Академический Документы
Профессиональный Документы
Культура Документы
Nancy Waldron
djoyce@coe.ufl.edu
waldron@coe.ufl.edu
Christopher Raye
craye@ufl.edu
Tanya Kort
tkort@pky.ufl.edu
University of Florida
All Presentation
Materials Including
Reports are
NASP Conference,
MarchSample
3rd, 2010
Available at http://www.nasponline.org/
51% Caucasian
24% African American
16% Hispanic
5% Multiracial
3% Asian
Free/reduced lunch: 26%
Highly trained faculty (78% graduate degrees)
School Improvement
RTI Foundations (2001-2006)
Reading Initiative (2001-2006)
Enhanced
Focus of RtI
Implementation
Elementary
Year 1
Reading K-2
Established grade level Student Success Teams (SST)
for data
analysis, problem solving , intervention support
RtI Leadership Team Meetings
Year 2
Year 3
Year 4
Focus of RtI
Implementation
Secondary
Year 1
Year 2
IV. Evaluate
Was it Effective?
II. Problem
Analysis
Identify
Contributing
Variables
III. Implement
Plan
Progress Monitor
and Modify if
Tier II
Supplemental,
Targeted, ShortTerm
Tier III
Intensive,
Individual, LongTerm
behavior supports
Providing embedded social skills curriculum
and/or PBS programs
RtI resource for parents, teachers,
administrators, staff
TIER II
Tier II (Small group, supplemental, short-term)
Student Success Team
Define the Problem Problem Analysis
Evaluate
10
Absent
SSIS
BESS
ISS
OSS
Class Incidents
Parent
Contact
Comments
SST Decision
<5
< 60
< 61
Anna
63
78
Bernard
Cialia
0
0
44
50
44
48
0
0
0
0
Lacking supplies,
homework, appears dirty,
no coat on cold days, no
lunch, mother hospitalized
depression
Frederick
65
38
Henry
Indigo
0
7
42
38
28
45
0
1
0
0
Parent/Student responsive,
no more incidents, found
out Indigo had bad day
because her dog died
Jyrece
15
42
50
Kevin
12
75
70
Appears very
sad/withdrawn, sometimes
no appetite, clings to
teacher
11
TIER III
Tier III (Individualized, intensive)
Define the Problem Problem Analysis
Formal FBA
Updated review of work & interviews
Parent conferences with developmental history
Evaluate
Intervention
x=1.4
Baseline
x=5.67
Baseline
x=41%
Intervention
x=69%
14
Tier
III
Data
Sample
3
CounselingBeginsWeek4
ReportCardChanged
Problem-solving
model
Assure not lack of
appropriate
instruction
Team decisions
Evidence-based
interventions have
been implemented
Evaluation includes:
FBA (if not already completed)
Social/Dev Hx
Observations
Interviews
Review of interventions
Review of academic
performance
Assessments to identify
contributing factors
Medical eval if precipitating
E/BD
16
17
Lessons Learned
Importance of building capacity for implementation
Importance of professional development
Generally enough needs to continuously have small groups
Questions?
19
Effective Treatments/Interventions
ADHD
Anxiety
Depression
OCD
ODD/CD
20
Behavioral
RtI Resources Screening Measures, Interventions
Tier I
Behavioral & Emotional Screening System (BESS) http://ags.pearsonassessments.com/
Positive Behavioral Support www.pbis.org
21
References
Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer,
E. M. Z., & Erkanli, A. (1995). Data watch: Childrens mental health
service use across service sectors. Health Affairs, 14, 147-159.
Kendall, P. C. (2006). Child and adolescent therapy. New York:
Guilford Press.
U.S. Department of Education (2009). Twenty-eighth annual
report to Congress on the implementation of the individuals with
disabilities education act. Jessup, MD: U.S. Department of
Education.
U.S. Department of Health and Human Services. (1999).
Mental Health: A Report of the Surgeon General.
Rockville, MD: U.S. Department of Health and Human
Services.
23