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Response to Intervention

Response to Intervention. Emily Blake Cherie Vannatter. Too many students eligible as Learning Disabled IQ/Achievement discrepancy often inconsistent from school to school IDEA allows Response to Intervention to identify LD students RTI

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Response to Intervention

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  1. Response to Intervention Emily Blake Cherie Vannatter

  2. Too many students eligible as Learning Disabled IQ/Achievement discrepancy often inconsistent from school to school IDEA allows Response to Intervention to identify LD students RTI Multi-tiered instructional services (increased intensity with each tier) Scientifically based interventions Regularly monitored Customized to meet individual needs Will RTI reduce the number of students found eligible for special education programs and services?

  3. “Tiers of Intervention in Kindergarten Through Third Grade”Rollanda O’Connor, Kristen Harty & Deborah Fulmer • Tier 1 - Professional Development • Tier 2 - Small Group (2-3 students), 10-15 minutes, 3 days/week • Tier 3 - Individual or group of 2, 30 minutes, 5 days/week

  4. 2 schools, 20 Teachers, 100 students per grade level(Kindergarten to Third Grade) Reading Development including: • Decoding • Word Identification • Fluency • Reading Comprehension

  5. 15% down to 8%

  6. Best Practices • Multi-tiered instruction • Evaluation of model • Data-based improvement plan Q. How? A. Workable schedule for instruction

  7. Difficulties Schools Face • Time • Shifting role of personnel • Collaboration and strong communication • Ongoing professional development • Personnel changing from year to year

  8. RTI Behavior StudyDouglas Cheney, Andrea Flower, Tran Templeton • Purpose: Improve student performance on classroom and school-wide expectations • Who: 1st – 3rd graders (full time paraprofessional) • When: October 2005-June 2007 • What: Check in, DPR, visits, check out

  9. Study Results • 67% of the students were responders to the behavior intervention. • 91% of those responders were not identified for special education. • Overall, it reduced at-risk status and assisted in prevention of developing emotional/behavioral disabilities.

  10. Responsible Thinking Process (RTP) • Perceptual Control Theory • What actions are you showing and how does it relate to your values and priorities? • What do you want to achieve and how can you reach your goal while respecting others?

  11. Positive Behavior Support (PBS) • Reduce and eliminate inappropriate behaviors • FBA & BIP • General education students as well as special education students

  12. References O’Connor, R.E., Harty, K.R., & Fulmer, D. (2005). Tiers of intervention in kindergarten through third grade. Journal of Learning Disabilities, 38, 532-538. Shapiro, E.S. (n.d.). Tiered instruction and intervention in a response- to- intervention model. Retrieved May 9, 2009 from http://www.rtinetwork.org. Smith, J.L.M., Fien, H., Basaraba, D., & Travers, P. (2009). Planning, evaluating, and improving tiers of support in beginning reading. Teaching Exceptional Children, 41 (5), 16-22.

  13. Cheney, D., Flower, A., Templeton, T. (2008). Applying response to intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108-126. Retrieved May 9, 2009 from SAGE. De Jong, T. (2005). A framework of principles and best practice for managing student behaviour in the australian education context. School Psychology International, 26, 353-370. Retrieved May 31, 2009 from SAGE. Sharma, R., Singh, S., Geromette, J. (2008). Positive behavior support strategies for young children with severe disruptive behavior. Journal of International Association of Special Education, 9, no 1. Retrieved May 9, 2009 from Wilson Web.

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