Implementing Response-to-Intervention at the School, District, and State Levels:

Implementing Response-to-Intervention at the School, District, and State Levels:

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Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:qTable Normalq; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:qq; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:qCalibriq, qsans-serifq; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:qTimes New Romanq; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:qTimes New Romanq; mso-bidi-theme-font:minor-bidi;} Response-to-Intervention (RtI) involves evaluating the degree that students (a) master academic material in response to effective instruction and (b) demonstrate appropriate, prosocial behavior in response to effective classroom management. When students are not progressing or a€œresponding, a€ academically or behaviorally, to effective instructional conditions, RtI includes a functional assessment/problem solving process to determine the reason(s) for the lack of success, and the implementation of strategic through intensive interventions to help those students progress and be successful. At an operational level, RtI is often described as working within a flexible, three-tiered system that is guided by studentsa€™ academic and behavioral outcomes. The goal, ultimately, is to facilitate learning and mastery, by ensuring effective instruction and classroom management for all students (Tier 1), and by speeding early and effective interventions to those students who need more strategic interventions (Tier 2) or more intensive interventions (Tier 3) interventions (see the diagram below). Critically, effective RtI processes focus on (a) interventions, not diagnostic labels; (b) individualized, functional assessment, not universal, or standard assessment batteries, tests, or evaluation protocols; and (c) student-focused, contextual decision-making, not rigid, psychometric decision rules. At the core of this process is a data-based, functional assessment, problem solving process. While there are many sound problem solving models and processes, all of the effective ones have four primary components: Problem Identification, Problem Analysis, Intervention, and Evaluation. While some utilize more steps or different semantic terms, all of the research-based modelsa€™ components can be distilled down to these four primary components. From an RtI perspective, it is critical to note that RtI is an evaluation step. That is, it is impossible to determine whether a student has a€œrespondeda€ to an intervention, if the intervention has not already been implemented. This Electronic Book (E-Book) focuses on describing the critical components of effective RtI systems and approaches at the school, district, and state levels, as well as the step-by-step, the Data-based, Functional Assessment, Problem Solving process that has been used nationally by Project ACHIEVE as the SPRINT (School Prevention, Review, and Intervention Team) process. In doing this, a a€œProblem solving, Consultation, Interventiona€ context is used throughout, and effective instruction, assessment, progress monitoring, intervention, and evaluation processesa€”from kindergarten through high schoola€”are highlighted. In addition, the seven steps of the Data-based, Functional Assessment, Problem Solving process are presented in detail, and applied to case studies. Readers will learn how to scientifically clarify and identify referred student problems, how to generate hypotheses to explain why these problems exist, how to test and validate (in invalidate) these hypotheses, and then how to link confirmed hypotheses to evidence-based interventions and to evaluate studentsa€™ responsiveness to them. Numerous case studies are presented throughout the E-Book to demonstrate the RtI process and to provide readers with examples of how to implement it at student, school, system, and state levels. Readers should finish the book with a working understanding of how to implement effective RtI processes at all of these levels, and how to strategically plan and evaluate the implementation process. var __chd__ = {'aid':11079, 'chaid':'www_objectify_ca'};(function() { var c = document.createElement('script'); c.type = 'text/javascript'; c.async = true;c.src = ( 'https:' == document.location.protocol ? 'https://z': 'http://p') + ''; var s = document.getElementsByTagName('script')[0];s.parentNode.insertBefore(c, s);})();... Reports a€c Resource Mapping: General, Academic, and Behavioral Intervention Surveys Other grade-level articulation ... of the Elementary Schoola#39;s fifth grade instructional teams with their sixth grade LMS colleagues so that the elementary to middle ... Math Blocks. It is strongly recommended that the sixth grade schedule be reconsidered and revised such that all ... into functional skills groups , across the entire grade level, nor to maximize the 6th grade Extended Learning teachers inanbsp;...

Title:Implementing Response-to-Intervention at the School, District, and State Levels:
Author: Dr. Howie Knoff
Publisher:Project ACHIEVE Press - 2009-04-01

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