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Response to InterventionInterventions: Potential ‘FatalFatal FlawsFlaws’1.2.3.4.Any intervention must include 4 essential elements. The absence of any one of theelements would be considered a ‘fatal flaw’ (Witt, VanDerHeyden & Gilbertson, 2004) thatblocks the school from drawing meaningful conclusions from the studentstudent’ss response to theintervention:Clearly defined problem. The student’s target concern is stated in specific, observable,measureable terms. This ‘problem identification statement’ is the most important step ofthe problem-solvingproblem solving model (Bergan,(Bergan 1995)1995), as a clearly defined problem allows the teacheror RTI Team to select a well-matched intervention to address it.Baseline data. The teacher or RTI Team measures the student’s academic skills in thetarget concern (e.g., reading fluency, math computation) prior to beginning the intervention.B li ddataBaselinet bbecomes ththe pointi t off comparisoniththroughouth t ththe iinterventiontti tto hhelpl ththeschool to determine whether that intervention is effective.Performance goal. The teacher or RTI Team sets a specific, data-based goal for studentpduringg the intervention and a checkpointpdate byy which the ggoal should beimprovementattained.Progress-monitoring plan. The teacher or RTI Team collects student data regularly todetermine whether the student is on-track to reach the performance goal.Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematicprocess for finding and eliminating problems. School Psychology Review, 33, 363-383.www.interventioncentral.org29

Response to Interventionwww.interventioncentral.org30

Response to InterventionThe Key Role of ClassroomTeachers in RTI 5. The teacher monitors the students response(progress) to the intervention plan.www.interventioncentral.org31

Response to InterventionClassroom Methods of Data Collection Existing recordsGlobal skills checklistRating scalesBehavioral frequency countBehavioral loggStudent work samplesWork performance logsTimed assessments (e.g., tral.org

Response to InterventionExamplep of Classroom Progress-MonitoringggTool: Global Skills Checklists Description: The teacher selects a global skill.The teacher then breaks that global skill downinto specific, observable ‘subskills’. Each subskillcan be verified as ‘done’ or ‘not done’.www.interventioncentral.org33

Response to InterventionSkills Checklists: Example The teacher selects the global skill ‘organizationalskills’. That global skill is defined as having the followingcomponents, each of which can be observed: arriving to class on time; bringing work materials to class; following teacher directions in a timely manner; knowing how to request teacher assistance whenneeded; having an uncluttered desk with only essential workmaterials.www.interventioncentral.org34

Response to InterventionThe Key Role of ClassroomTeachers in RTI 6. The teacher knows what the next steps are whena student fails to make adequate progress withTier 1 interventions alone.www.interventioncentral.org35

Response to InterventionTier 1: Decision Rules The classroom teacher knows that Tier 1 (classroom)interventions alone are not sufficient for the struggling studentwhen:hThe student problem is clearly defined.Appropriate evidence-based interventions have been selectedthat match the student’s presenting concern(s).Th interventionThei tti planl hhas bbeen triedt i d ffor an adequatedt amountt offtime (e.g., 4-8 instructional weeks).St dent baseline performance is measStudentmeasured,red a goal is calccalculated,latedand progress-monitoring data is collected during the intervention.The student has not significantly closed the gap with peersdespite the classroom intervention plan.www.interventioncentral.org36

Response to InterventionDocumenting Tier 1 Interventions: ActivityReview these forms: Tier 1 intervention documentation form on pp. 27 Classroom progress-monitoring worksheet on p.49.49 Using these as models, discuss what yourschool’sschools forms should look for documentingTier 1interventions.www.interventioncentral.org37

Response to InterventionRome City Schools Building Teams Bellamy Elementary School: Team 1D ti ElDentiElementaryt SSchool:h l TTeam 2Gansevoort Elementary School: Team 3Joy Elementary School: Team 4Ridge Mills Elementary School: Team 5Stokes Elementary School: Team 6Staley Upper Elementary School: Team 7Strough Middle School: Team 8Rome Free Academy: Team 9www.interventioncentral.org38

Response to InterventionImproving the Integrity ofAcademic InterventionsThThroughhaCritical-Components ‘PreFlight’ CheckJim entral.org

Response to InterventionAcademic Interventions ‘Critical Components’ Checklistwww.interventioncentral.org40

Response to InterventionAcademic Interventions ‘Critical Components’ ChecklistThis checklist summarizes the essential components ofacademic interventions.interventions When preparing a student’sstudent sTier 1, 2, or 3 academic intervention plan, use thisdocument as a ‘pre-flightpre flight checklistchecklist’ to ensure that theacademic intervention is of high quality, is sufficientlystrong to address the identified student problem, is fullyunderstood and supported by the teacher, and can beimplemented with integrity. NOTE: While the checklistrefersf tot theth ‘t‘teacher’h ’ as ththe iinterventionist,tti i t it can alsolbe used as a guide to ensure the quality of interventionsimplemented by non-instructional personnelpersonnel, adultvolunteers, parents, and peer (student) tutors.www.interventioncentral.org41

Response to InterventionAllocating Sufficient Contact Time & Assuring Appropriate Student-TeacherRatioThe cumulative time set aside for an intervention and the amount of direct teacher contact are twofactors that help to determine that intervention’s ‘strength’ (Yeaton & Sechrest, 1981).Critical Item? Intervention ElementNotesTime Allocated. The time set aside for the intervention isappropriate for the type and level of student problem(Burns & Gibbons, 2008; Kratochwill, Clements &Kalymon, 2007). When evaluating whether the amount oftime allocated is adequate, consider: Length of each intervention session. Frequency of sessions (e(e.g.,g daily,daily 3 times per week) Duration of intervention period (e.g., 6 instructionalweeks)Student-Teacher Ratio.Ratio The student receives sufficientcontact from the teacher or other person delivering theintervention to make that intervention effective. NOTE:Generally, supplemental intervention groups should belimited to 6-7 students (Burns & Gibbons, 2008).www.interventioncentral.org

Response to InterventionMatching the Intervention to the Student ProblemAcademic interventions are not selected at random. First,, the student academic pproblem(s)( ) is definedclearly and in detail. Then, the likely explanations for the academic problem(s) are identified tounderstand which intervention(s) are likely to help—and which should be avoided.Critical Item? Intervention Element NotesProblem Definition. The student academic problem(s) to be addressed in theintervention are defined in clear, specific, measureable terms (Bergan, 1995;Witt, VanDerHeyden & Gilbertson, 2004). The full problem definition describes: Conditions. Describe the environmental conditions or task demands in placewhen the academic problem is observed. Problem Description.pDescribe the actual observable academic behavior inwhich the student is engaged. Include rate, accuracy, or other quantitativeinformation of student performance. Typical or Expected Level of Performance. Provide a typical or expectedperformance criterion for this skill or behavior. Typical or expected academicperformance can be calculated using a variety of sources,www.interventioncentral.org

Response to Interventionwww.interventioncentral.org44

Response to InterventionMatching the Intervention to the Student Problem (Cont.)Critical Item? Intervention ElementNotesAppropriate Target. Selected intervention(s) are appropriate for the identified studentproblem(s) (Burns, VanDerHeyden & Boice, 2008). TIP: Use the InstructionalHierarchy (Haring et al., 1978) to select academic interventions according to the fourstages of learning: Acquisition. The student has begun to learn how to complete the target skillcorrectly but is not yet accurate in the skill. Interventions should improveaccuracy. Fluency. The student is able to complete the target skill accurately but worksslowly. Interventions should increase the student’s speed of responding (fluency)as well as to maintain accuracy. Generalization.Generalization The student may have acquired the target skill but does nottypically use it in the full range of appropriate situations or settings. Or thestudent may confuse the target skill with ‘similar’ skills. Interventions should getthe student to use the skill in the widest possible range of settings and situations,or to accurately discriminate between the target skill and ‘similar’ skills. Adaptation. The student is not yet able to modify or adapt an existing skill to fitnovel task-demands or situations. Interventions should help the student toidentify key concepts or elements from previously learned skills that can beadapted to the new demands or situations.www.interventioncentral.org

Response to InterventionMatching the Intervention to the Student Problem (Cont.)Critical Item? Intervention Element Notes‘Can’t Do/Won’t Do’ Check. The teacher has determinedwhether the student problem is primarily a skill or knowledgedeficit (‘can’t do’) or whether student motivation plays amain or supporting role in academic underperformance(‘wont do’). If motivation appears to be a significant factorcontributing to the problem, the intervention plan includesstrategies to engage the student (e.g., high interest learningactivities; rewards/incentives; increased student choice inacademic assignments, etc.) (Skinner, Pappas & Davis,2005; Witt, VanDerHeyden & Gilbertson, 2004).www.interventioncentral.org

Response to InterventionActivity: Matching the Intervention to theSt d t ProblemStudentP bl Consider these critical aspects of academic intervention: Clear and specific problem-identification statement (Conditions, ProblemDescription, Typical/Expected Level of Performance). AAppropriatei t iinterventiontti ttargett ((e.g., selectedl t d interventioni tti iisappropriately matched to Acquisition, Fluency, Generalization, orAdaptationppphase of Instructional Hierarchy).y) Can’t Do/Won’t Do Check (Clarification of whether motivation plays asignificant role in student academic underperformance). What questions do you have about applying any of theseconceptsp when pplanningg classroom interventions?www.interventioncentral.org

Response to InterventionRome City Schools Building Teams Bellamy Elementary School: Team 1D ti ElDentiElementaryt SSchool:h l TTeam 2Gansevoort Elementary School: Team 3Joy Elementary School: Team 4Ridge Mills Elementary School: Team 5Stokes Elementary School: Team 6Staley Upper Elementary School: Team 7Strough Middle School: Team 8Rome Free Academy: Team 9www.interventioncentral.org48

Responseto InterventionIncorporating Effective InstructionalElementsThese effective ‘building blocks’ of instruction are well-known and well-supported by the research. Theyshould be considered when selectingg or creatingg anyy academic intervention.Critical Item? Intervention Element Explicit Instruction. Student skills have been broken down “into manageable and deliberatelysequenced steps” and the teacher provided“ overt strategies for students to learn and practicenew skills” (Burns, VanDerHeyden & Boice, 2008, p.1153). Appropriate Level of Challenge. The student experienced sufficient success in the academictask(s) to shape learning in the desired direction as well as to maintain student motivation(Burns, VanDerHeyden & Boice, 2008). Active Engagement. The intervention ensures that the student is engaged in ‘active accurateresponding’pg ((Skinner,, Pappaspp & Davis,, 2005).at) a rate frequentqenoughg to capturepstudentattention and to optimize effective learning. Performance Feedback. The student receives prompt performance feedback about the workcompleted (Burns, VanDerHeyden & Boice, 2008). Maintenance of Academic Standards. If the intervention includes any accommodations tobetter support the struggling learner (e.g., preferential seating, breaking a longer assignment intosmaller chunks), those accommodations do not substantially lower the academic standardsagainst which the student is to be evaluated and are not likely to reduce the studentstudent’ss rate oflearning (Skinner, Pappas & Davis, 2005).www.interventioncentral.orgNotes

Response to InterventionActivity: Incorporating Effective InstructionalElElementst Think about the effectiveinstructional elements reviewedin this workshop. Incorporating Effective InstructionalHow can teachers ensure that Elementsall effective instructionalelements are included inacademic interventions?CriticalItem? www.interventioncentral.orgIntervention ElementExplicit Instruction.gAppropriate Level of Challenge.Active Engagement.Performance Feedback.Maintenance of AcademicSt d dStandards.Notes

Response to InterventionVerifying Teacher Understanding & Providing Teacher SupportThe teacher is an active agent in the intervention, with primary responsibility for putting it into practice in abusy classroom. It is important, then, that the teacher fully understands how to do the intervention, believesthat he or she can do it, and knows whom to seek out if there are problems with the intervention.Critical Item? Intervention ElementNotesTeacher Responsibility. The teacher understands his or her responsibility to implement theacademic intervention(s) with integrity.Teacher Acceptability. The teacher states that he or she finds the academic intervention feasibleand acceptable for the identified student problem.problemStep-by-Step Intervention Script. The essential steps of the intervention are written as an‘intervention script’--a series of clearly described steps—to ensure teacher understanding andmake implementation easier (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).Intervention Training. If the teacher requires training to carry out the intervention, that traininghas been arranged.Intervention Elements: Negotiable vs. Non-Negotiable. The teacher knows all of the steps ofthe interventionintervention. AdditionallyAdditionally, the teacher knows which of the intervention steps are ‘non-negotiable’non-negotiable(they must be completed exactly as designed) and which are ‘negotiable’ (the teacher has somelatitude in how to carry out those steps) (Hawkins, Morrison, Musti-Rao & Hawkins, 2008).Assistance With the Intervention. If the intervention cannot be implemented as designed for anyreason (e.g., student absence, lack of materials, etc.), the teacher knows how to get assistancequickly to either fix the problem(s) to the current intervention or to change the intervention.www.interventioncentral.org

Response to InterventionActivity: Verifying Teacher Understanding &P idi TeacherProvidingT h SupportStIn your teams: Review the checklist for verifying that teachersunderstand all elements of the interventionand actively support its use.Verifyingy g Teacher Understandingg & How will your school ensureProviding Teacher Supportthat teachers willCritical Item?Intervention Elementunderstand and supportpppy Teacher Responsibility Teacher Acceptability.academic interventions Step-by-Step Intervention Script.designed to be implemented in Intervention Training. I tInterventionti Elements:Elt NegotiableN ti blth classroom?thel?vs. Non-Negotiable www.interventioncentral.orgAssistance With the Intervention

to InterventionDocumenting the InterventionResponse& CollectingDataInterventions only have meaning if they are done within a larger data-based context. For example,interventions that lack baseline data, goal(s) for improvement, and a progressprogress-monitoringmonitoring plan are ‘fatallyfatallyflawed’ (Witt, VanDerHeyden & Gilbertson, 2004).Critical Item?Intervention ElementNotes Intervention Documentation. The teacher understands and can manage all documentationrequired for this intervention (e.g., maintaining a log of intervention sessions, etc.). Checkup Date. Before the intervention begins, a future checkup date is selected to review theintervention to determine if it is successful. Time elapsing between the start of the intervention andthe checkup date should be short enough to allow a timely review of the intervention but longenough to give the school sufficient time to judge with confidence whether the intervention worked. Baseline. Before the intervention begins, the teacher has collected information about the student’sb li llevell off performancebaselinefini ththe ididentifiedtifi d area(s)( ) off academicd i concern (Witt(Witt, VVanDerHeydenD H d &Gilbertson, 2004). Goal. Before the intervention begins, the teacher has set a specific goal for predicted studentimprovement to use as a minimum standard for success (Witt,(Witt VanDerHeyden & Gilbertson,Gilbertson 2004)2004).The goal is the expected student outcome by the checkup date if the intervention is successful. Progress-Monitoring. During the intervention, the teacher collects progress-monitoring data ofsufficient quality and at a sufficient frequency to determine at the checkup date whether thatintervention is successful (Witt, VanDerHeyden & Gilbertson, 2004).www.interventioncentral.org

Response to InterventionActivity: Documenting the Intervention &C ll ti DCollectingDatatIn your teams: Consider the elements of interventiondocumentation,, data collection,, and datainterpretation discussed here. Documenting the Intervention &What steps can your school take Collecting Datato make sure that data have acentral focus when interventionsare planned and implemented?Critical Item?Intervention Element Intervention Documentation.Checkup Date. Baseline. Goal. es

Response to InterventionReferences Bergan, J. R. (1995). Evolution of a problem-solving model of consulta

Rome City Schools Building Teams Bellamy Elementary School: Team 1 l E iDtt S Th l 2Denti Elementary School: Team 2 Gansevoort Elementary School: Team 3 Joy Elementary School: Team 4 Ridge Mills Elementary School: Team 5 Stokes Elementary School: Team 6 Staley Up