RTI: Distinguishing Reading Problems from Reading Disabilities

106
RTI: Distinguishing RTI: Distinguishing Reading Problems from Reading Problems from Reading Disabilities Reading Disabilities University of Texas Sharon Vaughn

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RTI: Distinguishing Reading Problems from Reading Disabilities. University of Texas Sharon Vaughn. Special Education History in 3 slides. - PowerPoint PPT Presentation

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Page 1: RTI: Distinguishing Reading Problems from Reading Disabilities

RTI: Distinguishing Reading RTI: Distinguishing Reading Problems from Reading DisabilitiesProblems from Reading Disabilities

University of Texas

Sharon Vaughn

Page 2: RTI: Distinguishing Reading Problems from Reading Disabilities

Special Education History in 3 slidesSpecial Education History in 3 slides

“I am the Executive Director of Special Education in my district and have been for the last 13 years.  I have witnessed what has happened in our district over time.

For the previous 10 years there was a tremendous push to support all our students with disabilities in the general education classroom.  While we saw many benefits from this approach, there was always the question of what makes this “specially designed instruction”.  Students were referred for evaluations for special education placement only to receive more of the same general education (now with some tutoring).  Thus we saw students successfully completing (passing) their classes with our supports, but not really gaining the skills necessary to function independently.  As a matter of fact, I believe we created more dependence from the students and the general educators.”

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History…cont.History…cont.

“ Several years ago, I really started challenging staff to tell me what was special about the services they were providing.  Were we remediating deficits when possible and giving the student compensatory skills if not.   I didn’t like the responses in most every case.  Two years ago, we pulled the research on reading instruction and programs and adopted several programs for use with students with disabilities.  We are now in the second year of implementation.

I have  two main questions:

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Cont.Cont.

1.  What does research say is required in the form of staff development and training to give teachers adequate skills for teaching reading to struggling students?   Our district uses “Balanced Literacy” with Guided Reading - an approach that places an extreme level of trust on the skill level of the teacher for success.  I only found one (1) research article that stated Balanced Literacy could be highly effect – “in the hands of expert literacy instructors.”  I failed to mention, our district is growing rapidly and we are opening new buildings and hiring new staff almost yearly.  Many of the new teachers are inexperienced. 

2. For adolescent students in our district who never received systemic, intense reading instruction at the primary and elementary grades, would the level of intensity you describe in Tier III be appropriate, or does research say it is too late to bring these students up significantly?  We’re talking about many bright LD students who are reading multiple years below grade level. “

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Cont.Cont.

“What advice do you have?

p.s.

How do we do RTI?”

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Where did the triangle come from?Where did the triangle come from?

TertiaryIntervention

Secondary Intervention

Primary Instruction

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Facts About Prevention & RTIFacts About Prevention & RTI

1923, Edward A. Winslow described public health as the science of preventing disease – discussed 3 levels of prevention

Public Health Approach included: specifying risk factors,evaluating interventions,providing large-scale implementation,using monitoring & assessment with research to determine effectiveness.

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RTI: What do we know the least RTI: What do we know the least about?about?Accurately differentiating and

treating “difficulty” from “disability”

How to address needs of older students

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Minimal RespondersMinimal Responders

Vellutino, Scanlon, and Jaccard (2003, p.117) examined follow-up data on first grade students identified as at risk and provided tutoring. They confirm “that there are small but significant numbers of children who will require intensive and individualized remedial assistance for a period of time beyond that provided by the intervention project in order for them to become functionally independent readers.”

Page 10: RTI: Distinguishing Reading Problems from Reading Disabilities

Minimal Responders: 4 Years of Minimal Responders: 4 Years of StudyStudy

Students at risk for reading problems randomly assigned to TREATMENT or COMPARISON

T = researcher provided intervention

C = school provided intervention

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High and Low RespondersHigh and Low Responders

Remained in District from Fall 1st through Spring 2nd

High Responders received intervention in 1st grade (10-20 weeks) – Exited

Low Responders received intervention in 1st & 2nd grades (20 weeks each year; 40 weeks total)

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SampleSample

High Responders

34 Treatment (15 M, 19 F)

36 Comparison (22 M, 14 F)

Low Responders

14 Treatment (9 M, 5 F)

24 Comparison (16 M, 8 F)

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Criteria for Identifying Students Criteria for Identifying Students At-RiskAt-Risk

Tier II Intervention Screening Period

Risk Criteria

Fall First Grade NWF<13 OR PSF<10 and NWF<24

Winter First Grade NWF<30 and ORF<20 OR ORF<8

Tier III Intervention Screening Period

Continued Risk Criteria

Fall Second Grade ORF<27

Winter Second Grade

ORF<70

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Tier II Research InterventionTier II Research Intervention

Conducted in first gradeDaily, 30-minute sessions in addition

to Tier I instructionSmall groups (4-6 students)Tutors hired and trained by research

staff

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Tier II Research InterventionTier II Research Intervention (cont’d)(cont’d)

Instruction provided:– Phonics and word recognition (15

minutes)– Fluency (5 minutes)– Passage reading and comprehension

(10 minutes)

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Tier III Research InterventionTier III Research Intervention

Participated in 1st and 2nd gradeDaily, 50-minute sessions in addition

to Tier I instructionVery small groups (2-4 students)Tutors hired and trained by research

staff

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Tier III Research InterventionTier III Research Intervention (cont’d)(cont’d)

Instruction provided:– Sound review (1-2 minutes)– Phonics and word recognition and

vocabulary

(17-25 minutes)– Fluency (5 minutes)– Passage reading and comprehension

(12-20 minutes)

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PPVT ScoresPPVT Scores

Administered Spring 1st Grade

High Responders

T = 89.68 (10.39) 

C = 89.33 (10.44) 

Low Responders

T = 80.93 (10.96) 

C = 85.67 (9.51) 

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WRMT-Word AttackWRMT-Word Attack

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 101.50

(11.07)

111.71

(6.39)

113.26

(7.10)

97.29

(7.65)

NA 105.32

(13.96)

Comparison 96.15

(11.09)

108.53

(7.49)

107.89

(11.16)

103.09

(6.47)

NA 102.00

(11.71)

High Responders:

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WRMT-Word AttackWRMT-Word Attack

90

95

100

105

110

115

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word AttackWRMT-Word Attack

101.5

111.71113.26

97.29

105.32

96.15

108.53 107.89

103.09102

90

95

100

105

110

115

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word AttackWRMT-Word Attack

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 89.86

(11.03)

97.14

(12.75)

101.36

(13.02)

96.50

(10.75)

99.71

(14.32)

103.79

(16.03)

Comparison 86.26

(9.36)

97.33

(12.95)

97.38

(11.99)

92.33

(7.78)

95.13

(7.94)

93.33

(9.45)

Low Responders:

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WRMT-Word AttackWRMT-Word Attack

85

90

95

100

105

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word AttackWRMT-Word Attack

89.86

97.14

101.36

96.5

99.71

103.79

86.26

97.33 97.38

92.33

95.1393.33

85

90

95

100

105

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word AttackWRMT-Word Attack

85

90

95

100

105

110

115

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

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WRMT-Word IdentificationWRMT-Word Identification

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 100.81

(9.61)

110.47

(8.59)

112.62

(9.61)

97.71

(5.79)

NA 105.97

(8.39)

Comparison 98.47

(9.52)

109.61

(9.03)

110.75

(10.77)

103.64

(8.78)

NA 102.79

(8.21)

High Responders:

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WRMT-Word IdentificationWRMT-Word Identification

95

100

105

110

115

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word IdentificationWRMT-Word Identification

100.81

110.47112.62

97.71

105.97

98.47

109.61110.75

103.64102.79

95

100

105

110

115

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word IdentificationWRMT-Word Identification

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 87.93

(13.13)

95.86

(12.73)

97.64

(13.84)

93.71

(11.13)

93.71

(11.14)

96.43

(10.39)

Comparison 86.63

(12.51)

94.00

(13.97)

95.00

(14.52)

89.75

(12.98)

90.38

(9.43)

89.38

(9.81)

Low Responders:

Page 30: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT-Word IdentificationWRMT-Word Identification

85

90

95

100

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

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WRMT-Word IdentificationWRMT-Word Identification

87.93

95.86

97.64

93.71 93.71

96.43

86.63

9495

89.75 90.3889.38

85

90

95

100

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 32: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT-Word IdentificationWRMT-Word Identification

85

90

95

100

105

110

115

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

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WRMT- Passage ComprehensionWRMT- Passage Comprehension

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 91.69

(12.34)

101.97

(9.41)

104.91

(6.92)

96.71

(5.59)

NA 101.91

(6.44)

Comparison 89.71

(11.26)

98.08

(9.41)

102.53

(7.76)

98.45

(6.35)

NA 99.00

(6.54)

High Responders:

Page 34: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT- Passage ComprehensionWRMT- Passage Comprehension

85

90

95

100

105

110

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 35: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT- Passage ComprehensionWRMT- Passage Comprehension

91.69

101.97

104.91

96.71

101.91

89.71

98.08

102.53

98.45 99

85

90

95

100

105

110

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 36: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT- Passage ComprehensionWRMT- Passage Comprehension

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 83.29

(6.78)

87.00

(8.66)

91.43

(11.46)

87.64

(12.46)

93.93

(11.94)

92.00

(11.91)

Comparison 79.43

(8.36)

88.00

(10.54)

89.83

(9.68)

87.13

(8.43)

87.67

(12.46)

88.58

(9.90)

Low Responders:

Page 37: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT- Passage ComprehensionWRMT- Passage Comprehension

75

80

85

90

95

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 38: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT- Passage ComprehensionWRMT- Passage Comprehension

83.29

87

91.43

87.64

93.9392

79.43

8889.83

87.13 87.6788.58

75

80

85

90

95

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 39: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT- Passage ComprehensionWRMT- Passage Comprehension

75

80

85

90

95

100

105

110

Fall 1st grade Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

Page 40: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 95.21

(9.85)

102.74

(13.70)

107.44

(10.89)

92.14

(4.41)

NA NA

Comparison 91.32

(11.56)

100.19

(11.66)

105.31

(10.33)

93.45

(7.51)

NA NA

High Responders:

Page 41: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

90

95

100

105

110

Fall 1st grade Winter 1st GradeSpring 1st Grade Fall 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 42: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

95.21

102.74

107.44

92.1491.32

100.19

105.31

93.45

90

95

100

105

110

Fall 1st grade Winter 1st GradeSpring 1st Grade Fall 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 43: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 75.07

(18.21)

86.14

(15.50)

92.71

(9.32)

84.50

(10.35)

88.43

(12.28)

91.57

(7.88)

Comparison 79.04

(17.05)

91.96

(13.18)

92.83

(12.50)

84.79

(10.86)

85.13

(13.08)

87.08

(10.26)

Low Responders:

Page 44: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

70

75

80

85

90

95

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 45: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

75.07

86.14

92.71

84.5

88.43

91.57

79.04

91.96 92.83

84.79 85.1387.08

70

75

80

85

90

95

Fall 1stgrade

Winter 1stGrade

Spring 1stGrade

Fall 2ndGrade

Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 46: RTI: Distinguishing Reading Problems from Reading Disabilities

WRAT- SpellingWRAT- Spelling

70

75

80

85

90

95

100

105

110

Fall 1st grade Winter 1st GradeSpring 1st Grade Fall 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

Page 47: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment NA 16.26

(8.69)

42.29

(17.15)

42.15

(14.16)

70.18

(20.11)

82.12

(24.17)

Comparison NA 13.00

(6.85)

34.19

(15.14)

34.89

(9.88)

62.39

(19.37)

75.77

(17.51)

High Responders:

Page 48: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

1015202530354045505560657075808590

Winter 1stGrade

Spring 1stGrade

Fall 2nd Grade Winter 2ndGrade

Spring 2ndGrade

Word

s C

orr

ect

Per

Min

ute

Treatment Comparison

Page 49: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

16.26

42.29 42.15

70.18

82.12

13

34.19 34.89

62.39

75.77

1015202530354045505560657075808590

Winter 1stGrade

Spring 1stGrade

Fall 2nd Grade Winter 2ndGrade

Spring 2ndGrade

Word

s C

orr

ect

Per

Min

ute

Treatment Comparison

Page 50: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment NA 6.07

(4.67)

15.86

(7.80)

13.43

(8.84)

29.50

(13.51)

41.57

(20.97)

Comparison NA 4.46

(2.83)

13.17

(6.22)

11.75

(7.59)

26.54

(15.37)

31.79

(19.72)

Low Responders:

Page 51: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

05

101520253035404550

Winter 1stGrade

Spring 1stGrade

Fall 2nd Grade Winter 2ndGrade

Spring 2ndGrade

Word

s C

orr

ect

Per

Min

ute

Treatment Comparison

Page 52: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

6.07

15.8613.43

29.5

41.57

4.46

13.17 11.75

26.5431.79

05

101520253035404550

Winter 1stGrade

Spring 1stGrade

Fall 2nd Grade Winter 2ndGrade

Spring 2ndGrade

Word

s C

orr

ect

Per

Min

ute

Treatment Comparison

Page 53: RTI: Distinguishing Reading Problems from Reading Disabilities

Oral Reading FluencyOral Reading Fluency

05

1015202530354045505560657075808590

Winter 1stGrade

Spring 1stGrade

Fall 2nd Grade Winter 2ndGrade

Spring 2ndGrade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

Page 54: RTI: Distinguishing Reading Problems from Reading Disabilities

Growth Modeling PassagesGrowth Modeling Passages

Spring 1st Grade Spring 2nd Grade

1st Passage

2nd Passage

1st Passage

2nd Passage

Treatment 42.09

(13.52)

44.71

(12.92)

85.21

(24.45)

84.59

(24.89)

Comparison 32.77

(11.78)

34.77

(12.39)

74.93

(12.95)

73.14

(12.09)

Note: Growth modeling passages were the ORF passages developed by Fuchs. Two passages administered at end of 1st, 2nd, and 3rd grades all on 1st grade level

High Responders:

Page 55: RTI: Distinguishing Reading Problems from Reading Disabilities

Growth Modeling PassagesGrowth Modeling Passages

Spring 1st Grade Spring 2nd Grade

1st Passage

2nd Passage

1st Passage

2nd Passage

Treatment 18.57

(12.57)

17.00

(12.31)

49.14

(20.78)

46.07

(17.66)

Comparison 15.21

(8.87)

13.79

(9.13)

35.82

(19.66)

35.71

(19.10)

Note: Growth modeling passages were the ORF passages developed by Fuchs. Two passages administered at end of 1st, 2nd, and 3rd grades all on 1st grade level

Low Responders:

Page 56: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 96.21

(14.30)

96.59

(15.29)

100.88

(14.95)

NA NA 98.29

(19.63)

Comparison 99.24

(14.32)

100.82

(18.38)

103.62

(17.47)

NA NA 100.21

(13.33)

High Responders:

Page 57: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

95

100

105

Fall 1st grade Winter 1st GradeSpring 1st GradeSpring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 58: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

96.21 96.59

100.88

98.2999.24

100.82

103.62

100.21

95

100

105

Fall 1st grade Winter 1st GradeSpring 1st GradeSpring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 59: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 95.29

(14.14)

NA 101.00

(22.38)

91.86

(11.37)

NA 90.43

(16.93)

Comparison 88.96

(17.76)

NA 94.25

(20.28)

86.58

(14.41)

NA 89.79

(13.73)

Low Responders:

Page 60: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

85

90

95

100

105

Fall 1st grade Spring 1st Grade Fall 2nd Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 61: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

95.29

101

91.8690.43

88.96

94.25

86.58

89.79

85

90

95

100

105

Fall 1st grade Spring 1st Grade Fall 2nd Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 62: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

85

90

95

100

105

Fall 1st grade Spring 1st Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

Page 63: RTI: Distinguishing Reading Problems from Reading Disabilities

Social Skills SubscaleSocial Skills Subscale

Subscale sample items include:

Responds appropriately to peer pressure Follows your directions Volunteers to help peers with classroom

tasks Controls temper in conflict situations with

adults

Page 64: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 101.93

(14.33)

105.69

(15.27)

102.35

(15.56)

NA NA 105.74

(14.86)

Comparison 101.21

(12.88)

101.68

(14.25)

99.43

(16.05)

NA NA 97.21

(10.32)

High Responders:

Page 65: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

95

100

105

110

Fall 1st grade Winter 1st GradeSpring 1st GradeSpring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 66: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

101.93

105.69

102.35

105.74

101.21 101.68

99.43

97.21

95

100

105

110

Fall 1st grade Winter 1st GradeSpring 1st GradeSpring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 67: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 103.64

(14.87)

NA 104.93

(14.74)

101.43

(12.08)

NA 106.21

(15.08)

Comparison 107.33

(14.16)

NA 108.38

(17.10)

112.21

(14.36)

NA 109.04

(14.62)

Low Responders:

Page 68: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

95

100

105

110

115

Fall 1st grade Spring 1st Grade Fall 2nd Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 69: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

103.64104.93

101.43

106.21107.33

108.38

112.21

109.04

95

100

105

110

115

Fall 1st grade Spring 1st Grade Fall 2nd Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 70: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

95

100

105

110

Fall 1st grade Spring 1st Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

Page 71: RTI: Distinguishing Reading Problems from Reading Disabilities

Problem Behavior SubscaleProblem Behavior Subscale

Subscale sample items include:

Fights with others Is easily embarrassed Acts impulsively

Page 72: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 87.07

(10.56)

89.38

(8.57)

93.56

(7.66)

NA NA 94.38

(10.19)

Comparison 87.74

(10.64)

88.33

(9.20)

91.33

(9.73)

NA NA 92.93

(8.97)

High Responders:

Page 73: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

85

90

95

Fall 1st grade Winter 1st Grade Spring 1st Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 74: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

87.07

89.38

93.5694.38

87.7488.33

91.33

92.93

85

90

95

Fall 1st grade Winter 1st Grade Spring 1st Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 75: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

Fall 1st

Grade

Winter 1st

Grade

Spring 1st

Grade

Fall 2nd

Grade

Winter 2nd

Grade

Spring 2nd

Grade

Treatment 79.00

(7.07)

NA 79.00

(10.37)

80.14

(7.27)

NA 74.43

(9.91)

Comparison 78.17

(9.46)

NA 77.25

(8.50)

79.42

(7.38)

NA 76.17

(9.73)

Low Responders:

Page 76: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

70

75

80

85

Fall 1st grade Spring 1st Grade Fall 2nd Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 77: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

79 7980.14

74.43

78.1777.25

79.42

76.17

70

75

80

85

Fall 1st grade Spring 1st Grade Fall 2nd Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison

Page 78: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

70

75

80

85

90

95

100

Fall 1st grade Spring 1st Grade Spring 2nd Grade

Mean

Sta

nd

ard

Score

Treatment Comparison Treatment ComparisonLow and High Responders:

Page 79: RTI: Distinguishing Reading Problems from Reading Disabilities

Academic Competence SubscaleAcademic Competence Subscale

Subscale sample items include:

In reading, how does this child compare with other students?

This child’s overall motivation to succeed academically is?

Page 80: RTI: Distinguishing Reading Problems from Reading Disabilities

Gains Per Hour InterventionGains Per Hour Intervention

Word ID Word Attack

Read Comp

High Responders (~25 hrs.)

.23 .16 .29

Low Responders

(~130 hrs.)

.04 .12 .10

Page 81: RTI: Distinguishing Reading Problems from Reading Disabilities

Costs for High and Low RespondersCosts for High and Low Responders

Estimating tutors pay @ $50 per hour (high estimate allows for planning and training)

High Responders: $50 X 25 hours; $50 X 50 hours; divided by # in group (5) = $250 to $500 per child

Low Responders: Cost of Tier II = $500PLUS Tier III $50 per hour X 83 hours divided by 3 = $1400 per child the second year. Tier II ($500) plus Tier III ($1400) = Approximately $1900 per child

Page 82: RTI: Distinguishing Reading Problems from Reading Disabilities

Individual CasesIndividual Cases

0

20

40

60

80

100

Fall 2nd GradeWinter 2nd GradeSpring 2nd Grade

Word

s C

orr

ect

Per

Min

ute

Andrea (Intervention Responder)Juan (Intervention Nonresponder)Nick (Comparison Nonresponder)

Page 83: RTI: Distinguishing Reading Problems from Reading Disabilities

JuanJuan

Hispanic MaleIdentified with autismContinuously in district 1st-3rd gradeReceived Free/Reduced Lunch

Services 1st-3rd gradeMinimal school absences (2-8 days

per year)

Page 84: RTI: Distinguishing Reading Problems from Reading Disabilities

Juan PPVTJuan PPVT

Spring First Grade Fall Third Grade

77 84

Page 85: RTI: Distinguishing Reading Problems from Reading Disabilities

AlitaAlita

Hispanic female Continuously in district 1st-3rd grade

(moved January 2007) Identified as “other health impaired” in

third grade Received free/reduced lunch services

beginning winter of first grade 9 school absences in first grade; 26

absences in second grade

Page 86: RTI: Distinguishing Reading Problems from Reading Disabilities

Alita PPVTAlita PPVT

Spring First Grade Fall Third Grade

78 75

Page 87: RTI: Distinguishing Reading Problems from Reading Disabilities

IsabelIsabel

Hispanic femaleContinuously in district winter of first

grade-3rd gradeIdentified with learning disability in

first gradeReceived free/reduced lunch services

1st-3rd gradeMinimal school absences (2-6 per

year)

Page 88: RTI: Distinguishing Reading Problems from Reading Disabilities

Isabel PPVTIsabel PPVT

Spring First Grade Fall Third Grade

85 80

Page 89: RTI: Distinguishing Reading Problems from Reading Disabilities

Third Grade InterventionThird Grade Intervention (in progress) (in progress)

Daily, 50-minute sessions provided in addition to classroom reading instruction

1:1 instruction provided by tutor hired and trained by research staff

Page 90: RTI: Distinguishing Reading Problems from Reading Disabilities

Third Grade InterventionThird Grade Intervention (in progress) (in progress)

Baseline– Continue with Second Grade

InterventionAlternative Intervention

– Word Work (15-18 min.)– Text Reading (15-20 min.)– Comprehension (10 min.)– Fluency (5-7 min.)

Page 91: RTI: Distinguishing Reading Problems from Reading Disabilities

JuanJuan

Page 92: RTI: Distinguishing Reading Problems from Reading Disabilities

J uan: First Grade Progress Monitoring

0

5

10

15

20

25

30

35

40

45

50

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks

So

un

ds/

Wo

rds C

orr

ect

Per

Min

ute

NWF

ORF

Page 93: RTI: Distinguishing Reading Problems from Reading Disabilities

Juan: Second Grade Oral Reading Fluency

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Weeks

Wor

ds C

orre

ct P

er M

inut

e

1:3 1:1

Page 94: RTI: Distinguishing Reading Problems from Reading Disabilities

Juan: Third Grade Progress Monitoring

0

10

20

30

40

50

60

70

80

90

100

110

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Weeks

Wor

ds C

orre

ct P

er M

inut

e

DORF

Word List

Baseline: Continuation of Second Grade Reading Intervention

Page 95: RTI: Distinguishing Reading Problems from Reading Disabilities

AlitaAlita

Page 96: RTI: Distinguishing Reading Problems from Reading Disabilities

Alita: First Grade Progress Monitoring

0

5

10

15

20

25

30

35

40

45

50

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks

So

un

ds/

Wo

rds C

orr

ect

Per

Min

ute

NWF

ORF

Page 97: RTI: Distinguishing Reading Problems from Reading Disabilities

Alita: Second Grade Oral Reading Fluency

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Weeks

Wor

ds C

orre

ct P

er M

inut

e

1:3 1:1

Page 98: RTI: Distinguishing Reading Problems from Reading Disabilities

Alita: Third Grade Progress Monitoring

0

10

20

30

40

50

60

70

80

90

100

110

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Weeks

Wor

ds C

orre

ct P

er M

inut

e

DORF

Word List

Moved

Baseline: Continuation of Second Grade Reading Intervention

Alternative Intervention

Page 99: RTI: Distinguishing Reading Problems from Reading Disabilities

IsabelIsabel

Page 100: RTI: Distinguishing Reading Problems from Reading Disabilities

Isabel: First Grade Progress Monitoring

0

5

10

15

20

25

30

35

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Weeks

So

un

ds/

Wo

rds C

orr

ect

Per

Min

ute

NWF

ORF

Page 101: RTI: Distinguishing Reading Problems from Reading Disabilities

Isabel: Second Grade Oral Reading Fluency

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Weeks

Wor

ds C

orre

ct P

er M

inut

e

1:3 1:1

Page 102: RTI: Distinguishing Reading Problems from Reading Disabilities

Isabel: Third Grade Progress Monitoring

0

10

20

30

40

50

60

70

80

90

100

110

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Weeks

Wor

ds C

orre

ct P

er M

inut

e

DORF

Word List

Baseline: Continuation of Second Grade Reading

Intervention

Alternative Intervention

Page 103: RTI: Distinguishing Reading Problems from Reading Disabilities

WRMT-R Standard Scores

Student Word ID

Spring 1st

Word ID

Spring 2nd

Word ID

Winter 3rd

Word Attack Spring

1st

Word Attack Spring

2nd

Word Attack Winter

3rd

Pass Comp Spring

1st

Pass Comp Spring

2nd

Pass Comp Winter

3rd

Alita 92 87 -- 108 101 -- 88 88 --

Juan 89 87 99 107 107 110 60 81 96

Isabel 81 77 81 74 82 86 79 67 70

Page 104: RTI: Distinguishing Reading Problems from Reading Disabilities

SSRS Standard Scores

Student Social Skills Spring 1st

Social Skills

Spring 2nd

Problem Behavior Spring 1st

Problem Behavior Spring 2nd

Academic Competence

Spring 1st

Academic Competence Spring 2nd

Alita 122 95 103 112 73 67

Juan 130 84 115 112 74 74

Isabel 89 80 98 95 79 65

Page 105: RTI: Distinguishing Reading Problems from Reading Disabilities

Prevailing QuestionsPrevailing Questions

Tier I is enhanced classroom instruction.

Tier II is 25-50 hours of small group instruction

Tier III is > 125 hours of small group instruction

Page 106: RTI: Distinguishing Reading Problems from Reading Disabilities

Back to the Sp Ed DirectorBack to the Sp Ed Director

“What advice do you have?

p.s.

How do we do RTI?”