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Here is just some research I found on RTI (Response to Intervention)
On this blog I want to keep on open form going, there are a lot of methods and ways to help you child with special needs and these methods seem to change by the hour. One method that is used fairly universally is RTI, which is a response team in making sure all children are getting the right kind of education. Some people think that it is not an appropriate way to diagnose your child but others disagree. Read this article and tell me what you think! I would love to hear your responses!

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Educational Research Newsletter and Webinars

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Response to intervention (RTI) is a novel-enough concept that many educators are still busy figuring out what it is and what it is not.

In its shorthand version, RTI is often presented as a three-tier model for identifying unmet educational needs:

1. Primary prevention-all students receive quality instruction and are screened for progress.

2. Secondary prevention-at-risk students receive group interventions.

3. Tertiary prevention-students at high risk academic failure receive individualized interventions.

Although it has its roots in special education (as a result of a provision in the 2004 reauthorization of the Individuals With Disabilities Education Act), evangelists of this latest movement in education often point out that it is not just about special education. They stress that it is both "rti" and "RTI." In other words, it is both about general education and special education but less about classifying and labeling students as having learning disabilities than it is about focusing on high-quality instruction and interventions that will enable learning by all students. RTI, or rti, is less about finding out what is not working than about finding out what is working.

A recent issue of School Psychology Review flushes out this simple view of RTI and explores the many issues educators face as they shift to this new paradigm.

While most people think of this three-tiered model when they hear about RTI, in one article in the issue ("Service Delivery for Response to Intervention: Core Components and Directions for Future Research") researchers write that another way to look at RTI is to think of it as having five core elements.

Five core elements of RTI

"The identification of at-risk students or those with specific disabilities via RTI is only an intermediate objective in achieving a greater end goal," write Todd Glover and James DiPerna. "The greatest potential benefit of an RTI framework is its utility for determining responsiveness to instruction and guiding service delivery for students with unmet needs."

The five core elements in RTI service delivery are:

1. Multitier implementation

2. Student assessment and decision making

3. Evidence-based interventions

4. Integrity or fidelity in delivering interventions

5. Building systems-level capacity for shift to RTI

The last two elements are less often discussed at this stage of RTI implementation than the first three elements, but will play a key part in the success of RTI. Glover and DiPerna write that it is difficult to conclude that a student is not responding to an intervention if it has not been implemented as intended. Integrity or fidelity to appropriate practices in delivering an intervention is itself an important element of RTI service delivery. If there isn't fidelity to these practices it could undermine the credibility of decision-making about students, they say.

One of the key lessons that has been learned from other service delivery reforms in recent years is the importance of building systems capacity for the changes ahead. Building and sustaining system capacity is accomplished through leadership, creating readiness in the organization, changes in policies and providing necessary support.

Another challenge is that the strongest research support for evidence-based interventions is in the area of reading. More data is needed about the efficacy of individualized interventions in other domains such as math, the researchers say.

Diagnosis of responses

Merely providing more of an intervention may or may not address a student's lack of response if it is not the right match for the student. In another article in this special issue ("Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity"), Edward Daly and his team of researchers write that educators will need to become more adept at diagnosing student response to interventions under RTI.

"A diagnosis of the strength and generality of the response (based on careful measurements) will allow the educator to evaluate the appropriateness of instructional efforts and perhaps understand why the student is or is not pressing," the researchers write.

One framework for diagnosing response and for guiding choice of intervention for each stage of student response is the Instructional Hierarchy developed by some of the same researchers. According to this hierarchy, learners progress through three stages as they become proficient with skills: acquisition, fluency and generalization. Educators need to become more sophisticated in evaluating and enhancing student response to instruction or intervention.

In building fluency in reading, for example, practice alone may be effective for students with higher fluency and lower error rates, but for students with lower fluency and higher error rates practice may need to be combined with performance feedback and reinforcement with rewards. When students have achieved fluency and can read words on flashcards, the focus moves to generalization tasks such as asking the child to recognize the words in phrases or sentences.

Another concept educators can use in enhancing student response is "stimulus control". By improving the quality of practice time and improving the quality of instructional materials, educators can help increase the effect of an intervention.

RTI and special education

"What is unique about RTI is that educational need is a necessary but not sufficient requirement for SLD (specific learning disability) identification. Students also must not be responding to high-quality general education instruction (i.e., receiving educational benefit)," writes Mark Shinn in School Psychology Review ("Identifying Students at Risk, Monitoring Performance, and Determining Eligibility Within Response to Intervention: Research one Educational Need and Benefit from Academic Intervention.")

In this dual-discrepancy approach for identifying students for special education, students may be in the 5th or 10th percentile compared with peers but may not be eligible for services if they are progressing satisfactorily with general education instruction, Shinn writes.

Curriculum-based measures provide a useful and appropriate way to monitor progress when measuring a student's response to intervention as part of an eligibility process for learning disabilities. First of all, they can supply a local norm. The use of the same monitoring tool before and after special education placement provides continuous data and makes it easier for educators and parents to understand the student's progress.

He emphasizes the importance of goal setting, sensitivity to improvement, and reliability of judgments in progress monitoring and notes that there is a limited amount of pre-service and in-service training for teachers in this area. A whole other unexplored issue, he writes, is how parents will view adequate progress.
"Service Delivery for Response to Intervention: Core Components and "Varying Intervention Delivery in Response to Intervention: Confronting "Identifying Students at Risk, Monitoring Performance, and Determining Published in ERN April 2008 Volume 21 Number 4 Eligibility Within Response to Intervention: Research one Educational Need and Benefit from Academic Intervention," by Mark Shinn, School Psychology Review, 2007, Volume 36, Number 4, pp. 601-617. and Resolving Challenges With Measurement, Instruction, and Intensity," by Edward Daly III et al., School Psychology Review, 2007, Volume 36, Number 4, pp. 562-581. Directions for Future Research," by Todd Glover and James DiPerna, School Psychology Review, 2007, Volume 36, Number 4, pp. 526-540.

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Response to intervention (RTI) is a novel-enough concept that many educators are still busy figuring out what it is and what it is not. In its shorthand version, RTI is often presented as a three-tier model for identifying unmet educational needs: Primary prevention--all students receive quality instruction and

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Since we are getting into the holiday season, I thought it would be fun to start making some fall themed crafts in class! I was also doing some great research on how painting (especially finger painting!) can help some of the students with sensory difficulties! But I am also posting this as a reminder!! Please send your child to school with a smock of some sort or just an old t-shirt that you would not mind if it got paint on it. I am expecting it to get a little messy haha but that is just more fun! I have also attached an interesting article about art for special needs children and hope you enjoy the read!

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Summary:

KinderArt® features many activities and lesson plans which have proven successful with children and adults with disabilities.

In order to help those who work with special children and adults, we have listed a few appropriate activities here in one place.

In addition, at the bottom of this page, we have provided you with links to resources specifically designed for children and adults with special needs.

If you have some ideas/tips to share, please send them to us.

LESSON PLANS

Depending on their level of ability, children and adults with disabilities will be able to attempt the following activities. You are the best judge of what the people in your care are capable of. Remember to always have patience and encourage students to do ask much as they can on their own. There is a tremendous amount of satisfaction that comes with being able to complete tasks on your own - always keep that in mind. The key is to keep levels of ability in mind at all times and remember to be supportive - every step of the way. For those with visual impairment, tactile activities are imperative (clay, masks, puppets, etc.)

Crayon Resist
Students can use crayons and paint to make delightful crayon resist pictures. We used fish as our theme but you can use any image you wish.

Leaf by Leaf
Students can create a tree using different leaf cut outs. This is a project which can be adapted for a wide range of ages and abilities including adults with physical, perceptual and cognitive challenges.

Musical Art
By drawing or painting to music, students will learn to identify the similarities between music and art.

Shoe Fish
Students will use the outline of their shoe as the basic shape for a fish.

A Blotto Fun
A blotto is kind of like a snowflake - no two will ever be the same.

Color the Snow
This is an easy and entertaining way to teach kids about primary and secondary colors while they giggle and smile.

Corn Meal and Powder Paint
Using texture to create art.

Crepe Paper Blots
You can use crepe paper streamers to making beautiful designs.

Emotion Painting
Students will gain an understanding of how much of a role emotion plays in artmaking as they create paintings based on feelings.

Spray Paint Mural
An outdoor, warm weather activity that teaches young children about color mixing.

Spreading Paint with a Popsicle® Stick
Using paint, wax paper, popsicle sticks and more, KinderArtists will explore different techniques for art expression.

Tissue Paper Butterflies
Students will create a butterfly using tissue paper and coffee filters.

Fruit and Veggie Prints
This is a form of printmaking that can be done with all ages - even adults!

Monoprints
Monoprinting is a process whereby only one print is pulled from the printing plate.

Hands That Touch the Heart
Using handprints to make personalized art objects.

Tasty Paint
With this recipe, it's okay if the kids eat their art supplies!

Sponge Painting
Students will use sponges as painting tools.

Whipped Cream Finger Paint
Use whipped cream to make an edible paint for your kids.

Make Your Own Art Supplies at the KinderArt Kitchen
Includes homemade art supply recipes including clay and dough.

Play with Clay
Here you can find out all about working with clay.

Very Special Children

The following is an excerpt from KinderArt: Born to Create by Andrea Mulder-Slater and Jantje Blokhuis-Mulder

Whether your child is particularly active, hearing or visually impaired, or developmentally delayed, always point out the achievements that she makes. Always, always, always, focus on the positive and not on the concepts not yet mastered. You have all the time in the world.

Find yourself a support group by contacting other parents who are in the same situation as you. Find out what works for them. Share your triumphs and your failures too.

Remember at all times that special needs children do not misbehave on purpose. They want to please you. They want to feel important and worthwhile. Sometimes they may experience difficulty carrying out a task because they have too much energy or because they simply feel frustrated and cannot focus on the task at hand. Be patient and let them know that you are proud of their efforts.

Keep a record of your child's achievements. This way you will be able to easily recall the events and experiences that you both enjoyed the most. This will also help you to remember those activities which kept your child's attention and those which did not.

Do not overdo the rules. Flexibility is the rule. Think about it - how much fun can making a clay critter or painting a sunshine be if all you hear is, "Don't make a mess" and "Sit up straight."

Take lots of deep breaths.

Be fair and honest.

Don't worry if your child is not reading at the same level as his peers. Don't panic if your youngster doesn't speak or write as quickly as his brother did. If you do suspect that your child has a disability, contact your doctor and make sure the proper tests are carried out. Knowledge is half the battle.

All children will be able to take part in some sort of art-making activity. By doing so, they will feel an enormous sense of accomplishment and increased self-esteem. However, be sure to choose all activities carefully - gearing the activity to the ability of the child.

Make available lots of modeling materials like clay or homemade dough. This is true for visually impaired children as well as those who have limited fine motor control.

If your child is visually impaired, gather a variety of textures to experiment with - smooth papers, rough handmade papers etc.

Scented markers are always fun.

Have lots of "big paper" for large movements of the hands and arms.

Finger paint (bought or homemade) is a terrific tactile material.

Dance, dance, dance.

Building objects is a great way for kids to feel that they have accomplished something. Try bits of wood, mat board, cardboard etc. You can work as a team, gluing pieces together and in the end even your visually impaired children can feel their creations as they evolve.

Weaving is a great idea.

Making musical instruments or any art object that makes noise is great.

Drawing or painting in time to music is always a hit.

If your child is hearing impaired, expose him to musical instruments where he can "feel" the music. Allow him to experience the wind that blows from a woodwind and the vibrations of a guitar string or drum head.

Children with down syndrome respond especially well to music, as do youngsters with autism.

Try as much as possible to expose your kiddos to the things that make them happy - the things that make them laugh - the things that make them clap their hands and smile.
© Andrea Mulder-Slater, Jantje Blokhuis-Mulder

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Art for Children and Adults with Disabilities - KinderArt

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KinderArt® features many activities and lesson plans which have proven successful with children and adults with disabilities. In order to help those who work with special children and adults, we have listed a few appropriate activities here in one place.

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Just wanted to let you guys know that on October 11th from 6pm-9pm there will be a special olympics event held at the Lake High School stadium (I have attached the links below). I is a great cause and would be something I feel that the students would really enjoy! Hope to see you all there!

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Hello!
And welcome to my classroom Padlet! My name is Abigail Merolla and I will be your child's instructor during this school year! I will be keeping this blog up to date on what is going on in the classroom! On this platform I will be posting; daily activities, a student of the month post, and any deadlines and due dates that are important. If any of you have any questions please feel free to comment on this blog or email me at my classroom email! I hope to have a great year with your children!