This "no cost" 4-Part series is designed to help you understand how you relate and respond to others from the most significant relationship to the professional and casual relationships.
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It's time to REGISTER!
Train the Trainer
Weber's Inn
Ann Arbor, Michigan
August 19 & 20,
2009
For registration forms, instructions, and location information, click on the link below and we will reserve your place TODAY!
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What is your unique personality blend? Did you know that you have a mixture of 4 major traits in your personality?
Try this short quiz to get an estimate of your strongest traits. Please note that this is NOT our full personality assessment - this is just a quiz. This quiz is only intended to estimate traits which may be prevalent in your personality style. We invite you to "experiment" with this free tool to get an idea about your personality style. Share this with a friend.
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Hello and Happy Summer!
We hope your summer is going well. Family time, smiles and plenty of sun block are our wishes for you. In this Newsletter we want to share with you RtI and PBS strategy models in our educational system that can empower you in your daily lives. Partnering personality information with these models in academics and behavior are real and practical strategies that give application to reducing your stress, increasing academic achievement, building students' self-esteem and creating more effective parent involvement. Sometimes all we need to do is model behavior to have an effective behavior model.
Teaching Our Youth's Mission, Passion and Workshops are designed to enable you to have more RtI and PBS tools to connect with students, parents and fellow educators. Our web site will provide information on staff and professional development workshops and objectives for educational team building, classroom management (facilitated with Love and Logic (R) skills), and differentiated instruction. We also provide sessions for your parents to connect them with tools to better work with their children. This will give them information to help them interact more effectively with the teachers and increases parent involvement.
Please visit our web site for more information on our workshops and resources:
Much success for your new school year!
Karen Wagnon Mark Wagnon
(734) 547-8502 |
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What is Response to Intervention (RtI)?
Response to Intervention or RtI grew from efforts to improve identification practices in special education. Simply put, it is a process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction. RtI promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need.
Response to Intervention (RtI) is defined as "the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions" (Batsche et al., 2005). Based on a problem-solving model, the RtI approach considers environmental factors as they might apply to an individual student's difficulty, and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, RtI has emerged as the new way to think about both disability identification and early intervention assistance for the "most vulnerable, academically unresponsive children" in schools and school districts (Fuchs & Deshler, 2007, p. 131, emphasis added).
Positive Behavior Support (PBS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors (OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007). Positive Behavior Support (PBS) is a process that is consistent with the core principles of RtI. Similar to RtI, PBS offers a range of interventions that are systematically applied to students based on their demonstrated level of need, and addresses the role of the environment as it applies to development and improvement of behavior problems.
Both RtI and PBS are grounded in differentiated instruction. Each approach delimits critical factors and components to be in place at the universal (Tier 1), targeted group (Tier 2), and individual (Tier 3) levels. Our goal is to describe the shared (identified in bold) characteristics of these approaches as a basis for highlighting how best to meet the needs of children experiencing academic and social difficulties in school.
(from PBIS Newsletter Vol 4, Issue 2)
Implementation Features
Grounded in the same principles as Positive Behavior Support (PBS), the core features of RtI include:
· Expectations for high quality, research-based instruction in general education
classrooms.
· Universal, classroom-based screening to identify need for additional support.
· Collaborative, team-based approach to development, implementation, and evaluation
of alternative interventions.
· Increasingly intense, multi-tiered application of an array of high-quality, evidence-
based instruction matched to individual needs. · Continuous monitoring of progress to determine impact of interventions. · Expectations for parent involvement throughout the process. For more information on RtI, we encourage you to visit http://www.rtinetwork.org/Learn |
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