...Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining...
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...Introduction As America’s educational system continues to strengthen and develop, a focus on individualized instruction and intervention within the regular education classroom has been brought forth in an attempt to keep struggling students from falling behind. This specific additional instruction and intervention, known as Response to Intervention in most states (RtI), is not only viewed as a push towards the improvement of education for all students, but is also being used as the means by which decisions regarding a student’s special education eligibility is based upon. However, for such a program to ultimately be beneficial, it will be up to the schools to ensure that the education professionals are putting forth significant effort in using the most appropriate type of intervention for that specific student. It will be the RtI team’s duty to define the student’s problem, plan an intervention, implement the intervention, and regularly evaluate the student’s progress (Martinez & Young, 2011, p. 44). Various interventions should be attempted if the scheduled improvement is not initially apparent. Statement of the Problem The groundbreaking passage of the Education for All Handicapped Children Act in 1975, the long overdue act which provided official protection of the rights and individual needs of those with disabilities within the educational system, sparked the remarkable increase of students being quickly diagnosed with a learning disability in whatever subject the...
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...Response to Intervention (RTI): The Saving Grace of Special Education Regent University December 1, 2015 Abstract For years, special education has been bombarded with increased referrals of students for services, consistent behavior issues with identified students, and the lack of academic progress made by students with disabilities. The implementation of a multi-tiered intervention strategy, such as Response to Intervention (RTI), improves the quality of the referral process, decreases instances of behavior issues, and improves academic outcomes for students receiving special education services. In an effort to organize and implement delivery of social, behavioral, and academic supports, many schools have adopted a tiered Response to Intervention (RTI) framework. Special educators indicated some barriers to effective implementation of a multi-tiered intervention strategy such as RTI. Teachers listed multiple barriers, however, they also indicated several perceived benefits to themselves and to students from the RTI procedures. If you have ever been at the pool or lake and witnessed someone drowning, your first instinct is to get that person some help! That help may consist of you calling for a lifeguard, throwing that person a lifesaver, or going in yourself to save the individual that is drowning. The introduction of multi-tiered instructional systems and the impact it has had on special education is just like that lifesaver. For years, special education has been...
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...Response To Intervention EDU620 March 11, 2013 Abstract Throughout the years, educators and administrators have embraced the Universal Design for Learning (UDL) and Response to Intervention (RTI). These two methods, when coupled together, complement one another because they both are a usable tool that captures all students’ progress whether they are a struggler or not. However, it has been founded that RTI combines both intervention and assessments to create a prevention process that could possibly enhance students’ growth and decrease any behavioral problems. Responses to Intervention have been proven to be a positive resource when working along with any technological tools or resources, which students have accessible to them in the classroom. Introduction The earlier the intervention the greater the chance a struggling child will have of overcoming any learning challenges he may encounter. All students should have the opportunity to excel within the classroom. When implemented, Response to intervention (RTI) can decrease some of the barriers that may be obstacles for some children. The paper will outline findings about RTI, how it supports assistive technology, and the outcome when RTI is not utilized in the learning environment. Summary of RTI Findings Response to intervention has been around for quite a while. Its purpose is to offer a high level of pertinent instruction based on a child’s needs....
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...Pre-Referral Process: Positive Behavior Interventions and Supports (PBIS) /Response to Intervention (RTI) Anika M. Taylor Special Education Foundations and Framework February 20, 2013 Schools and entire districts have embarked on multiple strategies to address challenging areas for students with disabilities and those at risk for behavioral and academic failures. Over the years, educators and policymakers have recognized the need to create, implement, and document practices that have proven to make an impact on student learning and behaviors. Many of the strategies used have focused on the collection of data and the collaboration between and amongst professionals. Today, educators agree that the key to effective interventions for students at risk for failure and those with disabilities lies in a comprehensive approach that fosters growth in student overall learning and behaviors. Several approaches were designed to meet the challenges that students experience as they engage in their learning. These approaches include two processes outlined in this discussion: Response to Intervention (RTI) and Positive Behavioral Intervention Support (PBIS). Response to Intervention (RTI) integrates assessments and intervention within a school wide, multi-level prevention system to maximize student achievement and reduce behavior problems. The RTI process helps to identify students for poor learning outcomes, provide evidence based interventions and monitors student progress. (NICHCY...
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...research-based strategies intended to help the students navigate non-fiction text in all classes. The 2007 and 2008 Maine Educational Assessment (MEA) results showed steady growth in the area of literacy. When the results were released in 2009 only 4% of eighth grade students did not meet literacy standards with 81% meeting and an unprecedented 18% exceeding the standards. The data from the 2009 NECAP showed only 42% of Mountain Valley Middle School students were achieving at the proficient benchmark in math. The NECAP data also indicated students were not adequately responding to constructed response questions. It was decided for the 2010-11 school year that dedicated research and implementation of strategies and instructional methods would be put into place to drive toward better instruction in mathematics. Students would also be taught tools to better navigate short answer and constructed response questions. The RTI initiative was viewed as a good place to start making pedagogical changes to the school environment to make the necessary changes that would allow students to be more successful in their learning endeavors. School Profile Mountain Valley Middle School (MVMS) is located in the town of Mexico, Maine. It is part of the Region School Unit #10 (RSU10) based in Dixfield, Maine. It services students in sixth through eighth grade from the River Valley region of Oxford County, including the towns of Mexico, Rumford, Roxbury, Hanover and Byron. The River Valley region is rural...
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...The response to intervention (RTI) process is a 5 week process to evaluate students. If a student is underperforming in the classroom, that student may need additional support, including a student with a learning disability. The RTI evaluation process is objective and therefore beneficial to identify the academic, social, and behavioral challenges of underperforming students. First of all, the students that benefit are the ones that do not have a disability but may need additional support to perform to standards in the general education classroom. Secondly, the approach is different than the original IQ-achievement, because it identifies students with learning disabilities who may be able to perform to standards with proper support. The RTI process has been successful and, because of its success, its use has been expanding since 2004. The RTI process is so successful because of the simplicity, its inherent coordinated organizational structure and the common sense that it allows in addressing underperformance. There are 5 elements of an RTI framework. First there is the prevention and intervention tier. Every student is different and therefore there are three tiers available for those with and without disabilities. The first tier is a high-quality, universal general education program that uses good teachers to teach in general classrooms. Interventions take place when students do not meet the requirements and/or expected growth. These underperforming students receive supplemental...
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...Using Positive Behavior Support Systems to Help Implement Response to Intervention for Emotional and Behavioral Disorders. In Partial Fulfillment for the Requirements of SPE 650 Characteristics: Children with Emotional Disorders To Dr. D. Walker E. Hayles From: Melissa Meyer July 8, 2013 Author’s Note: This is a “teaching paper.” Since I am employed by a small private school, that does not use PBS or RTI, I feel it is necessary to inform the reader that I am writing as if I were a veteran teacher at a school that uses both. I took on the persona of a teacher who is introducing the school’s policies on RTI and PBS for children with Emotional and Behavioral Disorders. Using Positive Behavior Support Systems to Help Implement Response to Intervention for Emotional and Behavioral Disorders. Welcome to Paradise School District, and more specifically Utopia School. We are believers in teaching strategies that are supported by evidence. As a new teacher in our school, the veteran teachers, as well as the administration, will do all that is possible to not only help you understand how to implement evidence based practices in your classroom, but to aid you in becoming a confident and effective teacher. In keeping with that goal, I would like to introduce you to our school’s method of utilizing Response to Intervention (RTI) for behavioral issues as well as Utopia’s School Wide Positive Behavior System (PBS). According to the website RTI 4 Success, the debate about...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...Pre-referral supports general education teachers when they have students who exhibit academic or behavioral problems. During the pre-referral process, teachers document and explain the various difficulties and challenges that the student has and finds various instructional interventions to see if progress can be made. The pre-referral process helps students to not to be misidentified and placed in a special education program. If modifications/accommodations can be successfully made within the general education classroom and students’ progress, then the misidentification of students’ would be less. However, if the interventions that are put in place and do not improve the performance of the student, the next step would involve referring the student for an assessment to determine possible eligibility for special education services. Using the pre-referral process helps maintain children within the least restrictive environment and relies on special education as the last resort (Brownell, Sindelar, Kiely, & Danielson, 2013). There are two programs used in the pre-referral stage, one is Response to Intervention (RTI) and the other is Positive Behavior Interventions and Supports (PIBS). There are three tiers of intervention associated with RTI, the first involves all of the children on the campus and a benchmark test is given at the beginning, middle and end of the year. The students are given research based teachings and about 65-75% of the students respond well to this initial tier and...
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...Response to Intervention (RtI) was recently introduced by the Office of Special Education Programs, U.S. Department of Education. It is a system that is intended to advance the capability of recognizing , modifying and supporting effective instructional practices in school systems. Response to Intervention concentrates on the prevention of learning disabilities. RTI is a multi-level program intended to; recognize students at risk for inadequate learning outcomes, oversee their growth, deliver evidence-based interventions modified to student’s receptivity, and identify students with learning disabilities. In the past, general education has put classroom practices with a scientific footing on the backburner. Instead, effective practices have...
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...Network, 2011). Today many school districts have started using a more formal and systematic pre-referral process called Response to intervention also known as RTI (Heward, 2013, p.48). RTI is multi-tier approach prevention system that is used to maximize students’ achievement and minimize behavior issues. Schools use RTI data to identify and provide early support to students whose performance indicates they are at risk for failure (Heward, 2013, p. 48).In addition, schools RTI data to identify if a student’s struggles to learn are the result of poor instruction or a learning disability (Heward, 2013, p.175). Response to Intervention (RTI) consists of three -tier model of school supports that incorporates research-based academic and /or behavioral interventions (RTI Action Network, 2011). The three tiers...
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...Response- To-Intervention (RTI) was the second of five components that was added to the amendment of IDEA of 2004. The RTI approach was designed to prevent student failure by providing high quality instruction and student performance monitoring. The approach will allow students to receive instruction in the classroom, receive assistance early, provide research based interventions, and identify students that require special education services early. RTI could also lower the number of students that are inaccurately identified as students that require special education services. The RTI system is a multi-level plan that focuses on increasing instruction to separate students that are progressing through planned interventions. All students are screened through a universal screening process. Tier one separate students based on class or school wide intervention strategies. Tier two incorporates more targeted intervention strategies which may include additional instruction or replacement instruction outside the classroom. Students that reach tier three receive more individualized instruction that is more intense; however, students may receive recommendations for testing to receive special education services. RTI ensures that the needs of all students are being met and each student receives individualized...
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...Bangladesh Journal of Bioethics, 2011;2(2): 4-19 RIVERBANK EROSION DISPLACEES IN BANGLADESH: NEED FOR INSTITUTIONAL RESPONSE AND POLICY INTERVENTION MD Fakrul Islam, Ph.D, and A.N.M. Bazlur Rashid, Ph.D. 1. Professor, Department of Social works, University of Rajshahi, Bangladesh 2. University of Rajshahi, Bangladesh ABSTRACT: Environmental refugees are one of the most burning issues at this time throughout the world. Bangladesh, a riverine country, is suffering from acquit riverbank erosion which compels millions of her population to be displaced from their place of origin. As such, 283 locations, 85 towns and growth centers, along with 2400 kilometers of riverbank line in Bangladesh are vulnerable to erosion. The major rivers e.g., the Padma, the Jamuna, and the Meghna, erode several thousand hectares of floodplain making thousands of people landless and homeless every year. Along with the floodplain, Bangladesh loses several kilometers of roads, railways, and flood-control embankments annually. No other disaster is as disastrous as riverbank erosion and ‘Internally Displaced Populations’ (IDP) face many unavoidable problems at different stages of displacement. Displacement marginalized them in respect of livelihood patterns and psycho-physical troubles. Such forty million homeless people in Bangladesh are compelled to lead a floating life. Riverbank erosion plays a major role in socio-environmental changes. The displaced people of riverbank erosion experience substantial...
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...in nursing facilities. The study investigated the effects of “reinforce[ing] positive and ignor[ing] undesired verbal responses (Green, et. al, p. 329). As speculated, both men were allowed to remain in their own homes and verbal communication dramatically improved. Both participants in the study were being cared for by their wives and were referred to the study by local hospitals. Mr. Orr, aged 67, suffered a stroke 3 months before the research study began. He lived in an upper class suburb with sufficient economic resources. Following the stroke, he often answered questions with inappropriate answers, and rarely engaged in “spontaneous or unprompted” conversation (Green, et. al, p. 330). Mr. Ford, aged 63, suffered a series of strokes for 15 years and resided in a small home in a low-income urban neighborhood. He was verbally abusive, particularly to his wife and often accused her of being unfaithful. Design and Intervention All sessions were conducted in the participants’ homes and were conducted by practitioners with graduates whose specialties were in gerontological behavior and rehabilitation. The independent variable (IV) in both studies was the methods used to reduce verbal deficits though methods differed in each case. The dependent variable (DV) was the frequency of problematic verbal communications. Both wives practice the intervention techniques with practitioners before administering treatment to their...
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