What is MTSS?

A Multi-Tiered System of Supports (MTSS) is a framework of team-driven data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level. MTSS is a coherent continuum of evidence-based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each student to achieve high standards.MTSS models rely on data to assess student needs and help teachers understand which kinds of intervention they need within each tier.

What is Response to Intervention?

Response to Intervention, or RTI, is an educational approach designed to help all learners to succeed, through a combination of high-quality instruction, early identification of struggling students, and responsive, targeted evidence-based interventions to address specific learning needs. RTI uses ongoing progress monitoring and data collection to facilitate data-based decision-making. In addition, the implementation of RTI will assist in the correct identification of learning or other disorders.

In my building, MTSS is the umbrella and RTI falls under it. All students are active participants in MTSS but not all students will be active participants in RTI. 

How does RTI work?

It operates on a 3-tiered framework of interventions at increasing levels of intensity. The process begins with high-quality core instruction in the general education classroom. Teachers use a variety of instructional methods to maximize student engagement and learning: modeling of skills, small group instruction, guided practice, independent practice, to name a few.

Through universal screening methods, struggling learners are identified and are given more intense instruction and interventions that are more targeted to individual needs. By giving frequent assessments and analyzing data, teachers make decisions about what levels of intervention will best support student achievement.

What are the Tiers?

Tier I: This is the guaranteed and viable curriculum that all students receive each day within their general education classrooms. It is High quality, research-based core instruction in the general education classroom. All students are given universal screening assessments to ensure that they are progressing and are learning essential skills. {Sidenote: A guaranteed and viable curriculum is one that guarantees equal opportunity for learning for all students. Similarly, it guarantees adequate time for teachers to teach content and for students to learn it. A guaranteed and viable curriculum is one that guarantees that the curriculum being taught is the curriculum being assessed. It is viable when adequate time is ensured to teach all determined essential content.}

Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being “at-risk” through universal screenings and/or results on state- or district-wide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system and documentation method.

Tier II: More intensive, targeted instruction, matched to student needs, is delivered to students who are not making adequate progress in Tier I; they often receive instruction in small groups. They receive progress monitoring weekly, and teachers regularly evaluate data to assess whether students are making progress or need different or more intense intervention.

Targeted Interventions are a part of Tier 2 for students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Tier II interventions serve approximately 15% of the student population. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier III: The most intensive, individualized level of intervention. Students who have not responded to Tier II intervention receive daily, small group or one-on-one instruction. Students in this level often are already receiving special education services, or are referred for further evaluation for special education.

Here students receive individualized, intensive interventions that target the students’ skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. This is typically about 5% of your student population. 

So what does all of this mean???

What that means is this. A teacher or parent identifies a student’s needs, and they try some interventions. Sounds simple enough, right? 

So what’s the problem?

I have a family member who was struggling in reading. Mom talked to the teacher. The Teacher put the child in the RTI reading program. And she made progress and caught up with her peers. 

That is the main benefit of RTI. For the right kid, with the right intervention, that’s all they need. 

It can also look like a gifted student receiving enrichment in an area of strength like math. 

The downside to RTI, it can feel like the school or district is stalling to identify special education needs. Remember, students are general education students first. 

RTI is a general education progress. It's open to all students who fall below a benchmark. In Colorado, we look at iReady cut scores. Interventions need to be evidenced-based (which doesn’t always happen). This means teachers have to progress monitor students to ensure they are making progress within the selected intervention and if they are not bring them to the building RTI team. 

Every building works this process differently. In my building, we ask all teachers who have concerns about students to bring them to the RTI team. This ensures that teachers feel supported, the correct interventions are in place and should the student need to move forward with a special education evaluation the data the team needs is there. We also encourage parents to join the meetings. There is always a follow-up meeting scheduled 6 to 8 weeks out.

IDEA specifically addresses RTI and evaluations.

The 2004 reauthorization of IDEA makes mention of RTI as a method of part of the process of identifying SLD:

• In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that “a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability[…]”
• Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, “a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures.”
• Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does. IDEA now authorizes the use of up to 15% of IDEA allocated funds for EIS.

So this is the part where I expect to get pushback. But RTI has been overused and abused. Used to delay Special Education Evaluations and Services. Often.

So much so that the OSEP has put out multiple guidance letters about this.

If your child is in RTI and is doing well, great! I mean it! I am always happy to see a child’s needs being met. However, just have it on your radar that RTI is sometimes used to delay evaluations or IEPs. The old “Let’s try RTI and ‘wait and see.‘ ” Go with your gut. If you believe your child needs an IEP, request IEP evaluations.

Bonus tip: Your child can be going through the IEP evaluation process and receive RTI interventions at the same time!

Parents, how do you know if their children are making progress?

An essential element of RTI is ongoing communication between teachers and parents. As parents, you are kept involved and informed of the process every step of the way, beginning with notification that your child has been identified as struggling in one or more areas and will receive more intensive intervention. If your child receives more targeted instruction in Tier II or Tier III, he or she will be progress monitored frequently. Teachers will share progress monitoring data with you regularly through meetings, phone calls, or emails, as well as progress reports sent home showing assessment data. 

When in doubt, ask the teacher for the data. 

This is one way the process can look. The big piece for RTI to work is having the process monitoring data so decisions can be made timely. 

It’s funny to think about changing instruction just for engagement. But that is what I did with better support my differentiation efforts. Oh, I should mention my principle LOVED the engagement on a recent walkthrough.

Last time I mentioned spending more time looking at and using more “science” than “art” in my elementary resource room. Mostly, because I have no programming. That let me down what could have been a rabbit hole to find some sort of small group instruction but not sit and get. I mean even in my eight student math group, I have the same range you would find in a classroom and all at least two years behind.

Would it surprise you to know, that most special education resource rooms only do some version of sit and get? Differentiated but limit independent skills practice. Many times all these guys need is a reteach and time to practice—think guided release from Fisher and Frey. But what if you have kiddos who need more direction instruction—what do you do then? Bore one or move to fast for them to get the skill.

What this “idea” MUST have: guided direct instruction, varied independent practice, engagement, and easy to put together (both time and money).

Visible Learning research stresses:

• Focusing on progress: shifting from focusing on what teachers are doing to what students are learning
• Errors are welcome: creating a classroom where errors facilitate learning and growth
• Explicit success criteria: students know the learning intentions of each lesson and the criteria for success
• The right level of challenge: teachers set challenging goals, and offer students opportunities for deliberate practice to meet those challenges

Creating math centers has helped meet students' individual needs and continued to challenge everyone without the fear of failure and create an environment where risks are celebrated. I have found that thinking outside of the box is what has motivated students to do their best and reach for challenges and be more accepting with grappling with the material they don’t understand.  But it didn’t come at the cost of having success criteria that pushes them to focus on their progress in math.

I’m not sure it means they changed their minds about math and they know like it but I do know they work harder during our math time. They ask more questions. They take more risks.  But

Phonics.

I have to brag, she beat her self-created sight word goal not just once but twice. She has DOUBLED her sight word knowledge since returning from summer break. 

She is a second-grade student who has struggled with her self-confidence when reading and just learning how to read for the last year.

She represents the students I teach reading to every day.

• No self-confidence 
• Beginning reader
• No strategies
• No sight word knowledge

Oh, but unlike others, they have increased their sight word knowledge by 50% in 15 weeks. They have self-confidence and strategies when approaching an unknown text. And classroom teachers, are seeing these changes when they are in guided reading.

How did I do this?

Most of the students I see during my day are beginning readers. Technically this means students reading Levels A-E. For students to read the book more than twice and NOT have the whole thing memorized, is a whole different problem.  (If you have looked, just like I have, then you know it doesn’t exist.)

Passage Reading with Sight Words to the RESCUE

These passages pick up where guided reading leaves off. My students love the fact they can read 90% of the words so they can focus on their reading fluency.

Each passage starts with a one-minute cold read. Students graph their score.

When you come back the next day, I help them practice the passage as many times they want before timing it again.

Students keep the same passage until reaching mastery. [Chick here to get yours.]






REASONS WHY IT WORKS

It works because students are placed in reading passages at their independent reading level. This means they are not struggling with every word like they would in most reading fluency passages.

I have written about Repeated Readings in the past as I create interventions--using John Hattie. My students love them and see each reading as a challenge to beat their score from the previous day. Tieing repeated reading with students doing their own data tracking has doubled their sight word scores and their grade level reading fluency scores.

Student’s get tripped up on the sight words and can practice them without having to worry about the remaining text.






The Sight Word Cards are a way to quickly practice 5, 10, or 20 sight words. Each card is just for five days. [grab your here]

Max does his card as soon as he comes in. He started with reviews his personalized sight word deck of 10 cards and then moves right into his Sight Word Fluency Card.

He has struggled with learning his sight words since first grade. He never thought he would learn to read; let alone learn to love it!

I love that students graph their own data. This creates ownership and by-in. It builds self-confidence. It builds a love of reading.





I do all this fluency practice at the end of my lessons because it only takes 10 minutes. In those 10 minutes, I get daily progress monitoring of IEP goals, plan reading instruction, and build fluency.

By providing students with daily sight word fluency practice where students track their own data so that their instructional reading levels increase. Hattie's data adds evidence to what has become my go-to addition to their core intervention program.


In my district carry over back to grade level curriculum is HUGE! If it doesn't close gaps or classroom teacher don't see progress--you can forget about holding the course.

For those last ten minutes of group I spend focusing on reading fluency and sight words, I have seen a growth in sight words, self-confidence to attack more difficult text, and growth on grade level reading assessments.

My Classroom teachers are reporting student spending less time in their guided reading text because students are demonstrating solid decoding accuracy that has improved reading comprehension.



Chat Soon,

This year as my building redoes their RTI process, they put WHY at the forefront of the process.

Why?

How else are you going to figure out what the student’s needs really are!

The Root Cause is so much more than just the test scores or the informal assessment scores you get. Getting to the bottom or root cause of why a student struggles takes a team, an open mind, and time. It's hard finding the one or two things that if you provide interventions or strategies for the student takes off.

My team most works on IEP goals. With the way building schedules have come together, it is all the time we have to work on. We work as a team to find the root cause behind their struggles. This is the process we use to find a student's Root Cause. When we work through a Root Cause Analysis we follow the same steps--make sure you bring an open mind and your data.


Scenario
Problem Statement: The student struggles with decoding.

Formal Reading Assessment

• Alphabet: 63%ile
• Meaning: 2nd%ile
• Reading Quotient: 16th%ile

Based on formal testing the student doesn’t have any decoding concerns but his Reading Comprehension score is significantly below the 12th%ile.

WHY?

I need more information.

DIBLES Scores for a 2nd grader

• Nonsense Word Fluency: 32 sounds; Benchmark 54 sounds in a minute; Gap 1.68
• Phoneme Segmentation Fluency: 47 sounds; Benchmark 40 sounds in a minute; Gap .85
• Oral Reading Fluency: 11 words; Benchmark 52 words in a minute; Gap 4.7

DIBELS shows the student knows their sounds and letters but there is something up with the oral reading fluency. There is a significant gap greater than 2.0.

WHY?

Complete:

• Error Analysis of ORF passage
• Assess sight words
• Does Phonological Processing need to be assessed?

Oral Reading Fluency error analysis shows 68% accuracy with 16 words read.
Assessing sight words show they know 41 of the first 100.
The decision was made based on what looks like a decoding weakness Phonological Processing was assessed--scores were in the average range.

What do I know now?
The student has a decoding weakness. He would benefit from a phonics highly structured phonics program.

Why??

This time I only needed three WHYS to figure out what the true problem is for the student. Sometimes you need more. On average it tends to run closer to five.


This process was completed with my team not during RTI. The decision to target phonics could have been reached without the formal testing and just with DIBELS and Sight Words.

My team uses this approach to help each other when we get stuck and need to take a step back and need more voices to look at the data.

As a special education team, we target only IEP goals and scaffold the student's skills up to access the grade-level curriculum. So the more specific we can be the better--we don’t want to waste time messing around with large messy goals that don’t end up helping the student close achievement gaps.

Go back to RTI.

How could this process be used during an RTI meeting?

Questions and dialogue are key concepts here. Talk about what the numbers tell you. Start with strengths and needs. Just the facts! Don’t interpret anything.  Work through the data dialogue process as I outlined in the E-workbook: RTI Data Clarity freebie. I also included several worksheets to help teams work towards finding a student’s root cause.

Working to find the root cause of why a student is struggling is hard work. The dialogue with your team is a great way to bring in more voices. This in turns brings in more ideas that may help the student. Make sure you bring the Data Clarity e-workbook to help.

Do you similar to help your team find a student’s root cause? Feel free to brag about your success in the comments!

Are you wondering how you can use this idea with your team? Check out my free E-Workbook: RTI Data Clarity.

Chat soon,

Writing is not simply a way for students to demonstrate what they know. It is a way to help them understand what they know.

What are the best practices? Why??

As Resource Teacher, I don’t spend any time teaching in the Writers Workshop. I tend to focus on the science of writing. Can the student write in complete sentences? Does it make sense? Spelling? Handwriting? What accommodations does the student need to do Workshop in class?

Over the last couple of weeks, I have had parents ask me about writing. I have never really thought about the best practices in writing and how to guide teachers to build them into their writing practices.

The effective teaching of writing involves all three of these learning experiences, with an emphasis on the writer’s craft, the use of high-quality writing exemplars, time for classroom writing practice and thoughtful reflection before, during, and after the writing.

Best practices in Writing

1.Establish a positive atmosphere for writing, reading, and learning by:

• Creating an inviting classroom with flexible seating, accessible resources, and attractive surroundings
• Modeling respect
• Sharing the teacher’s own writing with students
• Establishing routines and expectations

2.Organize for writing by:

• Setting up a writing workshop routine which convenes every day of the week
• Using writer’s notebooks/portfolios
• Teaching writer’s craft techniques based on an understanding of the writing process and student  writing needs

3.Provide meaningful student writing activities by:

• Promoting student choice and ownership for both fiction and nonfiction writing
• Providing opportunities for authentic writing

4.Ensure that students read, respond to, and use a variety of materials written for a variety of purposes and  audiences by:

• Giving reading an integral role in the writing classroom
• Providing diverse reading materials modeling the importance of craft and idea

5. Write regularly across the curriculum and grade levels by:

• Collaborating on assignments among content area teachers
• Sharing writing rubrics across grade levels and subject areas

6.Arrange for students to have a constructive response to their writing and to offer a response to other writers by:

• Making teacher and peer response a part of writing instruction
• Providing class time for revision 
• Responding intermittently throughout the writing process, not only after the final draft
• Using many techniques to respond to student’s writing

7.Provide opportunities for students to collaborate as writers, thinkers, and learners by:

• Using collaboration techniques such as furniture placement, modeling collaboration, providing checklists and forms, and organizing writing pairs or small groups
• Providing guidelines and demonstrations of appropriate student interactions and creating specific tasks for students to accomplish during their collaborations

8.Conduct effective mini-lessons on writing by:

• Choosing writer’s craft lessons that relate to students’ needs
• Structuring mini-lessons so students can observe, discuss, and simulate the targeted writing craft lessons or skills
• Providing specific responses to these simulated practices

How do I all of this in Workshop Model?

1.WRITING ALOUD

• Teacher demonstrates
• Teacher models aloud what they are doing, thinking and rethinking while writing, rereading and revising a draft
• Teacher talks aloud about topics such as appropriate writing mode - narrative, expository, persuasive; spacing needs; organizational patterns and transition words; writer’s craft lessons such as persuasive details of statistics and expert opinion; effective repetition
• Teacher points out skills such as spelling conventions, punctuation needs, vocabulary choices, sentence structures, revision techniques

2.SHARED WRITING

• Teacher and class compose aloud, collaboratively
• Both negotiate topics, purposes, and word choice with each other
• Teacher acts as scribe and encourages all students to participate
• Teacher provides explicit questioning and directions, encouraging high-level thinking on focus, support, organization, language use/ conventions, writer’s craft

3.GUIDED WRITING

• Core of the program – whole class, small group, or individualized
• Student writes and teacher guides
• Explicit teaching in form of mini-lessons for reinforcement of skills depicted in shared writing or for the introduction of new writer’s craft lessons
• Rubric development and review conferences take place along with peer response and  sharing
• Writing may be responses to literature; authentic responses; relating to information/ reports; description of classroom experiences; personal reflections; writing to learn in content areas
• Writing activities are embedded each day

4.INDEPENDENT WRITING

• Students work alone, using their current knowledge of writing process, often choosing own topics
• Occurs daily in writer’s workshop format
• Teacher and student monitor through daily log journals, conferences, teacher  feedback

Balanced Writing Workshop?

How do these four components look in the classroom?

• Reading-writing connection - tying together books being read aloud and/or studied in class to writing lessons and research reports/projects
• Meaningful print-rich environment – using labels, posters, captions where they catch student’s attention and serve a purpose for writing; literacy centers at K-5 such as post office, supermarket, bookstore, office, kitchen; real-world assignments 
• Teacher modeling – regularly modeling aloud the drafting of narratives, leads, poetry, punctuation conventions, along with writing in response to reading assignments
• Real purposes and audiences – providing students time to write each day about topics they have knowledge of and care about, using rubrics which describe levels of achievement
• Writer’s craft – specifically teaching the techniques of writing such as the importance of audience, the use of dialogue, connotative and sensory language, parallel sentence structures
• Writing various genres – producing picture books, recipes, brochures, essays, social studies reports, movie reviews, website reviews, letters to the editor, book reviews, memoirs
• Emphasis on revision – revising pieces thoughtfully over time—not a new piece of writing each day
• Conferencing– keeping a log or portfolio on each student’s writing progress
• Spelling and vocabulary – connecting both to writing, reading and language use (Spelling should be part of writing)
• Sentence structure and conventions – practicing in context, using mini-lessons, not isolated skills sheets.

Caveats Regarding Two Teaching Practices

Teaching just the science of writing is the first area of concern. Too often, the science writing leads to mediocre, dull writing where student engagement with the text is absent.

It is not that most students who just use a form cannot write; it is that they cannot write at the level that today’s businesses and colleges expect. Writing which is purposeful reflects insight into the writing situation and demonstrates a mature command of language.

While a formula may be useful for beginning writers who need scaffolding in organizational techniques and in the crafting of elaboration,  it should not be an outcome expectation for student writers at any grade level.

Students need the art of writing to encourage student engagement with the text. This learning and practicing an array of organizational writing patterns also encourages higher order thinking. Teachers who teach a menu of organizational patterns, along with each pattern’s linking expressions and signal words, implicitly help students make sense of the ideas they want to express. Among these patterns are chronological order, comparison-contrast, description, concept/definition, and process/ cause-effect. Creative, thoughtful modes of writing may be developed through the use of these patterns– modes such as the personal essay, research report, autobiography, feature news article or editorial, as well as, the short story or poem.

Providing models of the art and craft of writing by excellent writers for student imitation is considered a best practice.

Like all Best Practices--it's about knowing your students and what they need to do their best work. With writing, the challenge is balancing the art and science of writing is required to create powerful, college ready writers.

Chat soon,

My students love when they set short-term goals.  They love the thrill of the race. Of beating themselves. Of winning. These goals come from their IEP goals--broken down to a small chunk and most importantly student created. I also do six to eight weeks. It really depends on when our breaks are. This first one is 6 weeks and is rapidly coming to a close.

I started collecting the end of intervention data to review. I want to give you a closer look as to what I do and the decisions I make for the next intervention.



Step 1: Collate your data

If you remember, I get all the data for my interventions on a Google Sheet. (To catch how I set up this intervention click here) I start by going back to my original data and updating it with the new data.

As you can see, I added three new pieces of data, student's new baseline, the new gap, and the raw data change from the baseline.

In this case, I also color-coded the gap information. I did this to better see where the new gaps are and to see how well this intervention worked in closing those gaps.


Each student has their own graph. I also make sure I have up to date graph information.

Each graph has a trendline. By trendlines, I can see who over is activity closing their gaps faster than the goal line.

With these two pieces of data, I can make decisions about next steps.



Step 2: I've Got My Data--Now What

ALWAYS--Stick to FACT based statements, when talking about data. This helps me avoid student specific problems and opinions. (ie; they are slow, they are not working hard etc.)

*Students 1, 2, & 5 have gaps larger than 6.
*Students 1 & 2 had single-digit growth.
*Students 3, 4, 5, 6 had double-digit growth
*Everyone had growth.
*Average growth was 45 up from 32.




The Graphs:

*I look for trends: where is the score is (blue line) related to the trendline (pink line) and the Goal Line (yellow line).

I pay close attention to where these lines meet the Goal (red line). Is it before Week 19 or after?

*This matters, when determining if they are closing their gaps fast enough.

*Remember, the point is to move students more than a year. How long it may take them to close gaps is key to thinking about whether the intervention was successful for the student.


With this intervention, 3 students had great success, 2 students didn't, and 1 who it was moderately successful for.

Step 3: Analyze the Root Cause
(It takes at least five WHYs to get to a root cause) (You may find you need more information like a reading level, fluency data, etc. BUT stick to the FACTS.)




WHY: Student's need more encounters with sight words
WHY: Student's have the easy sight words but don't know what to do with the more difficult ones
WHY: Students are not connecting sight words from text to text
WHY: Sight word knowledge is not carrying over to Grade level Oral Reading Fluency
WHY: Students need more practice besides decodable repeated readings, individual flashcard rings, and instructional book reading.

Analysis:
*Keep intervention structure
*Change up: add extra practice to build the first 50 words
*Keep intervention cycle to 4 weeks
*Ensure Reading Mastery lessons are being completed with fidelity!

To Do over the next 4 weeks:
*Give all students a Phonics screener
*Complete an Error Analysis on Oral Reading Fluency

The why's are always hard but it helps you drill down to what needs to be changed. You also see--I have a list of things I need to do before the next cycle is over. These ideas fell out as I looked at the data--the big wondering "Is this a phonics thing?" Well, I don't have the right data to answer that question. If you find this to be your problem--then figure out your timeline to get the information you need and get it. But don't let it hold you up!! If you missed how I created this intervention you can check it out here.

Here is what the next four weeks of Sight Word Intervention:
*I will add an additional 4 weeks.
*I will add basic sight word books for the 3 students who made little growth.
*I will add exposure to more difficult sight words to all students based on the data from the grade level reading fluency.
*I will have a teammate come and observe a Reading Mastery lesson to ensure fidelity.

I hope you see how I work through my data at the end of an intervention and make changes to support students for the next four weeks. Send a shoutout on how your interventions are going and share any questions.

Chat Soon,

I have come to love John Hattie's work on student achievement. It makes creating small group interventions super easy and effective.  Its a resource a have come to use more and more as my budget gets smaller and helps me create something super specific to meet the needs of my ever-changing students with ease.

John Hattie has done the heavy lifting--researching some 200 influences on student achievement. The key is to look for ideas and not get caught up in the everything. You're looking for ideas that have been found to have the greatest effect size (the closer to 1 the better)


When I use Hattie to create interventions, I keep a couple of ideas in mind. I keep the ideas from Hattie to no more than 5, the intervention to 6 to 8 weeks, and very specific data collection.

Welcome to my Classroom

Here's a view of how I created an intervention to meet sight word and reading fluency goals.

Ideas from Hattie:

• Direct Instruction
• Feedback
• Repeated Reading
• Goals

These 4 influences play different roles in my intervention. Direct Instruction comes from SRA's Reading Mastery--this is the backbone of my instruction (bonus here is its research-based). Goals are set in two different ways-1) learning targets are a building requirement and 2) everyone set a SMART goal for sight words and reading fluency before the intervention started.

The nature of Reading Mastery is the immediate and actionable feedback is a lesson given but where does it come for sight words and reading fluency. For both, it is tied to repeated readings. After cold reads, students practice with an adult model before being timed each day.

Intervention:

This intervention is only set for six weeks. Why? It's long enough to make a couple of changes but short enough not to let half the year go by without seeing if its closing gaps.

Data Collection:

This intervention has four data points. Some data is collected daily and others once a week.

Sight word data is collected daily--as a repeated reading and as an exit ticket. The exit ticket words are reviewed weekly to see if students are progressing towards their goal.

Sight word data is also collected when they play games to see what carryover looks like.

Goal Line is IEP goal not the student set goal.

I also do trendlines more for me than my students. But having everything in graphs means I can look at it and see if they are moving up or if I need to change things up.



I also collect reading fluency data. The grade level data is graphed. The repeated reading data is kept in their binders as they collect it and maintain the data.  These goal lines make sense as they are working toward IEP goals.

I have all this data now what?

Reflect.

Reflect on the positives. Look at what needs to be changed.

Often you don't need to toss out the whole kitchen sink when putting the trashing the bin will work.

This intervention has at least 5 more weeks before it ends. Which gives me time to change things up if I need to.

Repeated Reading tell me if a student needs to spend more time with specific sight words. The same is true with the repeated readings they do with sight word heavy decodable text--if it needs to be more challenging.

Or if I need to look at an error analysis to see what changes need to be made to the overall intervention.

I'd love to hear how you set up your small group interventions. Where are your successes? Where do you need some help? I'd love to hear about your interventions.


Chat soon,

Last year at a PLC with our RTI Coordinator and a grade level team, we began a dive into John Hattie. If you don’t know his research it’s like Robert Marzano but (I think) way, way cooler. (You can find out more about him from his book Visible Learning; he does tons with student achievement.) The data is super cool and geared towards finding strategies that give teachers the most bang for their buck when it comes to academic achievement.

In fact, Hattie found that most teachers have some degree of impact on their students’ learning. His strategies can be used regardless of the classroom. The impact is real and the greater the degree of impact the larger the results. These ideas are meant to become part of your classroom and become embedded into your classroom. (aka these take time and in some cases a whole year or more to see the results--but they work!) The closer to 1.0 the stronger the strategies.

Pinterest

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Here are 8 Strategies that BOTH John Hattie and Robert Marzano agree with.

Strategy 1: A Clear Focus for the Lesson

Both Hattie and Marzano highlight how important it is for you (and your students) to be clear about what you want them to learn in each lesson. According to Hattie, teacher clarity is one of the most potent influences on student achievement.

In your class, it looks like posted Learning Targets.

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Strategy 2: Offer Overt Instruction

AKA Direct Instruction

Direct Instruction involves explicitly teaching a carefully sequenced curriculum, with built-in cumulative practice.

Examples: SRA Reading Mastery or Fisher & Frey's Gradual Release of Responsibility

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Strategy 3: Get the Students to Engage With the Content
While it is essential to actively teach students what they need to know and be able to do, they also need to be actively engaged with the content.

Marzano and Hattie agree that this starts with students actively linking your newly provided information with their prior knowledge of the topic. Students need to engage with the content as soon as they hear it by:

• Adding it to what they already know, or
• Using it to clarify some of the faulty assumptions they currently hold

This is your lesson plan flow. Using Exit Tickets to determine what they know and what you need to reteach.

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Strategy 4: Give Feedback
It is important that you give your students feedback after they engage with any new material. This:

• Highlighting what is right and wrong, or good and bad about their work
• Helping students to see how they can improve

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Strategy 5: Multiple Exposures

If you want students to internalize new information, you need to expose them to it several times.
AKA: repeated readings, consistently review material, consistently practicing material

Strategy 6: Have Students Apply Their Knowledge

Robert Marzano found that helping students apply their knowledge deepens their understanding.
AKA: Project Based Learning, Student Voice & Choice on how they demonstrate their learning, Bloom's, Webb's Depth of Knowledge

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Strategy 7: Get Students Working Together

Both agree that getting students to work with each other helps them to achieve better results. The use of cooperative learning groups adds value to whole-class instruction (d = 0.41) and to individual work (d = 0.59-0.78). (The closer to 1.0 the stronger the intervention)

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Strategy 8: Build Students’ Self-Efficacy

Self-efficacy refers to a student’s belief about their ability to successfully complete a task. It is situation specific. For example, a student may feel confident that they can dance well on stage but be insecure about public speaking or something they can't do yet! Build and support a Growth Mindset. I use picture books throughout the year to support growth mindsets. I love "Giraffes Can't Dance."

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The work of Hattie and Marzano have changed the way I create interventions. They are considered by many to have unique insights into what it takes to have a huge impact on student learning and best practices. Want more high yield strategies--check out this.

Like with all interventions, their ideas take time to see results in the classroom and need data to support putting them in place. Let me know what whole class interventions you have put in place to get big changes.



Chat Soon,

One of the hardest things to do as a Special Education teacher is to group like need IEP goals into a small group, work on IEP goals within that group, and have a way to collect the data without losing your mind at the same time.

Differentiating instruction is easy, targeting everyone's IEP goal but I have found a data collection method that works! No more looking for papers or stickies. I talked last about how (you can check it out here) I use Google to simplify my IEP data collection and progress monitoring.

At the beginning of the year, I group like IEP goals together and create one group to start my data collection. This way I'm collecting the same information on one Google sheet and form instead of seven or twenty. Google has become my go-to data collection method when I'm doing the collection. don't get me wrong it will morph into my students doing the work before too long but even then I can keep updating my information to ensure that no matter what happens when my students do their own data collection--I have accurate information.




Why is using Google Drive such a huge thing for me as my go-to data collection method?

I am paperless.

I do the vast majority of my teacher work in some way online. That means I use my Google Drive for my lesson plans, data collection, observation notes, and behavior tracking. It doesn't hurt that it's free and super simple to use.  Plus I love how easy it is to share with students and teachers. I can also make intervention changes without having to do any data collection by hand.

Data collection is part of a special education teachers job description. We love it. We hate it. But its important.

WHY???

Data collection helps with determining if students are making progress on SMART Goals. Data helps with determining programming needs and informs you if the intervention is working before its time for benchmarks.

In my short video, I'll walk through why data collection is important, what it is, how you can get it done, and a real-life example of how I collect IEP data in m program. From SMART Goal to the data collection form I use to how I graph the data to finishing a SMART goal deadline with student reflection.

One of the special education teachers shared she also used individual binders for everything related to the student's IEP. She kept the current IEP, notes from meets with the classroom teacher and conversations with the student's parents.

As my student data binders started, started to take form I went from black & white to color. (HINT HINT for all your language kiddos, ADHD kiddos, yourself)  But before I went with color paper, I had to get my students to do their own data collection, reflection, and have a voice in their IEPs. This was WAY easier said than done. It’s always a work in progress.



I started with reading fluency with graphing with just coloring to the correct number. Then came reflection and voice. I slowly added to student responsibles as the year went on. One at a time. First the colors. The colors were chosen as they matched the dividers and the order I wanted to put things in.

Then came SLO. My Student Data Binders make SLO data collection a breeze! (a huge deal in Colorado)


Teaching students to graph is like learning to walk on water! It's not easy but graphing reading fluency or something like that makes it easier. Once students can work the basics they can graph anything but IT TAKES TIME!

I LOVE these graphs--there is enough space to create trend lines and a line for grade level benchmark. (Which in my district is how we look at adequate progress.)

All these lines lend themselves beautifully to student conferences. Goal setting is KEY to not only giving students voice and choice but it is also how you MOVE students and help them to take ownership of their learning.
It's equally as tough to teach and guide students to do anything that resembles self-assessment and reflection. I'm very lucky I get to keep my students for a couple of years before sending them on--this gives me the chance to get them to master self-assessment and reflection.

Everyone starts the year off with the assessment graphs they need (sometimes I put the teacher assessment in there as well) but as the year progresses each student's binder really become theirs.

Student Voice & Choice (Personalized learning) becomes more prominent. Students decide on what IEP goals they wish to focus on as well as set a SMART goal for that goal. This plus the progress monitoring makes the portfolio to share at their IEP meetings. The information in their binders informs present levels of performance and next steps. While providing my students with a critical life skill.

My Teacher Data Binder holds all the assessments I need to progress monitor IEP goals and extra graphs. Gone are the days my IEP assessments are in 3 different places and they are nowhere to be seen. All in one place and ready for me. I love I can grab and go. I don't have to bring a student back to my office to progress monitor.


I love that my student data is all in one place and I can manage it with a 5-minute conversation with the student about what they are working on. Teachers appreciate that I can bring a student binder to a meeting to talk about the whole child. This makes RTI and classroom intervention planning a breeze.

This post is week 2 of 8 in the 8 Weeks of Summer Blog Challenge for educators presented by Hot Lunch Tray. The most important and impactful professional learning I have participated, so far has been achieving National Boards for Professional Teaching. Don’t get me wrong it was three years of videotaping, rewriting, ending late nights or early morning to squeeze in time to write, edit, or cry. I’m really not sure WHY I decided to put myself through that nightmare.

As a Special Education teacher in Colorado, you spend much of your planning on how to be a general education teacher. Which is what NBPT is looking for--four portfolios, two videos, and one three hour test--I learned a lot about myself, my practice and how to move my students. It was hard--really hard but I’m better for it.

The thing is in Colorado achieving National Boards means I’m part of an exclusive club--today there are 45 teachers with National Boards in Exceptional Needs. It’s hard but so worth the time.

Achieving National Boards changed how I looked at my teaching practice. I make time at the end of a week to reflect on my practice. Sometimes even after a lesson didn’t hit a target or if I’m trying something new.

I also encourage my students to reflect on their work--actively. I mean I have built in ways for my students to think about what they did, what needs to change, and how they are doing. It has become more than just check-ins and Marzano. I have added a video or drawing with notes for students to share their how they are doing. They have gotten used to exit tickets and open-ended questions and knowing they have a strong voice in how there group time in structured.

Giving 1st or 2nd graders a voice in how things are run may seem like a crazy thing to do but by giving them a voice in what is read or how they want to demonstrate what they learned means I have student buy-in without having to build in extrinsic motivation system. They know that the “fun stuff” is part of their week and the really fun stuff is earned. Those days are built in and have a purpose such as using “Where’s My Water?” to build perseverance and giving feedback to peers. Or STEM days to work on “soft skills” and higher order thinking without stressing anyone out (including myself!).  (These are the things that mean more to my IEP goals and to my teacher rubric.)

Data is the vain of any special education provider. We love it. We hate it. We can’t live without. After boards-data has taken on a new meaning. I look beyond the number of progress monitoring like the numbers you get from DIBELS or AIMSweb. I look at those soft skills and the feedback students give themselves. I make a point to have students reflect on and set goals based on that data. They see it as a challenge and make it if not exceed the goal they set.

Boards helped me focus my time. If my students can do it than I give them that job. I don’t hold on to student data or student goal sheets or IEP pieces anymore. My students keep all their stuff--reading material, data sheets, IEP pieces, writing and even attendance is kept in their binder.  They LOVE taking care of the anything and everything. Plus, it’s all in one place for me to grab run to a meeting or to write reports or for them to bring when they meet with me.

Boards has challenged me to make the most of my daily practice with students. To help them grow and challenge them to better themselves as they grow up. Even though I thought about giving up as I was in the thick of it I’m beyond thrilled about what National Boards has done for my special education practice. If your thinking about it--DO IT. You’ll grow and your practice will thank you.

Until next time,