The Diamond Model: A Unique Elementary RTI Model That Meets the Needs of All Learners

Autor/inn/en	Green, Joanne; Matthews, Susan; Carter, Emilie; Fabrizio, John; Hoover, Jane; Schoenfeld, Naomi A.
Titel	The Diamond Model: A Unique Elementary RTI Model That Meets the Needs of All Learners
Quelle	In: Intervention in School and Clinic, 48 (2013) 4, S.240-245 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451212462883
Schlagwörter	Student Needs; Response to Intervention; Learning Disabilities; Special Education; Enrichment Activities; Disability Identification; Program Implementation; Program Descriptions; Improvement Programs; Models; Change Strategies; Educational Change; Program Effectiveness + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bereicherungsprogramm; Effizienzsteigerung; Analogiemodell; Lösungsstrategie; Bildungsreform
Abstract	Recent years have brought many changes to the ways in which schools in the United States address learning disabilities in their students. In an attempt to provide all students with appropriate reading instruction and to identify struggling students in a more timely manner, the 2004 revision of the Individuals with Disabilities Education Act (Individuals with Disabilities Education Improvement Act, 2004) moved away from a discrepancy model of identification (Meyer, 2000; Peterson & Shinn, 2002) and adopted a modified approach known as "response to intervention" (RTI). The National Center on Response to Intervention (2010) described four essential components of RTI: (a) a schoolwide, multilevel instructional and behavioral system for preventing school failure, (b) screening, (c) progress monitoring, and (d) data-based decision making. The implementation of RTI in a school or program generally follows a fairly standard course, starting with a universal screening process to identify students who are most at risk for reading difficulty and continuing through the systematic creation of three ongoing tiers of support where students receive varying forms of reading instruction based on need. The resulting model is depicted as an inverted triangle, where the base of the triangle represents the core classroom curriculum (Tier 1), the central area represents supplemental or targeted interventions (Tier 2), and the tip of the triangle represents individually designed, intensive instruction for students for whom Tier 1 and Tier 2 interventions have been inadequate to remediate their reading difficulties (Tier 3). According to McCook (2006), Tier 1 instruction should meet the needs of some 80% of learners, Tier 2 the needs of some 10% to 15%, and Tier 3 the remaining 5% to 10% of students. This article describes the effects RTI has had on a single school and its students in both general and special education through a unique elementary RTI design. (Contains 2 figures.) (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10