Meeting RTI Needs with HET - Susan Kovalik & Associates

Summer Institute 

Granlibakken Resort, Tahoe City, CA – July 18-21, 2010 

Meeting RTI Needs 

with HET 

Presented by Chuck Grable 

Summer Institute General Session B – Sunday, July 18, 2010 

Susan Kovalik & Associates, Inc. 

dba The Center for Effective Learning 

930 S. 336 th Street, Suite A • Federal, WA 98003 

253.815.8800 Fax 253.815.8816 

www.theCenter4Learning.com 

© 2010, Susan Kovalik & Associates, Inc.

Summer Institute - July 18 - 21, 2010 • Granlibakken, Tahoe City, CA 

Meeting RTI Needs with HET - presented by Chuck Grable 

_________________________________________________________________________________________________________ 

Presentation Overview 

Meeting Your 

Response to Intervention (RTI) 

Needs With The 

Highly Effective Teaching Model (HET) 

Summer Institute 

July 2010 

1. RTI Overview 

! Essential Components 

2. Why Focus on Tier 1? 

3. Building Capacity of Stakeholders 

! Professional Development for Tier 1 

4. Tier 1 Behavior 

! PBIS & HET 

5. Highly Effective Teaching 

! Environment 

! Brain Research 

! Curriculum 

! Daggett’s Model 

! Marzano’s Strategies 

6. Vocabulary & Comprehension 

7. Math 

RTI 101 

Why RTI? 

1. What are you doing to strengthen your Core 

Curriculum & Instruction? 

2. What are you doing for the students that need 

additional support? 

3. Data-Based Decision Making 

After that: The Devil is in the Details!! 

IDEA Partnership 

Why RTI? 

! 80% of children identified as Specific Learning Disabeled 

(SLD), really just have reading problems because the right 

strategies were not used with them during reading instruction 

! Poor readers at end of 1 st grade almost never acquire grade 

level reading 

! If not reading on grade level by 3 rd grade, odds of ever 

reading on grade level are 1 in 17 

! In 4 th grade, need 2 hours of instructional time to make same 

gains as make in 30 minutes of instructional time in 

kindergarten. 

! Use of discrepancy approach for SLD identification results in 

“wait to fail” 

! Not identified until 3 rd grade or later. 

What is RTI? 

RTI is the practice of providing 

high-quality instruction/intervention 

matched to student needs 

and 

using learning rate over time 

and level of performance 

to 

make important educational decisions. 


RTI Action Network 

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www.theCenter4Learning.com • 253-815-8800 • Fax: 253-815-8816 

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© 2010 Susan Kovalik & Associates, Inc. • 2010 Summer Institute



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RTI: Defining Features 

RTI Core Principles 

! We can effectively teach all children 

RTI 

! Intervene early 

! Use a multi-tier model of service delivery 

! Use a problem-solving methodology 

RTI Core Principles (continued) 

! Use research-based, scientifically validated 

interventions/instruction 

! Monitor student progress to inform instruction 

! Use data to make decisions 

! Use assessments for three different purposes: 

! Screening 

! Diagnostics 

! Progress monitoring 

Fundamental Assumptions 

!All the students are all our responsibility 

!All students can make progress when given the 

amount and kind of support needed 

!Teaching to the middle doesn’t meet all students 

needs. 

!Therefore, we must use our resources in new, 

different, and collaborative ways to ensure each 

student is as successful as possible! 


Essential Component 1: Multi-tier Model 

Significantly Low 

Underachievement 

Tier 3: INTENSIVE 

Interventions & Progress 

Monitoring 

Tier 2: 

TARGETED Interventions 

and Progress Monitoring 

Insufficient Response 

to Intervention 

Academic 

Behavior 

Tier 1: 

CORE Curriculum & Instruction; Universal Supports; 

Universal Screening & Progress Monitoring; and 

Instructional and Behavioral Interventions 

(Differentiation), PBIS 



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Tier 1 

""""""Essential Component 2: 

Problem-Solving Method 

“Powerful classroom instruction begins with 

the adoption and use of an evidence-based 

curriculum, but effective teachers do not 

simply teach such a program page-by-page 

in the same way for all students. Rather, 

they differentiate instruction, providing 

instruction designed to meet the specific 

needs of students in the class.” 

Did it 

work? 

What is the problem? 

Why is it 

happening? 


What should be done about it? 


GEI Transforms to RTI 

GEI 

• Viewed as a gateway to 

special education 

• Used to accommodate 

& create access to the 

curriculum 

• Little focus on progress 

monitoring or data 

collection 

• No longer in IDEA or 

Article 7 

• Little focus on fidelity 

• Often more than 1 

strategy implemented 

at one time 

• Student focused 

• Achievement 

focused 

• Utilizes problem 

solving process 

RTI 

• About ALL students’ 

response to interventions 

• Focus on systematic data 

collection & analysis 

• Emphasis on systematic 

universal screening & 

progress monitoring 

• Instructional decisions 

based on progress 

monitoring data 

• Focus on fidelity 

• Implement 1 

intervention at a 

time 

Standard Treatment Protocol Hybrid: Academics 

Tier Grade K-2 Grades 3-5 

Tier 1 Core curriculum and instruction provided to all students Core curriculum and instruction provided to all students 

with: 


•Research or evidence based instructional strategies •Research or evidence based instructional strategies 

•Differentiation 


•Embedded interventions 


•Common accommodations 


Tier 2 Targeted interventions for some low-responding students: Targeted interventions for some low-responding students: 

•Additional Guided Reading Groups 


•Targeted/strategic differentiation 


•Small flexible skill groups 


•Before or after school remediation 


•Student Success Time/SSP 


•Success Maker reading or math 


•Sheltered Lessons (ELL) 


Tier 3 Intensive interventions for individual low-responding Intensive interventions for individual low-responding 

students: 

students: 

•Leveled Literacy Intervention (L.L.I.) 

•Leveled Literacy Intervention (L.L.I.) 



•Wilson Reading 


•Ortin Gillingham 


•Lindamood-Bell 


•Morgan Phonics 

•Morgan Phonics 

•Tucker Reading 


•Rosetta Stone (ELL) 


Standard Treatment Protocol Hybrid: Academics 

Tier Grade 6-8 Grades 9-12 

Tier 1 Core curriculum and instruction provided to all students Core curriculum and instruction provided to all students 



•Research or evidence based instructional strategies •Research or evidence based instructional strategies 







Tier 2 Targeted interventions for some low-responding students: Targeted interventions for some low-responding students: 






•Developmental Reading Course 


•Reading Comprehension Course 


•Language Arts & Math Lab Classes 




•Remediation during homeroom/SRT 


•NovaNet 


Tier 3 Intensive interventions for individual low-responding Intensive interventions for individual low-responding 

students: 

students: 

•System 44 

•System 44 

•READ 180 

•READ 180 


•NovaNet 












Essential Component 3: Integrated Instructional 

Data Collection/Assessment Systems 

! Assessment of 

" Skills in state 

standards 

" “Marker variables” 

(benchmarks) 

leading to ultimate 

instructional target 

! To be administered 

" Efficiently 

" Repeatedly 

! Provide 

" Data specific to strategy 

implemented 


" Individual student progress 

monitoring data, sensitive 

to small increments of 

growth 

" Comparison data across 

students 

" User-friendly data displays 

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Data-Based Decision Making 

“To truly improve achievement, 

educators must focus on desired 

results, set clear and obtainable goals, 

and discuss progress on these goals 

throughout the learning process. As 

educators discuss progress, they must 

use the data to inform, and possibly 

change, teaching methods.” 

Cara Shores & Kim Chester, 2009 

Using RTI for School Improvement 

Universal Screening 

“Schools use universal screenings in essential academic areas to identify 

each student’s level of proficiency (usually three times a year). The 

screening data are organized in a format that allows for the inspection of 

both group and individual performance on specific skills. Teachers meet 

in grade-level or department teams to analyze data on all students, set 

group goals for the next assessment period, and plan for whole class 

instructional change based on the data. Interventions at Tier 1 are 

oriented towards whole-group instructional procedures.” (NASDSE) 

• Purposes of Universal Screening: 

! Assessment of the Core Curriculum & Core Instruction 

! Identify those students who need further interventions 

at Tier 2 

Progress Monitoring 

“A scientifically based practice used to assess students’ academic performance and 

evaluate the effectiveness of instruction. Progress monitoring can be implemented 

with individual students or an entire class. Also, the process used to monitor 

implementation of specific interventions.” (RTI Action Network) 

! Short probes that are sensitive to small increments of growth and can 

be given efficiently & repeatedly 

! Purposes of Progress Monitoring: 

! Assessment of the intervention strategy (determine whether to 

fade, continue, or change – Rule of 4 by 4) 

! Identify those students who need further interventions at Tier 3 

Scores 

Aim Line 

Benchmark or target 

score 

Starting score Dates of Progress Monitoring Sessions 

RTI Assessments 

! Special education consideration - Must have 

assessments in the 8 areas to identify a specific 

learning disability: 

#$Math computation/calculation 

NWEA 

%$Math problem solving 

&$Written expression Quarterly Writing 

'$Oral expression Assessments 

HCCSC Standard 7 Rubric 

($Listening comprehension 

)$Basic reading skills 

*$Reading fluency skills DIBELS, RR, & NWEA 

+$Reading comprehension 

SLD Determination - IDEA 

(1) Data that demonstrate that prior to, or as part 

of, the referral process, the child was provided 

appropriate instruction in regular education settings, 

delivered by qualified personnel; and 

(2) Data-based documentation of repeated 

assessments of achievement at reasonable intervals, 

reflecting formal assessments of student progress 

during instruction, which was provided to the child’s 

parents. 

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Why Focus on Tier 1? 

Out of every 100 ninth graders…. 

International Center for Leadership 

65 will graduate from high school 


39 will enter college 


26 are still enrolled in the sophomore year 


15 will graduate from college 


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Student Survey Percentages 

Survey Statement Total Male Female 

I enjoy being at school 50.2 47.4 53.2 

Teachers make school an exciting 

place to learn 

33.0 32.9 32.6 

School is boring 45.5 49.9 41.5 

Teachers have fun at school 38.5 39.8 37.6 



At school I am encouraged to be 

creative 

My classes help me understand what 

is happening in my everyday life 

I learn new things that are interesting 

to me at school 

58.8 56.4 61.3 

39.8 39.3 40.9 

66.3 63.8 69.9 

Learning can be fun 63.5 59.0 69.3 





School is a welcoming and friendly 

place 

62.8 62.9 63.0 



Students respect teachers 39.1 41.5 36.9 

Teachers care about my problems 

and feelings 

45.6 43.5 48.3 

Teachers respect students 54.2 53.8 55.7 

I am proud of my school 48.8 47.8 50.8 

Students respect each other 29.4 31.8 27.3 




Changing Paradigms 


Teachers care about me as an 

individual 

Teachers care if I am absent from 

school 

51.0 50.1 52.7 

49.5 47.7 52.1 


The 19 th Century 

• Information scarce 

• Students need to 

memorize, 

follow instructions 

• Learning not related to 

other 

content areas 

• Students work in a 

closed 

environment 

Source: • National New Tech citizenship 

Network 

The 21 st Century 

• Information abundant 

• Students learn to create 

and 

problem-solve 

• Content integrated with 

other 

subjects, real world 

• Students work across 

multiple 

boundaries 

• Global citizenship 

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Employer’s Perspective 

Wolfram|Alpha: 

Making the World's Knowledge Computable 

Wolfram|Alpha's long-term goal is to make all systematic 

knowledge immediately computable and accessible to 

everyone. …to collect and curate all objective data; 

implement every known model, method, and algorithm; 

and make it possible to compute whatever can be 

computed about anything. Our goal is to build on the 

achievements of science and other systematizations of 

knowledge to provide a single source that can be relied on 

by everyone for definitive answers to factual queries. 

Are They Really Ready to Work? Employers’ perspectives on the basic knowledge and applied skills 

of new entrants to the 21st century U.S. workforce, Partnership for 21 st Century Skills, 2006 

#$$%&''( ( ( ) * +( ,-./01 0-%#0+2,1 

Source: New Tech Network 

38 

Key Concept: 

Systems Thinking/Alignment 

Building Capacity with Stakeholders 

• School Board: 

! Presentations to build understanding of RTI 

! Core Values: 

1. Lifelong Guidelines, LIFESKILLS, and a Secure Environment 

2. High Expectations, High Achievement, and Accountability 

3. Focus On The Future 

4. Continuous Improvement For All 

5. Responsive Communication 

6. Evidence-Based Decisions 

7. Shared Leadership 

8. Stakeholder Focus 

! Mission 

! Vision 

! Board Goal 

" Including PD goals for board members 


• School Board: 

! Stakeholder focus groups identified 7 focus areas: 

" Literacy 

" Mastery of Indiana Academic Standards 

" Stakeholder Satisfaction 

" Leadership Development 

" Safe Learning Environment 

" Career Readiness 

" Wise Use of Resources 

HCCSC School Board Vision 

• Creating World-Class Learners 

! Continuous Quality Improvement: 

" Balanced Scorecard 

" District, Building, & Classroom Dashboards (aligned) 

" S2S Meetings (System to System) 

" CQI tools, i.e.: PDSA (Plan, Do, Study, Act) 

" Classroom Quality Rubrics 

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HCCSC School Board Mission 

Balanced Scorecard 

• Creating World-Class Learning Results By Focusing On: 

! Literacy 

! Academic Standards 

! Safe Learning Environment 

! Stakeholder Satisfaction 

! Career and Life Readiness 

Dashboard 

To Be Finalized 

Fall 2009 

System-to-System (S2S) Meetings 

One level of the system 

meeting with another in 

order to: 

System-to-System (S2S) Meeting With 

Literacy Data Wall 

• Discuss strategy 

implementation 

• Discuss interim 

performance data 

• Plan for 

improvement 

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Reflected in Evaluation Criteria 


• Faculty, Staff, & Administrators 

! Professional Development: 

“Never before has the pressure 

been so high to find ways 

to support successful teaching 

and learning through effective 

professional development.” 

Salpeter, 2003 

Dr. Steve Benjamin 

Source: Bob Marzano 

Building Capacity for RTI 

• Professional Development for Faculty, Staff, & Administrators: 

! Tier 1 

" Relationships, Relevance, & Rigor (HET & Daggett) 

" Understanding the Framework of Poverty (Ruby Payne) 

" Core Curriculum (State Standards) 

o Curriculum Mapping (vertical & horizontal alignment) 

o Development of conceptual, integrated curriculum (HET) 

" Core instruction 

o HCCSC Literacy Models & Reading in the Content Areas 

o Brain-compatible instruction/Scientifically-Based (HET) 

o Differentiation (HET - Inquiries) 

o Relevance (HET – Key Points & Inquiries) 

" Data collection & analysis 

o Universal screening & progress monitoring 

tools; Triangulation of data 

o Using data to drive instruction 

Guiding Principles of PD Model 

1. Teachers cannot change a behavior or practice until they 

SEE what the new behavior or practice LOOKS like in a 

real world setting multiple times. 

2. For professional development to truly be effective and 

sustained, it must be accompanied with on-going 

COACHING in a non-threatening environment. 

• Professional Development Coordinators provide 

ongoing training, coaching, & support 

! Demonstration Classroom Model 

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Dr. Steve Benjamin 

Root Causes of Poor Achievement 

Universal Screening & Progress 

Monitoring, Inform 

Tier 2 & Tier 3 

HET, Lit. Model, PD Model 

HET & Curriculum Mapping 

Lit. 

Model 

Source: Bob Marzano 


• Giving Teachers Tools for Success: 

! Weekly Structured Collaboration Time – 45 Minutes 

" 30 min. delayed start every Wednesday 

“The engine that drives high student 

achievement is teacher teams working 

collaboratively toward common 

curriculum expectations and using 

interim assessments to continuously 

improve teaching and attend to 

students who are not successful.” 

Marshall, 2005 

District calendar 

reflecting delayed 

starts for teacher 

collaboration 

Tier 1 Behavior 

6 components of School-wide PBIS 

1. Select & define expectations & routines (OAT – Observable, 

Acknowledgeable, & Teachable Behaviors) 

• Lifelong Guidelines (LLG) , LIFESKILLS (LS) , & Procedures 

2. Teach behavior (LLG & LS) & routines (procedures) directly (in all 

settings) 

3. Actively monitor behavior 

• Active Monitoring (MIS) – 

• Movement (you cannot stay stationary) 

• Interaction (high frequency, brief, & positive) 

• Scanning (continuously scanning the environment) 

4. Acknowledge appropriate behavior (Target Talk) 

• Too often we acknowledge bad behavior 

5. Review data to make decisions (office/counselor referrals) 

6. Correct behavioral errors 

• Pre-correction/De-escalation/Boosters/ 

Functional Behavior Assessment 

Dr. Robert March, 

www.successful schools.org 

Standard Treatment Protocol Hybrid: Behavior 

Tier Grade K-2 Grades 3-5 

Tier 1 Core curriculum and instruction provided to all 

students with: 

•Lifelong Guidelines 

•LIFESKILLS 

•School-wide & Classroom Procedures 

•Agenda Boards 

Core curriculum and instruction provided to all 



•LIFESKILLS 



Tier 2 

Tier 3 

Targeted interventions for some low-responding 

students: 

•Same as Tier 1 

o Taught & modeled more frequently or in 

different ways 

•Small group interventions/Counseling 

Intensive interventions for individual lowresponding 

students: 

•Functional Behavioral Assessment & Plan 

•Check-in & Check-out Procedures 

•Individualized intervention/counseling 

•Wrap-around services (i.e.: Bowen Center) 


students: 


o 

Taught & modeled more frequently or in 




students: 





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Standard Treatment Protocol Hybrid: Behavior 

Tier Grade 6-8 Grades 9-12 

Tier 1 Core curriculum and instruction provided to all 



•LIFESKILLS 



Core curriculum and instruction provided to all 



•LIFESKILLS 



Tier 2 

Tier 3 


students: 


o Taught & modeled more frequently or in 




students: 






students: 


o 

Taught & modeled more frequently or in 




students: 





HCCSC’s RTI Behavior Plan 

• Tier 1 

• Set up a culture in your school (Relationships, Absence of Threat) 

• Teach & Model Expectations – Lifelong Guidelines, LIFESKILLS, 

School-wide & Classroom Procedures 

• State in positive terms 

• Tier 2 

• Same as Tier 1 

• T2 has to do with the frequency & quality of teaching your procedures 

(How often do you directly teach & model your procedures?) 

• Qualify for T2 – any student with 3 or more office referrals 

• Tier 3 

• Functional Behavioral Assessments & Plans 

• Check in & check out procedures, etc. 

• Tier 4 

• Wrap-around services 

Daily Progress Report 

Goals Monday Tuesday Wednesday Thursday Friday 

Trustworthiness 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 

Truthfulness 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 

Active Listening 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 

No Put-Downs 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 

Personal Best 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 

Total Points 

Example of a Tier 2 or Tier 3 Intervention 

© Susan Kovalik & Associates, 2008 

Procedures 

Environment (episodic memory) 

• The environment must be purposeful and 

it must clearly show what you expect the 

audience to know. 

• Choose appropriate colors, lights, music 

and display subject materials while 

paying close attention to removing 

clutter (anything not needed) 

©2008 The Center for Effective Learning; Susan 

Kovalik & Associates, Inc. 

Chapter 7.2 EE 

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“Fast” Food 

Environment 

Fine Dinning Environment 

Source: T.J. Mears of Susan Kovalik & Associates. 

Source: T.J. Mears 

of Susan Kovalik & 

Associates. 

Classroom 

environment that’s 

Brain-Compatible 

Source: Linda Jordan of Susan Kovalik & Associates. 

Visual Noise!! 

Fantastic example of a 

kindergarten classroom 

Fantastic example of a 

kindergarten classroom 

Classroom environment 

tied to theme. 

Source: T.J. Mears of Susan Kovalik & Associates. 345 #-6"7..82$498":802#4;5 

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1. Research on the biology of learning has given us a window on learning never 

before realized in the history of civilization. 

• Translate the biology of learning into practical application 

• Implement the nine bodybrain-compatible elements 

345 #-6"7..82$498":802#4;5 

Source: T.J. Mears of Susan Kovalik & Associates. 

2. Teaching strategies that align 

with the way the human brain 

learns have the greatest impact. 

• Design the physical classroom 

to support long-term learning 

• Create workable teams of 

students 

• Develop classroom 

management that uses 

agreements, procedures, 

Lifelong Guidelines and 

LIFESKILLS 

© Susan Kovalik & Associates, 2008 

3. Curriculum development by 

classroom teachers makes 

learning meaningful. 

• Anchor curriculum to a 

yearlong theme and 

rationale 

• Align district and state 

learning goals within the 

theme 

• Orchestrate being there 

experiences tied to 

meaningful content being 

there. 

• Reach out to the community 

Intelligence is a 

function of experience. 

There are multiple 

intelligences or ways of 

solving problems and/or 

producing products. 

Intelligence Is A Function 

Of Experience 

Learning is a two step process. 

Making meaning through Pattern- 

Seeking (input) & Developing a 

mental Program for using what we 

understand and wiring it into longterm 

memory (output) 

Learning is an inseparable 

partnership between brain & 

body. 

We are not born intelligent, 

only with a capacity to be so 

© Susan Kovalik & Associates, 2008 ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 

Every day our experiences can: 

! enhance 

! stifle 

! or diminish 

our intellectual, social, and/or 

emotional capacity. 

©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 

Absence of Threat/ 

Nurturing Reflecting 

Thinking 

Mastery/ 

Application 

Choices 

=">?@0;"A,90-4B"C"D@@,240$8@E"FGGH 

Immediate 

Feedback 

Enriched 

Environment 

BODYBRAIN 

COMPATIBLE 

ELEMENTS 

Adequate 

Time 

Movement 

Collaboration 

Meaningful 

Content 

77"%+"



_________________________________________________________________________________________________________ 

Key Point 

Strategies & Effect Size 

! Quality of teaching .77 

! Reciprocal teaching .74 

! Teacher-student relationship .72 

! Providing feedback .72 

! Teaching students self-verbalization .67 

! Mega-cognition strategies .59 

! Direct instruction .57 

! Mastery learning .57 

(Visible Learning: A Synthesis of Over 800 

Meta-Analyses Relating to Achievement, John Hattie) 

Relevance 

“A student must care about new 

information or consider it important 

for it to go through the limbic system 

expeditiously, form new synaptic 

connections, and be stored as 

long-term memory.” 

Judy Willis 


Marzano’s 9 High Yield Strategies 

Marzano’s Nine Categories of Instructional Strategies That 

Have The Highest Affect On Student Achievement 

Robert Marzano – Classroom Instruction That Works 

Category Average Effect Size Percentile Gain 

Identifying similarities & differences 1.61 45 

Summarizing & note taking 1.00 34 

Reinforcing effort & providing recognition .80 29 

Homework & practice .77 28 

Nonlinguistic representation .75 27 

Cooperative learning .73 27 

Setting objectives & providing feedback .61 23 

Generating & testing hypotheses .61 23 

Questions, cues, & advance organizers .59 22 

Vocabulary & Comprehension 

Strategies 

! How has your district addressed these issues for struggling students? 

! Particularly for older students who struggle with content because of poor 

vocabulary? 

! Vocabulary Approaches: 

! Bob Marzano’s work – Building Academic Vocabulary 

! Ruby Payne’s work – Sketching & Graphic Organizers 

! SIM – Stategic Instructional Model 

! Isabel Beck’s work – focusing more on teaching Tier 2 words & 

use of word walls 

! Louis Moat’s work – focusing on teaching word morphology – 

roots. affixes, prefixes 

! Teaching teachers to use (and have students use) multiple 

exemplars as well as non- examples of words 

! Other? 


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Graphic Organizers 

& Sketching 

High Ability Students: Give 

Examples & Non-Examples 

Comprehension 

! Teaching comprehension monitoring to 

students 

! Teaching teachers to teach with advanced 

organizers linked to prior knowledge 

! Thinking Maps 

! Ensuring there is content that can be read at 

the appropriate level (i.e.: Lexiles) 

! Use of assistive technology – Kurzweil, Read: 

Outloud, other? 

Ruby Payne 


Comprehension Resources 

This is so important 

Teaching Reading in the Content areas: 

If Not Me, Then Who?, by Rachel Billmeyer 

& Mary Lee Barton, ASCD 

! Yet it feels that often our efforts are fragmented & not explicit enough 

for the students who really need the support 

! What do schools/classrooms look like where students are expected to 

increase their vocabulary & comprehension skills? 

I Read It, But I Don’t 

Get It: Comprehension 

Strategies for Adolescent 

Readers, by Cris Tovani, 

Stenhouse 

Do I Really Have to 

Teach Reading: 

Content 

Comprehension 

Grade 6-12, 

by Cris Tovani, 

Stenhouse 

The range of 

most textbooks 

and instruction 

Ruby Payne 

Struggling Readers 

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Student View of Math… 

91 

Increase These Practices 

Use of manipulative materials 

Cooperative Group Work 

Discussion of mathematics 

Questioning & making conjectures 

Justification of thinking 

Writing About Math 

Problem-solving approach to instruction 

Content Integration 

Use of calculators & computers 

Being a facilitator of learning 

Assessing learning as an integral part of 

instruction (Formative) 

Best Practices in Math 

Teaching Practices 

Decrease or Eliminate These Practices 

Rote practice 

Rote memorization of rules & formulas 

Teaching by telling 

Single answer & single method to find 

answer 

Stressing memorization instead of 

understanding 

Repetitive written practice 

Use of drill worksheets 

Teaching computation out of context 

Reliance on paper/pencil calculations 

Being dispenser of knowledge 

Best Practice, Third Edition by Zemelman, Daniels, & Hyde, 2005 

Testing for grades only (Summative) 


Word problems with a variety of 

structures & solution paths 

Everyday problems & applications 

Problem-solving strategies (especially 

representational strategies) 

Open-ended problems & extended 

problem-solving projects 

Investigating & formulating questions from 

problem situations 


Problem Solving 


Use of cue words to determine operation to 

be used 

Practicing problems categorized by type 

Practicing routine, one-step problems 



Connecting math to other subjects & to 

real world 

Connecting topics within mathematics 

Applying mathematics 


Developing number & operation sense 

Understanding the meaning of key 

concepts such as place value, fractions, 

decimals, ratios, proportions, & percents 

Various estimation strategies 

Thinking strategies for basic facts 

Using calculators for complex calculations 


Making Connections 


Learning isolated topics 

Developing skills out of context 

Numbers/Operations/Computation 


Early use of symbolic notations 

Memorizing rules & procedures without 

understanding 

Complex & tedious paper/pencil 

computations 


Tier 1: Highly Effective Teaching 

Academics 

! Conceptually-Based 

Curriculum tied to a theme 

! Integrated Curriculum 

! Relevance & Rigor 

! Key Points, Immersion, 

Being-there Experiences 

! Brain-compatible instructional 

strategies 

! Explicit instruction 

! Key Points & Inquiries 

! Differentiation (Inquiries) 

Behavior 

! Character Education Curriculum, 

21 st Century Skills 

! Lifelong Guidelines (LG) & 

LIFESKILLS (LS) 

! Culture – absence of threat 

! PBIS (Positive Behavior 

Intervention & Support); 

Proactive Classroom Management 

! Classroom & School 

Procedures 

! LG & LS 

! Agendas 

! Australia 

! Environment Conducive to 

Learning 

Managing Complex Change 

Vision Skills Incentives Resources Action Plan Assessment 

Skills Incentives Resources Action Plan Assessment 

Vision Incentives Resources Action Plan Assessment 

Vision Skills Resources Action Plan Assessment 

Vision Skills Incentives Action Plan Assessment 

Vision Skills Incentives Resources Assessment 

Vision Skills Incentives Resources Action Plan 

Meaningful 

Change 

Confusion 

Anxiety 

Gradual 

Change 

Frustration 

False 

Starts 

Unknown 

Results 

Ongoing training & follow-up coaching are embedded in the model 

Susan Kovalik & Associates 

Adapted from Delores Ambrose, 1987 

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RTI Resources 

“We did then what we 

knew how to do, when we 

knew better, we did better.” 

Maya Angelou 

! Great resource for Board 

Members, 

Administrators, 

& Teachers 

! Elementary & Secondary 

examples 

Corwin Press 

www.corwinpress.com 

Resources 

Resources 

Exceeding Expectations 

by Susan Kovalik & Karen Olsen 

Books For Educators 

www.thecenter4 learning.com 

Best Practice 

by Zemelman, Daniels, & Hyde, 

Heinemann 

Rigor & Relevance from Concept to Reality 

by Willard Daggett 

International Center for Leadership in Education 

www.LeaderEd.com 

Classroom Instruction That Works 

by Robert Marzano, ASCD 

Results, 2 nd Edition, 

by Mike Schmoker 

Results Now, 

by Mike Schmoker 

References 

Professional Learning 

Communities at Work, 

by Richard DuFour & 

Robert Eaker 

All 3 books are published by ASCD 

RTI Resources 

! www.nasdse.org - National Association of State Directors of Special Education 

! www.ideapartnership.org - IDEA Partnership 

! www.rtinetwork.org – RtI Action Network 

! www.nrcld.org - National Research Center on Learning Disabilities 

! www.rti4success.org - National Center on Response to Intervention 

! www.studentprogress.org - National Center on Student Progress Monitoring 

! www.progressmonitoring.net - Research Institute on Progress Monitoring 

! www.successfulschools.org - National website on Positive Behavioral Support Strategies 

! www.pbis.org - National Technical Assistance Center on Positive Behavioral 

Interventions & Supports (PBIS) 

! www.thecenter4learning.com – Susan Kovalik’s Highly Effective Teaching Model 

! www.leadered.com - International Center for Leadership in Education (Dr. Willard 

Daggett) 

! www.stevebenjamin.net - Dr. Steve Benjamin, Continuous Quality Improvement 

Educational Consultant in Indiana 

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RTI Resources Continued 

Contact Information 

! www.nwea.org – Northwest Evaluation Association 

! www.pearsonschool.com – Pearson Inform Data Warehouse & Academic Intervention 

Plan 

! www.rubicon.com - Rubicon Atlas Curriculum Mapping Software 

! http://teacher.scholastic.com/products/read180/. - READ 180 Software 

! www.curriculumdesigners.com - Dr. Heidi Hayes Jacobs 

! www.curriculummapping101.com - Janet Hale 

! www.teachers.net - Dr. Harry Wong 

Chuck Grable, 

Assistant Superintendent for Instruction 

Huntington County Community School Corporation 

Instructional Services Center 

44 E. Park Drive 

Huntington, IN 46750 

cgrable@hccsc.k12.in.us 

(260) 356-5464 

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Meeting RTI Needs with HET - Susan Kovalik & Associates

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