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Implementing Response to Intervention

Implementing Response to Intervention
A Principal's Guide

Edited by:

Foreword by Elaine K. McEwan

November 2007 | 160 pages | Corwin
This school leader's guide to implementing Response to Intervention (RTI) for primary and junior school reading emphasizes the critical role managers play in ensuring RTI success in their schools and improving student outcomes. The author makes recommendations for putting the RTI process in motion and helps school leaders formulate a comprehensive assessment plan that includes an assessment calendar and a data management system; design a year-long staff development plan to train teachers in using data for making instructional decisions; use data in year-group, teacher, and parent meetings; and motivate staff for optimum success without overwhelming them.
List of Tables and Figures
About the Author
Lincoln Elementary School: A Case Study of What RTI Looks Like in a School
Evidence of Buy-In

Assessment Procedures

Tiers of Instruction

Data-Driven Decision Making

1. Why Implement RTI?
What Is Response to Intervention (RTI)?

Eight Core Principles of RTI

Shaping the Initiative

Why RTI Is More Than a Special Education Requirement

History of RTI

Forces Driving RTI

Relationship of RTI to Other Reading Services

2. Setting the Stage for RTI
Motivating Change

Getting Ready to Launch RTI

Communication Plan

Planning an RTI Initiative

Big Questions: Money, Time, and Results

3. Delivering Intervention Instruction
Organizing for Intervention Groups

Tiers of Intervention Instruction

Processes for Moving Students Through the System

4. Using Progress Monitoring Data
The Importance of Progress Monitoring Data

Determining Which Indicators to Progress Monitor

Graphing Rate of Progress

Decisions That Require Progress Monitoring Data

Using Progress Monitoring Data at Meetings

Data Charts That Are a Must for Principals

5. Effective Models of Professional Development
Designing an Effective Approach to Professional Development

Content of the Professional Development

Delivering Professional Development in Strands

Differentiating the Training Throughout Implementation

Dealing With Reluctant or Resistant Teachers

Sharing Early Success Stories

6. What the Future Holds for RTI
Three-Tier Model as Descriptive, Not Prescriptive

Appropriate Use of Programs

Future of Special Education Curriculum in Reading

Broadening of RTI Beyond Early Reading

Resources: Sample Administrative RTI Data Notebook

"As an administrator who has been trained in RTI and is in the second year of implementation, I found the book to be both interesting and informative. I have also told other administrators to keep an eye out for it."

Jennifer Cruz, Principal
Mirage Elementary School, Glendale, AZ

"Clearly outlines a process of how schools can work collaboratively toward creating schoolwide learning environments where effective RTI practices are implemented and data is used to inform instructional decisions about students."

Alice Hom, Principal
Yung Wing Elementary P.S. 124, New York City, NY

“I loved it! We in the field are in need of this type of book.”

Jill Gildea, Director of Curriculum & Instruction
Libertyville School District, IL

"Perfect for practitioners who are seeking research-based ways to make the gift of reading available to all students, not just to those who are 'ready.' If you know almost nothing about RTI, this book provides a superb orientation. If you know a little about RTI, you will be an expert by the time you finish the book."

From the Foreword by Elaine K. McEwan

“Provides a key to what RTI looks like in practice, showing how educators can use it to help students acquire and stay on course with reading skills. College-level education collections and principals need this.”

California Bookwatch, May 2008
Midwest Book Review

"Reading this book is like having a personal coach guiding one through the RTI implementation process. At a time when RTI has become one of the hottest buzz words in education, this book is a user-friendly resource providing education leaders moral support and clear, practical suggestions."

The School Administrator, June 2008
American Association of School Administrators

Susan L. Hall

Susan L. Hall is founder and president of the 95 Percent Group Inc., which focuses on early childhood reading education and small-group intervention to give 95% of kindergarten through third grade students the opportunity to read at or above their grade level. A frequent speaker and lecturer, she also serves on the advisory board of the Neuhaus Education Center. Hall is a member of the Reading First Review Panel for state grant proposals and is also a Sopris West certified trainer for DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and LETRS® (Language Essentials for Teachers of Reading and Spelling). She is the author of I... More About Author

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ISBN: 9781412955072
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