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Progress Monitoring and Goal Writing

Progress Monitoring and Goal Writing. Section 1 : Why RTI Is So Important. How do we know RTI really works?. 25-30 YEARS OF RESEARCH, DEVELOPMENT, AND USE IN THE CLASSROOM. RESEARCH HAS SHOWN THAT IT WORKS WITH MANY STUDENTS WHO HAVE SEVERE READING DISABILITIES ….

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Progress Monitoring and Goal Writing

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  1. Progress Monitoring and Goal Writing Section 1: Why RTI Is So Important

  2. How do we know RTI really works? 25-30 YEARS OF RESEARCH, DEVELOPMENT, AND USE IN THE CLASSROOM

  3. RESEARCH HAS SHOWN THAT IT WORKS WITH MANY STUDENTS WHO HAVESEVERE READING DISABILITIES…

  4. One study conducted in Florida during the mid 1990’s… 60 CHILDREN BETWEEN THE AGES OF 8 AND 10 RECEIVING SPECIAL EDUCATION SERVICES FOR AN AVERAGE OF 16 MONTHS RECEIVED 67.5 HOURS OF ONE-ON-ONE INSTRUCTION, 2 HOURS PER DAY FOR 8 WEEKS PROGRESS WAS FOLLOWED FOR TWO YEARS AFTER INTERVENTION

  5. Growth in Total Reading Skill Before, During, and Following Intensive Intervention 95 90 Standard Score 85 LIPS EP 80 75 P-Pretest Pre Post 1 year 2 year FLORIDA CENTER FOR READING RESEARCH (fcrr.org)

  6. WE KNOW IT WORKS… AND IT HELPS US SOLVE A BIG PROBLEM.

  7. Children enter school with widely discrepantlanguage/literacy experiences... • Literacy: 10,000 hours of exposure to print versus 10 • Language: 2,153 words versus 616 words heard per hour • Confidence Building: 32 affirmations/5 prohibitions per hour versus 5 affirmations/11 prohibitions per hour

  8. Consequences of getting off to a slow start in reading… First Grade: Average number of words read per reading session Biemiller, 1977-78

  9. Fifth Grade Reading Practice… • A student at the 10th percentile reads about 60,000 words per year • A student at the 50th percentile reads about 900,000 words per year • Average students receive about 15 times as much reading practice per year

  10. Diagnosing Specific Learning Disabilities: cognitive and achievement tests substantial gap between higher IQ and lower achievement scores AND ANOTHER BIG PROBLEM… • “Test-Score Discrepancy Model” • ‘severe discrepancy’ = Specific Learning Disability (SLD)

  11. What we end up with… Slow Learners who don’t exhibit a severe discrepancy but need lots of extra help and can’t get it (a.k.a., “DROP OUTS”) Ineligible for SPED Up to half of the students identified as Learning Disabled in Reading really aren’t disabled. They started out behind and couldn’t catch up.

  12. Why is Progress Monitoring Important? • How do we know if a student is making adequate progress? • (In other words… • How well are they doing now? • How well should they be doing? • Are they making progress toward that goal?) ?

  13. We can’t tell how they’re doing unless we know where they need to go.

  14. We can’t help them reach their goal if we don’t monitor progress and “fine tune” our intervention. The RTI team must meet on a regular basis to make the intervention process effective. RTI team meets, reviews progress, and modifies intervention

  15. With regular monitoring and changes to intervention, we make it possible for students to meet their goals. This is the only way the gap between low performers and average performers can be closed.

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