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Frequently Asked Questions About Response to Intervention : a Step-by-Step Guide for Educators.
Featuring reader-friendly language, step-by-step guidelines, and informative appendices, this guide introduces educators to the purpose, principles, benefits, and application of this tiered service delivery model.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2007.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
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| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2007 xx o 000 0 eng d | ||
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| 020 | |a 9781412917896 | ||
| 020 | |a 1412917891 | ||
| 029 | 1 | |a AU@ |b 000062375104 | |
| 035 | |a (OCoLC)939262577 | ||
| 050 | 4 | |a LB1029.R4 |b .P54 2008 | |
| 082 | 0 | 4 | |a 371.9 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Pierangelo, Roger. | |
| 245 | 1 | 0 | |a Frequently Asked Questions About Response to Intervention : |b a Step-by-Step Guide for Educators. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2007. | ||
| 300 | |a 1 online resource (177 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Featuring reader-friendly language, step-by-step guidelines, and informative appendices, this guide introduces educators to the purpose, principles, benefits, and application of this tiered service delivery model. | ||
| 505 | 0 | |a Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Step I -- Making Sense of the Basic Principles of RTI -- Question #1: What is Response to Intervention (RTI)? -- Question #2: What is the Purpose of RTI? -- Question #3: Why is RTI Important? -- Question #4: What are Other Benefits of RTI? -- Question #5: Is RTI a "New Approach"? -- Question #6: When Did RTI become "Law"? -- Question #7: Why was there a Movement for a Change Toward RTI? -- Question #8: What are the Core Principles of RTI? -- Question #9: What is a Tiered Service-Delivery Model? -- Question #10: What is the Three-Tier Model? -- Question #11: What is the Focus of Tier 1? -- Question #12: What is the Focus of Tier 2? -- Question #13: What is the Focus of Tier 3? -- Question #14: Does RTI Always Have to be Three-Tiered? -- Question #15: Is RTI Just Applicable to Special Education? -- Question #16: What are Some Conditions and Activities of RTI? -- Question #17: Is There Federal Funding to Support RTI-Related Activities? -- Question #18: Does RTI Address Challenging Behavior? -- Question #19: Does a School District's "Child Find" Obligations Change within RTI Systems? -- Question #20: Is Family Involvement an Important Component for Successful RTI Programs? -- Question #21: Can RTI Promote Optimal Learning? -- Question #22: What is Fidelity? -- Question #23: Does Implementation of RTI Methods Require a Serious Commitment? -- Question #24: What Does the RTI Process Mean for Teachers? -- Question #25: What Do Teachers Need in Terms of Professional Development and RTI? -- Step II -- Understanding Why RTI Plays an Important Role in the Determination of Specific Learning Disabilities -- Question #26: How Does IDEA 2004 Define a Specific Learning Disability? -- Question #27: How Have Children Been Identified under the Category of Specific Learning Disabilities? | |
| 505 | 8 | |a Question #28: What Events Led to Changes in LD Identification in IDEA 2004? -- Question #29: Why Replace the Discrepancy Model with RTI? -- Question #30: What are Major Issues Related to the use of the Concept of Ability-Achievement Discrepancy? Why Change? -- Question #31: Why was RTI Considered in the Process of SLD Determination? -- Question #32: Today, What Role Should RTI Play in the Identification of Children with a Specific Learning Disability? -- Question #33: Can RTI be Used as the Sole Determinant for SLD Classification? -- Question #34: Are There Other Indicators of LDs That are More Valid and Reliable? -- Question #35: If Authorities Believe Underlying Processing Disorders are the Cause of Learning Disabilities, Why Doesn't IDEA 2004 Include a Model Based on Measuring Processing Problems? -- Question #36: In the Big Picture, How Does RTI Fit into the Determination of LD Process? -- Step III -- Determining Your School's Capacity to Adopt RTI -- Question #37: What Basic Decisions Should a School or District Make Before Implementing RTI? -- Question #38: What Approaches are Available for Implementing RTI? -- Question #39: How Do You Measure Academic Growth? -- Question #40: How Do You use Validated Interventions? -- Question #41: How Do You Distinguish between Types of Learning and Performance Problems? -- Question #42: How Do You Determine the Effects of Instruction and Make Decisions About Cutoff Criteria? -- Question #43: What are the Different Types of Response to Intervention Models? -- Question #44: What is Problem Solving or Hypothesis Testing? -- Question #45: What are Prereferral Approaches? -- Question #46: What is Tiered Intervention? -- Question #47: What Resources are Necessary to Implement an RTI Approach? -- Step IV -- Screening for "At-Risk" Students -- Question #48: What is Screening? | |
| 505 | 8 | |a Question #49: What Considerations are Part of the Selection of Appropriate Screening Measures? -- Question #50: How is Schoolwide Screening Done within an RTI Model? -- Example of Schoolwide Screening -- Step V -- Determining How Progress Monitoring Will be Done in an RTI Model -- Question #51: What is Progress Monitoring? -- Question #52: How can Progress Monitoring be Useful in an RTI Context? -- Question #53: What Role Does Progress Monitoring Play in SLDs? -- Question #54: How is Progress Monitoring Accomplished in Tier 1? -- Question #55: How is Progress Monitoring Accomplished in Tier 2 and Tier 3? -- Question #56: How is Progress Monitoring Accomplished in Special Education? -- Question #57: Will the Implementation of a Progress Monitoring System within an RTI Model Require Shifts in School Structures? -- Examples of Progress Monitoring -- Step VI -- Understanding the Concept of a Multitiered Service-Delivery Model -- Question #58: What is a Multitiered Service-Delivery Model? -- Question #59: What is the Continuum of Intervention Support for at-Risk Students? -- Step VII -- Determining How Problem Solving Will be Addressed in Making Decisions -- Question #60: What is Problem Solving in RTI? -- Question #61: Who is Involved in the Problem-Solving Process? -- Question #62: In Making Decisions, What Type of Approach Should the Team Follow? -- Question #63: What about Using a Standard Treatment Protocol? -- Step VIII -- In the RTI Model Used, Determining How a Tier 1 Intervention Will be Implemented -- Question #64: What is Tier 1 Core Instruction? -- Question #65: What Percentage of the Student Body Must Tier 1 Serve? -- Question #66: What are the Core Features of a Tier 1 Intervention? -- Question #67: How Does Tier 1 Fit within an RTI Model? -- Question #68: What is Universal Screening and/or Benchmarking? | |
| 505 | 8 | |a Question #69: How is Progress Monitoring Done in Tier 1? -- Question #70: What if Students Do Not Reach a Proficiency Level at Tier 1? -- Question #71: How Will Tier 1 Interventions Affect Staff and School Structures? -- Step IX -- In the RTI Model Used, Determining How a Tier 2 Intervention Will be Implemented -- Question #72: What is an Intervention? -- Question #73: What is a Tier 2 Intervention? -- Question #74: When Does Tier 2 Intervention Start? -- Question #75: What Percentage of Students Need Tier 2 Interventions? -- Question #76: Are Strategic Interventions in Tier 2 Short- or Long-Term? -- Question #77: What are the Core Features of a Tier 2 (and Beyond) Intervention? -- Question #78: How Long Should Tier 2 Interventions Be? -- Question #79: What is a Problem-Solving Approach (Individually Designed Instructional Package)? -- Question #80: What is a Standard-Protocol Approach? -- Question #81: How is Progress Monitoring Done in Tier 2? -- Question #82: What if Students are Successful at Tier 2? What if They are Unsuccessful? -- Question #83: How Does Tier 2 (and Beyond) Fit within an RTI Model? -- Question #84: Will Tier 2 (and beyond) Interventions Affect Staff Roles and Responsibilities, and School Structures? -- Step X -- In the RTI Model Used, Determining How a Tier 3 Intervention Will be Implemented -- Question #85: What are Tier 3 Interventions? -- Question #86: What Percentage of Students Need Tier 3 Interventions? -- Question #87: Are Tier 3 Interventions Short-Term or Long-Term? -- Question #88: Who Delivers Tier 3 Interventions? -- Question #89: Is Progress Monitoring Still a Part of Tier 3? -- Question #90: How are Tier 3 Interventions Delivered? -- Question #91: What if Students are Successful at Tier 3? What if They are Unsuccessful? -- Step XI -- In the RTI Model used, Determining When Special Education Should be Considered. | |
| 505 | 8 | |a Question #92: Why is Special Education an Integral Step in a Multitiered Model Such as RTI? -- Question #93: How Does Special Education Fit within an RTI Model? -- Question #94: When Should a School District Initiate a Special Education Referral in an RTI System? -- Question #95: If a Student is Determined Not Eligible for Special Education Services, How Long May That Student Continue to Receive the Intensive Interventions Provided at Tier 3? -- Question #96: How Might Specially Designed Instruction (SDI) Differ From the Tier 3 Interventions a Student May Have Been Receiving Prior to Qualifying for Special Education Services? -- Question #97: Can a School District use RTI Data to Support the Decision that a Student Has a Disability in a Special Education Disability Category Other Than SLD? -- Question #98: How Will use of the RTI Process Affect Special Education Referrals? -- Question #99: What Changes are Needed in Special Education to Staff Roles, Responsibilities, and School Structures? -- An Example of a Multitiered Service Delivery -- Step XII -- About Parental Involvement? -- Question #101: What Should Parents Know about the RTI Program in Their School? -- Question #102: What Questions Should Parents/Guardians ask about RTI in Their Schools? -- Question #103: Are There Standards for Judging Parent Involvement? -- Question #104: Are There Measures Used to Judge Parent Involvement? -- Example of Parent Involvement -- Step XIII -- Ensuring Fidelity of Implementation -- Question #105: What is Fidelity of Implementation? -- Question #106: Why is Fidelity of Implementation Important? -- Question #107: How can Schools Ensure Fidelity of Implementation? -- Question #108: What are the Key Components and Indicators That Lead to Fidelity in General Education? | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Remedial teaching. | |
| 650 | 0 | |a Learning disabled children |x Education. | |
| 650 | 2 | |a Remedial Teaching | |
| 650 | 6 | |a Enseignement correctif. | |
| 650 | 6 | |a Enfants en difficulté d'apprentissage |x Éducation. | |
| 650 | 7 | |a Learning disabled children |x Education |2 fast | |
| 650 | 7 | |a Remedial teaching |2 fast | |
| 700 | 1 | |a Giuliani, George A. | |
| 776 | 0 | 8 | |i Print version: |a Pierangelo, Roger. |t Frequently Asked Questions About Response to Intervention : A Step-by-Step Guide for Educators. |d Thousand Oaks : SAGE Publications, ©2007 |z 9781412917896 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994068 |z Texto completo |
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| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994068 | ||
| 994 | |a 92 |b IZTAP | ||