Summary
Contents
Subject index
A straightforward, how-to guide to creating a school-wide RTI team and implementing RTI, Response to Intervention: Basic Steps to Campus Implementation fills a gap in the RTI literature. Books on the topic range from broadly theoretical to single-student intervention strategies, but no single volume exits that presents in clear, accessible language exactly how a school should set up their RTI team, how that team will facilitate teacher training, and how to support instruction and assessment within the RTI framework, complete with tools. Extensive in its coverage and logically organized, this book will be an essential and accessible guide for any school implementing RTI. Key Selling Points • You've read about RTI, maybe you've received some training, and you're primed for implementation…now what? Response to Intervention: Basic Steps to Campus Implementation walks school administrators and other RTI team members through basic RTI program development with ready-to-use, step-by-step processes and implementation tools. • You've started to implement RTI but you've hit a roadblock. Your approach lacks cohesion, with the primary focus being placed on instruction, intervention, and student monitoring without the foundational administrative support. This book will give your RTI program the reboot it needs, helping educational leaders clearly define the crucial structure of the RTI program to ensure its success and longevity. • But why do you have to implement RTI at all? Because it has been shown to be the most effective method of improving student achievement and identifying struggling learners. This book puts the focus back where it belong, on the students.
Set Meeting Guidelines
Set Meeting Guidelines
When a school is implementing RTI, meetings are important to the successful curricular adjustments, implementation of interventions, and determining students in need (Kovaleski, Roble, & Agne, n.d.). These committee meetings should use problem-solving techniques and guidelines that give direction for conducting the meetings, presenting material, choosing types of data to review, and setting up student interventions. The guidelines can be listed or scripted for team members to be consistent.
Guidelines should be established for reviewing students. During a meeting, certain information should be reviewed with the team so decisions can be made that would benefit the student (Ogonosky, 2008). There are suggested amounts of time that indicate 55 to 60 minutes per student should be reserved. However, that may not ...
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