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Response to Intervention ( RtI ) Scientifically Based Research (SBR) Intervention. Curriculum & Instruction Department November 2010. Passed Away on December 4, 2004: Burial to be announced. I.Q. Achievement Discrepancy. Pivotal issues is harm to children - PowerPoint PPT Presentation
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Response to Intervention
(RtI)Scientifically Based
Research (SBR) Intervention
Curriculum & Instruction DepartmentNovember 2010
Passed Away on December 4, 2004:Burial to be announced
I.Q. Achievement Discrepancy
I.Q. Achievement Discrepancy HARMPivotal issues is harm to childrenAbility-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 SBR1. 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)
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;
Six Criteria for SBR
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 SBR4. 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 SBR5. 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 InterventionsCharacteristicsReliable: Consistency produces the and
resultsValid: Measures what it claims to
measurePeer reviewed: Research is scrutinized
by peersReplicable: Can be repeated
2006 LRP Publications: RTI and the Classroom Teacher
In other words…….
SBR interventions are:
NOT A FLUKETRIED – AND – TRUE
Remove the guesswork!
2006 LRP Publications: RTI and the Classroom Teacher
Preferential seating,Shortened assignments,Parent contactsClassroom 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 andRetention
SBR Interventions are NOT:
2006 LRP Publications: RTI and the Classroom Teacher
Explanation of InterventionsSelection intervention strategies that match
student’s needsMonitor 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-5BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
Student: ID #: Grade: Campus:
Date: Person(s) Implementing IIP: Regular Education Teacher Counselor Nurse Other:
Initial Tier 2 Intervention Plan Initial Tier 3 Plan
Tier 2 Revision Tier 3 Revision
Revision of an existing IIP from a student transferring into district Other:
INTERVENTION(S) TO BE IMPLEMENTED: (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.
NOTE: 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.
Area of Intervention: Behavior Reading Language Arts Math Social Studies Science Speech Other:
Skill Targeted: Baseline/Present Level of Performance:
Goal Level of Performance: Instrument used for Baseline: (TPRI, Benchmark, Probe, etc.)
INTERVENTION: DURATION: FREQUENCY: # of sessions/day or week:
TIME: Amount of time/session: INTENSITY: LOCATION:
Begin on: End on:
X per Day
Or
X per Week
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:
LENGTH OF PLAN IMPLEMENTATION: DATA COLLECTION/PROBE SCHEDULE Six weeks Eight weeks Weekly monitoring Ten weeks Twelve weeks Bi-weekly monitoring (minimum) Other: Other: Other:
RESPONSE TO INTERVENTION PROCESS INDIVIDUAL INTERVENTION PLAN
RTI-5
Response to Intervention (RtI)READING MENU---ELEMENTARY
CSCOPETransitional Bilingual/ESL Program
State adopted textTier I Tier II Tier III
Recommended time: *120 minutes minimum which includes writing
Recommended time: *30 minutes minimum Recommended time: *30 minutes minimum
Core Instruction Whole Group and Guided Reading
Strategic InterventionTargeted Group/Strategic Interventions(Supplemental Instruction that supports the Core Instruction)
Intensive InterventionIntensive Individual Instruction
Differentiated Instruction TPRI Intervention Guide (K-3) TPRI Intervention Guide (K-3)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
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)
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
The Florida Center for Reading Research: www.fcrr.org
Intervention Central:http://www.interventioncentral.org
RTIWire: www.jimwrightonline.com/php/rti_wire.php
Websites for Interventions
Response to INSTRUCTION
IS
Response to INTERVENTION!
From K-3 We Learn to Read
The Rest of Our LivesWe Read to Learn!!!
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