Frequently asked questions about response to intervention / (Record no. 1158)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 11186cam a2200397 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 15029912 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20190903152509.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 071001s2008 caua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2007040305 |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER | |
| National bibliography number | GBA788704 |
| Source | bnb |
| 016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER | |
| Record control number | 014235726 |
| Source | Uk |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781412917896 (pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 1412917891 (pbk.) |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)ocn173748643 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)173748643 |
| Canceled/invalid control number | (OCoLC)166367208 |
| -- | (OCoLC)166367227 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | BTCTA |
| -- | BAKER |
| -- | UKM |
| -- | YDXCP |
| -- | C#P |
| -- | BWX |
| -- | DLC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1029.R4 |
| Item number | P54 2008 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 PIE |
| Edition number | 22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Pierangelo, Roger. |
| 245 10 - TITLE STATEMENT | |
| Title | Frequently asked questions about response to intervention / |
| Statement of responsibility, etc. | Roger Pierangelo, George Giuliani. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Thousand Oaks, CA : |
| Name of publisher, distributor, etc. | Corwin Press, |
| Date of publication, distribution, etc. | c2008. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xviii, 150 p. : |
| Other physical details | ill. ; |
| Dimensions | 26 cm. |
| 440 #2 - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | A step-by-step guide for educators |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 138-143) and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 1. Making Sense of the Basic Principles of RTI<br/>Question #1: What Is Responsiveness to Intervention (RTI)?<br/>Question #2: What Is the Purpose of RTI?<br/>Question #3: Why Is RTI Important?<br/>Question #4: What Are Other Benefits of RTI?<br/>Question #5: Is RTI a "New Approach"?<br/>Question #6: When Did RTI Become "Law"?<br/>Question #7: Why Was There a Movement for a Change Towards RTI?<br/>Question #8: What Are the Core Principles of RTI?<br/>Question #9: What Is a Tiered Service Delivery Model?<br/>Question #10: What Is the Three-Tier Model?<br/>Question #11 What Is the Focus of Tier I?<br/>Question #12: What Is the Focus of Tier II?<br/>Question #13: What Is the Focus of Tier III?<br/>Question #14: Is RTI Just Applicable to Special Education?<br/>Question #15: What Are Some Conditions and Activities of RTI?<br/>Question #16: Is There Federal Funding to Support RTI-Related Activities?<br/>Question #17: Does RTI Address Challenging Behavior?<br/>Question #18: Does a School District's "Child Find" Obligations Change Within RTI Systems?<br/>Question #19: Is Parent Involvement an Important Component for Successful RTI Programs?<br/>Question #20: Can RTI Promote Optimal Learning?<br/>Question #21: What Is Fidelity?<br/>Question #22: Does Implementation of RTI Methods Require a Serious Commitment?<br/>Question #23: What Does the RTI Process Mean for Teachers?<br/>Question #24: What Do Teachers Need in Terms of Professional Development and RTI?<br/>2. Understand Why RTI Plays an Important Role in the Determination of Specific Learning Disabilities<br/>Question #25: How Does IDEA 2004 Define a Specific Learning Disability?<br/>Question #26: How Have Children Been Identified Under the Category of Specific Learning Disabilities?<br/>Question #27: What Events Led to Changes in LD Identification in IDEA 2004?<br/>Question #28: Why Replace the Discrepancy Model With RTI?<br/>Question #29: What Are Major Issues Related to the Use of the Concept of Achievement-Ability Discrepancy? Why Change?<br/>Question #30: Why Was RTI Considered in the Process of SLD Determination?<br/>Question #31: Today, What Role Should RTI Play in the Identification of Children With a Specific Learning Disability?<br/>Question #32: Can RTI Be Used as the Sole Determinant for SLD Classification?<br/>Question #33: Are There Other Indicators of LD That Are More Valid and Reliable?<br/>Question #34: If Authorities Believe Underlying Processing Disorders Are the Cause of Learning Disabilities, Why Doesn't IDEA 2004 Include a Model Based on Measuring Processing Problems?<br/>Question #35: In the Big Picture, How Does RTI Fit Into the Determination of LD Process?<br/>3. Determine Your School's Capacity to Adopt RTI<br/>Question #36: What Basic Decisions Should a School or District Make Before Implementing RTI?<br/>Question #37: What Approaches Are Available for Implementing RTI?<br/>Question #38: How Do You Measure Academic Growth?<br/>Question #39: How Do You Use Validated Interventions?<br/>Question #40: How Do You Distinguish Between Types of Learning and Performance Problems?<br/>Question #41: How Do You Determine the Effects of Instruction and Make Decisions About Cutoff Criteria?<br/>Question #42: What Are the Different Types of Response to Intervention Models?<br/>Question #43: What Is Problem Solving or Hypothesis Testing?<br/>Question #44: What Are Pre-Referral Approaches?<br/>Question #45: What Is Tiered Intervention?<br/>Question #46: What Resources Are Necessary to Implement an RTI Approach?<br/>4. Screening for "At-Risk" Students<br/>Question #47: What Is Screening?<br/>Question #48: What Considerations Are Part of the Selection of Appropriate Screening Measures?<br/>Question #49: How is Schoolwide Screening Done Within an RTI Model?<br/>5. Determine How Progress Monitoring Will Be Done in an RTI Model<br/>Question #50: What Is Progress Monitoring?<br/>Question #51: How Can Progress Monitoring Be Useful in an RTI Context?<br/>Question #52: What Role Does Progress Monitoring Play in SLD?<br/>Question #53: How Is Progress Monitoring Accomplished in Tier 1?<br/>Question #54: How is Progress Monitoring Accomplished in Tier 2 and Tier 3?<br/>Question #55: How is Progress Monitoring Accomplished in Special Education?<br/>Question #56: Will the Implementation of a Progress Monitoring System Within an RTI Model Require Shifts in School Structures?<br/>6. Understand the Concept of a Multitiered Service-Delivery Model<br/>Question #57: What is a Multitiered Service Delivery Model?<br/>Question #58: Continuum of Intervention Support for At-Risk Students<br/>7. Determine How Problem Solving Will Be Addressed in Making Decisions<br/>Question #59: What is Problem Solving in RTI?<br/>Question #60: Who Is Involved in the Problem Solving Process?<br/>Question #61: In Making Decisions, What Type of Approach Should the Team Follow?<br/>Question #62: What About Using a Standard Treatment Protocol?<br/>8. In the RTI Model Used, Determine How a Tier 1 Intervention Will Be Implemented<br/>Question #63: What Is Tier I-Core Instruction?<br/>Question #64: What Percentage of the Student Body Must Tier I Serve?<br/>Question #65: What Are the Core Features of a Tier 1 Intervention?<br/>Question #66: How Does Tier 1 Fit Within an RTI Model?<br/>Question #67: What is Universal Screening and/or Benchmarking?<br/>Question #68: How is Progress Monitoring Done in Tier I?<br/>Question #69: What if Students Do NOT reach a Proficiency Level at Tier I?<br/>Question #70: How Will Tier 1 Interventions Affect Staff and School Structures?<br/>9. In the RTI Model Used, Determine How a Tier 2 Intervention Will Be Implemented<br/>Question #71: What is an Intervention?<br/>Question #72: What is a Tier 2 Intervention?<br/>Question #73: When Does Tier 2 Intervention Start?<br/>Question #74: What Percentage of Students Need Tier II Interventions?<br/>Question #75: Are Strategic Interventions in Tier II Short or Long-Term?<br/>Question #76: What are the Core Features of a Tier 2 (and beyond) Intervention?<br/>Question #77: How Long Should Tier 2 Interventions Be?<br/>Question #78: What is a Problem-Solving Approach (Individually Designed Instructional Package)?<br/>Question #79: What is a Standard-Protocol Approach?<br/>Question #80: How is Progress Monitoring Done in Tier II?<br/>Question #81: What if Students are Successful at Tier II? What if They are Unsuccessful?<br/>Question #82: How Does Tier 2 (and Beyond) Fit Within an RTI Model?<br/>Question #83: Will Tier 2 (and Beyond) Interventions Affect Staff Roles, Responsibilities and School Structures?<br/>10. In the RTI Model Used, Determine How a Tier 3 Intervention Will be Implemented<br/>Question #84: What are Tier III Interventions?<br/>Question #85: What Percentage of Students Need Tier III Interventions?<br/>Question #86: Are Tier III Interventions Short-Term or Long-Term?<br/>Question #87: Who Delivers Tier III Interventions?<br/>Question #88: Is Progress Monitoring Still a Part of Tier III?<br/>Question #89: How are Tier III Interventions Delivered?<br/>Question #90: What if Students are Successful at Tier III? What if They are Unsuccessful?<br/>11. In the RTI Model Used, Determine When Special Education Should Be Considered<br/>Question #91: Why is Special Education an Integral Step in a Multitiered Model Such as RTI?<br/>Question #92: How Does Special Education Fit Within an RTI Model?<br/>Question #93: When Should a School District Initiate a Special Education Referral in a RTI System?<br/>Question #94: If a Student is Determined Not Eligible for Special Education Services, How Long May That Student Continue to Receive the Intensive Interventions Provided at Tier III?<br/>Question #95: How Might Specially Designed Instruction (SDI) Differ From the Tier III Interventions a Student May Have Been Receiving Prior to Qualifying for Special Education Services?<br/>Question #96: Can a School District use RTI Data to Support the Decision That a Student Has a Disability in a Special Education Disability Category Other Than SLD?<br/>Question #97: How Will Use of the RTI Process Affect Special Education Referrals?<br/>Question #98: What Changes Are Needed in Special Education to Staff Roles, Responsibilities, and School Structures?<br/>12. Determine How Parents/Guardians Will Be Involved in the RTI Model<br/>Question #99: What Does IDEA State About Parental Involvement?<br/>Question #100: What Should Parents Know About the RTI Program in Their School?<br/>Question #101: What Questions Should Parents Ask About RTI in Their Schools?<br/>Question #102: Are There Standards for Judging Parent Involvement?<br/>Question #103: Are There Measures Used to Judge Parent Involvement?<br/>13. Ensure Fidelity of Implementation<br/>Question #104: What Is Fidelity of Implementation?<br/>Question #105: Why Is Fidelity of Implementation Important?<br/>Question #106: How Can Schools Ensure Fidelity of Implementation?<br/>Question #107: What Are the Key Components and Indicators That Lead to Fidelity in General Education?<br/>Question #108: What Are the Three Dimensions That Keep Implementation of Fidelity Manageable for Schools?<br/>Question #109: How Does a School Achieve High Fidelity?<br/>Question #110: Does Fidelity of Implementation Affect School Structures and Staff's Roles and Responsibilities?<br/>14. Review System Requirements for Response to Intervention<br/>Question #111: What Is a Leadership Team?<br/>Question #112: What Is Teaming?<br/>Question #113: How Do You Use a Research-Based Core Curriculum?<br/>Question #114: What Are Valid Screening or Identification Procedures and Decision Rules?<br/>Question #115: What Are Adopted Intervention Protocols and Progress Monitoring Intervention Protocols?<br/>Question #116: What Are Policy and Procedure Development Including Special Education Procedures?<br/>Question #117: What Is Capacity Building?<br/>Conclusion |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Remedial teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Learning disabled children |
| General subdivision | Education. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Giuliani, George A., |
| Dates associated with a name | 1938- |
| 856 42 - ELECTRONIC LOCATION AND ACCESS | |
| Materials specified | Contributor biographical information |
| Uniform Resource Identifier | <a href="http://www.loc.gov/catdir/enhancements/fy0828/2007040305-b.html">http://www.loc.gov/catdir/enhancements/fy0828/2007040305-b.html</a> |
| 856 42 - ELECTRONIC LOCATION AND ACCESS | |
| Materials specified | Publisher description |
| Uniform Resource Identifier | <a href="http://www.loc.gov/catdir/enhancements/fy0828/2007040305-d.html">http://www.loc.gov/catdir/enhancements/fy0828/2007040305-d.html</a> |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Materials specified | Table of contents only |
| Uniform Resource Identifier | <a href="http://www.loc.gov/catdir/enhancements/fy0828/2007040305-t.html">http://www.loc.gov/catdir/enhancements/fy0828/2007040305-t.html</a> |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 18/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 03/09/2019 | 1 | 371.9 PIE | 16229 | 22/11/2024 | 07/11/2024 | 03/09/2019 | Stack text books |