Overview of RTI Masters Project Department of Special Education Portland State University

Overview of RTI Project Selecting an area of interest Sample data from practice Next steps RTI Masters Project

Overview RTI & Reading Work with Dr. Amanda Sanford and Dr. Julie Esparza Brown Target students with reading IEPs and English Learners in the Response to Intervention (RTI) framework Assess and diagnos students’ instructional needs Develop and implement a targeted reading support plan Develop expertise as RTI team leader

Courses offered in winter and spring, with an option to begin lit review in summer or fall Select from the team options provided or brainstorm with a team about additional options Early in the process (winter term or before), you will complete an IRB application, literature review, and write the method of the project with team During winter and spring terms you will collect your data, analyze the data, and write up the results with your team Overview RTI Masters Project

RTI & Els (in collaboration with Dr. Brown) Conduct literature review on what works for RTI with English learners Design and implement a single subject research study with your team – Multiple Baseline – Alternating Treatment – Reversal Implement the intervention with your students and measure outcome RTI & tech tools (in collaboration with Dr. Sennott) Conduct literature review on effective instructional design principles for content area Create a tool to evaluate the presence of effective instructional design principles Identify technology tools, family resources, student resources and evaluate them for the presence of design elements Selecting an area of interest

Research questions Literature review Participants in school intervention School based intervention design & results Limitations Next steps Sample data from practice

Can PLUSS instructional adaptations be implemented in a typical school setting? What are the effects of adding the PLUSS instructional modifications to an evidence- based reading intervention for English learners who are identified as needing additional support in reading on reading Research questions

English Learners (ELs) in public schools rose from 4.7 to 11.2 million between 1980 and 2009 (NCES, 2011) Significant gap between performance on ELs and non-El students in reading (NAEP, 2010) 4 th grade: 36 point gap 8 th grade: 47 point gap 12 th grade: 50 point gap Literature review

ELs face dual cognitive load of learning language and content (Goldenburg, 2008) Currently we have interventions for ELs (SIOP, SDAIE) in general education Research based interventions for students struggling in reading There is a gap in research to practice in systematically applying what works for ELs who also have disabilities or struggle with reading Literature review

PLUSS is a model designed to overlay research based interventions to address the unique instructional needs of ELs (Sanford, Brown, and Turner, 2013) PLUSS stands for Pre-teaching language, vocabulary, and priming background knowledge Language use and modeling Using visuals and graphic organizers Systematic and Explicit instruction Strategic use of native language and teaching for transfer Literature review

Permission from parents granted to use this information for educational purposes (but not research purposes at this point) Utilized a single subject reversal design 2 students who were English Learners and also needed additional support in reading Rosa: 2 nd grade, 7 year old female who spoke Spanish, English, and Mandarin Dorotea: 3 rd grade, 8 year old female who spoke Spanish, English, and Mandarin Participants from intervention

Results of school-based intervention Research based intervention Research based intervention including PLUSS Research based intervention Rosa

Results of school-based intervention Research based intervention Research based intervention including PLUSS Research based intervention Rosa Research based intervention including PLUSS

Results of school-based intervention Research based intervention Research based intervention including PLUSS Research based intervention Dorotea

Results of school-based intervention Research based intervention Research based intervention including PLUSS Research based intervention Dorotea Percent Accuracy Words Read Correctly per Minute Errors Research based intervention including PLUSS

Conducting a more rigorous research study may allow data to be published and used to inform the field The following would strengthen study and conclusions that could be drawn More data points in each phase Fidelity measure that involve an independent observer Independence of participants so intervention could be adjusted based on unique individual needs Interobserver agreement procedure Limitations

This study could be strengthened with YOUR help! Notify me of your interest in either research study Begin literature review including readings on one of the following: ELs Effective instruction for English Learners Single subject research design OR Tech tools and resources and effective instructional design princples Next steps

Identify area of interest in the project Communicate with me your area of interest and I can provide some support in guiding your literature review Conduct a literature review as part of your 596 coursework Connect with me or Dr. Loman with any questions RTI Masters Project Next Steps

Remember: You Need to Choose and Apply to Join a Masters Project Group The SPED 597 course and the SPED 506 course are taught by same faculty member focused on a topic and project.

20 How to Apply for These Projects 1. Complete application describing your Project preference and interest Qualifications and skills Current occupation and access to schools 2. Register for and take SPED 596: Research in Special Education (3 cr) in Summer 2014: Session 1 (81269) or Session 2 (81270)

You can serve individuals with a diverse set of disabilities: autism, communication disorders, physical disabilities, learning disabilities You will combine new technology and effective practice to create positive results Discover important principles of technology integration Technology and Education Dr. Samuel Sennott