Positive Behavior Interventions and Supports
Both the Connecticut and the National Center for Response to Intervention (NCRTI) highlight the importance of behavioral supports in the response to intervention process. Connecticut includes targeted interventions for students experiencing learning, social-emotional or behavioral difficulties as part of the tiered interventions, with curriculum that in addition to core academic areas, includes the creation and maintenance of a positive and safe school climate, and a comprehensive system of social-emotional learning and behavioral supports (Connecticut State Department of Education Bureau of School and District Improvement, 2003), (National Center on Response to Intervention, 2013). A case study …show more content…
This was in part due to students in special education. There were several districts who were making meaningful progress in comparison to similar districts, and researchers began to look at what these districts were doing in order to make the gains. There had previously been 11 practices that supported success with students in special education:
When researchers looked more closely had several districts in California, they found several themes to be true is most or all of them: inclusions and access to the core curriculum, collaboration between special education and general education teachers, continuous assessment and use of response to intervention framework, targeted professional development, and use of explicit direct instruction, with the first theme being the one that staff most credited with the performance of students receiving special education services (Huberman, Navo,& Parish, 2012). This points to the importance of students with disabilities having access to the general education curriculum.
Professionals who provide special education play a vital role in serving as a fundamental resource for general educators in implementing SRBI and in helping to meet the needs of students with disabilities. (Connecticut State Department of Education Bureau of School and District Improvement,2003)
Success in the Response to …show more content…
The study compared the proportion of special education placements of students in an RtI environment with the rate of identification for LD is much more likely in grade 3-5; noting that one third of the student were not identified until the fourth grade. The proportion of students who were identified did not change after implementation of RTI. Identification proportions for students who were ELL were similar after the implementation (O’Connor, Bocian, Beach, Sanchez, & Flynn,
Both the Connecticut and the National Center for Response to Intervention (NCRTI) highlight the importance of behavioral supports in the response to intervention process. Connecticut includes targeted interventions for students experiencing learning, social-emotional or behavioral difficulties as part of the tiered interventions, with curriculum that in addition to core academic areas, includes the creation and maintenance of a positive and safe school climate, and a comprehensive system of social-emotional learning and behavioral supports (Connecticut State Department of Education Bureau of School and District Improvement, 2003), (National Center on Response to Intervention, 2013). A case study …show more content…
This was in part due to students in special education. There were several districts who were making meaningful progress in comparison to similar districts, and researchers began to look at what these districts were doing in order to make the gains. There had previously been 11 practices that supported success with students in special education:
When researchers looked more closely had several districts in California, they found several themes to be true is most or all of them: inclusions and access to the core curriculum, collaboration between special education and general education teachers, continuous assessment and use of response to intervention framework, targeted professional development, and use of explicit direct instruction, with the first theme being the one that staff most credited with the performance of students receiving special education services (Huberman, Navo,& Parish, 2012). This points to the importance of students with disabilities having access to the general education curriculum.
Professionals who provide special education play a vital role in serving as a fundamental resource for general educators in implementing SRBI and in helping to meet the needs of students with disabilities. (Connecticut State Department of Education Bureau of School and District Improvement,2003)
Success in the Response to …show more content…
The study compared the proportion of special education placements of students in an RtI environment with the rate of identification for LD is much more likely in grade 3-5; noting that one third of the student were not identified until the fourth grade. The proportion of students who were identified did not change after implementation of RTI. Identification proportions for students who were ELL were similar after the implementation (O’Connor, Bocian, Beach, Sanchez, & Flynn,