
Pyramid Response to Intervention : RTI, Professional Learning Communities, and How to Respond When Kids Don't Learn
by Buffum, Austin-
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Summary
Table of Contents
About the Authors | p. xiii |
Foreword | p. xv |
Preface | p. xvii |
What Is Pyramid Response to Intervention? | p. 1 |
Response to Intervention (RTI) | p. 2 |
Pyramid of Interventions (POI) | p. 4 |
A Vision of the Future | p. 5 |
Pyramid Response to Intervention (PRTI) | p. 5 |
The Right Work at the Right Time | p. 9 |
Learning by Doing | p. 10 |
The Facts About RTI | p. 13 |
What Is RTI? | p. 14 |
The Early History of RTI | p. 16 |
IDEA 1997 and IDEIA 2004 | p. 17 |
Why Now? | p. 19 |
Growing Support for RTI | p. 20 |
Rejection of the Discrepancy Model | p. 22 |
A Systematic Response | p. 23 |
RTI Models | p. 27 |
Two Systems of Implementation | p. 28 |
The Protocol System | p. 28 |
The Problem-Solving System | p. 29 |
Implementing and Monitoring an RTI System | p. 30 |
RTI in Pioneering Schools | p. 33 |
TLC | p. 34 |
ExCEL | p. 36 |
CAST | p. 37 |
The HAEA Model | p. 38 |
The Washington Model | p. 40 |
A New Way of Educating All Children | p. 42 |
A Unified Approach | p. 43 |
Laying the Foundation: A Professional Learning Community | p. 47 |
Reculturing Your School | p. 48 |
A Focus on Learning | p. 49 |
A Collaborative Culture | p. 51 |
A Focus on Results | p. 52 |
Assessing Your Current Reality | p. 54 |
Identify Under-Represented Students | p. 54 |
Find Resources | p. 55 |
Next Steps | p. 57 |
Learning CPR | p. 59 |
An Appropriate Response to Learning Emergencies | p. 61 |
Urgent | p. 61 |
Directive | p. 62 |
Timely | p. 63 |
Targeted | p. 65 |
Administered by Trained Professionals | p. 66 |
Systematic | p. 66 |
Traditional Responses to Learning Emergencies | p. 67 |
Individual Teacher Response | p. 67 |
Remedial Classes | p. 68 |
Summer School | p. 69 |
Retention | p. 69 |
Alternative and Special Education | p. 69 |
Doing Nothing | p. 70 |
Tier 1: The Core Program | p. 73 |
Strengthening the Core Program | p. 74 |
Differentiate Instruction | p. 74 |
Determine Power Standards | p. 76 |
Analyze Assessment Data | p. 77 |
Ensure Quality Teaching and Focused Staff Development | p. 78 |
Maximize Instructional Time | p. 79 |
Use Programs With Fidelity | p. 79 |
Tier 1 in Elementary Schools | p. 79 |
Tier 1 in Middle Schools | p. 81 |
Tier 1 in High Schools | p. 82 |
Upgrading the Core Program | p. 83 |
Set High Expectations | p. 84 |
Focus on Instructional Priorities | p. 84 |
Diagnose and Prescribe | p. 85 |
Tier 2: The Supplemental Level | p. 87 |
Creating Effective Supplements to the Core Program | p. 88 |
Support Intentional Nonlearners | p. 89 |
Support Failed Learners | p. 91 |
Targeting Interventions | p. 93 |
Identify and Place Students | p. 94 |
Tier 2 in Elementary Schools | p. 96 |
Tier 2 in Secondary Schools | p. 97 |
What If Tier 2 Interventions Are Not Working? | p. 98 |
Tier 3: The Intensive Level | p. 99 |
Using the Right Intensive Interventions at the Right Time | p. 100 |
The FCRR: A Source for Tier 3 Interventions | p. 104 |
Tier 3 in Elementary Schools | p. 105 |
Tier 3 in High Schools | p. 106 |
The Role of Behavioral Interventions | p. 109 |
Behavior and Academic Achievement | p. 111 |
Supporting Positive Student Behavior | p. 115 |
Identify and Model Positive Behaviors | p. 115 |
Gather Data on Adherence | p. 116 |
Tier 1 Interventions | p. 117 |
Tier 2 Interventions | p. 118 |
Tier 3 Interventions | p. 120 |
Behavioral Interventions in Secondary School | p. 121 |
Tier 1 | p. 122 |
Tier 2 | p. 122 |
Tier 3 | p. 123 |
Meeting Legal Requirements | p. 125 |
Keys to Compliance | p. 126 |
Develop a Systematic Progress-Monitoring Plan | p. 128 |
Keep Careful Records | p. 129 |
Utilize Research-Based Programs | p. 130 |
Change Tiers When Appropriate | p. 132 |
Refer for Formal Evaluation | p. 133 |
Meet Periodically With All Stakeholders | p. 134 |
Making the Commitment to Go From Good to Great | p. 135 |
Putting It All Together | p. 139 |
Avoiding Pitfalls | p. 140 |
Counterproductive Grading Practices | p. 140 |
Failure to Communicate Program Goals and Procedures to Students and Parents | p. 142 |
Lack of Program Evaluation | p. 144 |
Leadership Matters | p. 145 |
Success Stories | p. 146 |
R. H. Dana Elementary School | p. 146 |
Pioneer Middle School | p. 152 |
Whittier Union High School District | p. 163 |
Rising to the Challenge | p. 167 |
Epilogue: A Moral Responsibility | p. 169 |
Reproducibles | p. 171 |
How Do Our School's Current Practices Align With the Essential Elements of RTI? | p. 172 |
How Will Our School Respond to Key RTI Questions? | p. 173 |
What Elements of RTI Are Present in the Pioneering Models? | p. 174 |
Creating a PLC Foundation | p. 175 |
Creating a Learning Mission | p. 176 |
Identifying Essential Standards | p. 177 |
Sample Essential Standards: Algebra I | p. 178 |
Sample Essential Standards: U.S. History | p. 179 |
Unpacking the Standards | p. 180 |
Common Formative Assessments (CFAs) | p. 181 |
Common Assessment Desired Outcomes | p. 183 |
Who Are Our Under-Represented Students? | p. 184 |
What Are Our Human and Fiscal Resources? | p. 185 |
Evaluating Our Current Interventions | p. 186 |
What Is Our Tier 1 Core Program? | p. 188 |
What Are Our Tier 2 Supplemental Interventions? | p. 189 |
What Are Our Tier 3 Intensive Interventions? | p. 190 |
What Are Our Behavioral Interventions? | p. 191 |
Functional Behavior Analysis Protocol | p. 192 |
How Will We Coordinate, Document, and Communicate About Our PRTI? | p. 194 |
PRTI Critical Steps to Success | p. 195 |
PRTI Essential Standard Plan | p. 197 |
Essential Standard Plan | p. 199 |
Creating a PRTI | p. 200 |
Sample Individualized Learning Plan (ILP) | p. 203 |
Glossary | p. 205 |
References and Resources | p. 213 |
Table of Contents provided by Ingram. All Rights Reserved. |
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