Items related to Simplifying Response to Intervention: Four Essential...
Synopsis
In this sequel to the bestselling Pyramid Response to Intervention, authors Buffum, Mattos, and Weber advocate that an effective RTI model begins by asking the right questions. RTI is not a series of implementation steps to cross off a list, the authors suggest, but rather a way of thinking about how educators can ensure that each child receives the time and support needed to succeed in school and in life. When educators base their thinking about RTI on four essential guiding principles, they will find the most effective answers to implementation questions. The four essential principles of pyramid response to intervention explored in the book are: 1.Collective responsibility A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child 2.Concentrated instruction A collaborative process that focuses teacher teams on the skills and knowledge most important to the student and his or her future 3.Convergent assessment An ongoing process of collecting targeted information to add depth and breadth to the understanding of each student's individual needs, obstacles, and points of learning leverage 4.Certain access A systematic process that guarantees every student will receive the time and support needed to learn at high levels Drawing from their experiences working with hundreds of schools across North America, the authors explain why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail and then show how to create an RTI model that works. They address both academics and behavior in each chapter, and provide considerations for district leadership as well.
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About the Author
Austin Buffum, EdD, is former senior deputy superintendent of the Capistrano Unified School District, which enrolls more than fifty thousand students in South Orange County, California. Dr. Buffum attended the Principals Center at the Harvard Graduate School of Education, where he was greatly inspired by the work of its founder, Roland Barth. He later led Capistrano s K 12 instructional program on an increasingly collaborative path toward operating as a professional learning community (PLC). During this process, thirty-seven of the district s schools were designated California Distinguished Schools, and eleven received National Blue Ribbon recognition. Dr. Buffum is coauthor of Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don t Learn and Generations at School. He also contributed to the anthology The Collaborative Administrator.
Mike Mattos is recognized throughout North America for his work in the areas of response to intervention and professional learning communities. He is coauthor of Pyramid Response to Intervention, which was a 2009 finalist for the Distinguished Achievement Award from the Association of Educational Publishers. He also contributed to the anthology The Collaborative Administrator.
Mike is former principal of both Marjorie Veeh Elementary School and Pioneer Middle School in Tustin, California. In 2004, Marjorie Veeh Elementary, a school with a large population of at-risk youth, won the California Distinguished School and National Title I Achieving School awards.
A National Blue Ribbon School, Pioneer is one of only thirteen schools in the nation selected by the GE Foundation as a Best-Practice Partner. Based on standardized test scores, Pioneer ranks among the top 1 percent of California middle schools and in 2009 and 2011 was named Orange County s top middle school. For his leadership, Mike was named the Orange County Middle School Administrator of the Year by the Association of California School Administrators.
Chris Weber, EdD, is a consultant and administrative coach for Chicago Public Schools and the Oakland (California) Unified School District. As principal of R. H. Dana Elementary School in the Capistrano Unified School District (CUSD) in California, together with his staff, Dr. Weber lifted the school to remarkable levels of success. Designated schoolwide Title I, with over 60 percent of all students English learners and Latino and over 75 percent socioeconomically disadvantaged, R. H. Dana consistently exceeded adequate yearly progress (AYP) goals. The school s gains over four years were among the top 1 percent in the state, and it was the first school in the decades-long history of the CUSD to win the State of California s Title I Academic Achievement Award. Under Dr. Weber s leadership, R. H. Dana earned the first California Distinguished School Award in the school s history. After the percentage of students meeting AYP in English and math tripled in four years, the school was named a National Blue Ribbon School.
Dr. Weber has taught grades K 12 and served as a site administrator for elementary and secondary schools. He was director of instruction for the Garden Grove Unified School District in California, which was the 2004 winner of the prestigious Broad Prize for Urban Education. During this time, all groups of students in the district s forty-seven K 6 schools achieved double-digit AYP gains in mathematics and English language arts.
Dr. Weber is a coauthor of Pyramid Response to Intervention and Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment.
Review
In our work with educators around the world, we have found they are hungry for sound information and proven, practical strategies to help them make a greater difference in the lives of their students. Simplifying Response to Intervention: Four Essential Guiding Principles provides just that! Buffum, Mattos, and Weber bring clarity regarding the intent of RTI and specificity regarding the steps educators must take to implement RTI within the continuous improvement framework of the PLC at Work process. The authors also offer an insightful and frank account of things educators must not do if they are truly committed to ensuring high levels of learning for all. But don t let the title fool you - there is nothing simple about the logic in this book. It is a profound must read for educators at all levels! --Richard DuFour and Rebecca DuFour, authors and consultants
A book whose time has come. This essential reading is refreshing and compelling while profoundly expressing a respectful, systematic approach for improving teaching and learning. The book illuminates the process of tiered instruction and intervention to provide educators with a reflective, proactive process for addressing the needs of every student. --Jane Wagmeister, Ventura County RTI Task Force Chair; Director, Curriculum, Instruction and Continuous Improvement, Ventura County Office of Education, Camarillo, California
RTI: what is it? It is not a special education initiative but is in fact a general education obligation. Answering the question, How do we respond when learning did not occur?, that is the work. Simplifying Response to Intervention gives a great overview of the structures we need to build and the focus of work we must do daily to assure that every child is given the extra time and support needed to be successful. --Marc Johnson, Superintendent, Sanger Unified School District, California; National Superintendent of the Year 2011
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