quantitative (counting) .51 Student age primary (elementary) .59 secondary .64
Homework as Extended Practice
Homework Homework is the extension of practice in the home of a subject or topic introduced and explained in the classroom Types of homework:
– Practice homework – Preparation homework – Extension homework – Creative homework
Homework Teams Group contingencies/cooperative learning Peer tutoring Self-management Public posting
Teams with Rolls
Study Skills as an RTI Tier 2 Intervention
Multiple Choice Tests
Academic Accommodations
Federal laws require schools to provide your child with special-ed services and accommodations for ADD and ADHD.
Two federal laws require public schools to provide free special-education services or support: the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973.
To be eligible for services under IDEA, a child must meet the criteria for one of 13 specific disability categories. AD/HD is not among these, but your child may be eligible if he is also affected by one of the specified conditions, which include learning disabilities, emotional disturbances, and developmental delays. Most ADDers, however, qualify under another IDEA category: "Other Health Impairments." In either case, it must be shown that having AD/HD substantially limits the child's ability to learn.
Section 504 covers AD/HD kids who don't meet the criteria for specialeducation under IDEA, but who would benefit from accommodations in the classroom, such as extra time on tests.
RTI Failure
of a student to respond to an appropriate scientifically based curriculum or academic intervention
Response to Intervention (RTI)
Intensive InterventionsSpecial Education
Specialized Academic Interventions-General Education
Appropriate General Curriculum-Reading
The RTI Model is Limited If?
A poor general curriculum in reading or math A poor teacher Advancement is made in the curriculum as a group (average) not on individual mastery Basics are missed by some Students are “recycled” through the same poor curriculum with just more time at levels two and three
The Reading Wars Whole Language Approach (most used in the United States) Phonetics Approach Direct Instruction Approach
Academics and the Tough Kid
Reading is the most important skill 80% of Tough Kids have an academic deficit Programs that work: Direct instruction, phonetic based, word attack approaches, CBMDibels
National Reading Panel Report
Not whole language, developmentally based, literacy based, balance literacy, or reading recovery programs
If You Think You Have a Good Reading Program, You Should Read This Article
Phonics VS Whole Language Reading
Things That Need to Be Considered for Levels Two and Three for RTI
More of the same- Extended Practice-Mileage Condition Aversion to Academics Because of Failure (Heavy Metal Poisoning)-Skiing Example Problem-Students have to do more of what they dislike (Motivational Issues) Accelerate the Learning Curve-Learning More and Learning Fast Learn Basic Study Skills Techniques-That facilitates learning
Extended Practice Homework Peer
Tutoring Some Cooperative Learning/Group Contingencies
Motivational Strategies Dots
for motivation Mystery motivators Chart moves Reinforcement spinners Homenotes Advertising for Success Self-Monitoring
Accelerate the Learning Curve Van
Houten-Flash Card Technology 30/70 Blending Technique Incremental Rehearsal /Behavioral Momentum Time Presentation of Problems with a Tape Recorder Cover, Copy, & Compare
Ron Van Houten-Flash Cards with the 70/30 Split
Rapid and Mild Reprimand “No”
Desk Between
Taped Presentation of Problems
Taped Problems- Multiplication problems
and products are recorded and presented with a corresponding worksheet – Generally problems are presented via a tape recorder – First presentation at 1 second – Second presentation at 4 seconds – Third presentation at 2 seconds
Taped Problems
McCallum, Skinner, Turner, & Saecker (2006): TP used class-wide with 18, 3rd graders to teach multiplication facts:
– Data show increasing trend in DCM throughout the intervention. – More dramatic increases observed in immediate than delayed assessments – Effect sizes show large increases in DCM for all 3 sets of problems
Bliss, Skinner, & Adams (2006): TP used with an ELL student on sight word acquisition
– Participant demonstrated significant increases in his ability to read Dolch words independently in English. He found the procedures highly acceptable.
Tape Recorder?
Accelerating the Learning Curve of Basic Facts by Time Presentations
Homenotes
Meta-analysis Results Overall effect size .61 Disruptive .67 On-Task .54 Mixed behaviors .74 Home School Collaboration – low .48 good .91 Breath of use hour or less .51 multiple hours .81 Scale construction – qualitative .86 quantitative (counting) .51 Student age primary (elementary) .59 secondary .64
Homework as Extended Practice
Homework Homework is the extension of practice in the home of a subject or topic introduced and explained in the classroom Types of homework:
– Practice homework – Preparation homework – Extension homework – Creative homework
Homework Teams Group contingencies/cooperative learning Peer tutoring Self-management Public posting
Teams with Rolls
Study Skills as an RTI Tier 2 Intervention
Multiple Choice Tests
Academic Accommodations
Federal laws require schools to provide your child with special-ed services and accommodations for ADD and ADHD.
Two federal laws require public schools to provide free special-education services or support: the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973.
To be eligible for services under IDEA, a child must meet the criteria for one of 13 specific disability categories. AD/HD is not among these, but your child may be eligible if he is also affected by one of the specified conditions, which include learning disabilities, emotional disturbances, and developmental delays. Most ADDers, however, qualify under another IDEA category: "Other Health Impairments." In either case, it must be shown that having AD/HD substantially limits the child's ability to learn.
Section 504 covers AD/HD kids who don't meet the criteria for specialeducation under IDEA, but who would benefit from accommodations in the classroom, such as extra time on tests.
