RTI: Distinguishing Reading Problems from Reading Disabilities
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Transcript of RTI: Distinguishing Reading Problems from Reading Disabilities
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RTI: Distinguishing Reading RTI: Distinguishing Reading Problems from Reading DisabilitiesProblems from Reading Disabilities
University of Texas
Sharon Vaughn
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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.”
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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:
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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
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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:
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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
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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
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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 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:
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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
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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
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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:
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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:
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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
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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
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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:
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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
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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
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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:
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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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/48.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/49.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/50.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/51.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/52.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/53.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/54.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/55.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/56.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/57.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/58.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/59.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/60.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/61.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/62.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/63.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/64.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/65.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/66.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/67.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/68.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/69.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/70.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/71.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/72.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/73.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/74.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/75.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/76.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/77.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/78.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/79.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/80.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/81.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/82.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/83.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/84.jpg)
Juan PPVTJuan PPVT
Spring First Grade Fall Third Grade
77 84
![Page 85: RTI: Distinguishing Reading Problems from Reading Disabilities](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/85.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/86.jpg)
Alita PPVTAlita PPVT
Spring First Grade Fall Third Grade
78 75
![Page 87: RTI: Distinguishing Reading Problems from Reading Disabilities](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/87.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/88.jpg)
Isabel PPVTIsabel PPVT
Spring First Grade Fall Third Grade
85 80
![Page 89: RTI: Distinguishing Reading Problems from Reading Disabilities](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/89.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/90.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/91.jpg)
JuanJuan
![Page 92: RTI: Distinguishing Reading Problems from Reading Disabilities](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/92.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/93.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/94.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/95.jpg)
AlitaAlita
![Page 96: RTI: Distinguishing Reading Problems from Reading Disabilities](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/96.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/97.jpg)
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](https://reader031.fdocuments.us/reader031/viewer/2022012922/568144e3550346895db1b2f1/html5/thumbnails/98.jpg)
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
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IsabelIsabel
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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
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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
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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
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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
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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
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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
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Back to the Sp Ed DirectorBack to the Sp Ed Director
“What advice do you have?
p.s.
How do we do RTI?”