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Simplifying Response to Intervention
Four Essential Guiding Principles
The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Understand why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail. Then, learn how to create a focused RTI model that works.
Benefits
- Use the four guiding principles to guide thinking and implementation.
- Shift to a culture of collective responsibility, and build team structures for collaboration.
- Define essential learnings in a program of concentrated instruction.
- Develop a system of convergent assessment to identify students for intervention, determine their unique needs, monitor their progress, and revise or extend learning based on their progress.
TABLE OF CONTENTS
Preface: A Sense of Urgency
Chapter 1: A New Way of Thinking
Chapter 2: Collective Responsibility: Why Are We Here?
Chapter 3: Building Structures for Collaboration
Chapter 4: Concentrated Instruction: Where Do We Need to Go?
Chapter 5: Convergent Assessment: Where Are We Now?
Chapter 6: Creating a System of Interventions
Chapter 7: Certain Access: How Do We Get Every Child There?
Epilogue: A New Vision of Special Education
PRINTABLE REPRODUCIBLES
Chapter 2
- Building a School Leadership Team
- Creating Consensus for a Culture of Collective Responsibility
- How Districts Hinder or Promote the Development of RTI
Chapter 3
Chapter 4
Chapter 5
- Reading Domains, Skills, and Assessments
- Universal Screening Planning Guide
- Proactive RTI Planning Form
- Common Assessment Team Protocol
- Self-Regulatory Assessment Tool
- Student Risk Screening Scale (SRSS)
- Self-Regulatory Problem-Solving Tool
- Behavioral Analysis Protocol
- Sample Behavior Documentation Form
- Convergent Assessment at the District Level
Chapter 6
- Intervention Evaluation and Alignment Chart
- Concentrating, Screening, and Planning for Behavioral Supports
Chapter 7
Epilogue
