enhancing rti: instruction and intervention doug fisher and nancy frey
TRANSCRIPT
![Page 1: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/1.jpg)
Enhancing RtI: Instruction and Intervention
Doug Fisher and Nancy Freywww.fisherandfrey.com
![Page 2: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/2.jpg)
LEARNING
Traditional View of Learning
When time and instruction are held constant…
… learning outcomesvary.
Adapted from Buffum, Mattos, & Weber, 2009
![Page 3: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/3.jpg)
LEARNING
A New View of Learning
When time and instruction are variable…
… learning is held constant.
Adapted from Buffum, Mattos, & Weber, 2009
![Page 4: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/4.jpg)
Purpose of RtI
An alternative way to identify students as having learning disabilities, making sure that students who struggle were not misidentified as
disabled when different and/or more intensive
instruction addressed their
needs.
“Big RTI”
![Page 5: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/5.jpg)
A school improvement process designed to ensure that students receive the instruction, intervention, and support necessary to be successful.
“little rti”
![Page 6: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/6.jpg)
Response to Instruction and Intervention (RtI2)
• Tier 1: Quality core instruction• Tier 2: Supplemental intervention• Tier 3: Intensive intervention
Tier 1: 70+%
Tier 2:
20-30%
Tier 3:
5-15%
Manipulate variables…
![Page 7: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/7.jpg)
What Variables Can You Control?
• Frequency (time)• Duration (time)• Assessment (instruction)• Group size (instruction)• Access to expertise (instruction)• Staff collaboration (instruction)• Student Monitoring Team (instruction)• Others?
![Page 8: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/8.jpg)
Tier 1: Quality Core Instruction
• Based on a Gradual Release of Responsibility• Formative assessments (feed forward, not just
feedback)• Push-in supports and incidental benefits
![Page 9: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/9.jpg)
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works
![Page 10: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/10.jpg)
Tiers 2 and 3 intervention are not a
Band-Aid…
…for ineffective Tier 1 instruction.
![Page 11: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/11.jpg)
The Role of Assessment in RtI2
![Page 12: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/12.jpg)
Diagnostic
Screening Tools
Progress Monitoring
![Page 13: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/13.jpg)
Screening Tools
DIBELS Oral fluency SAMSALLIWriting sampleSpelling inventory
![Page 14: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/14.jpg)
Which do you use?
Are they working for you?
![Page 15: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/15.jpg)
Curriculum-based measures (CBM): mostly skills-based
![Page 16: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/16.jpg)
Curriculum-based assessments (CBA): course curriculum
![Page 17: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/17.jpg)
Both are needed for progress monitoring
![Page 18: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/18.jpg)
Progress Monitoring
Checklists Rubrics Self-assessments ObservationsCompetencies
![Page 19: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/19.jpg)
Which do you use?
Are they working for you?
![Page 20: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/20.jpg)
Homework is NOTa progress monitoring tool!
Homework is NOTa progress monitoring tool!
![Page 21: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/21.jpg)
Traditional homework occurs
too soon in the instructional cycle.
Traditional homework occurs
too soon in the instructional cycle.
![Page 22: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/22.jpg)
CleaversCleavers
CheatersCheaters
SlackersSlackers
Bewildered
![Page 23: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/23.jpg)
Goals of Homework
• Fluency building• Application• Spiral review• Extension
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making responsibility
possible. English Journal, 98(2), 40-45.
![Page 24: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/24.jpg)
![Page 25: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/25.jpg)
Spiral Review Homework: Opinionnaire
What’s your opinion? SA A D SD
A patriot is heroic.
Sometimes the only thing left to do is fight for what you believe in.
The American Revolutionary War could have been avoided if both sides had compromised on taxes.
All the colonists were in support of the war.
![Page 26: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/26.jpg)
Extension Homework
![Page 27: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/27.jpg)
Compare English language learners to
“true peers”
![Page 28: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/28.jpg)
Tier 2:
10-15%
What could Tier 2 look like?
![Page 29: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/29.jpg)
The focus of the monitoring team
![Page 30: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/30.jpg)
Manipulate the variablesManipulate the variables
![Page 31: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/31.jpg)
Access to
ExpertiseAccess to
Expertise
![Page 32: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/32.jpg)
• Mostly classroom teachers as students work productively
• Push-in staff (15% rule)
Who provides Tier 2?
![Page 33: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/33.jpg)
Time and Duration
![Page 34: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/34.jpg)
Group size
![Page 35: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/35.jpg)
CBMs 2 times per month
for progress monitoring
![Page 36: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/36.jpg)
Academic Recovery and
After school tutorials
![Page 37: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/37.jpg)
Involve the familyInvolve the family
![Page 38: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/38.jpg)
Increased guided instruction with smaller groupsIncreased guided instruction with smaller groups
![Page 39: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/39.jpg)
Teacher Role
What is the teacher
doing while productive group work is
occurring?
![Page 40: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/40.jpg)
Zone of Proximal Development
Zone of Proximal Development
ScaffoldingScaffolding
![Page 41: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/41.jpg)
“As easy as learning
to ride a bike”
![Page 42: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/42.jpg)
Scaffolds in Classroom Instruction
• Robust questions to check for understanding
• Prompts that focus on cognitive and metacognitive processes
• Cues to shift attention to sources• Direct explanation and modeling to re-
teach
![Page 43: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/43.jpg)
Robust Questions to Check for Understanding
![Page 44: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/44.jpg)
IntentionIntentionuncovering, not testing
![Page 45: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/45.jpg)
Teacher: What is a nocturnal animal?Student: An animal that stays awake at
night.Teacher: Good. What is a diurnal animal?
I-R-E
![Page 46: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/46.jpg)
Teacher: What is a nocturnal animal?Student: An animal that stays awake
at night.Teacher: Tell me more about that.
Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot. Probe
![Page 47: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/47.jpg)
Teacher: What is a nocturnal animal?Student: An animal that stays awake
at night.Teacher: Tell me more about that.
Does a nocturnal animal have special characteristics?
Student: Well, it doesn’t sleep a lot.
Misconception
![Page 48: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/48.jpg)
Prompting for Cognitive and Metacognitive Thinking
![Page 49: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/49.jpg)
Prompts
So the student does the
cognitive work
![Page 50: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/50.jpg)
Prompts can be cognitive
or
metacognitiveNote
to elf
![Page 51: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/51.jpg)
Background knowledge prompts
invite students to
use what they know to resolve problems
![Page 52: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/52.jpg)
Process or Procedure Prompts
To perform a
specific task
![Page 53: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/53.jpg)
Reflective prompt
knowing about knowing
“What did you learn today?”“What did you learn today?”
![Page 54: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/54.jpg)
Heuristic prompt
Informal and less defined
“Make a graph so you can see it.”“Make a graph so you can see it.”
![Page 55: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/55.jpg)
Teacher: What is a nocturnal animal?Student: An animal that stays awake at night.Teacher: Tell me more about that. Does a nocturnal animal
have special characteristics?Student: Well, it doesn’t sleep a lot.Teacher: I’m thinking of those pictures we saw of the great
horned owl and the slow loris in the daytime and at night. Does your answer still work?
PROMPT
![Page 56: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/56.jpg)
Cues to Shift Attention
![Page 57: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/57.jpg)
Cues
Shift attention to sources of
information
More direct and specific than prompts
![Page 58: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/58.jpg)
the expert commentator sees things you don’t
cues do the same for novices
Attention grows with competence
![Page 59: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/59.jpg)
VisualPhysicalGesturalPositionalVerbalEnvironmental
6 Types
![Page 60: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/60.jpg)
Using Prompts andCues
Context: Students are creating a Jeopardy®-style game. The teacher is building the background knowledge of a group of students. He draws their attention to a sentence in the text: “When you eat foods—such as bread, meat, and vegetables—they are not in a form that the body can use as nourishment.” He asks Mauricio to retell it is his own words...
![Page 61: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/61.jpg)
Mauricio: So, I think it says that your body can’t use meat like it is meat. It has to be changed.
Jessica: But that’s what we eat to live. That’s good eating.Russell: I don’t eat any vegetables. I only like the meat and bread from this, like
a hamburger.Mr. Jackson: How does that meat change so that your body can use it? Russell?Russell: It doesn’t change. It’s meat.Mr. Jackson: So let’s think about what we know about nourishment and our
food. There’s a process that it goes through, right? [they nod in agreement] What’s the first step? You know this because you do it several times a day.
Sarah: The first thing to eat? Is that what you mean?Mr. Jackson: Yeah, the first thing.Sarah: You take a bite.Mr. Jackson: Exactly, right on. So you’ve changed the food, right? Russell: Yeah, but it’s still meat.Mr. Jackson: It sure is. But it’s changed a bit, and will change more.
Remember we talked about different kinds of changes. Physical … ChemicalRussell: So the first thing, when you bite it, it’s a physical change, right?Mr. Jackson: You know it! And then what happens?
![Page 62: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/62.jpg)
Direct Explanation and Modeling
![Page 63: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/63.jpg)
When prompting
and cueing fail, it’s time for
direct explanation.
When prompting
and cueing fail, it’s time for
direct explanation.
![Page 64: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/64.jpg)
Direct Explanation
Take care not to re-assume responsibility too quicklyTake care not to re-assume responsibility too quickly
Identify
Explain
Think aloud
Monitor
![Page 65: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/65.jpg)
Tier 3:
5-10%
What could Tier 3 look like?
![Page 66: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/66.jpg)
Tier 3: Intensive
• Individual• 30 minutes at least three times per week• Increase assessment and monitoring
frequency• Increase expertise• A whole school focus
![Page 67: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/67.jpg)
Keep the teacher
at the center of
communication
![Page 68: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/68.jpg)
Daily 1:1 instruction
![Page 69: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/69.jpg)
Increased Progress Monitoring
with specialized assessmentsIncreased Progress Monitoring
with specialized assessments
![Page 70: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/70.jpg)
Every certificated adult
meets with students
![Page 71: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/71.jpg)
What is “special” about special education?
• Formalized system of support (continuing interventions)
• Funding• Goals and objectives• Curriculum accommodations and
modifications• Testing support• Assistive technology• Related Services
![Page 72: Enhancing RtI: Instruction and Intervention Doug Fisher and Nancy Frey](https://reader035.vdocument.in/reader035/viewer/2022062618/5513dd9255034646298b56ff/html5/thumbnails/72.jpg)
The Takeaway
• Instruction and Intervention are linked• Manipulate variables (time, assessment,
expertise, instruction) to intensify intervention
• Build in a feed forward method so that RtI2 results inform classroom instruction and programmatic improvements
• Keep the teacher and family at the center of communication