Response%20to%20Intervention

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Response to Intervention

• Emily Blake
• Cherie Vannatter

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• 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?
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Tiers of Intervention in Kindergarten Through
Third GradeRollanda OConnor, 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

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2 schools, 20 Teachers, 100 students per grade
level(Kindergarten to Third Grade)

• Reading Development including
• Decoding
• Word Identification
• Fluency
• Reading Comprehension

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(No Transcript)
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• 15 down to 8

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Best Practices

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

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Difficulties Schools Face

• Time
• Shifting role of personnel
• Collaboration and strong communication
• Ongoing professional development
• Personnel changing from year to year

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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

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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.

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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?

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Positive Behavior Support (PBS)

• Reduce and eliminate inappropriate behaviors
• FBA BIP
• General education students as well as special
  education students

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References

• OConnor, 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.

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• 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.