Intervention Assistance: Is It Substance or Symbolism?

Rock, Marcia L.; Zigmond, Naomi

doi:10.1080/10459880109603330

Cited by 19 publications

(19 citation statements)

References 34 publications

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“…Although child study teams offer many advantages (Rock & Zigmond, 2001), if they are not part of wider systems of change within a school, they can become simply another stage of special education referral.…”

Section: The Child Study Processmentioning

confidence: 99%

The Diamond Model

Green¹,

Matthews²,

Carter³

et al. 2012

Intervention in School and Clinic

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Section: The Child Study Processmentioning

confidence: 99%

The Diamond Model

Green¹,

Matthews²,

Carter³

et al. 2012

Intervention in School and Clinic

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“…Team-based problem solving is best understood as a collaborative effort (e.g., administrators, teachers, support personnel, parents, and ideally the student, see Martin, Marshall, & De Pry, 2008) that seeks to understand the academic and/or social problem and identify support strategies that are evidenced-based, contextually relevant, and selected with success in mind. RtI models use this process to support teachers who have requested help, to identify and understand emerging data patterns, to develop research-based interventions, and to measure progress over time and across settings (Colorado Department of Education, 2008;Gravois & Rosenfield, 2006;Rock & Zigmond, 2001;Safran & Safran, 1996).…”

Section: Triangle Of Support: An Integrative Modelmentioning

confidence: 99%

“…Problemsolving teams have gone by many names over the years, examples include: Prereferral Teams, Intervention Assistance Teams, Student Support Teams, Instructional Support Teams, to name a few. All seem to operate following a similar pattern (a) to establish a problem-solving process and assist teachers, (b) to implement general education "solutions" prior to referral to special education, (c) to screen students for special education, and (d) to support teachers who work with students on Individualized Education Plans (IEPs) (Rock & Zigmond, 2001). Team composition can include an administrator, general education and special education teachers, and other support personnel, such as a school psychologist or school counselor.…”

Section: Problem Resolution: Not Problem Studentsmentioning

confidence: 99%

Reflections on culturally responsive teaching: Embedding theory into practices of instructional and behavioral support

Pry¹,

Cheesman²

2010

Journal of Praxis in Multicultural Education

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This paper offers reflections on the embedding of culturally responsive teaching practices into Response-to-Intervention (RtI) and School-wide Positive Behavior Support (SW-PBS) models. These types of systemic change models are increasingly being adopted by schools to address academic achievement and to foster a positive school climate. Moreover, they hold promise for addressing the disproportionality that many students who are culturally and linguistically diverse students experience in our schools. Following a review of the existing literature on systemic change, three guiding principles are offered that demonstrate how culturally responsive teaching can be embedded into models of instructional and behavioral support.Thousands of schools across the United States have adopted Response to Intervention (RtI) and School-wide Positive Behavior Support (SW-PBS) programs over the past decade. These models hold promise in helping educators implement research-based instructional and behavioral support strategies that are intended to meet the academic and social/behavioral needs of all learners. While more similar than different, each model has the potential for creating systemic change in schools that can result in improved academic and social outcomes. Proponents believe that this is especially true for students from culturally and linguistically diverse backgrounds who have experienced marginalization, including disproportionately higher rates of academic failure, placement in special education, suspensions, expulsions, and school dropout (Skiba et al., 2008). Scholars have cautioned that "if we do not engage in dialogue about how culture mediates learning, RTI models will simply be like old wine in a new bottle, in other words, another deficit-based approach to sorting children, particularly children from marginalized communities" (NCCRESt, 2005, p. 1).The purpose of this paper is share reflections on the need for embedding culturally responsive teaching (CRT) into RtI and SW-PBS implementation efforts. The first section of this paper will provide a brief overview of RtI and SW-PBS highlighting similarities and providing examples from work being done in Colorado. Terms such as "Instructional Support" and "Behavioral Support" will be introduced and a new definition of Culturally Responsive Teaching that is more closely aligned to systemic change models is offered. The second part of the paper will highlight three guiding principles, gleaned from the extant literature, that can assist classroom teachers,

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“…Some research has suggested that a larger than expected number of students considered by problem-solving teams are retained or referred to special education in subsequent years (Rock & Zigmond, 2001). Conversely, these procedures should ensure that ELLs who do not respond to highquality interventions are rapidly identified and should prevent either IAT processes or the belief that a struggling ELL "just needs time to adjust and learn English" from being a barrier to an appropriate special education referral.…”

Section: Fidelity Of Implementation and Evaluationmentioning

confidence: 99%

Considerations in Implementing Intervention Assistance Teams to Support English Language Learners

Ortiz

Wilkinson

Robertson-Courtney

et al. 2006

Remedial and Special Education

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Intervention assistance teams (IATs) can help teachers design and implement interventions to improve the performance of English language learners (ELLs) who are experiencing academic or behavioral difficulties, providing the supports needed to resolve many such difficulties within the context of general education. If interventions are unsuccessful and ELLs are subsequently referred for special education, eligibility decisions are informed by documentation that students did not make adequate progress despite general education problem solving and that students' problems cannot be explained by such factors as limited English proficiency or cultural differences. To be successful, however, IATs must accurately interpret data about ELLs and design culturally and linguistically responsive interventions. This article presents considerations in implementing IATs for ELLs, including team membership, the knowledge base needed by team members, intervention design, and recordkeeping.

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Intervention Assistance: Is It Substance or Symbolism?

Cited by 19 publications

References 34 publications

The Diamond Model

The Diamond Model

Reflections on culturally responsive teaching: Embedding theory into practices of instructional and behavioral support

Considerations in Implementing Intervention Assistance Teams to Support English Language Learners

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