Transcript Response to Interventions (RtI)
Response to Intervention (RtI)
Scientifically Based Research (SBR) Intervention
Curriculum & Instruction Department November 2010
I.Q. Achievement Discrepancy
Passed Away on December 4, 2004: Burial to be announced
I.Q. Achievement Discrepancy HARM
Pivotal issues is harm to children Ability-achievement discrepancy model delays treatment to the point where there is documented evidence that treatments are less effective to the point where children suffer the profound consequences of poor reading instruction.
I.Q. Achievement Discrepancy Final Nail in the Coffin
Proposed Regulations state discrepancy model is “potentially harmful” to students
Legal Requirements
NCLB &
IDEA 2004
2006 LRP Publications: RTI and the Classroom Teacher
Why RtI?
Einstein’s definition of insanity:
“
doing the same thing over and over again and expecting different results.”
SBR Intervention
Definition
(A) means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
(No Child Left Behind Act: Title IX—General Provisions: Part A—Definitions Sec. 9101)
Six Criteria for SBR
1.
Employs systematic, empirical methods that draw on observation or experiment;
2.
Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
(No Child Left Behind Act: Title IX—General Provisions: Part A—Definitions Sec. 9101)
Six Criteria for SBR
3.
Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurement and observations, and across studies by the same or different investigators; http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
(No Child Left Behind Act: Title IX—General Provisions: Part A—Definitions Sec. 9101)
Six Criteria for SBR
4.
Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs or activities are assigned to different conditions and with appropriate controls to evaluated the effects of the condition of interest, with a preference for random assignment experiments, or other designs to the extent that those designs contain within-conditions or across-condition controls; http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
(No Child Left Behind Act: Title IX—General Provisions: Part A—Definitions Sec. 9101)
Six Criteria for SBR
5.
Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
6.
Has been accepted by a peer-
reviewed journal or approved by a panel of independent experts
through a comparable rigorous, objective, and scientific review.
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm
(No Child Left Behind Act: Title IX—General Provisions: Part A—Definitions Sec. 9101)
SBR Interventions
Characteristics
Reliable: Consistency produces the and results Valid: Measures what it claims to measure Peer reviewed: Research is scrutinized by peers Replicable: Can be repeated 2006 LRP Publications: RTI and the Classroom Teacher
In other words…….
SBR interventions are:
NOT A FLUKE TRIED – AND – TRUE
Remove the guesswork!
2006 LRP Publications: RTI and the Classroom Teacher
SBR Interventions
are NOT:
Preferential seating, Shortened assignments, Parent contacts Classroom observations, Allowing more time for task completion, Moving a student’s seat, Retention, Referral to Special Education, Cutting list of spelling words in half, Suspension and Retention 2006 LRP Publications: RTI and the Classroom Teacher
Explanation of Interventions
Selection intervention strategies that match student’s needs Monitor intervention through progress monitoring. If the child is not making progress, consider modifying the intervention or switching to another intervention.
Interventions should always supplement instruction and not replace instruction in the general education classroom.
Intervention strategies should be research based and feasible to implement.
RtI Intervention Plan RTI-5 B ROWNSVILLE I NDEPENDENT S CHOOL D ISTRICT R ESPONSE TO I NTERVENTION P ROCESS I NDIVIDUAL I NTERVENTION P LAN RTI-5
Student: ID #: Grade: Campus: Person(s) Implementing IIP: Regular Education Teacher Counselor Nurse Other: Date: Initial Tier 2 Intervention Plan Initial Tier 3 Plan Tier 3 Revision Tier 2 Revision Revision of an existing IIP from a student transferring into district
I NTERVENTION ( S ) TO BE I MPLEMENTED : (
Maximum of 3 at any time.) Interventions should address academic as well as behavior issues. For more serious behavior challenges, refer to the Functional Assessment, RTI- 12, and Positive Behavior Support Plan, RTI-13.
Area of Intervention: Behavior Reading Language Arts Math Other:
N OTE :
An instructional intervention is a series of planned activities that are
DIFFERENT
from those activities normally occurring in the child’s regular education program. All interventions
MUST
be scientific, research-based. Social Studies Science Speech Other: Skill Targeted: Goal Level of Performance:
I NTERVENTION
Six weeks Ten weeks Other:
: D URATION : F REQUENCY :
# of sessions/day or week: Begin on: End on: X per Day Or X per Week
L ENGTH OF P LAN I MPLEMENTATION :
Eight weeks Twelve weeks Other: Baseline/Present Level of Performance: Instrument used for Baseline: (TPRI, Benchmark, Probe, etc.)
T IME :
Amount of time/session:
I NTENSITY : L OCATION :
10 min 30 min 60 min 120 min 15 min 45 min 90 min Other: Whole Class Large Group (7+) Small Group (4-6) Smallest Group (2-3) Individual Gen. Ed. Classroom Pull Out Gen. Ed. + Pull Out Other:
D ATA C OLLECTION /P ROBE S CHEDULE
Weekly monitoring Bi-weekly monitoring (minimum) Other:
Response to Intervention (RtI)
READING MENU-- ELEMENTARY
CSCOPE Transitional Bilingual/ESL Program State adopted text Tier I Tier II Tier III
Recommended time: *30 minutes minimum Recommended time: *30 minutes minimum Recommended time: *120 minutes minimum which includes writing
Core Instruction
Whole Group and Guided Reading
Strategic Intervention
Targeted Group/Strategic Interventions (Supplemental Instruction that supports the Core Instruction)
Intensive Intervention
Intensive Individual Instruction
Differentiated Instruction HMH Texas Journeys / Texas Senderos
Core Student Text Teacher’s Edition Vocabulary In Context Cards Vocabulary Reader (differentiated instruction) Leveled Readers (On, Above, ELL) ELL Scaffolded Instruction in whole group instruction Language Support Cards ELL Lessons in the back of the Teacher’s Edition Ready-Made Workstations (leveled) Destination Reading online
TPRI Intervention Guide (K-3) HMH Texas Journeys / Texas Senderos
Write-In Reader (grades 1-5) Intervention Lesson in the back of the Teacher’s Edition Language Support Cards ELL Lessons in the back of the Teacher’s Ed.
Leveled Readers (Below)
TPRI Intervention Guide (K-3) HMH Texas Journeys / Texas Senderos
Reading Toolkit 1-3 and 4-5 Targeted 15 minute reading skill intervention lessons for children who have not mastered key early reading skills Lessons for each of the five key domains of reading provided to reteach and practice skills needed Kinder – Road Map to Success: Teaching Resources; Emerging Literacy Assessment; Diagnostic Assessment; Progress Monitoring Assessment CDs –RtI Handbook and Resources/Materials Florida Center for Reading Research www.fcrr.org
Intervention Central www.interventioncentral.org
Teacher Reading Academies http://searchlight.utexas.org/lms_view CDs- Handbook and RtI Resources/Materials Florida Center for Reading Research www.fcrr.org
Intervention Central www.interventioncentral.org
Teacher Reading Academies http://searchlight.utexas.org/lms_view CDs- Handbook and RtI Resources/Materials Florida Center for Reading Research www.fcrr.org
Intervention Central www.interventioncentral.org
Teacher Reading Academies http://searchlight.utexas.org/lms_view
Websites for Interventions
The Florida Center for Reading Research: www.fcrr.org
Intervention Central: http://www.interventioncentral.org
RTIWire: www.jimwrightonline.com/php/rti_wire.php
Response to
INSTRUCTION
IS