This school leader's guide to implementing Response to Intervention (RTI) for primary and junior school reading emphasizes the critical role managers play in ensuring RTI success in their schools and improving student outcomes. The author makes recommendations for putting the RTI process in motion and helps school leaders formulate a comprehensive assessment plan that includes an assessment calendar and a data management system; design a year-long staff development plan to train teachers in using data for making instructional decisions; use data in year-group, teacher, and parent meetings; and motivate staff for optimum success without overwhelming them.
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(R) (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.
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