There are only a few areas in which to target reading interventions – but we must TARGET reading interventions: Phonological awareness / Phonemic awareness Multi-sensory approaches Simple phonics Advanced phonics Fluency Comprehension And they each have resources and/or programs. The Florida Center for Reading Research is a goldmine. Headed by Joseph Torgeson, an expert … More The Best Intervention is a Targeted Intervention: Targeting Students’ Diagnosed Needs
We’ve made diagnosing student needs way too complicated. Or equally troubling, we have not attempted to diagnose student needs, instead providing a one size fits all set of supports when intervening. The best intervention is a targeted intervention. We’re focusing on reading. Please do not provide a “reading” intervention when students are identified as … More What about diagnosing?
Universal screening is a popular RTI term. What does it mean? Screeners filter those students who are at desperate risk of failure unless they receive immediate, intensive supports. If it’s predictable, it’s preventable. We can predict who these students are—they scored in the lowest performance band on the state test; they scored in the … More What’s ACTUALLY the Purpose of Screening?
From screening to diagnosing to intervening to monitoring in 48 hours We must state it again; there are no rules that dictate that we allow students to fail for 6 weeks while they receive “only” Tier 1 supports, before allowing them to fail while “only” receiving Tier 1 and 2 supports before we give them … More Tier 3 Reading Made Easy (part 2)
We’ve made getting a student Tier 3 interventions too complicated, frustrating and laborious. We’ve misinterpreted the tiers of support. We’ve unnecessarily delayed providing the interventions that we can know students need. In the area of reading, we’ve (almost) deliberately allowed students to fall so far behind in reading that success in their current grade … More Tier 3 Reading Made Easy – Getting Started Right Away
Progress monitoring is a critical component of simplifying response to intervention. Simply stated, there is no RTI unless we know the extent to which students are responding. The process of monitoring a student’s response to instruction and intervention, and the evidence that is produced and collaboratively analyzed, represent a significant juncture in a … More Progress Monitoring – Demystified
When we shine a spotlight on a priority, gather evidence about our progress, and celebrate our successes, all stakeholders appreciate the focus that is placed upon a given initiative. We have done this with academic skills in a variety of ways. Some schools create data walls, both for public and staff-only utilization. These data … More Evidence Gathering and Feedback in Behavioral RTI
Why should we recommit our focus on the teaching of behavioral skills? To be clear, we are admirers and followers of the tenets of Positive Behavior Interventions and Supports and other efforts at inculcating a consistent set of expectations across a school. And yet, we repeatedly hear that student misbehaviors, apathy, and disorganization are inhibiting … More If not us, who? If not now, when?
Formative assessment is research-based. Student self-assessment is research-based. What gets measured, gets done. And we must know the extent to which we are successfully helping students develop behavioral skills. So, how do we measure it? The assessment of noncognitive factors is an emerging field, and while observations and surveys may have reliability and validity … More Data Gathering, Management, and Analysis
To be clear, the teaching, modeling, and nurturing of behavioral skills is not only for naughty students or students “at-risk” or students from historically underperforming subgroups. All students will benefit from developing more effective behavioral skills. We have met high-achieving students who do not persevere and gifted students with fixed mindsets. Schools need not worry … More Behavioral RTI is for ALL Students