Respone to Intervention in Early Childhood响应干预在早期的童年.ppt

* The decision making model includes continuous progress monitoring using the ECI with intervention and exploring solutions assessments (ESAs). Decision making continues to ask the question, “Is this child growing?” If not, what interventions are needed and should we change the current intervention? ECI growth charts provided the evidence we need to answer these questions. * There are three major infrastructure pieces that schools need to put in place to RtI: We will expand on each of these in the next few slides. * * Essential component 1 is implementing a multi-tier model. In the literature, these are usually 3- or 4-tier models. The trend seems to be using a 3-tier models. In the illustration on this slide, the triangle illustrates ALL students in a school. The lowest (and biggest) area of the triangle depicts students who will become proficient in a curricular area based on general education (also called universal interventions or core instruction) instruction alone. The middle area depicts students who will need both core instruction PLUS something supplemental in order to become proficient. (This tier is sometimes called supplemental or strategic instruction) The small area at the top reflects the small number of students who will need core instruction PLUS something supplemental in order to become proficient. This tier is often called intensive instruction. The percentages next to the sections of the triangle are not cut in stone. However, these numbers are approximately the parameters that educators should be striving for in order to allow our systems to be as effective as possible. One advantage of using this model as a standard is that it allows schools to evaluate the effectiveness of their core instruction. That is, they can see how many of their students who receive general education alone are becoming proficient. In cases where too few general education students are becoming proficient based on core instruction alone, a school can work on “r