The response to intervention (RTI) initiative is a multi-tiered program that is designed to facilitate the early identification of students with special educational and behavioral needs (What is RTI?, 2016). The purpose of the RTI initiative is two-fold, with the first being the provision of high-quality educational services and the second being the screening of all young learners in general education classrooms (What is RTI?, 2016). The evolution of the RTI initiative was based on early experiences with differentiated instruction as an alternative to conventional practices. In this regard, Fisher and Frey (2010) report that, "In many schools, instruction and time are constant -- they do not vary on a student-by-student basis. RTI was designed as a way to encourage teachers to vary instruction and time to create a constant level of learning" (2010, p. 15). The RTI program also includes the key assumption that all young learners are capable of achieving high levels of academic performance provided the educational the system varies the type of instruction they receive and the amount of time they are allotted to learn (Fisher & Frey, 2010).
How RTI Meets IDEA 2004 Criteria for "Early Intervening Services."
The RTI initiative satisfies the IDEA 2004 criteria for early intervening services and authorizes educators to identify appropriate interventions that can be used to address the specific needs of students when these needs manifest (What is RTI?, 2016). The IDEA 2004 criteriafor early intervening services authorizes the use of data collected for RTI strategies for use in evaluations of children with special needs (Response to interventions, 2007). It is also important to note that parents are authorized to request a formal evaluate to determine their children's eligibility for special education at any point in the RTI process pursuant to IDEA 2004 (What is RTI?, 2016).
Explain the Purpose of SWPBS
The overarching purpose of the SWPBS program is to provide educators with a viable framework in which a school environment that is conducive to learning is developed in order to improve students' social-emotional outcomes (What is SWPBS?, 2016). According to Missouri schoolwide positive behavior support Web site, the SWPBS "is a proactive approach that relies on research-based practices, including developing clear behavioral expectations, teaching these expectations, acknowledging appropriate behavior, consistently correcting inappropriate behavior, and using behavioral data to systematically solve problems" (What is SWPBS?, 2016, para. 3). Like the RTI program, the SWPBS is also a multi-tiered framework that are used to help young learners who fail to respond adequately to interventions at tier 1 (What is SWPBS?, 2016).
Stuck Writing Your "Learning and Social Deficits in the Elementary Classroom" Essay?
Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning
The combination of the RTI and SWPBS programs provides a synergistic approach that focuses on both academic outcomes as well as promoting those behaviors that are needed for a safe and effective learning environment along of continuum that recognizes special learning needs (Bohanon, Goodman & Mcintosh, 2016). Figure 1 below depicts the key components of these academic and behavior supports.
Figure 1. Key components of RTI and SWPBS programs
Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program
The addition of a social skills program to Tier 2: Targeted Interventions is consistent with goals of the behavior education program because this level of intervention is specifically designed to provide young learners with the intensive instruction they need to overcome their behavioral deficits in order to graduate to Tier 1 or rejoin the general classroom (What is RTI?, 2016).
Part II
Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:
A) Tier 1: Universal Interventions
Evidence-based practices are used to deliver high-quality educational services at Tier 1: Universal Interventions, and all students will be screened on a regular basis to determine the impact that any learning or behavioral deficits are having on suboptimal outcomes. Those young learners identified with these types of deficits will be provided with….....
Bertani, T. A., Carroll, L. & Castle, M. H. (2010, July 28). Culturally responsive classrooms: A toolkit for educators. School-Based Behavioral Health. Retrieved from http://www.sbbh. pitt.edu/files/pdf/Culturally%20Responsive%20Classrooms010412.pdf.
Bluestone-Miller, R. (2014, June 1). Skillstreaming in early childhood: Student workbook and group leader's guide. School Social Work Journal, 38(2), 103-105.
Bohanon, H., Goodman, S. & Mcintosh, K. (2016). Integrating academic and behavior supports within an RTI framework. RTI action network. Retrieved from http://www.rtinetwork.org/learn/behavior-supports/integrating-behavior-and-academic-supports-general-overview.
Fisher, D. & Frey, N. (2010). Enhancing RTI: How to ensure success with effective classroom instruction, intervention. Alexandria, VA: ASCD.
Lane, K. L. & Capizzi, A. M. (2012, February). Secondary prevention efforts at the middle school level: An application of the behavior education program. Education & Treatment of Children, 35(1), 51-55.
Response to intervention. (2007). U.S. Department of Education. Retrieved from http://idea.ed. gov/explore/view/p/,root, dynamic, Qacorner,8.
What is RTI? (2016). RTI action network. Retrieved from http://www.rtinetwork.org/learn/what/whatisrti.
What is SWPBS? (2016). Missouri schoolwide positive behavior support. Retrieved from http://pbismissouri.org/about.
Witkiewitz, K. & Marlatt, G. A. (2011, Winter). Behavioral therapy across the spectrum. Alcohol Research, 33(4), 313-316.
"Learning And Social Deficits In The Elementary Classroom" (2016, September 05) Retrieved May 16, 2024, from https://www.aceyourpaper.com/essays/learning-and-social-deficits-in-the-elementary-classroom-essay
Latest MLA Format (8th edition)
Copy Reference
"Learning And Social Deficits In The Elementary Classroom" 05 September 2016. Web.16 May. 2024. < https://www.aceyourpaper.com/essays/learning-and-social-deficits-in-the-elementary-classroom-essay>
Latest Chicago Format (16th edition)
Copy Reference
"Learning And Social Deficits In The Elementary Classroom", 05 September 2016, Accessed.16 May. 2024, https://www.aceyourpaper.com/essays/learning-and-social-deficits-in-the-elementary-classroom-essay
