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Implementing Response-to-Intervention in Elementary and Secondary Schools : Procedures to Assure Scientific-Based Practices

by: Burns; Matt

Implementing Response-to-Intervention in Elementary and Secondary Schools : Procedures to Assure Scientific-Based Practices

by: Burns; Matt

ISBN 13:
9780415963923
ISBN 10:
0415963923
Edition: 1st
Format: Nonspecific Binding
Copyright: 01/25/2008
Publisher: Routledge

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Summary

The Response-to-Intervention (Rtl) approach tracks a student's progress and response to a given intervention or series of interventions that are designed to improve academic, social, behavioral, or emotional needs. In Implementing Respnse-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices, Burns and Gibbons present a clear and concise guide for implementing a school-wide Rtl model, from assessment and decision-making to Tiers I, II, and III interventions. This book is the first truly practical, hands-on guide to facilitating an integrative Rtl model, and it includes a companion CD with a wealth of examples of forms, checklists, reports, and progress monitoring materials. Book jacket.

List of Tables and Figures	p. xi
Series Editors' Foreword	p. xiii
Acknowledgments	p. xv
Abbreviations	p. xvii
Response-to-Intervention: What It Is and Why We Do It	p. 1
How We Got Here	p. 1
The Role of the Federal Government in Funding Special Education	p. 2
Dissatisfaction with Special Education	p. 2
Knowledge of Human Learning and Interventions	p. 3
The Accountability Movement	p. 4
What Is It?	p. 5
What Would Happen?	p. 6
Outcomes	p. 7
Questions to Consider in Your School District	p. 8
Leadership	p. 9
Training and Professional Development	p. 9
The Secondary Level	p. 10
The Parental Role	p. 10
The Present Volume	p. 10
Assessments within an RTI System	p. 13
Types of Assessments for RTI	p. 13
General Outcome Measures	p. 14
Subskill Mastery Measurement	p. 15
Curriculum-Based Measurement	p. 15
Benchmark Assessment	p. 18
The Logistics of Benchmark Assessment	p. 18
Identifying the Measures to Be Used	p. 19
Selecting an Assessment Window	p. 19
Identifying a Measurement Team	p. 19
Training the Measurement Team	p. 20
Gathering Necessary Materials	p. 20
Identifying the Procedures for Data Collection	p. 20
Managing, Reporting, and Reviewing Benchmark Data	p. 21
Managing Benchmark Data	p. 21
Reporting Benchmark Data	p. 21
Using Benchmark Data within RTI: Determining Target Scores	p. 26
Reviewing Benchmark Data	p. 29
Strategic and Intensive Monitoring	p. 30
The Logistics of Strategic and Intensive Measurement	p. 30
Identifying Who Will Collect Data	p. 30
Identifying How Often Data Will Be Collected	p. 31
Identifying Measurement Material	p. 31
Reporting and Reviewing Progress Monitoring Data	p. 32
Reporting Progress Monitoring Data	p. 32
Reviewing Progress Monitoring Data	p. 32
Conclusion	p. 34
Data-Based Decision Making	p. 37
Problem Analysis Decisions and Decision-Making Rules	p. 39
Tier 1	p. 39
The Classwide Problem	p. 39
Tier 2	p. 40
Identifying Individual Students	p. 40
Category of Deficit	p. 41
Adequate Progress	p. 42
Tier 3	p. 45
Identifying Specific Deficits	p. 45
Monitoring Student Progress	p. 47
Determining Special Education Eligibility	p. 48
Conclusion	p. 49
Schoolwide Organization to Facilitate RTI	p. 51
Elements of RTI Schoolwide Organization	p. 51
Continuous Measurement	p. 53
Grade-Level Team Meetings	p. 53
Grade-Level Scheduling	p. 54
Flexible Grouping	p. 56
Concentrated Resources	p. 56
Problem-Solving Teams	p. 57
Characteristics of Effective Teams	p. 57
Group Membership	p. 58
Group Processes	p. 58
Standard Procedures and Documentation	p. 59
Parental Involvement	p. 61
Systemic Interventions	p. 62
Record Keeping and Evaluation of Team Functioning	p. 62
Conclusion	p. 64
Tier 1: Curriculum and Instruction for All Children	p. 65
Reforms in Reading Instruction	p. 66
Quality Instruction	p. 67
Free-Choice Reading	p. 68
Word Study	p. 69
Writing	p. 71
Phases of Instruction	p. 71
Planning Instruction	p. 71
Managing Instruction	p. 72
Delivering Instruction	p. 72
Evaluating Instruction	p. 73
Effective Practices in Schools	p. 73
Interventions	p. 75
Conclusion	p. 76
Tier 2: Intervention Strategies for a Selected Group	p. 79
Organizing Small Groups	p. 80
Group Size	p. 80
The Length of Intervention	p. 80
Scheduling	p. 81
Within the Classroom	p. 81
Schoolwide RTI Time	p. 82
Floating RTI	p. 83
Secondary Schools	p. 84
The Traditional Schedule	p. 85
The Block Schedule	p. 86
Elements for Success	p. 86
Interventions	p. 87
Conclusion	p. 90
Tier 3: Intensive Interventions for Individual Students	p. 91
The Problem-Solving Process	p. 92
Problem Identification	p. 92
Problem Analysis	p. 94
Developing a Hypothesis	p. 95
Plan Development	p. 95
Plan Implementation	p. 99
Plan Evaluation	p. 100
Interventions to Use	p. 102
Brief Experimental Analysis	p. 106
Conclusion	p. 109
Frequently Asked Questions Regarding Implementation and Tips for Getting Started	p. 111
Frequently Asked Questions	p. 111
Roles, Responsibilities and Intervention Standards	p. 111
Who Is Responsible for Implementing the Intervention and for Collecting Data?	p. 111
What Is the Role of the Special Education Teacher on the Problem-Solving Team?	p. 112
How Do Teams Apply Interventions in the Secondary Setting and Who Is Responsible?	p. 112
How Do Teams Identify Scientifically Research-Based Interventions?	p. 112
What Constitutes a Rigorous Intervention?	p. 112
Who Is Responsible for Determining Whether an Intervention Is Rigorous?	p. 113
Treatment Integrity	p. 113
How Is Treatment Integrity Verified?	p. 113
Is It Necessary to Verify Treatment Integrity?	p. 113
What Should Be Done if after the Integrity Check the Plan Is Not Being Implemented Properly?	p. 114
Interventions and Student Progress	p. 114
For Those Students Who Demonstrate Continued Need for Supportive Interventions but Make Progress Given These Supports Such That They Don't Qualify to Receive Special Education Services, Do We Continue General Education Interventions Forever?	p. 114
What Is the Best Way to Fade out Interventions When a Student Has Made Successful Progress?	p. 115
Measurement	p. 115
How Should Teams Determine What Level of Instructional Material to Use for Progress Monitoring?	p. 115
How Often Should Data Be Collected and over What Period of Time?	p. 115
When Calculating Slope, Should Data for the Whole School Year Be Used, or Just Data after the Implementation of the Intervention?	p. 115
How Much Baseline Data Should Be Collected to Set up a Graph?	p. 116
Special Education Entitlement	p. 116
At What Point Does RTI Documentation Start?	p. 116
For Students Who Transfer in from Another School District and Are Eligible for Learning Disabled (LD) Services under a Traditional Evaluation, How Is Eligibility Addressed?	p. 116
Is It Fair to Identify Students as LD Based on Local Norms-That Is, Labeling Someone LD in One District but Not Another?	p. 116
What Are the Problems with Using a Severe Discrepancy Model to Identify Students as LD?	p. 117
What Are the Advantages to Using RTI as One Factor in Identifying Students as LD?	p. 117
Is It True That There Is Limited Research on Implementing RTI on a Large Scale?	p. 118
How Do We Know We Are Identifying the Right Students?	p. 118
Won't We Overidentify Students as LD Using an RTI Approach?	p. 119
Other Areas	p. 119
How Does RTI Apply to the Area of Behavior?	p. 119
Is the RTI Process Appropriate for English Language Learners?	p. 119
Implementation Tips	p. 120
How to Start the Process	p. 120
Lessons Learned about RTI Implementation	p. 122
Conclusion	p. 123
Appendices
A Short Introduction to RTI-Power Point Presentation	p. 127
Assessment	p. 135
Forms	p. 159
Implementation Integrity	p. 163
Intervention	p. 179
Information for Parents	p. 183
Problem Solving	p. 195
References	p. 215
Index	p. 233
CD Contents: Practical Resources	p. 235
Table of Contents provided by Ingram. All Rights Reserved.

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Implementing Response-to-Intervention in Elementary and Secondary Schools : Procedures to Assure Scientific-Based Practices

Implementing Response-to-Intervention in Elementary and Secondary Schools : Procedures to Assure Scientific-Based Practices

9780415963923

0415963923

Summary

Author Biography

Table of Contents

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Amazon no longer offers textbook rentals. We do!

Implementing Response-to-Intervention in Elementary and Secondary Schools : Procedures to Assure Scientific-Based Practices

Implementing Response-to-Intervention in Elementary and Secondary Schools : Procedures to Assure Scientific-Based Practices

9780415963923

0415963923

Summary

Author Biography

Table of Contents

Supplemental Materials

Write a Review

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