‘I loved it! We in the field are in need of this type of book.’
—Jill Gildea, Director of Curriculum & Instruction
Libertyville School District, IL
‘Clearly outlines how schools can work collaboratively toward creating schoolwide learning environments where effective RTI practices are implemented and data is used to inform instructional decisions about students.’
—Alice Hom, Principal
Yung Wing Elementary P.S. 124, New York City, NY
‘Even as an administrator who has been trained in RTI, I found the book to be both interesting and informative. I have told other administrators to keep an eye out for it.’
—Jennifer Cruz, Principal
Mirage Elementary School, Glendale, AZ
Learn how to launch RTI successfully and improve student outcomes significantly!
As a research-based model for improving reading achievement, Response to Intervention (RTI) has demonstrated dramatic results in elementary and middle schools. This practical guide provides a clear vision of what RTI looks like in practice and illustrates how educators can use this highly effective approach to help students acquire grade-appropriate reading skills or make sure students receive the support they need through special education services.
The author presents an accessible step-by-step action plan for putting the RTI process in motion, emphasizes the critical role administrators play in ensuring successful implementation in their schools, and helps school leaders:
- Formulate a comprehensive assessment plan that includes an assessment calendar and a data management system
- Design a yearlong staff development plan to train teachers in using data for making instructional decisions
- Use data in grade-level, teacher, and parent meetings
- Motivate staff for optimum success without overwhelming them
This authoritative text charts a straightforward course for strengthening students′ literacy skills and helping all youngsters become successful, enthusiastic readers.
Tabla de materias
List of Tables and Figures
Foreword
Preface
Acknowledgments
About the Author
Lincoln Elementary School: A Case Study of What RTI Looks Like in a School
Evidence of Buy-In
Assessment Procedures
Tiers of Instruction
Data-Driven Decision Making
1. Why Implement RTI?
What Is Response to Intervention (RTI)?
Eight Core Principles of RTI
Shaping the Initiative
Why RTI Is More Than a Special Education Requirement
History of RTI
Forces Driving RTI
Relationship of RTI to Other Reading Services
2. Setting the Stage for RTI
Motivating Change
Getting Ready to Launch RTI
Communication Plan
Planning an RTI Initiative
Big Questions: Money, Time, and Results
3. Delivering Intervention Instruction
Organizing for Intervention Groups
Tiers of Intervention Instruction
Processes for Moving Students Through the System
4. Using Progress Monitoring Data
The Importance of Progress Monitoring Data
Determining Which Indicators to Progress Monitor
Graphing Rate of Progress
Decisions That Require Progress Monitoring Data
Using Progress Monitoring Data at Meetings
Data Charts That Are a Must for Principals
5. Effective Models of Professional Development
Designing an Effective Approach to Professional Development
Content of the Professional Development
Delivering Professional Development in Strands
Differentiating the Training Throughout Implementation
Dealing With Reluctant or Resistant Teachers
Sharing Early Success Stories
6. What the Future Holds for RTI
Three-Tier Model as Descriptive, Not Prescriptive
Appropriate Use of Programs
Future of Special Education Curriculum in Reading
Broadening of RTI Beyond Early Reading
Resources: Sample Administrative RTI Data Notebook
References
Index
Sobre el autor
Susan L. Hall is founder and president of the 95 Percent Group Inc., which focuses on early childhood reading education and small-group intervention to give 95% of kindergarten through third grade students the opportunity to read at or above their grade level. A frequent speaker and lecturer, she also serves on the advisory board of the Neuhaus Education Center. Hall is a member of the Reading First Review Panel for state grant proposals and is also a Sopris West certified trainer for DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and LETRS® (Language Essentials for Teachers of Reading and Spelling). She is the author of I′ve DIBEL′d, Now What?, and a co-author with Louisa C. Moats of two books, Straight Talk About Reading and Parenting a Struggling Reader. Hall earned her bachelor′s degree at Lawrence University, her master′s degree from Harvard University, and her doctorate of education from National-Louis University.
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