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Completing Your Masters Degree

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Title: Completing Your Masters Degree Author: Ann Fullerton Last modified by: Sheldon Loman Document presentation format: On-screen Show (4:3) Other titles – PowerPoint PPT presentation

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Title: Completing Your Masters Degree


1
Overview of RTI Masters Project
Department of Special Education Portland State
University
2
RTI Masters Project
  • Overview of RTI Project
  • Selecting an area of interest
  • Sample data from practice
  • Next steps

3
Overview RTI Reading
  • Work with Dr. Amanda Sanford and Dr. Julie
    Esparza Brown
  • Target students with reading IEPs and English
    Learners in the Response to Intervention (RTI)
    framework
  • Assess and diagnos students instructional needs
  • Develop and implement a targeted reading support
    plan
  • Develop expertise as RTI team leader

4
Overview RTI Masters Project
  • Courses offered in winter and spring, with an
    option to begin lit review in summer or fall
  • Select from the team options provided or
    brainstorm with a team about additional options
  • Early in the process (winter term or before), you
    will complete an IRB application, literature
    review, and write the method of the project with
    team
  • During winter and spring terms you will collect
    your data, analyze the data, and write up the
    results with your team

5
Selecting an area of interest
  • RTI Els (in collaboration with Dr. Brown)
  • RTI tech tools (in collaboration with Dr.
    Sennott)
  • Conduct literature review on what works for RTI
    with English learners
  • Design and implement a single subject research
    study with your team
  • Multiple Baseline
  • Alternating Treatment
  • Reversal
  • Implement the intervention with your students and
    measure outcome
  • Conduct literature review on effective
    instructional design principles for content area
  • Create a tool to evaluate the presence of
    effective instructional design principles
  • Identify technology tools, family resources,
    student resources and evaluate them for the
    presence of design elements

6
Sample data from practice
  • Research questions
  • Literature review
  • Participants in school intervention
  • School based intervention design results
  • Limitations
  • Next steps

7
Research questions
  • Can PLUSS instructional adaptations be
    implemented in a typical school setting?
  • What are the effects of adding the PLUSS
    instructional modifications to an evidence-based
    reading intervention for English learners who are
    identified as needing additional support in
    reading on reading

8
Literature review
  • English Learners (ELs) in public schools rose
    from 4.7 to 11.2 million between 1980 and 2009
    (NCES, 2011)
  • Significant gap between performance on ELs and
    non-El students in reading (NAEP, 2010)
  • 4th grade 36 point gap
  • 8th grade 47 point gap
  • 12th grade 50 point gap

9
Literature review
  • ELs face dual cognitive load of learning language
    and content (Goldenburg, 2008)
  • Currently we have
  • interventions for ELs (SIOP, SDAIE) in general
    education
  • Research based interventions for students
    struggling in reading
  • There is a gap in research to practice in
    systematically applying what works for ELs who
    also have disabilities or struggle with reading

10
Literature review
  • PLUSS is a model designed to overlay research
    based interventions to address the unique
    instructional needs of ELs (Sanford, Brown, and
    Turner, 2013)
  • PLUSS stands for
  • Pre-teaching language, vocabulary, and priming
    background knowledge
  • Language use and modeling
  • Using visuals and graphic organizers
  • Systematic and Explicit instruction
  • Strategic use of native language and teaching for
    transfer

11
Participants from intervention
  • Permission from parents granted to use this
    information for educational purposes (but not
    research purposes at this point)
  • Utilized a single subject reversal design
  • 2 students who were English Learners and also
    needed additional support in reading
  • Rosa 2nd grade, 7 year old female who spoke
    Spanish, English, and Mandarin
  • Dorotea 3rd grade, 8 year old female who spoke
    Spanish, English, and Mandarin

12
Results of school-based intervention
Rosa
Research based intervention
Research based intervention
Research based intervention including PLUSS
13
Results of school-based intervention
Rosa
Research based intervention including PLUSS
Research based intervention including PLUSS
Research based intervention
Research based intervention
14
Results of school-based intervention
Dorotea
Research based intervention including PLUSS
Research based intervention
Research based intervention
15
Results of school-based intervention
Dorotea
Research based intervention including PLUSS
Research based intervention including PLUSS
Research based intervention
Research based intervention
Words Read Correctly per Minute
Percent Accuracy
Errors
16
Limitations
  • Conducting a more rigorous research study may
    allow data to be published and used to inform the
    field
  • The following would strengthen study and
    conclusions that could be drawn
  • More data points in each phase
  • Fidelity measure that involve an independent
    observer
  • Independence of participants so intervention
    could be adjusted based on unique individual
    needs
  • Interobserver agreement procedure

17
Next steps
  • This study could be strengthened with YOUR help!
  • Notify me of your interest in either research
    study
  • Begin literature review including readings on one
    of the following
  • ELs
  • Effective instruction for English Learners
  • Single subject research design
  • OR
  • Tech tools and resources and effective
    instructional design princples

18
RTI Masters Project Next Steps
  • Identify area of interest in the project
  • Communicate with me your area of interest and I
    can provide some support in guiding your
    literature review
  • Conduct a literature review as part of your 596
    coursework
  • Connect with me or Dr. Loman with any questions
    (asanford_at_pdx.edu)

19
Remember You Need to Choose and Apply to Join a
Masters Project Group
  • The SPED 597 course and the SPED 506 course are
    taught by same faculty member focused on a topic
    and project.

20
How to Apply for These Projects
  • Complete application describing your
  • Project preference and interest
  • Qualifications and skills
  • Current occupation and access to schools
  • Register for and take SPED 596 Research in
    Special Education (3 cr) in Summer 2014 Session
    1 (81269) or Session 2 (81270)

21
Technology and Education
  • You can serve individuals with a diverse set of
    disabilities autism, communication disorders,
    physical disabilities, learning disabilities
  • You will combine new technology and effective
    practice to create positive results
  • Discover important principles of technology
    integration

Dr. Samuel Sennott
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