Enhancing RtI: Instruction and Intervention

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Enhancing RtI Instruction and Intervention
PowerPoints available at www.fisherandfrey.com Cli
ck Resources Book available from ASCD

• Nancy Frey and Doug Fisher
• www.fisherandfrey.com

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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
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A school improvement process designed to ensure
that students receive the instruction,
intervention, and support necessary to be
successful.
little rti
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Paucity of Research
The majority of RTI research focuses on students
at the elementary level.
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Constrained vs. Unconstrained Skills
Phonemic Awareness Phonics Fluency
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Constrained vs. Unconstrained Skills
Comprehension Vocabulary
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Research Questions
As RtI is implemented in a high school, 1) What
happens with student achievement? 2) How can
RtI interventions be organized and delivered in a
high school setting?
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Student Participants
444 9-12th graders 62 free/reduced lunch 15
from military families 44 Latino/Hispanic 22
Black 16 Asian 18 White 70 EL students
8.5 Students with disabilities 4 with 504
plans
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Outcomes Schoolwide
Outperformed state-identified similar schools by
11. Student achievement increased 4 on state
achievement measures. Independent auditor noted
that the school, outperforms all local
schools in the percentage of students at or above
proficiency in ELA and math. (Audit report, June
2009)
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Outcomes Grade Point Averages

• GPAs increased from 2.89 to 3.36,
  (t12.58, df742, plt.001).
• The largest gains in GPA came from students
  living in poverty and students with disabilities.
  
• For students living in poverty, average GPA
  increased from 2.26 to 3.12
  (t16.84, df414, plt.001).
• For students with disabilities, average GPA
  increased
• from 1.30 to 3.02 (t7.26, df61, plt.0001).

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Outcomes Attendance
By the end of the two-year data collection
period, attendance had increased from 90.4 to
95.6.
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Outcomes Referrals to
Special Education
Reduced from 17 referral rate to 3.
8.5 had an IEP, compared to county average of
11.5.
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I used to refer students to special education
when I needed help with them. Now I have that
help, and I am part of that help.
9th grade English teacher, May 2009
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Response to Instruction and Intervention (RtI2)
Tier 1 75
Tier 2 10-15
Tier 3 5-10
Manipulate variables
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Tiers 2 and 3 intervention are not a Band-Aid
for ineffective Tier 1 instruction.
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What could Tier 1 look like?
Tier 1 75
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Tier 1 Quality Core Instruction
Increased productive group work (school goal was
50 of instructional minutes) Competency-based
grading Better implementation of Gradual Release
of Responsibility instructional framework (Fisher
Frey, 2008)
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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The sudden release of responsibility
TEACHER RESPONSIBILITY
I do it
Focus Lesson
You do it alone
Independent
STUDENT RESPONSIBILITY
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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DIY School
TEACHER RESPONSIBILITY (none)
You do it alone
Independent
STUDENT RESPONSIBILITY
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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Video available to Principal Leadership
subscribers at www.principals.org/pl0910frey
September 2010 issue
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Feed forward to improve programmatically
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Item Analysis in Science
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What could Tier 2 look like?
Tier 2 10-15
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Tier 2
Schedule Intervention to Supplement, Not
Supplant Core Instruction
Tutorials Academic Recovery Progress monitoring
and assessments (did not exist prior to study)
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Manipulate the variables
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Access to Expertise
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Time and Duration
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Increased guided instruction with smaller groups
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Group size
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Assessments Screening tools
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CBMs 1-2 times per month for progress monitoring
Cloze assessments Oral fluency measures Timed
math exercises Timed writing
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(No Transcript)
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Video available to Principal Leadership
subscribers at www.principals.org/pl0211fisher
February 2011 issue
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What could Tier 3 look like?
Tier 3 5-10
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Tier 3 Intensive Interventions
Did not exist at the beginning of the study 11
instruction By end of second year, every
certificated adult had provided individualized
instruction to at least one student
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Keep the teacher at the center of communication
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(No Transcript)
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(No Transcript)
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Daily 11 instruction
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Analytic writing samples Vocabulary CBMs
Increased Progress Monitoring with specialized
assessments
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Every certificated adult meets with students
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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Model for Success for All Students
Fisher, D., Frey, N. (2008). Better learning
through structured teaching A framework for the
gradual release of responsibility. Alexandria,
VA Association for Supervision and Curriculum
Development.
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The Takeaway
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