Response to Intervention (RTI) is a well known concept in elementary education circles. Now How RTI Works in Secondary Schools: Building a Framework for Success demonstrates how to expand RTI's implementation into the secondary school setting. Authors Holly Windram, Kerry Bollman, and Sara Johnson argue that three components assessment, team decision making and problem-solving processes, and effective instruction are imperative to a successful RTI framework in secondary schools. They discuss these components within each ...
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Response to Intervention (RTI) is a well known concept in elementary education circles. Now How RTI Works in Secondary Schools: Building a Framework for Success demonstrates how to expand RTI's implementation into the secondary school setting. Authors Holly Windram, Kerry Bollman, and Sara Johnson argue that three components assessment, team decision making and problem-solving processes, and effective instruction are imperative to a successful RTI framework in secondary schools. They discuss these components within each tier of RTI. Through effective execution of these components, schools can coordinate a system of services that supports all students and educators. The book focuses on the unique challenges faced by those working in a secondary school including larger educator and student populations, multiple feeder schools, curriculum specializations, increased student responsibility, decreased parent involvement, a growing achievement gap, and the urgency of helping students nearing the end of their K 12 school careers. In addition to discussing schoolwide positive behavior intervention and supports, they describe implementation practices for a range of content areas within an RTI framework including reading, writing, and math. Giving voice to a variety of school stakeholders, the authors give a rationale for and highlight the challenges and successes of RTI implementation in secondary schools. They provide actions steps and examples illustrating those steps, including how to identify students with and without specific learning disabilities through the secondary RTI process.
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