1 / 21

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

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

santo
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Response to Intervention (RtI)Scientifically Based Research (SBR) Intervention Curriculum & Instruction Department November 2010

  2. Passed Away on December 4, 2004: Burial to be announced I.Q. Achievement Discrepancy

  3. 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 HARM

  4. Proposed Regulations state discrepancy model is “potentially harmful” to students I.Q. Achievement Discrepancy Final Nail in the Coffin

  5. NCLB & • IDEA 2004 Legal Requirements 2006 LRP Publications: RTI and the Classroom Teacher

  6. Einstein’s definition of insanity: “doing the same thing over and over again and expecting different results.” Why RtI?

  7. (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) SBR Intervention Definition

  8. 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

  9. 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)

  10. 4. Is evaluated using experimental or quasi-experimental designsin 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 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)

  11. 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. 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)

  12. Reliable: Consistency produces the and results • Valid: Measures what it claims to measure • Peer reviewed: Research is scrutinized by peers • Replicable: Can be repeated SBR InterventionsCharacteristics 2006 LRP Publications: RTI and the Classroom Teacher

  13. SBR interventions are: • NOT A FLUKE • TRIED – AND – TRUE • Remove the guesswork! In other words……. 2006 LRP Publications: RTI and the Classroom Teacher

  14. 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

  15. 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. Explanation of Interventions

  16. RtI Intervention Plan RTI-5

  17. Response to Intervention (RtI) READING MENU---ELEMENTARY CSCOPE Transitional Bilingual/ESL Program State adopted text

  18. 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

  19. Response to INSTRUCTION IS Response to INTERVENTION!

  20. From K-3 We Learn to ReadThe Rest of Our LivesWe Read to Learn!!!

More Related