Response to Intervention School District of Manatee County 响应干预海牛县学区

1、response to intervention speech and language kathy hauganrti specialist rti is a general education initiative designed to address the needs of all learners early in their educational experience. rti is based on a problem-solving model that uses data to inform decision-making and develop intervention

2、s. rti interventions are research based, systematically applied, and delivered by highly qualified personnel.3academic systemsbehavioral systemstier iii: intensive interventions( few students)students who need individual interventiontier ii: strategic interventions(some students)students who need mo

3、re support in addition to the core curriculumtier ii: targeted group interventions(some students)students who need more support in addition to school-wide positive behavior programtier i: core curriculumall studentstier i: universal interventionsall students; all settingsthree tiered model of school

4、 supports:example of an infrastructure resource inventorytier iii: comprehensive and intensive interventions( few students)students who need individualized interventions3 a process that uses the skills of professionals from different disciplines to develop and evaluate intervention plans that improv

5、e the school performance of students. problem identification (fact finding and review of existing data) problem analysis (generate ideas about possible causes-hypotheses) intervention design (link what has been learned to intervention) response to intervention (is it working?)recommended approach id

6、entify students needing additional support - minimal problem analysis. implement pre-determined, research-based interventions (standard protocol) based on diagnostic data. monitor progress. if poor response, return to problem solving steps to customize intervention. teams meet weekly and review scho

7、ol wide data. teams use data to identify problems and goals, generate hypotheses, recommend interventions, and assign staff to follow through with interventions and progress monitoring. teams review graphed tier ii progress monitoring data. what specific supplemental intervention/support is planned

8、to improve the performance of students? how effective is supplemental instruction? how often is progress monitored and what progress monitoring tool is used? what are the decision rules to determine the need for tier ii intervention?tier 2 defined office of special education programs (osep) “tier tw

9、o is small-group supplemental instruction (ratio of up to one teacher to five students, 1:5) provided by a specialist, tutor, or special education teacher to students who fail to make adequate progress in the general classroom. tier two includes programs, strategies, and procedures designed and empl

10、oyed to supplement, enhance, and support tier one instruction to all students.” speech and language pathologists roles in rti slps must engage in new and expanded roles that incorporate prevention and identification of at-risk students as well as more traditional roles of intervention. their contrib

11、ution to the school community can be viewed as expertise that is used through both direct and indirect services to support struggling students, children with disabilities, the teachers and other educators who work with them, and their families. slp role expansion this involves a decrease in time spe

12、nt on traditional models of intervention (e.g., pull-out therapy) and more time on consultation and classroom-based intervention. it also means allocation and assignment of staff based on time needed for indirect services and support activities, and not based solely on direct services to children wi

13、th disabilities. (adapted from asha)assessment within the rti model there are four types of assessment: screening, diagnostic, progress monitoring and outcome measures. the slp has a role in all four areas and can assist teachers in interpreting and planning intervention. slp as a team member the sc

14、hool based slp has a unique role in the area of literacy. slps can assist students whose reading deficiencies, especially in vocabulary and reading comprehension, can be directly linked to difficulties in language. this involvement is supported by their knowledge of the strong connection between lan

15、guage and reading. as a collaborative partner with teachers, parents and administrators, the slp can have a direct impact on fostering reading success for all students not just those on their caseload. comprehension the risk of developing reading disorders, specifically decoding and comprehending, s

16、ignificantly increases in children with language impairment. the role of the slp in comprehension instruction would involve insuring that children have well developed foundational oral language skills including inference, meta-cognitive skills and text structure.vocabulary improving students vocabul

17、ary knowledge has become an educational priority. student word knowledge is strongly linked with academic accomplishment, because a rich vocabulary is essential to successful reading comprehension. (johnson and johnson, 2004) explicit vocabulary instruction provides students the support to improve b

18、ackground knowledge, expand oral language, increase exposure to essential vocabulary and encourage students to participate in classroom discussions. process for slp participate as a ps/rti team member to review tier 1 data and identify trends. facilitate with the tier 2 problem solving process ident

19、ify language needs through the use of a screener as determined by analysis of tier 2 group data. collaboratively develop language/literacy based interventions for students whose rate of progress and/or response to intervention is insufficient compared to peer/ayp group. assist with progress monitori

20、ng/ graphing. skill in equal increments on the left vertical-y axis time in equal increments on the bottom horizontal x axis aim line plotted from baseline to goal trend line from baseline along data points keep increments consistent!graphing reading groupsweeksscoresprofessional resources doe technical assistance papers tap 12740: the response to intervention (rti) model /ese/pdf/y2006-8.pdf tap 312697: roles of speech-language pathologists in re-gard to reading /ese/pdf/y2006-1.pdf w