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Tiers of Intervention in K-3

Tiers of Intervention in K-3. Responsiveness-to-Intervention Symposium December 4-5, 2003 • Kansas City, Missouri

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Tiers of Intervention in K-3

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  1. Tiers of Intervention in K-3 Responsiveness-to-Intervention Symposium December 4-5, 2003 • Kansas City, Missouri The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt University and the University of Kansas, sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues. The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education. When citing materials presented during the symposium, please use the following: “O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.” Rollanda O’Connor Deborah Fulmer, Kristin Harty University of Pittsburgh

  2. A “Fact” that Shifted Thinking About Reading Intervention Phonemic awareness is more strongly associated with reading achievement at the end of first grade than IQ, vocabulary, or SES of the family. • Share, Jorm, et al (1984; 1986) • Juel (1988) • Perfetti, Beck, Bell & Hughes (1988) O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  3. Prediction Efforts • Catch 20-40% • Recommendations • Consider early intervention interfaced with measures sensitive to growth in prereading and real reading skill • Keep intervention flexible to release children mistakenly caught in the RD net O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  4. Moving from Research to Practice We can intervene directly (1:1; 3:1), but it is costly. Can we teach classroom teachers to intervene? O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  5. Increasing the Intensity of Intervention A layered model of intervention: • PD for teachers • Measurement of children • Feedback to teachers on children’s progress • Additional intervention for children below average • Flexible movement across groups and conditions O’Connor (2000) O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  6. Results for K-1 O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  7. Longitudinal Intervention 4 year, K-3 Model Demonstration Research Layers of Intervention (1999-2003) Seeking additive effects: • Control (2nd-3rd graders and their teachers) • PD (Professional Development for the teachers who were in the control group the previous year) • PD + Direct intervention with children Funded by the U.S. Department of Education, OSEP O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  8. Questions: • What do teachers implement from PD? • How does PD affect reading achievement? • Who needs more intensive instruction? • For how long? • How does a schoolwide EI model: • Affect achievement across student groups? • Affect identification rates for special education? O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  9. Design 2 schools • 16 classrooms (~100 per grade) • 4 K • 3 Gr 1 • 1 Gr 1-2 • 3 Gr 2 • 3 Gr 3 • 2 Gr 3-4 • Historical control groups (Grade 2-3) O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  10. Conditions Across Years O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  11. Professional Development Content3 full days, both schools • K-1 • Phonemic awareness, letters & sounds, decoding, measurement • Gr 2 • Decoding, fluency, vocabulary, measurement • Gr 3 • Word analysis, vocabulary, fluency, comprehension, measurement O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  12. Professional Development Content4 2-hour sessions by school • Discussion of observations • Data on class lists • Suggestions and additional instructional activities • In PD+Intervention: intervention plans, activities, schedules O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  13. Measurement for All Children September, January, May: • K: Segmenting,rapid letter names, letter sounds • Gr 1: K measures for children below benchmarks, WRMT, Fluency in January • Gr 2-3: WRMT, Fluency Children > .5 above norms skipped Jan. tests Children > .5 below norms measured monthly on progress measures O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  14. Direct Intervention in K In January (31 children, 10-15 min groups, 3 x/week) • < 15 letters • < 10 phonemes • Focus on segmenting, letter names & sounds, and segment-to-spell with known letter sounds End of K: 9 children caught up, stayed up through Gr 3 2 caught up, fell behind by Jan. of Gr 1 O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  15. Direct Intervention, Grade 1 • In September, 18 children .5 sd below norms on WRMT (from K intervention group) • Focus: Short vowels, decodable sentences, decodable texts (20-25 min/3 per week, 3-4/group) • January: 2 caught up and stayed up • 2 from “released” K group rejoined • 2 “new” students identified • 8 of the 22 moved to Tier 3: 5 days per week, 2/group • March: 3 more caught up and stayed up • 3 more join Tier 3 (all future LD in Tier 3) O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  16. In and Out of Intervention O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  17. Classroom Instructional Changes • K began letter/sound instruction 1-3 months earlier • Shift from 1st sound to all sounds in words • Added a letter manipulation center • Gr 1 formed 2-3 reading groups • Short vowel emphasis September-October • Large group modeled blending to decode • Gr 2-3 grouped for instruction in all but 2 classes • Oral reading fluency 2 or more times/week • Multi-syllable word strategies O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  18. Results (End of Gr 3) • All Students • PD > Control on WRMT-R & Fluency (not PPVT) • ES for Word ID, Wd ATT, Comp, Fluency = .2, .3, .3, .5 • Children At-Risk • PD > Control in Wd ATT, Comp, Fluency • ES for Wd ATT, Comp, Fluency = .5, .3, .4 • PD+ > Control on all reading measures • ES for Word ID, Wd ATT, Comp, Fluency = .4, .7, .5, .5 O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  19. Children with Disabilities in Gr 3 • Rates of placement in Special Education • 15% in Control • 12% in Professional Development only • 8% in PD+Direct Intervention O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  20. Special Education Outcomes, Gr 3 O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  21. Changes in 3rd Grade Reading O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  22. Conclusions • Enhanced teaching + intervention increased reading performance for children overall, and for children with disabilities • We made only small decreases in “ the gap,” because typical performance rose .5 sd • Reading rate more difficult to “fix” than skills O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

  23. Lingering Issues • Identification appeared to hinge on developmental reading stages • Children “fixed” at one stage can still be at risk • Placement rates could rise in the intermediate grades O’Connor, R., Fulmer, D., & Harty, K. (2003, December). Tiers of intervention in K - 3. Paper presented at the National Research Center on Learning Disabilities Responsiveness-to-Intervention Symposium, Kansas City, MO.

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