1. The United States Department of Education Office of Special Education Rehabilitative Services sent a letter to OSERS concerning strategies that delay certain evaluations for children. It was apparent to the Office of Special Education Programs (OSEP) that occasionally local educational agencies (LEAs) were using Response to Intervention (RTI) practices to delay or even deny a timely primary evaluation for young children suspected of having disabilities.
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
To start off, in this paper I will use the information that I have learned about the Generalist Intervention Model (GIM) as well as the Hernandez family case to explain how I would use each stage of the GIM to work with the family. Second, I will discuss the impact of diversity on this case. Third, I will discuss, evaluate, and critique the social workers in the case, the group intervention, and the agency.
Case conceptualization and treatment planning is used by therapist to assist in determining a client’s diagnosis, goals, and treatment plan that is most effective in determining the issues surrounding the clients diagnosis. It is crucial that the client’s treatment plan is specific to the individual, is relational and appropriate to the needs of the client.
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
... all the teachers, except for the multi-disability teacher, having an Intervention Specialist licensure. This allows the teachers to teach students in a cross-categorical situation in promoting academic excellence. The RTI program is designed to further enhance the needs of students with disabilities, under Title I, and is also taught by qualified and licensed teachers (personal communication, July 10, 2009).
The Intervention Wheel (Wheel), previously known as the “Minnesota Model”, is a conceptual framework used in the public health nursing practice for “defining population-based practice and explaining how it contributes to improving population health” (Stanhope & Lancaster, 2014, p. 187). Three core levels make up the Wheel: first, it is population based; secondly, it incorporates three areas of practice consisting of individual, family, community, and systems; and lastly, it recognizes 17 public health interventions, as well as describes them (Stanhope & Lancaster, 2014, p. 188). By incorporating all of these levels into the Wheel, it creates a structure, which helps public health nurses (PHN) to identify and document their interventions, as well as documents the essence of their work (Stanhope & Lancaster, 2014, pp. 193-195).
Response to Intervention (RTI) is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. RTI consists of multiple tiers of instructional processes aimed at improving student response to instruction and student outcomes. The first tier is Tier 1, which is designed to serve all students in the school with well-supported instructional programs. Tier 1 is designed to be proactive and preventative. It increases the likelihood of improved student achievement and success for all students and may reduce the number of students who are referred for special education. Tier 2 is for those students where Tier 1 is insufficient and are falling behind on skills and need more instruction.
More specifically, safeguarding the rights of students with disabilities, while maintaining a safe learning environment for all are top priorities. I currently oversee a middle school who has a large special education population, as 23% of the students receive special education related services. In addition, the school has two new assistant principals who have limited administration and special education experience. Providing ongoing support as well as relevant information is critical. Sharing evidenced-based practices combined with elements of Positive Behavior Interventions and Supports (PBiS) has proven to be beneficial. It is imperative students with disabilities who engage in maladaptive behaviors are exposed to proactive interventions as opposed to reactive response. A suspension may mask the issue, as the primary root of the behavior is not addressed. Creating functional equivalent replacement behaviors (FERBS) that seek to meet the behavior need in a more appropriate fashion is
Early Intervening Services is a hot topic and nonetheless relevant topic for us educators. Early Intervening Services is essential for all students to succeed. “The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004” (Mire & Montgomery, 2009). Administrators need to adhere to the educational laws so that all children have the right to learn and grow with their peers in an educational setting. One change in the law is this emphasis of intervening early to meet the needs of children at risk of not succeeding in the classroom. A common thread with the research articles I’ve selected is this notion of effectiveness. Dickman’s (2007) formula and the provided description of IDEA: Early Intervening Services ( ) both support the non negotiable pieces of the puzzle in order to have an effective approach when providing Early Intervening Services. The research heavily emphasizes the importance of Early Intervening Services must be provided with scientific research-based, training to carry out the program, and informed environment. The research strongly suggests that all three are essential to meet the expectations of Early Intervening Services. Dickman’s vital points do align with the definition of IDEA. In Neuman’s (2007) Changing the Odds article, identifies effective principles to an intervention just like Dickman; she also agrees professional training is key to effective Early Intervening Services. Although, her attributes for an effective intervention consist of eight principles and his consist of three, both of them strongly believe children can succeed when provided effective early intervention services by...
Response to Intervention application “includes a combination of high quality, culturally and linguistically responsive instruction; assessment; and evidence-based intervention” (Shapiro, 2008, p.1) Implementation of RtI will play a part to the meaningful recognition of learning and behavioral problems, enhance instructional characteristics, provide all students with equitable opportunities to thrive in school, and help with the identification of learning disabilities and other at-risk behaviors (2008). RtI allows for “screening, progress monitoring, data-based decision-making, and a multi-level prevention system” as a means to “help every student access the grade-level standards in a very strong and effective core instructional program that is standards-based, data-driven, and responsive to student needs” (National Center on Response to Intervention, n.d.). We have a group of dedicated staff members that oversee our RtI program and report data and offer training during staff meetings, two g...
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
As a school counselor, it is important to be knowledgeable about children and adolescents developmental level in order to choose the appropriate intervention. Vernon (2009) mentions in the text that "counselors must also consider developmental factors in conceptualizing problems, in designing or selecting age-appropriate assessment instruments, and in developing interventions that take into account the child's developmental capabilities" (p. 5). The effect that the developmental levels have on the choice of internvention is that it depends on children and adolescents situtation in terms of physical, cognitive, social and emotional factors. When it comes to those factors, School counselors need to be mindful that children and adolescents
A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student 's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and
Factors included are mobility, behavior, and economic and environmental causes. Requirements that environmental causes is ruled out is set so that a child with a disability does not become staffed due to their living conditions. This can be seen as a positive and as a frustrating point for families who want to receive support. Response to Intervention (RTI) was designed so that students do not fall far behind before they can qualify for special education services. The practice of providing instruction and interventions matched to student needs while progressing monitoring is a powerful tool.
As with any program within the school system, these assessment and intervention services are used for the purpose of being improved. One of the strongest strengths is that they are tailored to the needs of the children. Children with developmental delays learn at a slower and uneven rate and there are certain skills that must be taught by direct instruction. There is no skill that can be taken for granted by parents and teachers. These programs help the students learn and be in the right developmental stages. Additionally, students have Individualized Educational Plan, commonly referred to as an IEP. IEPs have their special needs, along with recommendations, concerns, and goals for their future. As good as IEPS are, there are some major weaknesses with it. Primarily the stigma it brings students being labeled by their disability as if it is one size fits all. Because of this many feels like the IEPS are outdated and don't work towards inclusion. There has to be a way around these feelings for students which can label their strengths and weaknesses within the school without labeling the students by a condition. It is necessary to have a clear understanding of all parties so that the child can have adequate services and support. But it should not leave a stigma on their for their entire educational