This resource helps administrators and teachers implement RTI as a powerful school improvement process. Response to Intervention (RTI) is currently being adopted throughout the United States as a method for documenting eligibility for a learning disability as permitted in the reauthorization of IDEA 2004. The model most often chosen involves a three- or four-tier pyramid incorporating general education classroom components in the lower tiers and special education as the final tier. Using RTI for School Improvement illustrates how integrating RTI into all aspects of a school can go beyond assessing learning disabilities to make a significant positive impact on schoolwide student achievement. The authors show how educators can successfully implement each tier to provide effective instruction for all learners, develop an intervention approach for students at risk, and provide intensive intervention for non-responding learners.
Cara Shores began her career as a special education teacher and taught children in both pullout and inclusive classrooms. Shores has trained thousands of teachers and administrators across the United States on practical strategies for inclusion, co-teaching, and increasing achievement for all students through differentiated instruction and RTI. She provides regional and national training for the Council for Exceptional Children. She is co-author of Response to Intervention: A Practical Guide for Every Teacher. Shores now serves as the president of Wesley Educational Services. She received her master's degree and educational specialists's degree from the University of West Georgia and has served as student support services coordinator and district director of special education. Kim Chester served as a regular education teacher in an inclusive classroom for many years. During this time, she implemented effective principles of co-teaching and differentiating instruction to meet the diverse needs in her classroom. After her youngest child was born with cerebral palsy, she went back to school to receive her MEd in special education from Kennesaw State University. Currently, she works as a parent mentor in her local school system, as a region AYP consultant, and an educational consultant for Wesley Educational Services. In addition, Chester serves on various committees, including the Governor's Council on Developmental Disabilities in Georgia. She enjoys working with students and teachers in classroom settings and providing practical strategies for raising student achievement through inclusion, co-teaching, differentiated instruction, behavior management, and RTI.
Acknowledgments About the Authors 1. Creating Vision and Framework 2. Selecting and Implementing Ongoing Assessment 3. Determining Appropriate Research-Based Interventions 4. Providing Effective Instruction for All: Tier 1 5. Establishing an Intervention Structure for At-Risk Students: Tier 2 6. Delivering Intensive Intervention to Non-Responders: Tier 3 7. Bringing It All Together: A Model for System Implementation References Index
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