Move away from the way we have always done things and embrace an improved approach to student intervention. At Tier 2 of the RTI at Work process, interventions do not require hiring additional staff, buying more resources, or extending the school day. Instead, this book offers a step-by-step process for how to use your current time and resources to ensure all students learn at high levels.
Use this resource to successfully respond to students when they do not learn:
- Receive proven, practical strategies and tools for creating Tier 2 interventions.
- Discover the foundational principles of effective educational practices.
- Understand the roles of teacher, leadership, and intervention teams in the response to intervention (RTI) system.
- Gain tips and best practices for determining student learning levels and how to move student learning forward.
- Review structures and schedules that build time in the school day to support students who need interventions in an elementary education setting.
Contents:
Introduction
Chapter 1: Making a Case for Doing Things Differently
Chapter 2: Using Collaborative Teams for Effective Intervention
Chapter 3: Getting to Targeted and Specific Interventions
Chapter 4: Using Data to Target Tier 2 Interventions
Chapter 5: Implementing Powerful Instructional Supports
Chapter 6: Building Time in the Schedule for Additional Support
Epilogue
Sharon V. Kramer, PhD, knows firsthand the demands and rewards of working in a professional learning community. As a leader in the field, she emphasizes the importance of creating and using quality assessments as a continual part of the learning process. Dr. Kramer served as assistant superintendent for curriculum and instruction of Kildeer Countryside School District 96 in Illinois. In this position, she ensured all students were prepared to enter Adlai E. Stevenson High School, a model PLC created by Dr. Richard DuFour. A seasoned educator, Dr. Kramer has taught in elementary and middle school classrooms and served as principal, director of elementary education, and university professor.
Bob Sonju is an award-winning educational leader, author, and educational consultant, recognized for his energetic commitment to building effective teams, developing RTI structures that support teachers and students, and creating an effective school culture committed to learning for all students. Bob was formerly the principal of nationally recognized Fossil Ridge Intermediate School and has also served as a high school administrator and special education teacher. Most recently, Bob was the executive director of teaching and learning for Washington County School District. After six years as a district-level administrator, Bob's deep desire to work together with teachers and students again led him back to school as principal of Washington Fields Intermediate.
Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing response to intervention and professional learning communities. Mike cocreated the RTI at Work model, which builds on the foundation of the PLC at Work® process by using team structures and a focus on learning, collaboration, and results to drive successful outcomes.
Austin Buffum, EdD,, has more than 45 years of experience in public schools. His many roles include serving as former senior deputy superintendent of the Capistrano Unified School District in California. Dr. Buffum has presented in over 500 school districts throughout the country and around the world. He delivers trainings and presentations on the RTI at Work model. This tiered approach to RTI is centered on Professional Learning Communities at Work® concepts and strategies to ensure every student receives the time and support necessary to succeed. Dr. Buffum also delivers workshops and presentations that provide the tools educators need to build and sustain PLCs.
