RTI Is a Verb
Autor Tom Hierck, Chris Weberen Limba Engleză Paperback – 11 dec 2013
- Interventions linked to the Common Core State Standards, with emphasis on college and career readiness
- Practical strategies for screening, progress monitoring, and diagnostics
- Sample approaches to specific interventions across the curriculum
- A companion website with additional samples and templates
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Specificații
ISBN-13: 9781483307480
ISBN-10: 1483307484
Pagini: 210
Ilustrații: black & white tables
Dimensiuni: 216 x 280 x 12 mm
Greutate: 0.54 kg
Ediția:1
Editura: Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1483307484
Pagini: 210
Ilustrații: black & white tables
Dimensiuni: 216 x 280 x 12 mm
Greutate: 0.54 kg
Ediția:1
Editura: Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
“Requiring that all students graduate with the ability to enter college or a skilled career with the 21st Century Skills required to continue to learn further heightens the challenge...RTI, then, is about so much more than interventions. It defines what we are as a profession and philosophically underpins the reflective checkpoints we use to assess the extent to which all students are learning.”
“I have been incredibly impressed with RTI Is a Verb. The authors have skillfully shown how RTI, when done properly, is an opportunity to transform the school environment into one that maximizes the learning opportunities of all involved- staff, students, and community. A must read!”
“A breath of fresh air, RTI is a Verb offers an insightful, collaborative approach to RTI. In this comprehensive yet easy-to-read format, the authors reveal that RTI is in fact a VERB; and that in order to create the change that is required in today’s schools, the very culture of the school itself must be transformed. The book offers a demonstration of how creating a culture of cooperation is imperative for the successful implementation of RTI: teachers working with teachers; teachers working with parents; and teachers working individually with students.
The authors argue that 'cultures not structures' instill lasting reform; and through an interactive, thoughtful discussion on where we are now versus where we are headed, the authors construct a roadmap along with a set of directions on how it is we shall get there.
The most appealing part of the book is that it is candid and forthright: it takes the worn-out use of the RTI acronym and breaks it down to a workable and applicable tool. The authors remind us that 'RTI is simply allowing for the time and support for students to be successful.' It means meeting students where they are and taking the time required to get them where they need to be. Sounds simple enough – but just because it’s simple doesn’t mean it’s easy.”
“Historically, mandates have not provided solutions for school improvement. Instead, solutions have been found by schools collaborating to clearly define key content and effective instruction. Hierck & Weber share these solutions as they invite readers to engage in collaboration and establish a common language around RTI. Their collection of templates and samples are based on what works in real schools. Equipped with this text, school leaders are prepared to move from the theory of RTI to real gains in student achievement.”
“I have been incredibly impressed with RTI Is a Verb. The authors have skillfully shown how RTI, when done properly, is an opportunity to transform the school environment into one that maximizes the learning opportunities of all involved- staff, students, and community. A must read!”
“A breath of fresh air, RTI is a Verb offers an insightful, collaborative approach to RTI. In this comprehensive yet easy-to-read format, the authors reveal that RTI is in fact a VERB; and that in order to create the change that is required in today’s schools, the very culture of the school itself must be transformed. The book offers a demonstration of how creating a culture of cooperation is imperative for the successful implementation of RTI: teachers working with teachers; teachers working with parents; and teachers working individually with students.
The authors argue that 'cultures not structures' instill lasting reform; and through an interactive, thoughtful discussion on where we are now versus where we are headed, the authors construct a roadmap along with a set of directions on how it is we shall get there.
The most appealing part of the book is that it is candid and forthright: it takes the worn-out use of the RTI acronym and breaks it down to a workable and applicable tool. The authors remind us that 'RTI is simply allowing for the time and support for students to be successful.' It means meeting students where they are and taking the time required to get them where they need to be. Sounds simple enough – but just because it’s simple doesn’t mean it’s easy.”
“Historically, mandates have not provided solutions for school improvement. Instead, solutions have been found by schools collaborating to clearly define key content and effective instruction. Hierck & Weber share these solutions as they invite readers to engage in collaboration and establish a common language around RTI. Their collection of templates and samples are based on what works in real schools. Equipped with this text, school leaders are prepared to move from the theory of RTI to real gains in student achievement.”
Cuprins
About the Authors
Acknowledgments
Chapter 1. Introduction and the Research
Chapter 2. Content and Instruction in Tier 1
Chapter 3. Common Formative Assessments, Evidence, Data Analysis, and Collaboration
Chapter 4. Information Within RTI: Screening, Progress Monitoring, and Diagnoses
Chapter 5. Tier 2 and 3 Interventions, Strategies, and Resources
Chapter 6. Social and Academic Behavioral Interventions
Chapter 7. Lead the Work With Confidence, Leadership, and Accountability
Epilogue: The Next Steps
References
Index
Acknowledgments
Chapter 1. Introduction and the Research
Chapter 2. Content and Instruction in Tier 1
Chapter 3. Common Formative Assessments, Evidence, Data Analysis, and Collaboration
Chapter 4. Information Within RTI: Screening, Progress Monitoring, and Diagnoses
Chapter 5. Tier 2 and 3 Interventions, Strategies, and Resources
Chapter 6. Social and Academic Behavioral Interventions
Chapter 7. Lead the Work With Confidence, Leadership, and Accountability
Epilogue: The Next Steps
References
Index
Notă biografică
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, an administrator, a district leader, a department of education project leader, and an executive director have provided a unique context for his education philosophy.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
Tom Hierck's blog can be found at tomhierck.com/blog/.
Chris Weber, EdD, is a consultant and an administrative coach. He delivers trainings and presentations on Pyramid Response to Intervention, an approach to RTI centered on Professional Learning Communities at Work(TM) concepts and strategies. Dr. Weber also specializes in behavior interventions and addressing behavioral needs as an essential component to each child¿s academic success. He earned a master¿s degree from California State University, San Marcos, and a doctorate of education from the University of California (Irvine and Los Angeles). He is a graduate of the United States Air Force Academy and a former US Air Force pilot.
As principal of R.H. Dana Elementary School in the Capistrano Unified School District (CUSD) in California, Dr. Weber was the leader of a highly effective professional learning community. Together with his staff, he lifted the school to remarkable levels of success. Designated Schoolwide Title I, with over 60 percent of all students English learners and Latino and over 75 percent socioeconomically disadvantaged, R.H. Dana consistently exceeded adequate yearly progress (AYP) goals. The school¿s gains over four years were among the top 1 percent in the state, and it was the first school in the decades-long history of the CUSD to win the State of Californiäs Title I Academic Achievement Award. Under Dr. Weber¿s leadership, R.H. Dana earned the first California Distinguished School Award in the school¿s 42-year history. After the percentage of students meeting AYP in English and math tripled in four years, the school was named a National Blue Ribbon School. Dr. Weber credits these achievements to the daily practice of key principles: focusing on student engagement, maximizing instructional time, reallocating resources, and developing systematic student support programs based on RTI.
Dr. Weber has taught grades K-12 and served as a site administrator for elementary and secondary schools. He was director of instruction for the Garden Grove Unified School District in California, which was the 2004 winner of the prestigious Broad Prize for Urban Education. During this time, all groups of students in the district¿s 47 K-6 schools achieved double-digit AYP gains in mathematics and English language arts.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that "every student is a success story waiting to be told" has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students.
Tom Hierck's blog can be found at tomhierck.com/blog/.
Chris Weber, EdD, is a consultant and an administrative coach. He delivers trainings and presentations on Pyramid Response to Intervention, an approach to RTI centered on Professional Learning Communities at Work(TM) concepts and strategies. Dr. Weber also specializes in behavior interventions and addressing behavioral needs as an essential component to each child¿s academic success. He earned a master¿s degree from California State University, San Marcos, and a doctorate of education from the University of California (Irvine and Los Angeles). He is a graduate of the United States Air Force Academy and a former US Air Force pilot.
As principal of R.H. Dana Elementary School in the Capistrano Unified School District (CUSD) in California, Dr. Weber was the leader of a highly effective professional learning community. Together with his staff, he lifted the school to remarkable levels of success. Designated Schoolwide Title I, with over 60 percent of all students English learners and Latino and over 75 percent socioeconomically disadvantaged, R.H. Dana consistently exceeded adequate yearly progress (AYP) goals. The school¿s gains over four years were among the top 1 percent in the state, and it was the first school in the decades-long history of the CUSD to win the State of Californiäs Title I Academic Achievement Award. Under Dr. Weber¿s leadership, R.H. Dana earned the first California Distinguished School Award in the school¿s 42-year history. After the percentage of students meeting AYP in English and math tripled in four years, the school was named a National Blue Ribbon School. Dr. Weber credits these achievements to the daily practice of key principles: focusing on student engagement, maximizing instructional time, reallocating resources, and developing systematic student support programs based on RTI.
Dr. Weber has taught grades K-12 and served as a site administrator for elementary and secondary schools. He was director of instruction for the Garden Grove Unified School District in California, which was the 2004 winner of the prestigious Broad Prize for Urban Education. During this time, all groups of students in the district¿s 47 K-6 schools achieved double-digit AYP gains in mathematics and English language arts.
Descriere
Turn RTI research into practice with interventions linked to the Common Core; strategies for screening and progress monitoring; and a companion website with additional resources.