Are you prepared for the RTI evolution?

This comprehensive toolkit will bring you up to speed on why RTI is one of the most important educational initiatives in recent history and sets the stage for its future role in teacher education and practice. The authors demonstrate innovative ways to use RTI to inform instruction and guide curriculum development in inclusive classroom settings. Your RTI implementation team will find strategies, techniques, and checklists for evaluating existing programs and implementing RTI effectively. The text's broad perspective includes:

A concise description of RTI's history and evolution; A leadership framework for school and district administrators; Applications in reading and literacy, mathematics, and behavior support; Guidelines for involving parents, students, and communities

In addition, chapters address progress monitoring, instructional support teams, and creating time for RTI in middle and high schools. The text is supported by online technology links that include video, audio, and print media—everything you need to optimize RTI for the new landscape of 21st-century education.

Keynote: Reasons and Resources for Learning Response to Intervention

Keynote: Reasons and resources for learning response to intervention
DoloresT.Burton and JohnKappenberg

Foundations of Response to Intervention

Shifting Paradigms of American Education: Historical Perspective

A paradigm shift generally describes a fundamental change in the way large numbers of people think about and do things. If we understand response to intervention (RTI) as a form of scientific method applied to making decisions about the educational programs of individual children—applying scientific method in day-to-day educational practice (Clark & Alvarez, 2010)—then its widespread adoption would qualify as a paradigm shift by any normal use of the term. To see the importance of this, we need to briefly review the educational paradigms that have appeared and “shifted” during the past 50 years.

The Curriculum-Centered Paradigm: ...

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