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Purchase Benefits
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List of Tables and Figures | p. ix |
Foreword | p. xi |
Preface | p. xiii |
Acknowledgments | p. xix |
About the Author | p. xxi |
Lincoln Elementary School: A Case Study of What RTI Looks Like in a School | p. 1 |
Evidence of Buy-In | p. 1 |
Assessment Procedures | p. 3 |
Tiers of Instruction | p. 6 |
Tier I | p. 6 |
Tier II | p. 7 |
Tier III | p. 10 |
Data-Driven Decision Making | p. 11 |
Data Discussions at Grade-Level Meetings | p. 11 |
Goal Setting | p. 13 |
Data Discussions at One-on-One Teacher Meetings | p. 14 |
Data Discussions at Parent Conferences | p. 15 |
Why Implement RTI? | p. 17 |
What Is Response to Intervention (RTI)? | p. 17 |
Eight Core Principles of RTI | p. 18 |
Shaping the Initiative | p. 20 |
Why RTI Is More Than a Special Education Requirement | p. 20 |
History of RTI | p. 21 |
Forces Driving RTI | p. 22 |
Special Education Reform Movement | p. 23 |
Support for RTI From Reading Researchers | p. 26 |
Increased Availability of Assessments | p. 29 |
Relationship of RTI to Other Reading Services | p. 30 |
How Is RTI Related to Reading First? | p. 30 |
How Is RTI Related to Special Education? | p. 31 |
Setting the Stage for RTI | p. 35 |
Motivating Change | p. 36 |
Highlighting Unacceptable Student Scores | p. 36 |
Compliance With a Grant Requirement | p. 37 |
A Leader's Passion | p. 37 |
Getting Ready to Launch RTI | p. 38 |
Collecting Baseline Data | p. 38 |
Grounding the Initiative in Research | p. 38 |
Principal's Role | p. 40 |
Communication Plan | p. 40 |
Planning an RTI Initiative | p. 42 |
Implementation in Phases | p. 42 |
Designing an Assessment Plan | p. 48 |
Staff to Assist With RTI | p. 54 |
Big Questions: Money, Time, and Results | p. 55 |
Funding an RTI Initiative | p. 55 |
How Long Does It Take to Implement? | p. 56 |
What Level of Success Can I Expect? | p. 56 |
Delivering Intervention Instruction | p. 59 |
Organizing for Intervention Groups | p. 59 |
Who Teaches Intervention Groups? | p. 60 |
When Does Intervention Instruction Take Place? | p. 60 |
Where Does Intervention Occur? | p. 61 |
Tiers of Intervention Instruction | p. 65 |
Tier I | p. 65 |
Tier II | p. 66 |
Tier III | p. 68 |
Processes for Moving Students Through the System | p. 70 |
Protocol Model Versus Problem-Solving Model | p. 70 |
Placing Students in Intervention | p. 71 |
Making Group Placement Decisions | p. 72 |
Grouping Techniques | p. 73 |
Simplifying the Process | p. 78 |
Using Progress Monitoring Data | p. 81 |
Importance of Progress Monitoring Data | p. 81 |
Determining Which Indicators to Progress Monitor | p. 83 |
Graphing Rates of Progress | p. 84 |
Decisions That Require Progress Monitoring Data | p. 85 |
Moving Students From Tier II to Tier III | p. 85 |
Responding to Inadequate Rates of Progress | p. 86 |
Determining When a Student Meets Exit Criteria | p. 87 |
Using Progress Monitoring Data at Meetings | p. 88 |
Preparing Data for Meetings | p. 89 |
Data Meetings With Grade-Level Teams | p. 90 |
Data Meetings With Individual Teachers | p. 92 |
Data Meetings With Parents | p. 94 |
Data Charts That Are a Must for Principals | p. 96 |
Effective Models of professional Development | p. 97 |
Designing an Effective Approach to Professional Development | p. 98 |
A Sustained and Job-Embedded PD Model | p. 98 |
Planning Different Formats | p. 98 |
Who Should Attend PD | p. 99 |
Content of Professional Development | p. 99 |
Delivering Professional Development in Strands | p. 101 |
Administrator Training | p. 101 |
Training for RTI Coordinators and Reading Coaches | p. 102 |
Teacher Training | p. 104 |
Differentiating the Training Throughout Implementation | p. 104 |
Dealing With Reluctant or Resistant Teachers | p. 106 |
Sharing Early Success Stories | p. 107 |
What the Future Holds for RTI | p. 109 |
Three-Tier Model as Descriptive, Not Prescriptive | p. 110 |
Appropriate Use of Programs | p. 111 |
Future of Special Education Curriculum in Reading | p. 113 |
Broadening of RTI Beyond Early Reading | p. 114 |
Resources: Sample Administrative RTI Data Notebook | p. 117 |
References | p. 123 |
Index | p. 125 |
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