Response to Intervention ( RtI ) Scientifically Based Research (SBR) Intervention

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)

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm

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;



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



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;



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.



SBR InterventionsCharacteristicsReliable: Consistency produces the and

resultsValid: Measures what it claims to

measurePeer reviewed: Research is scrutinized

by peersReplicable: Can be repeated


In other words…….

SBR interventions are:

NOT A FLUKETRIED – AND – TRUE

Remove the guesswork!


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:


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

http://www.fcrr.org/

http://www.interventioncentral.org/








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



http://www.jimwrightonline.com/php/rti_wire.php

Response to INSTRUCTION

IS

Response to INTERVENTION!

From K-3 We Learn to Read

The Rest of Our LivesWe Read to Learn!!!

Documents

Response to Intervention ( RtI ) Scientifically Based Research (SBR) Intervention