Document 6511353

10/17/2011
RTI Strategies for Grades 6-12: How to reach
your struggling students earlier and faster
Susan Fitzell
© 2011 Susan Fitzell
1
© 2011 Susan Fitzell
2
© 2011 Susan Fitzell
3
1
10/17/2011
© 2011 Susan Fitzell
4
© 2011 Susan Fitzell
5
© 2011 Susan Fitzell
6
2
10/17/2011
In Our Session Today We Will:
Welcome
RtI Introduction
Progress Monitoring
Lesson Plan Structure
Lesson Planning
Intervention Strategies
Questions & Wrap-up
Corwin Press
7
In the chat box
8
3
10/17/2011
Response To
Intervention
Tier 1
Tier 3:
Only 5-10%
of our students.
Tier 2: Targeted Tier.
10-15% of our students
could be here.
Get a Free Moodz Poster
& Enter our Raffles monthly cash
10
prizes
Tier 1: Universal Tier
Meets the needs of 80% of our
students.
© 2011 Susan Fitzell
What we do with ALL the students
11
4
10/17/2011
Tier One
Tier One
Look critically at
standards-based
core curriculum and
Use
“Research Based”
strategies that
support all
learners.
© 2011 Susan Fitzell
13
Response To
Intervention
Tier 2
focus on
what's
most
important
© 2011 Susan Fitzell
14
What we do with non-responders
5
10/17/2011
Tier Two Interventions:
Frequency
Researched-based practices
used in Tier One, but with
three modifications.
© 2011 Susan Fitzell
16
© 2011 Susan Fitzell
17
© 2011 Susan Fitzell
18
6
10/17/2011
Tier Three Challenges
Time
© 2011 Susan Fitzell
Intensity
Students who have not responded to Tier One or
Tier Two efforts and who have significant
difficulty being successful in the general
curriculum might receive:
19
20
© 2011 Susan Fitzell
21
7
10/17/2011
© 2011 Susan Fitzell
22
23
© 2011 Susan Fitzell
24
8
10/17/2011
General education teacher
or Co-teaching team
provides interventions
Does RTI fit into a Secondary Education Model?
25
26
© 2011 Susan Fitzell
27
9
10/17/2011
Teaching, Assessing and Reflecting
Identify Learning
Outcomes
Adjust Teaching;
Ongoing Monitoring
Learning; Ongoing
Monitoring
© 2011 Susan Fitzell
28
© 2011 Susan Fitzell
29
Plan Instruction and
Assessments
Instruct
30
10
10/17/2011
Now, we are
confirming success
and
preventing failure
In the past,
we’d
document
success
and
document failure
© 2011 Susan Fitzell
31
32
© 2011 Susan Fitzell
33
11
10/17/2011
Tier One
Page 8
Incorporate
multiple
modes of
assessment
CBM
Curriculum
Based
Measurement
Rubrics
34
© 2011 Susan Fitzell
Progress Monitoring
Documented
Observations
Exit Cards
Increase
frequency
© 2011 Susan Fitzell
Curriculum Based Measurement (CBM)
Frequent Progress Monitoring
Progress
Monitoring
• Academic competence
• Track achievement
• Improve achievement
Three Purposes
Student SelfEvaluations
35
• Screening
• Progress monitoring
• Instructional diagnosis
© 2011 Susan Fitzell
36
12
10/17/2011
CATEGORY
Practice
1
No attempt
Sentences
Written details,
less than 4
creativity
words
Picture Detail
© 2011 Susan Fitzell
Exit Card Examples
Rubric: Creating Vocabulary Word
Maps and Follow-on Assessment
CBM – Curriculum Based
Measurement AND intervention
37
Acquisition
(Vocabulary
Assessment)
Little or none
Score < 70%
2
3
Exit Cards
4
Progress Monitoring
3 steps correct 4 steps correct 5 steps correct
Uses adjective
Some details
or creativity
• Academic competence
• Track achievement
• Improve achievement
Creates
Uses adjective
memory cue w
and adverb
metaphors
Highly
creative,
Creative,
connects
shows thought
thought &
imagery.
Score ≥ 70% Scored ≥ 80% Score ≥ 90%
Three Purposes
• Screening
• Progress monitoring
• Instructional diagnosis
© 2011 Susan Fitzell
39
13
10/17/2011
Sample Exit Card
EXIT CARD
GROUPINGSSmall Groups
Name______________ Date______
Today, you began to learn about __________.
List three things you learned:
1. _______________________________
2. _______________________________
3.________________________________
Tier Two
Students who are
struggling with the
concept or skill
Ability Level Groups
© 2011 Susan Fitzell
40
Tier 1
Students with
enough understanding
of the concept or skill to
practice the skill
independently
Tier 1 - Advanced
Students who
understand the
concept or skill & are
ready for higher level
activities
EXIT CARD GROUPINGSGROUPINGS- Small Groups
Student who
understands the
concept or skill well
enough to peer-tutor
Student who is
struggling with the
concept or skill
Student with
enough understanding
of the concept or skill to
practice the skill
independently
MixedMixed-Ability Level Triads
14
10/17/2011
RTI Lesson Plan Format
Research Based Strategies
Incorporated in this Book
How might you
realistically use
progress
monitoring in the
classroom?
43
© 2011 Susan Fitzell
44
© 2011 Susan Fitzell
45
15
10/17/2011
RTI Lesson Plan Format
RTI Lesson Plan Format
Activity!
1. Review the RTI lesson plan
format
2. Discuss similarities and
differences between your
current lesson plan and this
one.
3. What’s your next step?
© 2011 Susan Fitzell
46
© 2011 Susan Fitzell
47
48
16
10/17/2011
Vocabulary Interventions
© 2011 Susan Fitzell
Brainstorm Words for Points
49
© 2011 Susan Fitzell
50
© 2011 Susan Fitzell
51
17
10/17/2011
Weak
Definition or Synonym
Soldiers who are not part
of a regular army
Antonym
power; intensity; force; vigor
str eng th
guerrilla
Silent George had muscle strength
Use it in a (silly) sentence
Guerilla fighters took a heavy toll on
U.S. troops and supplies. They
usually fight behind enemy lines.
Page 323
Draw it so you know it
52
Vocabulary
Cartoons.com
&
SAT in a Flash
by
Barron’s
Publishing 54
18
10/17/2011
Do-able
Homework:
55
56
57
19
10/17/2011
Steps in QAR
Choose a text.
This strategy works well
with both fiction and
non-fiction.
Write questions based
on the text.
Question Answer
Response
© 2011 Susan Fitzell
58
Your questions should
fall into one of the
following four
categories:
59
60
20
10/17/2011
Right There Questions
Author and Me
Think and Search Questions
1. Think about how ideas or information in the passage
relate to each other
2. Look back at the passage
3. Find the information that the question refers to
4. Think about how the information or ideas fit together
Go back to the passage and
find the correct information to
answer the question
61
1. Use ideas and information that is not stated directly
in the passage to answer the question.
2. Think about what you have read and formulate your
own ideas or opinions.
62
63
21
10/17/2011
On My Own Questions
Fill out a
question web
with the class
Choose book, story or paragraph
Model thinking:
I wonder why the author…?
What is a…?
How would you feel?
1. Answer using background knowledge on a
topic.
2. This type of question does not usually appear
on tests of reading comprehension because it
does not require reference to the passage.
64
65
66
22
10/17/2011
Tier One, Tier Two, Tier Three
QAR Graphic Organizer
Right There
Tier One/Two:
Role play – Teacher (roleplayed by a student) & Student
(role played by a student ☺
(The answer is clearly
answered in the text.)
Tier Three
Above activities with a
specialist
© 2011 Susan Fitzell
67
68
Think and Search
(The answers are within the
text but the reader has to
search for it and synthesize
material to find it.)
On My Own
Author and Me
(Can be answered
based on the reader’s
own experiences and
prior knowledge)
(The answer is inferred within
© 2011 Susan Fitzell
the text. The reader must
use a combination of
textual information and prior
knowledge.)
23
10/17/2011
Think Alouds Across The Curriculum
Students can use QAR Strategy to
Social Studies and Science: guide
questions for a research project
Tests: help them study for a test in any
course.
Math: comprehend of word problems,
especially in relations to graphs or tables
displaying data
© 2011 Susan Fitzell
70
© 2011 Susan Fitzell
71
© 2011 Susan Fitzell
72
24
10/17/2011
Picture Books:
A Secondary Reading Intervention
Were the literary terms easier to understand
through the tool of picture books?
Tier Three: One-on–one
Picture book reading can be used as
intensive interventions.
The picture book strategy would be an
intervention that could eventually be
eliminated with skill mastery.
© 2011 Susan Fitzell
74
© 2011 Susan Fitzell
75
25
10/17/2011
Across the Curriculum
© 2011 Susan Fitzell
Science:
Picture books help
students
understand
complex scientific
principles.
Math:
Students create
picture books to
break down the steps
of solving a higher
level mathematical
problem.
Social Studies:
Picture books help
students relate to
a character, time
period, and
situation.
Picture books can
be used to model
writing traits.
76
© 2011 Susan Fitzell
77
© 2011 Susan Fitzell
78
26
10/17/2011
What helps students with math difficulties
Concrete
Representational
Make Implied Language Experiences Explicit
Abstract
Procedural Instruction (Bryant, Hartman, & Kim, 2003)
A
Instead of saying:
Explicit instruction
“The [NMP, 2008] recommends that struggling
students receive some explicit mathematics instruction
regularly” dedicated to foundational skills and
conceptual knowledge.
Strategy Instruction (Maccini & Hughes, 2000)
8 divided by 3
or
“how many sets of 3 go into 8?”
Representations, such as CRA (Maccini & Hughes, 2000; Maccini,
B
Mulcahy, & Miller, 2007; Witzel, 2005; Witzel, Mercer & Miller, 2003)
Witzel & Allsopp, 2007 with Mathematics Teaching in the Middle School
79
© 2011 Susan Fitzell
Bradley S. Witzel, Ph.D. Winthrop University
80
© 2011 Susan Fitzell
81
27
10/17/2011
Expanding on the same principles
Say, “How many sets of 3 go into 8?
Distribute pencils into cups
evenly and ask, “Are there
an equal number of pencils
per cup? How many pencils
per cup?”
8 pencils
3 holders
Why is this
not 1/16?
16 ÷ 3 =
16/3=5.33
÷
1/3
2 pencils per cup with 2 more pencils that
need to be divided into three cups.
2 pencils
holder
=
+2 more pencils
3 holders
© 2011 Susan FitzellBradley S. Witzel, Ph.D. Winthrop University
82
÷
1/3
=
83
© 2011 Susan Fitzell
Bradley S. Witzel, Ph.D. Winthrop University
© 2011 Susan Fitzell
84
28
10/17/2011
Tier Three:
Example: Multiplying Fractions
Intense instruction one-on-one
with a math intervention
specialist
Activities from the
manipulative center –critical
to enabling struggling students
gain an understanding of math
concepts
© 2011 Susan Fitzell
Animation
Web-based
NOT manipulable
Virtual Manipulative (GeoGebra)
Web-based
Manipulable
85
86
GeoGebra.org
87
29
10/17/2011
De-Clutter the Math
Memorization and Test Taking Strategies for the Differentiated, Inclusive and
RTI Classroom by Susan Gingras Fitzell, Cogent Catalyst Publications, 2011
Whether organizing their
workspace or trying to
decipher their work,
students are using up
working memory on
organization rather than
the math process.
These strategies allow
them to focus on the math.
© 2011 Susan Fitzell
88
© 2011 Susan Fitzell
Figure 1 Organizing Math Workspace
89
Excerpted from Umm… Studying What’s that? By
Shivahn Fitzell
© 2011 Susan Fitzell
90
30
10/17/2011
Mind Mapping / Graphic
Roadmaps / Visual Organizers
© 2011 Susan Fitzell
91
© 2011 Susan Fitzell
92
© 2011 Susan Fitzell
93
31
10/17/2011
Application Example: Science
Handling Various Kinds of Info
in Short-term Memory
Sequencing strategies
Create sequence charts on adding
machine tape using words and visual
cues.
Provide a copy of the
outline/notes
Copying notes takes up
working memory space
not allowing time for
higher level processing
Takes too much valuable
“teaching” time
94
© 2011 Susan Fitzell
95
Non-linguistic Representation
96
32
10/17/2011
Sequence Strips as an Intervention
Albert Camus’ book, The Plague
Draw a picture of the city of Oran.
The next part of the book is when Dr. Rieux sees a dead rat- draw that.
List only significant events, such as Monsieur Michel getting sick and
multiple rats dying
Simply draw and label the information in the same sequence/order that it
is listed or described in the book.
97
Excerpted from Umm… Studying What’s that? By
© 2011 Susan
FitzellFitzell
Shivahn
98
Do-able Homework:
Illustrate the “labeled” sequence strip at home.
Bell ringer next class period: Explain your
sequence strip to your partner.
99
33
10/17/2011
What is an analogy?
Across the Curriculum
100
© 2011 Susan Fitzell
Who benefits?
101
102
34