This accessible volume helps school leadership teams accomplish the crucial yet often overlooked task of improving universal instruction–Tier 1 within a multi-tiered system of support (MTSS). Strong universal instruction reduces the numbers of Pre K–12 students who may need additional services and supports. Providing clear action steps and encouraging guidance, the expert authors present a roadmap for evaluating the effectiveness of Tier 1, identifying barriers to successful implementation, and making and sustaining instructional improvements. In a large-size format for easy photocopying, the book includes 27 reproducible checklists, worksheets, and forms. Purchasers get access to a Web page where they can download and print the reproducible materials.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Innehållsförteckning
1. Introduction
2. Learning Targets
3. Universal Tier Assessments
4. Determining the Effectiveness of Universal Instruction
5. Identifying Barriers to Effective Universal Tier Implementation
6. Action Planning to Address Barriers to Universal Tier Instruction
7. Implementing Universal Tier Improvements
8. Evaluating Core Improvement Efforts
9. Continuing the Journey
Om författaren
Kimberly Gibbons, Ph D, is Associate Director of the Center for Applied Research and Educational Improvement at the University of Minnesota. Prior to that, she was Executive Director of the St. Croix River Education District in Minnesota. During this tenure, she was named Outstanding Administrator of the Year by the Minnesota Administrators of Special Education (MASE); she is also a past president of MASE. Dr. Gibbons provides national consultation and has numerous publications on response to intervention and data-based decision making.
Sarah Brown, Ph D, is Senior Director of Learning and Development at Fast Bridge Learning in Minnesota. Her work focuses on implementing multi-tiered systems of support (MTSS) at multiple levels of the education system and improving systems to support high achievement for every student. Previously, Dr. Brown has had several administrative roles, including serving as a Bureau Chief at the Iowa Department of Education, where she led statewide implementation of MTSS, and as a Unique Learners’ Manager at the St. Croix River Education District in Minnesota. She also worked at the Center for Applied Research and Educational Improvement at the University of Minnesota.
Bradley C. Niebling, Ph D, is Bureau Chief for Learner Strategies and Supports at the Iowa Department of Education, where he leads statewide implementation of multi-tiered systems of support (MTSS), supports Iowa’s statewide implementation of the Iowa Core State Standards, and works with schools to improve Tier 1 practices within MTSS. Prior to that, Dr. Niebling worked at the university, school, and intermediate service agency levels as a school psychologist, trainer, and researcher. He has published multiple journal articles and book chapters on standards-based practices, curriculum alignment, and response to intervention/MTSS.
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