Building Your School's Capacity to Implement RTI

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ASCD, 2011 - Education - 380 pages
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Response to Intervention, or RTI, is a schoolwide improvement process that can benefit all students. But for the process to work, leaders and staff must learn how to implement it in the way that best fits their school communities and practices.

This action tool guides educators through the process of creating an RTI framework, including forming a planning team, learning about and teaching staff the RTI components, and determining staff and team roles and responsibilities.

Whether you're just starting to build an RTI framework or want to improve your existing practices, the 75 tools in this book will help you to systematically build your school's teams and processes for implementing RTI. Recognizing that every school and district is different, the authors have created variations that let you adapt the tools to your current practices or your preferred route toward developing and implementing an RTI framework that meets your students' needs.

Building Your School's Capacity to Implement RTI is designed to help administrators and school improvement teams examine each major component of an RTI framework universal screening, effective core instruction, a multitiered system of student supports, data-based problem solving, and progress monitoring and determine how these components align with current school processes and where capacity building will be needed.

By aligning existing practices and school and district goals with the components of an effective RTI framework, you can build your school's capacity to best implement this schoolwide improvement initiative and increase student success.

 

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Contents

Introduction
1
How This Action Tool Is Organized
5
Part 1Starting the RTI Planning Process
9
About Part 1
11
Establishing a SchoolBased RTI Leadership Planning Team
15
Planning Support for the RTI Leadership Planning Team
19
Deciding What to Look For in an RTI Coordinator
22
SECTION 2 OVERVIEWGETTING STARTED WITH RTI
25
Addressing Logistics
193
Helping the RTI Intervention Team Troubleshoot Possible Challenges
195
ESTABLISHING A PROGRESS MONITORING PROCESS
199
Considering CurriculumBased Measurement at the Elementary Level
204
Considering Progress Monitoring Measures at the Secondary Level
209
Reviewing Commercial Progress Monitoring Tools
214
Data Sources
218
ESTABLISHING A UNIVERSAL SCREENING PROCESS
221

Roles and Responsibilities
28
Taking a Look at How Other Schools Have Implemented RTI
32
Understanding the Roots of RTI
42
Reviewing WebBased Resources
49
Selecting or Developing an RTI Definition
53
Crafting a Vision for RTI in the School
57
How RTI Fits with Other School and District Initiatives
61
Part 2Understanding RTI Components
65
About Part 2
67
ENSURING EFFECTIVE CORE INSTRUCTION
71
Reviewing Student Data in Relation to Core Instruction
76
Focus Questions
82
Looking at Differentiated Instruction
85
Understanding ResearchBased Instructional Practices
89
Conducting Observations of ResearchBased Instructional Practices
92
Considering a Proactive Schoolwide Approach to Behavioral Interventions
96
Strengthening Core Instruction via Classroom Management Practices
101
Ensuring Cultural Responsiveness as Part of the Core Instructional Program
106
Identifying Curriculum Resources for Tier 1 Interventions
110
Identifying Supplemental Instructional Materials
113
UNDERSTANDING A MULTITIERED RESPONSETO INTERVENTION APPROACH
117
Organizing for Intervention
121
Creating a Library of Interventions
125
Examining ResearchBased Academic Interventions at Tier 2 and Tier 3
128
Identifying Behavioral Interventions at Tier 2 and Tier 3
132
Inventorying Resourcesand Interventions
136
Identifying Gap Services
139
Tracking the Success of Interventions
143
Understanding How RTI Fits with Special Education Eligibility for Learning Disabilities
146
ESTABLISHING THE PROBLEMSOLVING PROCESS AND RTI INTERVENTION TEAM
150
Details Details Details
154
MustHave Characteristics
158
Opportunities for RTI Expansion
162
Establishing a ProblemSolving Process
165
Creating a Request for Assistance Form
168
Determining a ProblemSolving Modelfor Identifying Student Interventions at Tier 2 and Tier 3
171
Looking at Data Sources to Document Student Difficulties
177
Developing the Intervention Planning Template
180
Ensuring Fidelity of Implementation
183
Developing Forms
189
Planning for Universal Screening
225
Understanding Universal Screening Assessments Currently in Use
228
Reviewing Commercial Screening Instruments
231
Universal Screening in the Classroom
234
Are There Sufficient Interventions for Students who Demonstrate Difficulties?
237
Part 3Developing and Implementing the RTI Plan
241
About Part 3
243
PUTTING IT ALL TOGETHERDEVELOPING THE RTI FRAMEWORK AND IMPLEMENTATION PLAN
245
Preparing a Flowchart of the RTI Process
247
Planning for Parent Communication and Involvement
249
Communicating About RTI
254
Drafting the RTI Plan and Timeline
260
Planning and Monitoring Implementation of the RTI Framework
266
INTRODUCING RTI TO SCHOOL STAFFMEMBERS
289
A PowerPoint Presentation on RTI
292
Using Nonlinguistic Representations to Foster Reflection Discussion and Understanding of RTI
294
Presenting the RTI Definition
298
Staff Survey
301
Searching WebBased Resources and Summarizing Findings
306
Providing Staff with an Understanding of RTI Components
310
Understanding Interventions in the RTI Pyramid
312
Sharing the Draft RTI Implementation Plan
317
Showing the Relationship of RTI to Other School Initiatives
321
Eliciting Ideas Reactions and Questions via a Frayer Diagram
325
DEVELOPING THE RTI INTERVENTION TEAM
329
Orienting the RTI Intervention TeamA TeamBuilding Activity
332
Roles and Responsibilities
336
Reviewing RTI Intervention Team Tasks Related to Identifying and Monitoring Interventions
340
Planning Professional Development for the RTI Intervention Team
345
Using a Protocol for RTI Intervention Team Meetings
349
Organizing for Data Use During RTI Intervention Team Meetings
353
Facilitating Fidelity of Implementation
356
MONITORING AND SUPPORTING RTI IMPLEMENTATION
362
SelfAssessment and Identification of Additional Supports
364
Assessing RTI Implementation Progress via Focus Groups
368
Looking at Program Data
372
Reflecting on Next Steps and Planning Enhancements
376
About the Authors
379
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About the author (2011)

Warger is an educational consultant with Warger, Eavy & Associates

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