Simplifying Response to Intervention

by Buffum, Austin; Mattos, Mike; Weber, Chris

• ISBN13: 9781935543657
• ISBN10: 1935543652
• Format: Paperback
• Copyright: 2011-10-13
• Publisher: Solution Tree

Summary

In this sequel to Pyramid Response to Intervention, authors Buffum, Mattos, and Weber advocate that an effective RTI model begins by asking the right questions. They present an inverted version of the RTI pyramid that narrows the focus to each individual child and explain how teacher teams and two schoolwide teams collaborate to assume collective responsibility for the learning of every student.

Table of Contents

About the Authors	p. xi
Preface: A Sense of Urgency	p. xiii
A New Way of Thinking	p. 1
Throwing Out the Old Questions	p. 3
Asking the Right Questions	p. 6
Implementing the Formula for Learning	p. 8
Understanding the Four Cs of RTI	p. 9
Rethinking the Pyramid	p. 10
What's Next	p. 14
Collective Responsibility: Why Are We Here?	p. 15
Taking Responsibility for Student Learning	p. 16
Believing All Kids Can Learn at High Levels	p. 18
Leading School Cultural Change	p. 19
Leading District Cultural Change	p. 23
Building a School Leadership Team	p. 25
Creating Consensus for a Culture of Collective Responsibility	p. 27
How Districts Hinder or Promote the Development of RTI	p. 29
Building Structures for Collaboration	p. 31
Creating Teams, Not Groups	p. 31
Essential RTI Teams	p. 32
Ensuring Team Effectiveness	p. 39
Closing Thoughts	p. 42
Team Foundations	p. 43
Concentrated Instruction: Where Do We Need to Go?	p. 45
A Focus on Coverage	p. 46
A Focus on Learning	p. 47
Identifying Essential Skills and Knowledge	p. 48
Building Common Formative Assessments	p. 56
A Protocol for Getting Started	p. 58
Implementing the Team Teaching-Assessing Cycle	p. 60
Shoring Up the Core	p. 61
Concentrated Instruction and Behavior Systems	p. 64
District Responsibilities for Concentrated Instruction	p. 70
Essential Standards Chart	p. 72
Teaching Cycle Planning Calendar	p. 74
Sample Behavior Expectations Matrix	p. 76
Convergent Assessment: Where Are We Now?	p. 77
Identifying Students Through Universal Screening	p. 78
Determining Student Needs	p. 88
Monitoring Student Progress	p. 90
Revising or Extending Support	p. 96
Convergent Assessment and Behavior Systems	p. 96
District Responsibilities for Convergent Assessment	p. 102
One Size Does Not Fit All	p. 109
Reading Domains, Skills, and Assessments	p. 111
Universal Screening Planning Guide	p. 113
Proactive RTI Planning Form	p. 115
Common Assessment Team Protocol	p. 116
Self-Regulatory Assessment Tool	p. 117
Student Risk Screening Scale (SRSS)	p. 118
Self-Regulatory Problem-Solving Tool	p. 119
Behavioral Analysis Protocol	p. 121
Sample Behavior Documentation Form	p. 124
Convergent Assessment at the District Level	p. 125
Creating a System of Interventions	p. 129
What Is an Intervention?	p. 129
Understanding the Characteristics of Effective Interventions	p. 131
Aligning Interventions to All Characteristics of Effectiveness	p. 139
Planning for Tiered Support	p. 140
Making Time for Interventions	p. 141
Interventions and Behavior Systems	p. 146
District Responsibilities for Interventions	p. 151
Intervention Evaluation and Alignment Chart	p. 153
Concentrating, Screening, and Planning for Behavioral Supports	p. 155
Certain Access: How Do We Get Every Child There?	p. 159
Random Access	p. 159
Certain Access	p. 162
Where Do Special Education Resources Fit Into the Pyramid?	p. 179
District Responsibilities for Certain Access	p. 180
Getting Started With RTI	p. 182
Designing a System of Interventions	p. 184
Additional Resources	p. 187
Epilogue: A New Vision of Special Education	p. 191
A Failing Model	p. 191
Identifying the Real Special Needs	p. 193
From General Ed and Special Ed to Education for All	p. 195
Essential Questions for Special Education Identification	p. 198
References and Resources	p. 199
Index	p. 211
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