RTI: Effective Academic & Behavioral Interventions for Grades 3-12

 

Katonah-Lewisboro Schools: RTI Training Topics 2012-2013

On F 16 November 2012, Jim Wright met with interventionists from across the district to discuss RTI topics of their choosing at Lewisboro Elementary School in Katonah-Lewisboro Schools.

Self-Monitoring: Customized Math Self-Correction Checklists

DESCRIPTION: The teacher analyzes a particular student's pattern of errors commonly made when solving a math algorithm (on either computation or word problems) and develops a brief

References

  • Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavior Analysis, 229, 309-314.
  • Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39(5), 269-275.

Number Sense: Promoting Basic Numeracy Skills through a Counting Board Game

DESCRIPTION: The student plays a number-based board game to build skills related to 'number sense', including number identification, counting, estimation skills, and ability to vis

References

Siegler, R. S. (2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3(2), 118-124.

Math Computation: Student Self-Monitoring of Productivity to Increase Fluency

Description: The student monitors and records her or his work production on math computation worksheets during time-drills—with a goal of improving overall fluency (Maag, Reid, R.,

References

  • Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel,B. (2009). Assisting students struggling with mathematics: Response to Intervention RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sci ences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/
  • Maag, J. W., Reid, R., & DiGangi, S. A. (1993). Differential effects of self-monitoring attention, accuracy, and productivity. Journal of Applied Behavior Analysis, 26, 329-344.

Number Operations: Strategic Number Counting Instruction

DESCRIPTION: The student is taught explicit number counting strategies for basic addition and subtraction.

References

  • Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.

Spelling: Repeated Review of Spelling Words with Shared Rime

DESCRIPTION: The student practices the reading and spelling of words from word families that have similar pronunciation and shared spelling patterns (rimes) (adapted from Conrad, 2

References

  • Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869-878.

Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869-878.

Spelling: Self-Correction with Verbal Cues

DESCRIPTION: The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test

References

  • Gettinger, M. (1985). Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance. Journal of Applied Behavior Analysis, 18, 167-171.
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