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Quick Talk [clear filter]
Thursday, July 26
 

9:45am

To Wait in Tier 1 or Intervene Immediately: Dynamic RTI (SCC 319)
One reason RTI is gaining approval is that the discrepancy model, where students’ reading or math skills had to be seriously weaker than their IQ, meant that intervention could not be provided until students’ skills were seriously behind their peers. Given that prevention is more effective than remediation, early identifica tion instead of “waiting for students to fail” makes a lot of sense. However, even with RTI, some students are watched for a period of time in Tier 1 before they are moved to Tier 2, and they wait again before they are moved to Tier 3. With dynamic RTI, students move immediately to either Tier 2 or Tier 3 depending on their assessed constellation of skills and weaknesses. In our study, To wait in Tier 1 or intervene immediately, we randomly assigned first graders (n = 562) within classrooms (n = 22) to receive traditional RTI or dynamic RTI. The RTI interventions were exactly the same except for the timing of when students were moved to Tier 2 or 3. Tier 1 instruction followed the Open Court curriculum and was conducted for 90 minutes per day. Tier 2 followed a standard protocol, and Tier 3 was individualized.

Results showed that students who received Dynamic RTI made significantly greater gains in reading during first grade than their matched peers who received traditional RTI, with an effect size of 0.36, which is educationally meaningful and represents a 2- to 3-month advantage. Plus, students in Tier 2 and Tier 3 Dynamic RTI made greater gains than did their peers in Traditional RTI Tier 2 and Tier 3. Practical considerations for implementation and the importance of valid and reliable screening of vocabulary and reading will be discussed. Click Here for Session Handouts

Speakers
avatar for Carol Connor

Carol Connor

Chancellor’s Professor in Education, University of California, Irvine
Carol McDonald Connor, Ph.D., CCC-SLP, is a Chancellor’s Professor in Education at University of California, Irvine. Her research investigates individual child differences and the links between children’s language and literacy development with the goal of illuminating reasons... Read More →


Thursday July 26, 2018 9:45am - 10:10am
SCC 319

10:20am

Effective RTI Depends on Effective Tier 1 Instruction (SCC 319)
Effective MTSS, particularly RTI, depends on highly effective Tier 1. When Tier 1 is not effective, too many students are referred unnecessarily to Tier 2 and Tier 3 instruction. The What Works Clearinghouse Practice Guide (2008) recommends that Tier 1 instruction be differentiated (or personalized or individualized) based on students’ assessed skills. In this presentation, we will discuss the Assessment-2-Instruction (A2i) technology, which is a professional support technology designed to support teachers’ ability to differentiate kindergarten through third grade Tier 1 literacy instruction. A2i includes integrated online and adaptive assessments for screening and progress monitoring of vocabulary, decoding, and comprehension. These assessments (and others that schools might use, like DIBELS), are used in the A2i algorithms to recommend amounts of four types of literacy instruction – both code-focused and meaning-focused. There are also algorithms that recommend student flexible learning groups (although teachers can change groupings), lesson planning tools, and online PD resources. Results of randomized controlled trials show that students in A2i classrooms make greater gains in reading (kindergarten through 3rd grade) than do students in classrooms where teachers received PD but not A2i. The presentation will discuss how A2i works, how teachers implement data-informed individualized instruction in their classrooms and the benefits to students in literacy and self-regulation gains.  Click Here for Session Handouts

Speakers
avatar for Carol Connor

Carol Connor

Chancellor’s Professor in Education, University of California, Irvine
Carol McDonald Connor, Ph.D., CCC-SLP, is a Chancellor’s Professor in Education at University of California, Irvine. Her research investigates individual child differences and the links between children’s language and literacy development with the goal of illuminating reasons... Read More →


Thursday July 26, 2018 10:20am - 10:45am
SCC 319

10:20am

Implementing a Multi-Tiered Framework in Your Pre-K, TK, and Kindergarten Classroom (SCC 311)
Did you know that there are strategies specifically designed for Early Childhood teachers to implement a Multi-Tiered System of Support in their classrooms? During this quick talk, we will explore the Teaching Pyramid Model and its alignment with the California MTSS framework. Come learn about this model and how it can transform your classroom!  Click Here for Session Handouts

Speakers
avatar for Carly Bedard

Carly Bedard

Project Liaison, Orange County Department of Education
Carly is a Project Liaison at the Orange County Department of Education.  She has over 19 years experience in the field of Early Childhood Education. She holds a Bachelor’s degree in Child and Adolescent Studies as well as a Master’s degree in Education with an emphasis in Early... Read More →
avatar for Catherine Darker

Catherine Darker

Project Liaison, Orange County Department of Education
Catherine is a Project Liaison at the Orange County Department of Education and an adjunct professor for Brandman University. She has over 20 years experience in the field of Early Childhood Education. She holds a Bachelor’s degree in Child and Family Development as well as a Master’s... Read More →


Thursday July 26, 2018 10:20am - 10:45am
SCC 311
 


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