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. 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.

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

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

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

7. 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)

8. Six Criteria for SBR 1. 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)

9. 3. 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. Six Criteria for SBR 4. 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)

11. Six Criteria for SBR 5. 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)

12. 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

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

14. 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 SBR Interventions are NOT: 2006 LRP Publications: RTI and the Classroom Teacher

15. 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.

16. RtI Intervention Plan RTI-5

17. Response to Intervention (RtI) READING MENU---ELEMENTARY CSCOPE Transitional Bilingual/ESL Program State adopted text Tier ITier IITier III Recommended time: *120 minutes minimum which includes writing Recommended time: *30 minutes minimum 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 InstructionTPRI 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.orgwww.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.orgwww.interventioncentral.org  Teacher Reading Academies  http://searchlight.utexas.org/lms_view http://searchlight.utexas.org/lms_view  CDs- Handbook and RtI Resources/Materials  Florida Center for Reading Research www.fcrr.org  Intervention Central www.interventioncentral.orgwww.interventioncentral.org  Teacher Reading Academies  http://searchlight.utexas.org/lms_view http://searchlight.utexas.org/lms_view

18. The Florida Center for Reading Research: www.fcrr.org Intervention Central: http://www.interventioncentral.org RTIWire: www.jimwrightonline.com/php/rti_wire.php www.jimwrightonline.com/php/rti_wire.php Websites for Interventions

19. Response to INSTRUCTION IS Response to INTERVENTION!

20. From K-3 We Learn to Read The Rest of Our Lives We Read to Learn!!!