9780137022632

Implementing Response to Intervention in Reading Within the Elementary Classroom

by ;
  • ISBN13:

    9780137022632

  • ISBN10:

    0137022638

  • Edition: 1st
  • Format: Paperback
  • Copyright: 1/4/2011
  • Publisher: Pearson

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Summary

Implementing Response to Intervention in Reading Within the Elementary Classroomprovides elementary teachers with specific, clear guidance on how to implement Response to Intervention principles in reading without the use of extra classroom resources.#xA0; #xA0; Focusing on do-able, clear steps for implementation, authors Phillip M. Weishaar and Mary Konya Weishaar believe that any teacher can learn to implement the core principles of Response to Intervention in the area of reading using the most basic resources: the classroom teacher, core curriculum materials, and the willingness to help children succeed. Bridging the practices and theories used in both general education and special education classrooms, this text covers topics including how to implement reading assessment for screening and progress monitoring, how to use assessment data in making decisions, and how to meet student needs based on assessment results.

Author Biography

Phillip M. Weishaar was a special education administrator for 28 years and a special education teacher for six years before becoming assistant professor in the Department of Special Education and Communication Disorders at Southern Illinois University in Edwardsville.  Dr. Weishaar studied and implemented many aspects of Response to Intervention beginning in the 1990s within his special education cooperative.  Dr. Weishaar is the author of several articles and coauthor of a special education administration textbook Inclusive Educational Administration: A Case Study Approach, (Waveland Press, 2007). His areas of interest include special education administration, system-wide change, outcome assessment, and a unitary system of special and general education. Dr. Weishaar earned a Ph.D. in Education from St. Louis University in 1984.

 

Mary Konya Weishaar was a special education administrator for 10 years and a special education teacher for eight years before becoming an instructor at Southern Illinois University in Edwardsville, where she is now the Associate Dean for the School of Education.  Dr. Weishaar is the author or coauthor of five textbooks, including Inclusive Educational Administration: A Case Study Approach, (Waveland Press, 2007) and Case Studies in Special Education Law: No Child Left Behind Act and Individuals with Disabilities Education Improvement Act (Pearson, 2007). Her areas of interest include special education legal issues, assessment, international issues in special education, and the use of case studies.  Dr. Weishaar earned a Ph.D. in Education from St. Louis University in 1984.

Table of Contents

Overviewp. 1
Concept Mapp. 1
Introductionp. 2
Response to Intervention (Rtl) Definedp. 3
The Impact of Response to Intervention on the General Education Teacherp. 4
History of Response to Interventionp. 5
Equal Accessp. 6
Educational Benefitp. 7
Accountabilityp. 8
English Language Learners and Response to Interventionp. 10
Another Hoop to Jump Throughp. 11
How to Implement Reading Assessment for Screening in the Elementary Classroomp. 13
Concept Mapp. 13
Overview of Reading Based on Researchp. 14
Which Skills Contribute to a Successful Reader?p. 14
Why Should Classroom Teachers Collect Assessment Data?p. 14
How to Collect Data on Elementary Students in Readingp. 17
How to Choose an Appropriate Assessment System in Readingp. 17
Preparation to Assessp. 20
Assemble All Assessment Materialsp. 20
Learn How to Administer Assessmentsp. 21
Scheduling and Planning Assessmentsp. 21
Case 2.1: Finding Students Who Struggle in Readingp. 25
How to Make Decisions and Meet Student Needs Based on Assessment Datap. 27
Concept Mapp. 27
Charting, Summarizing, and Analyzing Datap. 28
Making Decisions About Tier 1, Tier 2, and Tier 3p. 30
Tier 1p. 30
Tier 2p. 31
Tier 3p. 31
How Should Student Needs Be Addressed?p. 32
Tier 1p. 32
Tier 2p. 32
Tier 3p. 37
Prioritizing Student Needs Based on Available Resourcesp. 38
Setting Performance Goalsp. 39
I Love Teaching Second Gradep. 39
What If ... Parent Recollections of Early Readingp. 41
How to Implement Reading Assessment for Progress Monitoring in the Elementary Classroomp. 44
Concept Mapp. 44
Overviewp. 45
Using Graphs to Monitor Student Progressp. 46
How to Construct Graphsp. 46
Baseline Assessmentp. 47
Student Goalsp. 48
Aimlinep. 49
Decision Makingp. 49
Trendlinep. 50
Student Scoresp. 51
Reviewing Student Group Datap. 53
Tier 2 to Tier 3p. 53
Anna: A Parent's Perspective on Progress Monitoringp. 55
Ramonp. 57
Within the Context of Schoolwide Changep. 61
Concept Mapp. 61
Overview: Systems Perspectivep. 62
District-Level Systemp. 63
Building-Level Systemp. 64
Classroom-Level Systemp. 66
My School is Ready to Implement Rtlp. 67
Other Considerationsp. 69
Concept Mapp. 69
Overviewp. 70
Financial Issuesp. 70
Timep. 70
Federal Policyp. 71
Value-Added Assessmentp. 71
Teacher Compensationp. 73
National Agenda: Beyond 2011p. 73
Final Commentsp. 75
Schoolwide Leadershipp. 76
The Future of Teachingp. 79
Assessment Example: How to Administer Teacher-Constructed Curriculum-Based Measurement Probesp. 81
Assessment Example: How to Administer and Organize the Dynamic Indicators of Early Basic Literacy Skills (DIBELS)p. 86
Referencesp. 90
Resourcesp. 97
Indexp. 99
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