The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.
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Interventions that Work: Key to Effective Literacy Interventions for Students in Grades... - 0 views
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Pyramid Response to Intervention Workshop - Billings - June 12, 2014 - 0 views
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Games as Interventions - Multiple Locations - Dec 11-12, 2012 - 0 views
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Routines-Based Early Intervention - Helena/Billings - May 21 / May 23, 2012 - 0 views
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National Autism Center Completes Most Comprehensive Review of Autism Interven... - 0 views
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Implementing a Successful RTI Program - Billings, MT - Multiple Dates - 0 views
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Special Education: Implementation of AT into Educational Setting - Webinar - Apr. 22, 2013 - 0 views
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Autism Screening, Early Diagnosis and Early Intervention - Webinar - Apr. 24, 2013 - 0 views
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Working in the Arts with Children on the Autism Spectrum - Great Falls - April 28, 2012 - 0 views
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Ensuring the Fidelity of the "I" in RtI - Webinar - Oct. 28, 2013 - 0 views
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Organizing Social, Emotional, and Behavioral Interventions along a Three Tiered Positiv... - 0 views
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Picture Perfect Intervention - Video Modeling - Training - Great Falls - Oct. 12, 2012 - 0 views
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"Picture Perfect" Interventions - Havre - April 20, 2012 - 0 views
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Fostering Social-Emotional Growth: Using Floortime to Ensure Children Success - Webinar... - 0 views
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What:
Teasing, taunting, bullying, harassment, and physical aggression are pervasive problems with children and adolescents across the country and in our communities today. To address these problems, schools need comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary (e.g., whole school or school linked to community), secondary (e.g., early intervention groups for potential or "early-indication" bullies or victims), and tertiary (e.g., direct services for existing bullies) levels of prevention. This webinar will present strategies at each of these intervention levels using Project ACHIEVE's "Special Situation Analysis" approach. More specifically, the webinar will discuss ways to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school collaboration such that teasing, taunting, bullying, harassment, and physical aggression is either prevented or addressed. Especially emphasized will be the importance of differentiating approaches to address the bullies, victims, and bystanders who are involved in these inappropriate interactions. Participants will learn: How school-based teasing, taunting, bullying, harassment, and physical aggression need to be addressed through comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary, secondary, and tertiary prevention levels; How to apply Project ACHIEVE's "Special Situation Analysis" approach to interventions at these three levels ; How to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school col