Response to Intervention (Rti): In Indian Context

Copyright © 2017 by Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore, India.

                 ISBN:                       Softcover                           978-1-5434-6523-5

                                                  eBook                                978-1-5434-6524-2

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Rev. date: 12/15/2017

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Contents

Foreword

Acknowledgement

About the Book

About the Editor

About the Authors

1   Response to Intervention - An Overview

Premavathy Vijayan and G.Victoria Naomi

1.1     Historical Roots of RTI

1.2     RTI Definition

1.3     Curriculum Based Measurement (CBM)

1.4     Universal Screening

1.5     Tiered Instruction

1.5.1     Tier 1 Instruction

1.5.2     Tier 2 Instruction

1.5.3     Tier 3 Instruction

1.6     Major Components in RTI

1.6.1     Response to Intervention for Reading

1.6.2     Response to Intervention for Early Mathematics

1.7     Data-Based Decision Making

1.8     The Role of Special Education

1.9     Challenges of Response to Intervention

References

2   Response to Intervention in Indian Context

G.Victoria Naomi and Premavathy Vijayan

2.1     Simplified Activity Based Learning (SABL) Curriculum

2.2     Selection of Schools for RTI Approach: Rationale

2.3     Preparation of Measurement Tools: Curriculum Based Measurement

2.4     Curriculum Based Measurement for English Reading Probes

2.4.1     Letter Naming Fluency Probe

2.4.2     High Frequency Word (HFW) Probe

2.4.3     Oral Reading Fluency (ORF) Probe

2.4.4     English Reading Passage with Maze

2.5     Curriculum Based Measurement for Mathematics

2.5.1     Curriculum Based Measurement for Math Concept & Application

2.5.2     Curriculum Based Measurement for Math Computation

2.6     Curriculum Based Measurement for Tamil Reading (Tamil: Regional Language)

2.7     Validation of Curriculum Based Measurement (Pre-Pilot Data Collection)

2.8     Administering & Scoring Reading Probes

2.9     Administering & Scoring of CBM Maze Probes

2.10   Administering & Scoring CBM Math Probes for Concept & Application - Individual Measure

2.10.1   Instruction to the Examiner before Test

2.10.2   Instruction during Test

2.11   Administering & Scoring Math Concept & Application - Group Measure

2.11.1   Instruction to the Assesser before the Test

2.11.2   Instruction during Test

2.12   Administering & Scoring Math Computation - Group Measure

2.12.1   Instruction to the Examiner before the Test

2.13   Universal Screening: Indian Schools

2.14   Universal Screening

2.14.1   Data Collection Procedure in the Selected Indian Schools

2.14.2   Grouping Students for Intervention in the Project

2.15   Tiered Instruction

2.15.1   Tier 1: The Whole Class

2.15.2   Tier 2: Small Group Interventions

2.15.3   Tier 3: Intensive Interventions

2.16   Progress Monitoring and Data Based Decision Making

2.17   Data Meeting

2.17.1   Tier 1 Analysis

2.17.2   Tier 2 Analysis

2.17.3   Tier 3 Analysis

Reference

3   Teaching English Reading through Response to Intervention

R.Shanthi and M.Revathi

3.1     Phases of Reading development in typically Developing Children

3.2     English Teaching in Indian Schools

3.3     Major Language Learning Barriers

3.3.1     Excessive Use of Mother Language

3.3.2     Lack of Oral Communication

3.3.3     Lack of Grammar Integration in the Learning Process

3.3.4     Lack of using Teaching-Learning aids

3.3.5     Lack of Practice and Learning Environment

3.4     Rationale for Implementing RTI English Reading intervention in Indian Schools

3.5     Research Support for RTI English Reading Intervention

3.6     Reading Development Profile

3.7     RTI for English Reading

3.8     Intensity of Tier II and Tier III Intervention

3.9     Method adopted for RTI English Reading Intervention

3.9.1     Differentiated Instruction

3.9.2     Phonetic Awareness

3.9.3     Sight Word Recognition

3.9.4     Fluency

3.9.5     Comprehension

3.10   Preparation of Lesson Plan and Materials for Intervention

3.11   Teaching English Reading

3.11.1   Lesson Plan 1

3.11.2   Lesson Plan 2

3.11.3   Lesson Plan 3

References

4   Mathematics Instruction in RTI: Indian Context

R.Nagomi Ruth, M.Revathi and T.Gomathi

4.1     Research Findings

4.2     Steps in an Explicit or Direct Instruction Lesson

4.2.1     Orientation to the Lesson

4.2.2     Initial Instruction

4.2.3     Teacher-Guided Practice

4.2.4     Independent Practice

4.2.5     Check

4.2.6     Reteach

4.3     Lesson Plan

4.4     Peer Tutoring

4.5     Intervention using Peer tutoring

4.5.1     Intervention Steps

4.5.2     Complete the Tutoring Activity

4.5.3     Monitor Student Performance

4.6     Error Analysis

References

5   RTI in Indian Context: Evidence Based Research

Premavathy Vijayan, G.Victoria Naomi, R.Shanthi, R.Nagomi Ruth and M.Revathi

5.1     Result: 1 Grouping Students in to Tiered Instruction

5.2     Result 2: English Reading Ability (Grade III to V)

5.3     Result 3: English Reading Ability (Grade IV)

5.4     Result 4: English Reading Ability (Grade V)

5.5     Result 5-7: Split - plot repeated measures ANOVA for CBM English Reading

5.6     Results 8-10: Math Computation

5.6.1     Result 8: Math Computation ability of Grade III

5.6.2     Result 9: CBM Math Computation - Grade IV

5.6.3     Result 10: CBM Math Computation - Grade V

5.7     Results: 11-13: Split-plot repeated measures ANOVA for CBM

5.8     Results 14 -17 English Reading Ability – Phase II Intervention

5.8.1     Result 14: Testing Wise Mean, SD and t value for Oral Reading Fluency of Grade III Students (Phase II Intervention)

5.8.2     Result 15: Testing Wise Mean, SD and t value for Oral Reading Fluency of Grade IV Students (Phase II Intervention)

5.8.3     Result 16: Testing Wise Mean, SD and t value for Math Concept & Application and Computation of Grade III Students (Phase II Intervention)

5.8.4     Result 17: Testing Wise Mean, SD and t value for Math Concept & Application and Computation of Grade IV Students (Phase II Intervention)

5.9     Result 18: Progress Monitoring: Grade IV Tier 3 students of Experimental School

5.10   Result 19: Progress Monitoring: Grade III Tier 3 students of Experimental School 2

5.11   Result 20: Progress Monitoring: Grade III Tier 3 students of Experimental School 1

5.12   RTI has impact on School Attendance of Students

5.12.1   Result 21: Percentage Analysis on Absenteeism of Experimental School 1

5.12.2   Result 22: Percentage Analysis on Absenteeism of Experimental School 2

5.13   Discussion

Reference

Glossary

Foreword

Response to Intervention (RTI) has exploded in the field of elementary education over the past two decades in the United States. For the first time in India, RTI has been implemented in the Public schools in Coimbatore in the State of Tamil Nadu adapting the US model. In the two Indian schools where RTI was piloted, RTI has slowly begun to change the school culture around assessment in a way that no other initiatives were able to do successfully.

Universal screening which is a new concept in India enabled students who need help with learning to read and proficient in mathematics.

RTI emphasizes using assessments to provide instruction in reading and mathematics. This book presents an overview of RTI in Indian context, assessment procedures, preparation of curriculum based measurement, teaching reading and math concepts and the outcomes of the pilot project.

I believe this book can help educators in developing countries to adopt the model and help implement an era of RTI in elementary schools in India and developing countries.

Dr. Premavathy Vijayan

Vice Chancellor

Avinashilingam Institute for Home Science and Higher Education for Women

Coimbatore

Tamil Nadu-India

Acknowledgement

This Indo-US project consumed enormous amount of work, insight and dedication. First of all we are thankful to the United States India Educational Foundation (USIEF) for the financial support to execute this Research Project. We would like to thank the University Grants Commission, New Delhi for allocating the fund and providing necessary guidance concerning the project implementation.

We are grateful to the authorities of the Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore, Tamil Nadu which was the Lead institute and the authorities of the Institute of Community Integration, University of Minnesota, USA, the partner institute, for their cooperation, encouragement and provision of infrastructural facilities.

We would like to express our sincere thanks to our research partners Dr.Brian Abery and Dr.Renata Ticha and the US team for their technical support. Without their superior knowledge and experience, the project would not have been completed with the desired outcomes.

We owe our gratitude to the Educational Officers, teachers and students involved in the Project.

We acknowledge with gratitude the contribution made by the authors in the book.

Our sincere thanks to Mrs.Lydia Michael for her Computer assistance.

About the Book

The Book entitled Response To Intervention in Indian Context (RTI) is the outcome of the research on Response To Intervention (RTI) in Indian Schools.

Chapter 1 gives an overview of RTI, its historical roots and the major components of RTI model.

Chapter 2 portrays the RTI model implemented in Indian Schools. It details the development of measures based on curriculum for assessment of reading and math ability.

Chapter 3 and 4 describe the English Reading and Math instruction in RTI in Indian Context with Illustration.

Chapter 5 highlights the effect of RTI on Reading and Math emerged out of