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Always be prepared for meetings, remind other staff before hand and always be professional!!!

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Communication is always key!

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An RTI process cannot be used to deny or delay a formal evaluation for special education.

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RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.

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Decisions made regarding students’ instructional needs are based on multiple data points taken in context over time.

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Parent involvement. Schools implementing RTI provide parents information about their child’s progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child.

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Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions.

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Though there is no single, thoroughly researched and widely practiced “model” of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions.

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https://www.youtube.com/watch?v=hHIikHJV9fI

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https://www.parentcenterhub.org/iep-team/

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https://www.youtube.com/watch?v=2DmFFS0dqQc

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https://www.youtube.com/watch?v=CHCTGRw1oKo

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Meaningful experience: connect learning to experiences

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Many important ways students learn are: Active learning, experimental learning, guided discovery learning, inquiry-based learning, problem based learning, project-based learning

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Interactive Experiences : Allow students to experiment and retry for learning

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Engaging Experiences: Create hands-on and mind-on activities

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Socially Interactive: let students learn through communication, teach them good communication skills.

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Joyful Experience:  Create a positive, interesting motivational learning experience for each student.

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Create Learning Opportunities

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Remain calm during even the “worst” behavior.

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Remain calm during even the “worst” behavior.

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Allow an autistic child time and space to self-regulate.

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Allow an autistic child time and space to self-regulate.

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Spend time teaching very specific social rules and skills

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Spend time teaching very specific social rules and skills

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Provide instruction in as few words as possible

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Provide instruction in as few words as possible

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Be prepared to give instruction in multiple ways

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Be prepared to give instruction in multiple ways

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Autism: we need to help students who have unique minds to be successful

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Autism: we need to help students who have unique minds to be successful

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Autism: use fixation to motivate students

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Autism: use fixation to motivate students

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Autism: types of thinking: Photo realistic visual thinkers, pattern thinkers, verbal mind.

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Autism: types of thinking: Photo realistic visual thinkers, pattern thinkers, verbal mind.

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Autism: people on the spectrum actually think with the primary visual cortex

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Autism: people on the spectrum actually think with the primary visual cortex

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Autism, most children do not have this initiate ability

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Autism, most children do not have this initiate ability

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Children on the autism spectrum tend to thrive on repetition and routine.

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Children on the autism spectrum tend to thrive on repetition and routine.

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six percent of public-school students are enrolled in gifted and talented programs. 

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six percent of public-school students are enrolled in gifted and talented programs. 

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Children on the autism spectrum frequently display behaviors known as stimming.

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Children on the autism spectrum frequently display behaviors known as stimming.

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As is the case with any child in a classroom, those on the autism spectrum have their own strengths and weaknesses. 

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As is the case with any child in a classroom, those on the autism spectrum have their own strengths and weaknesses. 

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Before welcoming an autistic child into the classroom, teachers should become aware of exactly what sensory issues are, and what kinds of sensory issues they are likely to encounter in the classroom.

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Before welcoming an autistic child into the classroom, teachers should become aware of exactly what sensory issues are, and what kinds of sensory issues they are likely to encounter in the classroom.

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Children on the autism spectrum usually have trouble understanding verbal instructions. 

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Children on the autism spectrum usually have trouble understanding verbal instructions. 

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Children on the autism spectrum have trouble reading social cues, which could cause confusion and awkwardness among the child and their peers.

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Children on the autism spectrum have trouble reading social cues, which could cause confusion and awkwardness among the child and their peers.

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Instead of taking the comments personally, teachers should find the strength to lead by example with words of praise and positivity.

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Instead of taking the comments personally, teachers should find the strength to lead by example with words of praise and positivity.

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All children, including those on the autism spectrum, benefit from clear choices.

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All children, including those on the autism spectrum, benefit from clear choices.

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Be aware that your classroom decor may be overstimulating to a child with autism.

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Be aware that your classroom decor may be overstimulating to a child with autism.

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Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities

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Help students understand emotions in real time

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Help students understand emotions in real time

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Approach students privately, then encourage them to reflect on the wrong doing.

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Approach students privately, then encourage them to reflect on the wrong doing.

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Look for patterns in the behavior that may reveal the underlying reason

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Look for patterns in the behavior that may reveal the underlying reason

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Dialogue circles, have been shown to reduce student misbehavior and promote safer school environments.

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Dialogue circles, have been shown to reduce student misbehavior and promote safer school environments.

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we must engage in robust conversations with colleagues, developing more consistent beliefs and understandings of the role of consequences and practicing appropriate responses. 

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we must engage in robust conversations with colleagues, developing more consistent beliefs and understandings of the role of consequences and practicing appropriate responses. 

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Is there a consequence that might be part of how we help this student?

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Is there a consequence that might be part of how we help this student?

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Our students need us to be strong enough to react with reason, not emotion

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Our students need us to be strong enough to react with reason, not emotion

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We Want Consequences to "Work," but Haven't Defined What That Means

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We Want Consequences to "Work," but Haven't Defined What That Means

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We Try to Get Consistent with Consequences Before We're Consistent in Beliefs

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We Try to Get Consistent with Consequences Before We're Consistent in Beliefs

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Their were public institutions to have the disabled for life

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Their were public institutions to have the disabled for life

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In the 1990s the law was reauthorize as individuals with disabilities education act (IDEAS)

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In the 1990s the law was reauthorize as individuals with disabilities education act (IDEAS)

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IDEA now mandates the students with disabilities to be included in all state accountability programs

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IDEA now mandates the students with disabilities to be included in all state accountability programs

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As of 2008, 95% of students with disabilities were being educated

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As of 2008, 95% of students with disabilities were being educated

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1975 Congress enacted the education for all handicapped children act, public law 94-142. Provided a free, appropriate, public education for all children with disabilities in the least restrictive environment

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1975 Congress enacted the education for all handicapped children act, public law 94-142. Provided a free, appropriate, public education for all children with disabilities in the least restrictive environment

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Students with disabilities were prohibited to go to school

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Students with disabilities were prohibited to go to school

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