RTI generally uses a three tier model like a pyramid. At the bottom of the pyramid is Tier 1. Tier 1 identification and interventions occur in the classroom and may be school wide including differentiated instruction to teach to the strengths of each child including classroom reward systems or incentives to encourage participation or reward skills or behavior that are essential to student growth. Tier 2 interventions are comprised of assistance that may occur outside of the classroom or inside the classroom. These may be group or individually focused based on what may be needed including math or reading pull out groups to assist students in learning skills that will enhance and improve their skills. For students with behavioral or emotional difficulties, this may include participation in a group or individual counseling services at school. Tier 3 or the top of the pyramid usually consists of interventions provided in another context, individual, group, or pull out services or consultation with specialized education personnel to collect data and tailor individualized interventions.
The goal of the educational team at each level is to provide assistance to general education students that will address their identified needs. In addition, collection of data occurs at all levels to assist teachers, staff, and administrators in determining the success of interventions. As a child responds to interventions and strengthens the skills they need to strengthen, they will, over time, have less need for the intervention. Progress is continually monitored by the educational team to ensure that students receive the support they need when they need it and only for as long as it is needed.
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March 26, 2013
What is RTI?
The “No Child Left Behind” legislation requires schools to provide educational review and assistance for students in general education classes who may struggle or have needs in a particular area. RTI stands for Response to Intervention, a process whereby schools provide assistance to students to enhance and enrich their learning or success in school. 
RTI generally uses a three tier model like a pyramid. At the bottom of the pyramid is Tier 1. Tier 1 identification and interventions occur in the classroom and may be school wide including differentiated instruction to teach to the strengths of each child including classroom reward systems or incentives to encourage participation or reward skills or behavior that are essential to student growth. Tier 2 interventions are comprised of assistance that may occur outside of the classroom or inside the classroom. These may be group or individually focused based on what may be needed including math or reading pull out groups to assist students in learning skills that will enhance and improve their skills. For students with behavioral or emotional difficulties, this may include participation in a group or individual counseling services at school. Tier 3 or the top of the pyramid usually consists of interventions provided in another context, individual, group, or pull out services or consultation with specialized education personnel to collect data and tailor individualized interventions.
The goal of the educational team at each level is to provide assistance to general education students that will address their identified needs. In addition, collection of data occurs at all levels to assist teachers, staff, and administrators in determining the success of interventions. As a child responds to interventions and strengthens the skills they need to strengthen, they will, over time, have less need for the intervention. Progress is continually monitored by the educational team to ensure that students receive the support they need when they need it and only for as long as it is needed.
RTI generally uses a three tier model like a pyramid. At the bottom of the pyramid is Tier 1. Tier 1 identification and interventions occur in the classroom and may be school wide including differentiated instruction to teach to the strengths of each child including classroom reward systems or incentives to encourage participation or reward skills or behavior that are essential to student growth. Tier 2 interventions are comprised of assistance that may occur outside of the classroom or inside the classroom. These may be group or individually focused based on what may be needed including math or reading pull out groups to assist students in learning skills that will enhance and improve their skills. For students with behavioral or emotional difficulties, this may include participation in a group or individual counseling services at school. Tier 3 or the top of the pyramid usually consists of interventions provided in another context, individual, group, or pull out services or consultation with specialized education personnel to collect data and tailor individualized interventions.
The goal of the educational team at each level is to provide assistance to general education students that will address their identified needs. In addition, collection of data occurs at all levels to assist teachers, staff, and administrators in determining the success of interventions. As a child responds to interventions and strengthens the skills they need to strengthen, they will, over time, have less need for the intervention. Progress is continually monitored by the educational team to ensure that students receive the support they need when they need it and only for as long as it is needed.
March 21, 2013
Mark Myers Expert Answer to: Why do I get agitated by things outside of my control
There are several disclosures that you have made that indicate agitation is not the only issue. Insecurity and unhappiness appear to be issues as well. My guess is that this is something that did not suddenly appear. It most likely was a work in progress. Family history, life experiences, relationships, and your physiological make up all got you to wear you are now. Habits, beliefs, and attitudes have probably been developing for awhile.
The positive(click for more)
March 20, 2013
Teaching Your Impulsive Child Self Control
1. Catch your child exerting self-control and reward him or her with positives “Great job!” “You rock!” “I really like the way you...” “You should be proud of yourself for the way you...” Make behaving appropriately a positive experience...one that your child will want to repeat.
2. Anticipate trouble zones. Are there predictable times when you know your child generally has trouble controlling his or her impulses? Time the time to prepare your child for these situations. Explain what will happen, who will be there, and specifically the behavior you want to see (ie. We’re going to Grandma’s for a party and all of your aunts, uncles, and cousins will be there. I know you get excited to see them, but you need to stay calm, talk politely, and play nicely with your cousins. Please do not run in the house or be rough with your cousins. If you can do this, we can stop for a special treat on the way home.)
3. Develop Routines. The impulsive child needs structure to function well. Providing a predictable routine at home, as much as possible provides the needed predictability
4. Give warning when you are getting close to a transition. Give warnings when you are getting close to a transition. Allow a ten minute warning warning and give reminders as you get close to a transition time.
March 11, 2013
Pet Owners and Mental Health
There is significant research that keeping pets can improve your physical health, but did you also know that caring for pets also improves mental health? A study published by the APA, American Psychological Association, found that pet owners rated themselves as happier, healthier, and better adjusted than non-pet owners. The key element that made the difference was the perception on the part of pet owners that their pets gave them a sense that their social needs were met, a sense of belonging, and higher reported self-esteem. Pets decrease our sense of loneliness or isolation. Also, pets require individuals to step out of their own thoughts and feelings to consider the needs of another being, thus encouraging engagement in the world around you.
McConnell, et. al. Journal of Personality and Social Psychology 2011, Vol. 101, No. 6, 1239-1252.
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