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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Pierangelo, Roger
Otros Autores: Giuliani, George A.
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2007.
Temas:
Remedial teaching.
Learning disabled children > Education.
Remedial Teaching
Enseignement correctif.
Enfants en difficulté d'apprentissage > Éducation.
Learning disabled children > Education
Remedial teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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?
  • 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?
  • 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?
  • 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.
  • 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?

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