Education Week, April 12, 2010
“Located on the east boundary of Denver, Aurora is Colorado’s third largest city. It has a student population of 34,000 and operates 54 schools. Aurora faces the challenges of many urban districts: Sixty-four percent of its students receive free or reduced lunch and 34 percent are English-language learners who, all told, speak 95 different languages.
Since RTI is mandated by Colorado, using the framework was not a choice for Aurora. But district instructional leader Charlotte Butler believes that the 10 or more years the district has spent emphasizing “good first instruction”—informed, reflective instruction that is often synonymous with Tier 1 best practice—and student progress monitoring has helped to smooth the K-12 transition to RTI. “We’re already far along the road, in terms of what we already have in place to support all students as learners,” she explains.”
This is an excellent article on a successful implementation of RTI (Response To Intervention). Please follow this link for the article.
Please follow this link for details on how the Aurora School District implemented RTI.
Excellent Article out of www.teachermagazine.org on children who get overlooked, when common sense indicates different actions. The article is about how a high school teacher finds an unintended consequence of the push for accountability: The students who need the most help often end up getting the least.
‘I opened a folder in which I had placed a printout of Shawn’s abysmal scores on the standards-aligned Measures of Academic Progress Test. Before I could make my move, however, Shawn’s mother leaned forward and looked me squarely in the eye. “I heard that before,” she said. “That’s why he has that IEP thing from back in middle school. But let me tell you, it don’t do no good, because the problem is that he’s plain lazy. He’s failing every one of his classes. You got a solution to that?”
“There are a lot of students like Shawn, and the problem for them is twofold. First of all, they were left behind long ago by failing schools and failing school systems. It is hard to imagine how students who can barely decode multi-syllable words could be promoted to high school, but it happens. Theoretically, their needs should be addressed by special education programs, but in schools like mine, these programs are chronically overloaded and underfunded.”
“What needs to happen involves some tough honesty. All of us—teachers, administrators, policymakers, and parents—need to acknowledge that even as our public schools become more rigorous, there will still be students with serious skills-deficits who come up through the system and must be served. We need to find resources for them and we need to think realistically about . . .”
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Discussion in www.teachermagazine.org forums on restraints.
“According to a recent government report, the use of violent restraining and secluding techniques by teachers with children with special needs has led to hundreds of deaths and injuries of school children over the last twenty years. In one particular case, a foster child, who had been abused by his biological family, was suffocated by his teacher after he disobeyed her request for him to sit down.”
Please Click Here to read discussion.
Exerpt from an article in www.teachersourcebook.org This web chat explains RTI and how it will change how children are provided assistance in schools.
“Response to Intervention, a framework for modifying instruction based on early evaluation of student-learning needs, is gaining traction in schools even as some educators struggle with the approach.”
“Recently, in a Web chat on teachermagazine.org, two RTI experts, Judy Elliott, chief academic officer of the Los Angeles Unified School District, and Douglas Fuchs, professor and Nicholas Hobbs Chair in Special Education and Human Development at Vanderbilt University, answered readers’ questions on the method.
Click Here for some excerpts from the discussion.
Effectiveness of a School-Based Multicomponent Program for the Treatment of Children with ADHD
University of Valencia (Spain), Ana.Miranda@uv.es
Maria Jesús Presentación
University of Castellón (Spain)
University of Almería (Spain)
The objective of this study was to evaluate the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder (ADHD) carried out by teachers in a classroom context. Dependent measures included neuropsychological tasks, behavioral rating scales for parents and teachers, direct observation of behavior in the classroom, and academic records of children with ADHD. Fifty children with ADHD participated in the study. The teachers of 29 of the 50 students were trained in the use of behavior modification techniques, cognitive behavior strategies, and instructional management strategies. The other 21 students formed the control group.
Parents’ and teachers’ ratings detected improvements in primary symptoms (inattention—disorganization, hyperactivity—impulsivity) and in behavioral difficulties usually associated with ADHD (e.g., antisocial behavior, psychopathological disorders, anxiety). Furthermore, the results showed increased academic scores, enhanced classroom behavioral observations, and improved teachers’ knowledge about the strategies directed toward responding to the children’s educational needs.
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