Transforming high schools through response to intervention (RTI): lessons learned and a pathway forward
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Larchmont, NY
Eye on Education
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | VIII, 175 S. graph. Darst. |
| ISBN: | 9781596671775 |
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| 245 | 1 | 0 | |a Transforming high schools through response to intervention (RTI) |b lessons learned and a pathway forward |c Jeremy Koselak |
| 264 | 1 | |a Larchmont, NY |b Eye on Education |c 2011 | |
| 300 | |a VIII, 175 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references | ||
| 650 | 4 | |a Reading |x Remedial teaching | |
| 650 | 4 | |a Reading (Middle school) | |
| 650 | 4 | |a Reading (Secondary) | |
| 650 | 4 | |a Response to intervention (Learning disabled children) | |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
TABLE OF CONTENTS
TABLE 0/ CONTENTS V
ACKNOWLEDGMENTS IX
ABOUT THE AUTHOR XI
INTRODUCTION 1
WHY RTI? 1
WHY THIS BOOK? 1
STRUCTURE OF THE BOOK. 2
1 A STORY OF HOPE: HOW RU TRANSFORMED OUR HIGH SCHOOL 5
HIGH-PERFORMING SCHOOL WITH CHANGING DEMOGRAPHICS 5
BENEFITS FOR STUDENTS 9
BENEFITS FOR TEACHERS AND STAFF 9
BENEFITS FOR ADMINISTRATORS 10
BENEFITS FOR PARENTS 10
2 CORE ELEMENTS FOR ESTABLISHING AN RU FRAMEWORK IN HIGH SCHOOLS 13
RTI IS WIDELY SUPPORTED BY A GROWING GROUP OF EDUCATION PROFESSIONALS
AND ORGANIZATIONS. . 13
RTI IS NOT NEW AND IT IS NOT JUST FOR SPECIAL EDUCATION 14
RTI IS ABOUT BOTH ACADEMICS AND BEHAVIOR. . 16
RTI S ASSESSMENT AND INTERVENTION FRAMEWORK IS BASED UPON THE MEDICAL
MODEL OF SUPPORT (TRIAGE) 17
RTI S PURPOSE WILL BE DIFFERENT BETWEEN ELEMENTARY AND HIGH SCHOOLS AND
WILL NOT BE THE SAME FOR ALL STATES 17
YOU KNOW YOUF SCHOOL IS DOING RTI WHEN 18
RTI IMPLEMENTATION AND MAINTENANCE REQUIRE A CULTURAL CHANGE FOR MANY
HIGH SCHOOLS 19
MAKE THE PATHWAY TO RTI IMPLEMENTATION EFFICIENT AND MEANINGFUL. 22
3 CHALLENGES AND LIMITATIONS FOR RU IN HIGH SCHOOLS 23
RTI WILL INCREASE ACCOUNTABILITY AND TRANSPARENCY WITHIN HIGH SCHOOLS 23
NOT EVERYONE AGREES THAT RTI IS READY FOR THE CHALLENGE 24
THERE IS ROOM FOR CONSENSUS AND HARMONY BETWEEN RTI S SUPPORTERS AND
SKEPTICS 25
IMAGE 2
VI * TABLE OF CONTENTS
STATES SHOULD BE VERY CAUTIOUS ABOUT USING RTI AS
THE PRIMARY OR ONLY MEANS OF DETERMINING A LEARNING DISABILITY,
ESPECIALLY FOR HIGH SCHOOL STUDENTS 25
HIGH SCHOOLS THAT IMPLEMENT RTI FACE UNIQUE CHALLENGES 27
THE LONGER HIGH SCHOOLS WAIT TO IMPLEMENT RTI, THE MORE DIFFICULT IT
WILL BE 29
CONCLUSION 29
4 A RECOMMENDED PATHWAY FOR IMPLEMENTING AND MAINTAINING RU AT THE HIGH
SCHOOL LEVEL 31
RECOMMENDED PATHWAY FOR RTI IMPLEMENTATION 32
THE RTI LEADERSHIP TEAM 32
THREE BIG IDEAS AND ESSENTIAL TASKS FR THE RTI LEADERSHIP TEAM 34
BIG IDEA 1: COLLABORATION 35
EXPLORATION AND ADOPTION OF RTI 35
IMPROVEMENT PLAN 36
SHARING THE RTI PROCESS ACROSS ALL TIERS WITH ALL STAKEHOLDERS 37
CONCLUSION 38
5 DATA-BASED DECISION-MAKING EMBEDDED ACROSS SYSTEMS AND TIERS 39
SYSTEMICALLY EMBEDDING DBDM .42
THE NEEDS ASSESSMENT (AS RTI RESOMCE INVENTORY) .42
THE NEEDS ASSESSMENT (AS RUBRIC) .48
LOOKING BACK THROUGH THE LENS OF GROWTH AND ACHIEVEMENT 55 LOOKING
AHEAD: WHAT THE DATA CAN TELL US BEFORE STUDENTS ARRIVE 56
EMBEDDING DBDM INTO OTHER TIERS: ESTABLISH A RUBRIC AND PROCESS TO
EVALUATE INTERVENTIONS 61
EVALUATION AND FIDELITY CHECKS (CLASSROOM WALK-THROUGH) 63 SUMMARY OF
BIG IDEAS FOR USING DBDM TO IMPROVE OUTCOMES ACROSS TIERS 64
6 STRENGTHEN TIER 1 WITH PROFESSIONAL DEVELOPMENT, PLES, AND
STANDARDS-BASED ASSESSMENT 65
PROFESSIONAL DEVELOPMENT 65
RESEARCH-BASED STRATEGIES 67
PROFESSIONAL LEARNING COMMUNITIES 72
STANDARDS-BASED GRADING AND ASSESSMENT. 75
7 THE HYBRID APPROACH: PROBLEM-SOLVING MODEL WITH STANDARD TREATMENT
PROTOCOL 83
TWO MODELS BLENDED 83
IMAGE 3
TABLE OF CONTENTS * VII
MEMBERSHIP AND ROLES 85
EIGHT-STEP PST PROCESS 87
1. IDENTIFICATION & 2. PLACEMENT 87
3. REFERRALS & DATA TRIANGULATION 93
4. SPECIFY PROBLEM & SET LEARNING GOAL; GATHER MORE INFORMATION 94
5. SELECT STRATEGY OR INTERVENTION 95
6. IMPLEMENT INTERVENTION & SHARE THE PLAN 95
7. PROGRESS MONITOR & EVALUATE RESPONSE TO INTERVENTION 95 8. SHARE THE
RESULTS & ADJUST PLAN AS NECESSARY 98
TRACKING FORMS 99
CASE STUDIES 100
CASE STUDY 1: PAUL 100
CASE STUDY 2: KIM 102
CASE STUDY 2 ANALYSIS 105
OTHER CASE STUDY TYPES 105
8 THE STUDENT SUPPORT CENTER AS THE HUB OF FLEXIBLE INTERVENTION
DELIVERY 109
EVOLUTION OF STUDENT SUPPORT CENTER INTERVENTION 111
REQUIREMENTS AND RESOURCES 115
SOME KEY REQUIREMENTS FOR THE SSC 117
THEPHYSICAIENVIRONMENTOFTHESSC 117
ACCESSING STUDENTS 118
DEVELOPING A MISSION STATEMENT AND PROMOTING THE SSC 119
TRAINING OF PEER COACHES 120
EVALUATION OF PEER COACHES 123
COLLABORATION 123
USE OF TEACHERS DUTY HOURS IN THE SSC 124
SELECTING AND MONITORING STUDENTS IN THE SSC 125
PHASE 1: 126
PHASE 2: 126
PHASE 3: 126
PHASE 4: 127
EVALUATING EFFECTIVENESS OF THE SSC 127
QUANTITATIVE IMPACT 128
9 TIERED HIGH SCHOOL MATH INTERVENTIONS 131
PLACEMENT INTO A CONTINUUM OF MATH OFFERINGS 132
TIER 1: PLCS AND STRATEGIES IN THE CLASSROOM 132
THE FLEXIBLE APPROACH: STUDENT SUPPORT CENTER (TIER 1, 2, AND
OCCASIONALLY 3) 134
NEXT UNE OF SUPPORT: MATH TUTORIAL (TIER 2) 134
FAR STUDENTS TWO YEARS BEHIND: MASTERY MATH (TIER 2 AND TIER 3) 135
IMAGE 4
VIII * TABLE OF CONTENTS
FOR STUDENTS WHO STRUGGLE THE MOST: CORE ALGEBRA WITH
REMEDIATION 135
EVOLUTION OF MATH SERVICES PROVIDED THROUGH THE STUDENT SUPPORT CENTER
136
PHASE 1: CURRICULUM SUPPORT 137
PHASE 2: REMEDIATION 137
PHASE 3: STANDARDS-BASED 137
10 TIERED HIGH SCHOOL LITERACY INTERVENTIONS 139
EVOLUTION OF RTI-BASED LITERACY IN GUR HIGH SCHOOL 141
PHASE 1: CURRICULUM SUPPORT 142
PHASE 2: STANDARDS-BASED 142
PHASE 3: STRATEGIES (ACROSS DISCIPLINES) 143
READING COMPREHENSION AND VOCABULARY ACQUISITION 143
CONCLUSION 145
11 SUSTAINABILITY, CONC1USIONS AND FUTURE OF HIGH SCHOOL RU 147
APPENDIX A 151
CRITERIA FOR THE DETERMINATION OF SLD 151
APPENDIX B 157
CURRICULUM-BASED MEASURE (CBM) FOR MATH 157
APPENDIX C 161
SUMMARY OF RESEARCH-BASED MATH STRATEGIES 161
GLOSSARY OF TERMS AND ACRONYMS 163
RESOURCES 165
REFERENCES 169
|
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| discipline | Pädagogik |
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| spelling | Koselak, Jeremy Verfasser aut Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward Jeremy Koselak Larchmont, NY Eye on Education 2011 VIII, 175 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Reading Remedial teaching Reading (Middle school) Reading (Secondary) Response to intervention (Learning disabled children) Schüler (DE-588)4053369-4 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf High school (DE-588)4159840-4 gnd rswk-swf Lernstörung (DE-588)4035420-9 gnd rswk-swf Schüler (DE-588)4053369-4 s High school (DE-588)4159840-4 s Lernstörung (DE-588)4035420-9 s Didaktik (DE-588)4070463-4 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024161333&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Koselak, Jeremy Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward Reading Remedial teaching Reading (Middle school) Reading (Secondary) Response to intervention (Learning disabled children) Schüler (DE-588)4053369-4 gnd Didaktik (DE-588)4070463-4 gnd High school (DE-588)4159840-4 gnd Lernstörung (DE-588)4035420-9 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4070463-4 (DE-588)4159840-4 (DE-588)4035420-9 |
| title | Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward |
| title_auth | Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward |
| title_exact_search | Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward |
| title_full | Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward Jeremy Koselak |
| title_fullStr | Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward Jeremy Koselak |
| title_full_unstemmed | Transforming high schools through response to intervention (RTI) lessons learned and a pathway forward Jeremy Koselak |
| title_short | Transforming high schools through response to intervention (RTI) |
| title_sort | transforming high schools through response to intervention rti lessons learned and a pathway forward |
| title_sub | lessons learned and a pathway forward |
| topic | Reading Remedial teaching Reading (Middle school) Reading (Secondary) Response to intervention (Learning disabled children) Schüler (DE-588)4053369-4 gnd Didaktik (DE-588)4070463-4 gnd High school (DE-588)4159840-4 gnd Lernstörung (DE-588)4035420-9 gnd |
| topic_facet | Reading Remedial teaching Reading (Middle school) Reading (Secondary) Response to intervention (Learning disabled children) Schüler Didaktik High school Lernstörung |
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