Implementing Response to Intervention in Reading Within the Elementary Classroom

by Weishaar, Phillip M.; Weishaar, Mary Konya

• ISBN13: 9780137022632
• ISBN10: 0137022638
• Edition: 1st
• Format: Paperback
• Copyright: 2011-01-04
• Publisher: Pearson

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

Overview	p. 1
Concept Map	p. 1
Introduction	p. 2
Response to Intervention (Rtl) Defined	p. 3
The Impact of Response to Intervention on the General Education Teacher	p. 4
History of Response to Intervention	p. 5
Equal Access	p. 6
Educational Benefit	p. 7
Accountability	p. 8
English Language Learners and Response to Intervention	p. 10
Another Hoop to Jump Through	p. 11
How to Implement Reading Assessment for Screening in the Elementary Classroom	p. 13
Concept Map	p. 13
Overview of Reading Based on Research	p. 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 Reading	p. 17
How to Choose an Appropriate Assessment System in Reading	p. 17
Preparation to Assess	p. 20
Assemble All Assessment Materials	p. 20
Learn How to Administer Assessments	p. 21
Scheduling and Planning Assessments	p. 21
Case 2.1: Finding Students Who Struggle in Reading	p. 25
How to Make Decisions and Meet Student Needs Based on Assessment Data	p. 27
Concept Map	p. 27
Charting, Summarizing, and Analyzing Data	p. 28
Making Decisions About Tier 1, Tier 2, and Tier 3	p. 30
Tier 1	p. 30
Tier 2	p. 31
Tier 3	p. 31
How Should Student Needs Be Addressed?	p. 32
Tier 1	p. 32
Tier 2	p. 32
Tier 3	p. 37
Prioritizing Student Needs Based on Available Resources	p. 38
Setting Performance Goals	p. 39
I Love Teaching Second Grade	p. 39
What If ... Parent Recollections of Early Reading	p. 41
How to Implement Reading Assessment for Progress Monitoring in the Elementary Classroom	p. 44
Concept Map	p. 44
Overview	p. 45
Using Graphs to Monitor Student Progress	p. 46
How to Construct Graphs	p. 46
Baseline Assessment	p. 47
Student Goals	p. 48
Aimline	p. 49
Decision Making	p. 49
Trendline	p. 50
Student Scores	p. 51
Reviewing Student Group Data	p. 53
Tier 2 to Tier 3	p. 53
Anna: A Parent's Perspective on Progress Monitoring	p. 55
Ramon	p. 57
Within the Context of Schoolwide Change	p. 61
Concept Map	p. 61
Overview: Systems Perspective	p. 62
District-Level System	p. 63
Building-Level System	p. 64
Classroom-Level System	p. 66
My School is Ready to Implement Rtl	p. 67
Other Considerations	p. 69
Concept Map	p. 69
Overview	p. 70
Financial Issues	p. 70
Time	p. 70
Federal Policy	p. 71
Value-Added Assessment	p. 71
Teacher Compensation	p. 73
National Agenda: Beyond 2011	p. 73
Final Comments	p. 75
Schoolwide Leadership	p. 76
The Future of Teaching	p. 79
Assessment Example: How to Administer Teacher-Constructed Curriculum-Based Measurement Probes	p. 81
Assessment Example: How to Administer and Organize the Dynamic Indicators of Early Basic Literacy Skills (DIBELS)	p. 86
References	p. 90
Resources	p. 97
Index	p. 99
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