Watch and listen as Dr. Joe Harris addresses this question.
In this webinar, Dr. Rob Horner describes the implementation of school-wide systems of early literacy and behavior support, which have been successfully used in over 10,000 elementary and middle schools. He presents data on the impact of investing in preventive behavior support on both social and literacy outcomes. The webinar also discusses core features of tiered behavioral intervention systems as well as examples of strategies and implementation in elementary and middle schools.
This training module was developed for teams implementing a response to intervention (RTI) framework at the middle school level. This module shares information about RTI implementation, essential components, practices, and considerations at the middle school level.
Planning, developing, implementing, and sustaining organizational change, such as RTI, in middle schools is a complex endeavor. This brief is designed to give guidance to practitioners at the school, district, and state levels based on the implementation activities of middle school practitioners across the country.
In this webinar, Dr. Daryl Mellard and Sara Prewett provide an overview of current RTI practices in middle schools across the nation. The webinar also includes information about how selected schools are implementing RTI in the middle grades. The webinar shares information about the implementation and the planning process, common practices in screening, progress monitoring, and tiered instruction, staff preparation, data-based decision making, challenges, and next steps for RTI implementation in secondary settings.
This resource provides guidance for middle schools implementing RTI by answering frequently asked questions and providing “snapshots” of current middle school practices around the essential components of RTI.
Using descriptive information gathered from middle schools already implementing RTI, this resource provides information to school, district, and state administrators and staff about how the essential components of RTI might be implemented in middle schools.
This brief addresses frequently asked questions (FAQs) about creating a workable schedule for faculty, staff, and students when establishing RTI. The document was designed to help guide practitioners during RTI implementation as they create or modify their existing school schedules especially. While the document may be helpful for elementary schools, it is targeted at secondary schools and was developed through discussions with middle schools representing 28 states across the nation.
In this webinar, RTI Scheduling Processes for Middle Schools, Ms. Sara Prewett addresses frequently asked questions (FAQs) about creating a workable schedule for faculty, staff, and students when establishing RTI and provides examples of how some middle schools have modified their existing school schedules. While the webinar may be helpful for elementary schools, it is targeted at secondary schools and was developed through discussions with middle schools representing 28 states across the nation.
This document was developed to help middle school parents and other family members understand the essential components of RTI (screening, progress monitoring, multi-level prevention system, and data-based decision making), ask questions about RTI, and understand how the RTI framework may be used to help their children succeed in school.
In this webinar, Dr. Kristen McMaster provides an overview of Curriculum-Based Measurement (CBM) and discusses how CBM data can be used at the secondary level to monitor student progress. She discusses the purpose of CBM, provides a brief description of the research, and demonstrates how CBM data can be used to monitor student progress. She reviews CBM tools that are available for high schools in reading, mathematics, and the content areas, and provides instructions for developing CBM tools for use at the high school level. Following Dr. McMaster's presentation, representatives from Walla Walla High School in Walla Walla, Washington discuss how they have monitored school progress as part of their tiered intervention model.
During this webinar, Dr. Lou Danielson and HSTII staff shared information on how the essential elements of RTI can be implemented in high schools, what some of the associated challenges and considerations are, and how contextual factors specific to high school settings make RTI implementation increasingly complex and challenging. This presentation is suitable for anyone interested in RTI and tiered interventions at the high school level.
This collaborative report and training module summarizes what the High School Tiered Interventions Initiative (HSTII) has learned about effective implementation of RTI in high schools. It provides a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI are implemented at eight high schools, and highlights contextual factors unique to high schools as well as how these factors can affect school-level implementation of tiered interventions. The training module includes a template to facilitate discussions about high school tiered interventions with school staff.
Watch and listen as Mindee O'Cummings answers this question.
Watch and listen as Dr. Don Deshler addresses this question.
Watch and listen as Dr. Don Deshler addresses this question.
This document, developed by the Tigard-Tualatin School District in Tigard, OR in October 2009, includes information on Effective Behavior and Instructional Support (EBIS) as a structured, systematic process (1) to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs, (2) to screen and identify students needing additional academic and/or behavior support, and (3) to plan, implement, and modify interventions for these students. The document focuses on secondary school (middle schools and high schools) and explains how EBIS works with English Language Learner (ELL) students.
This Practice Guide, released by the Institute of Education Sciences (IES) in April 2009, aims to help educators develop and implement Response to Intervention (RTI) to assist students struggling in math. The focus is building an instructional program in order to improve outcomes for students who have difficulty with math. The guide presents recommendations about screening, instruction, and progress monitoring and indicates the quality of the research base that supports them. It includes common questions and potential concerns that might arise with each recommendation and suggestions to help alleviate those concerns. Technical details about the studies that were used to generate the recommendations are also presented.
This document, released by the Center on Instruction (COI) in 2009, provides a response to the common question “What are states, districts, and schools doing about RTI?” Through site visits and phone calls to five U.S. public schools (three elementary schools and two middle schools), COI compiled information on how particular schools were implementing elements of RTI as of Spring 2007. COI presents this information in this document through the format of frequently asked questions (FAQs).
This 2007 brief is a meta-analysis of thirty-one studies on interventions targeting adolescents struggling with reading. Specifically, it looks at (1) effective interventions for struggling adolescent readers, (2) what the specific impact of reading interventions are on reading comprehension, and (3) what specific impact reading interventions have for students with learning disabilities. The analysis further categories study findings depending on the type of reading intervention, the grade grouping (middle school vs. high school), and who implemented the intervention (research vs. teacher). The brief was written by a collaboration of authors for the Center on Instruction.
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