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response to intervention.ppt

Response to Intervention in the Process of Inclusion for Special Education Students

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response to intervention.ppt

  1. 1. 1 0 / 0 9 / 2 0 1 2 Response to Intervention (RTI), Consultation, and Collaboration
  2. 2. A Whole Group Discussion  Response to Intervention, Collaboration, and Co- Teaching: A Logical Combination for Successful Systemic Change by Murawski & Hughes Please have your article ready and be prepared to discuss it.
  3. 3. Introduction to RTI  A method through which educators can identify students with learning disabilities while supporting students who are struggling academically in the general education classroom.  Emphasis on proactive instruction, ongoing assessment, data-based decision making, and intensive instruction affect the general education teacher and classroom.
  4. 4. From a discrepancy approach to an ecological approach.  Examines the fit between the child and the environment.  Assumes that something is wrong with the instruction for that particular child.
  5. 5. From a reactive approach to a proactive approach  Moves away from providing specialized instruction only after a child has failed enough to qualify for services.  Helps to prevent a problem before it happens.  Requires teachers to instruct all children.
  6. 6. Development of RTI  Challenge in the time in takes for students to exhibit a large enough discrepancy to warrant special education  Lack of difference between low achievers and students with learning disabilities.  Lack of stability of scores over time.  The 3-tier model.
  7. 7. Tier I  Students in the general education model are assessed at least three times per year on an established benchmark.  Students needing additional support can move to Tier II at any time.
  8. 8. Tier II  Specific instruction is provided beyond the general curriculum.  Students receive concentrated instruction that is more intensive and individually focused.  It is a short-term instruction of an indefinite time period.  Ongoing assessment and evaluation, is conducted during this time to determine effectiveness.
  9. 9. Tier III  It is this third tier that becomes special education.  Tier III becomes the long-term support in a continuum of care provided to students who need more intensive instruction.  Those who respond to instruction may be moved back to Tier II and Tier I of instruction
  10. 10. Role of Collaboration and Co-Teaching  Collaboration is the interaction between professionals who offer different areas of expertise yet share responsibilities and roles.  Co-teaching according to Friend and Cook (1995) is where “two or more professionals jointly deliver substantive instruction to a diverse or blended group of students in the same physical space.”
  11. 11. Conclusion  Implementing RTI without collaboration and co-teaching is like moving a canoe through an eddy at the confluence of two rivers. The result is two systems trying to go in the same direction, but they both end up just going around in circles. It is better to work together to navigate the currents and to pilot our children down the river of success.
  12. 12. Response to Intervention  Prereferral systems  3-tiered model
  13. 13. Prereferral Systems  Teacher assistance teams  Instructional support team  Student study team  Multidisciplinary team (MDT)
  14. 14. Prereferral Systems  “Prereferral is a preventive problem-solving process assisting classroom teachers before referral for special education placement is considered.” (Bahr & Kovaleski, 2006).
  15. 15. Prereferral Systems  Request for assistance is received from general education teacher.  Team gathers information.  Goals to assist the student and teacher are generated.  Interventions selected to teach the student in the general education classroom are selected.  Team works collaboratively with teachers and family to develop a plan that includes a range of methods to address student’s strengths and needs.  Implementation and the effectiveness of these interventions are assessed for a sufficient period of time.  If interventions are successful, the are continued.  If interventions are not successful, team considers whether the student should b e formally evaluated for placement in special education.
  16. 16. Group Discussion  Please discuss in groups of three or four how prereferral systems work.  How would you implement them?
  17. 17. Response to Intervention (RTI) (Fuchs & Fuchs, 2001)  Tier 1: Screening by General Education  Deliver general education curriculum to all students  Assess all students  Identify students not meeting benchmarks on state assessments/achievement tests (e.g., below 25th percentile) or via teacher identification  Tier 2: Implement Effective General Education Classroom Instruction  Deliver research-based instructional practices in small groups within general education setting to students having difficulty  Regularly assess student progress (e.g., state tests, CBM)  Identify students not progressing
  18. 18. Response to Intervention (RTI) (Fuchs & Fuchs, 2001)  Tier 3: Implement More Intensive Effective Supplementary Instruction  Students not progressing receive more intensive, research-based supplementary instruction (e.g., special education)  Collaboratively plan this instruction and deliver it by general/special educators and ancillary support personnel  Implement in smaller groups  Regularly assess student progress (e.g., state tests, CBM) and identify students not progressing  Tier 4: Assessment to Determine Eligibility for Special Education  Students not progressing receive individualized comprehensive assessment by multidisciplinary team  Follow legal guidelines and due process procedures  Continue effective Tier 3 interventions.
  19. 19. Let’s Talk  With a partner, discuss the following:  Who plays a role in RTI?  What are their responsibilities?