Frequently asked questions about response to intervention. (2007)

• Record Type: Book
• Further Information: Note: Roger Pierangelo, George Giuliani.
• Other Names: Pierangelo, Roger; Giuliani, George A, 1938-
• Contents: Preface; Acknowledgments; About the Authors; 1. Making Sense of the Basic Principles of RTI; Question #1: What Is Responsiveness 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 Towards 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 I?; Question #12: What Is the Focus of Tier II?; Question #13: What Is the Focus of Tier III?; Question #14: Is RTI Just Applicable to Special Education?; Question #15: What Are Some Conditions and Activities of RTI?; Question #16: Is There Federal Funding to Support RTI-Related Activities?; Question #17: Does RTI Address Challenging Behavior?; Question #18: Does a School District's "Child Find" Obligations Change Within RTI Systems?; Question #19: Is Parent Involvement an Important Component for Successful RTI Programs?; Question #20: Can RTI Promote Optimal Learning?; Question #21: What Is Fidelity?; Question #22: Does Implementation of RTI Methods Require a Serious Commitment?; Question #23: What Does the RTI Process Mean for Teachers?; Question #24: What Do Teachers Need in Terms of Professional Development and RTI?; 2. Understand Why RTI Plays an Important Role in the Determination of Specific Learning Disabilities; Question #25: How Does IDEA 2004 Define a Specific Learning Disability?; Question #26: How Have Children Been Identified Under the Category of Specific Learning Disabilities?; Question #27: What Events Led to Changes in LD Identification in IDEA 2004?; Question #28: Why Replace the Discrepancy Model With RTI?; Question #29: What Are Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy? Why Change?; Question #30: Why Was RTI Considered in the Process of SLD Determination?; Question #31: Today, What Role Should RTI Play in the Identification of Children With a Specific Learning Disability?; Question #32: Can RTI Be Used as the Sole Determinant for SLD Classification?; Question #33: Are There Other Indicators of LD That Are More Valid and Reliable?; Question #34: 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 #35: In the Big Picture, How Does RTI Fit Into the Determination of LD Process?; 3. Determine Your School's Capacity to Adopt RTI; Question #36: What Basic Decisions Should a School or District Make Before Implementing RTI?; Question #37: What Approaches Are Available for Implementing RTI?; Question #38: How Do You Measure Academic Growth?; Question #39: How Do You Use Validated Interventions?; Question #40: How Do You Distinguish Between Types of Learning and Performance Problems?; Question #41: How Do You Determine the Effects of Instruction and Make Decisions About Cutoff Criteria?; Question #42: What Are the Different Types of Response to Intervention Models?; Question #43: What Is Problem Solving or Hypothesis Testing?; Question #44: What Are Pre-Referral Approaches?; Question #45: What Is Tiered Intervention?; Question #46: What Resources Are Necessary to Implement an RTI Approach?; 4. Screening for "At-Risk" Students; Question #47: What Is Screening?; Question #48: What Considerations Are Part of the Selection of Appropriate Screening Measures?; Question #49: How is Schoolwide Screening Done Within an RTI Model?; 5. Determine How Progress Monitoring Will Be Done in an RTI Model; Question #50: What Is Progress Monitoring?; Question #51: How Can Progress Monitoring Be Useful in an RTI Context?; Question #52: What Role Does Progress Monitoring Play in SLD?; Question #53: How Is Progress Monitoring Accomplished in Tier 1?; Question #54: How is Progress Monitoring Accomplished in Tier 2 and Tier 3?; Question #55: How is Progress Monitoring Accomplished in Special Education?; Question #56: Will the Implementation of a Progress Monitoring System Within an RTI Model Require Shifts in School Structures?; 6. Understand the Concept of a Multitiered Service-Delivery Model; Question #57: What is a Multitiered Service Delivery Model?; Question #58: Continuum of Intervention Support for At-Risk Students; 7. Determine How Problem Solving Will Be Addressed in Making Decisions; Question #59: What is Problem Solving in RTI?; Question #60: Who Is Involved in the Problem Solving Process?; Question #61: In Making Decisions, What Type of Approach Should the Team Follow?; Question #62: What About Using a Standard Treatment Protocol?; 8. In the RTI Model Used, Determine How a Tier 1 Intervention Will Be Implemented; Question #63: What Is Tier I-Core Instruction?; Question #64: What Percentage of the Student Body Must Tier I Serve?; Question #65: What Are the Core Features of a Tier 1 Intervention?; Question #66: How Does Tier 1 Fit Within an RTI Model?; Question #67: What is Universal Screening and/or Benchmarking?; Question #68: How is Progress Monitoring Done in Tier I?; Question #69: What if Students Do NOT reach a Proficiency Level at Tier I?; Question #70: How Will Tier 1 Interventions Affect Staff and School Structures?; 9. In the RTI Model Used, Determine How a Tier 2 Intervention Will Be Implemented; Question #71: What is an Intervention?; Question #72: What is a Tier 2 Intervention?; Question #73: When Does Tier 2 Intervention Start?; Question #74: What Percentage of Students Need Tier II Interventions?; Question #75: Are Strategic Interventions in Tier II Short or Long-Term?; Question #76: What are the Core Features of a Tier 2 (and beyond) Intervention?; Question #77: How Long Should Tier 2 Interventions Be?; Question #78: What is a Problem-Solving Approach (Individually Designed Instructional Package)?; Question #79: What is a Standard-Protocol Approach?; Question #80: How is Progress Monitoring Done in Tier II?; Question #81: What if Students are Successful at Tier II? What if They are Unsuccessful?; Question #82: How Does Tier 2 (and Beyond) Fit Within an RTI Model?; Question #83: Will Tier 2 (and Beyond) Interventions Affect Staff Roles, Responsibilities and School Structures?; 10. In the RTI Model Used, Determine How a Tier 3 Intervention Will be Implemented; Question #84: What are Tier III Interventions?; Question #85: What Percentage of Students Need Tier III Interventions?; Question #86: Are Tier III Interventions Short-Term or Long-Term?; Question #87: Who Delivers Tier III Interventions?; Question #88: Is Progress Monitoring Still a Part of Tier III?; Question #89: How are Tier III Interventions Delivered?; Question #90: What if Students are Successful at Tier III? What if They are Unsuccessful?; 11. In the RTI Model Used, Determine When Special Education Should Be Considered; Question #91: Why is Special Education an Integral Step in a Multitiered Model Such as RTI?; Question #92: How Does Special Education Fit Within an RTI Model?; Question #93: When Should a School District Initiate a Special Education Referral in a RTI System?; Question #94: 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 III?; Question #95: How Might Specially Designed Instruction (SDI) Differ From the Tier III Interventions a Student May Have Been Receiving Prior to Qualifying for Special Education Services?; Question #96: 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 #97: How Will Use of the RTI Process Affect Special Education Referrals?; Question #98: What Changes Are Needed in Special Education to Staff Roles, Responsibilities, and School Structures?; 12. Determine How Parents/Guardians Will Be Involved in the RTI Model; Question #99: What Does IDEA State About Parental Involvement?; Question #100: What Should Parents Know About the RTI Program in Their School?; Question #101: What Questions Should Parents Ask About RTI in Their Schools?; Question #102: Are There Standards for Judging Parent Involvement?; Question #103: Are There Measures Used to Judge Parent Involvement?; 13. Ensure Fidelity of Implementation; Question #104: What Is Fidelity of
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2007
• Extent: 1 online resource (176 pages)
• Subjects: 371.9; Remedial teaching; Learning disabled children -- Education
• Languages: English
• ISBNs: 9781452293301; 1452293309
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.