Rti in the Common Core Classroom: A Framework for Instruction and Assessment

Vaughn, Sharon; Capin, Philip; Roberts, Garrett J.

ISBN 10: 0807757160 / ISBN 13: 9780807757161

Published by Teachers College Press, 2015

About this Item

May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Seller Inventory # G0807757160I4N00

Bibliographic Details

• Title: Rti in the Common Core Classroom: A Framework for Instruction and Assessment
• Publisher: Teachers College Press
• Publication Date: 2015
• Language: English
• ISBN 10: 0807757160
• ISBN 13: 9780807757161
• Binding: Paperback
• Condition: Very Good
• Dust Jacket Condition: No Jacket
• Weight: 0.6 pounds

About this title

Synopsis

Schools and teachers have struggled to integrate Common Core State Standards (CCSS) into their local Response to Intervention (RTI) systems. This book offers an adaptable framework and practical tips to assist educational professionals charged with making this connection in their schools, districts, and classrooms for English language arts. Based on years of experience, we know that students perform best when provided with research-based instruction, frequent progress monitoring, and timely and targeted interventions. Focusing on what the research tells us about how children learn, this highly practical guide can serve as the core of language arts instruction. RTI in the Common Core Classroom will guide today’s classroom teachers, reading coaches, and administrators in their efforts to support all students in meeting literacy standards, including individuals with mild to moderate disabilities.

Book Features:

• A research-based, innovative approach for implementing RTI and the Common Core curriculum.
• Effective teaching and assessment practices in foundational reading skills, reading comprehension, and writing.
• User-friendly design including, research highlight boxes, recommended reading lists, questions for professional learning communities, prompts, sample assignments, student writing excerpts, a Q & A section, and a trait weighting table.

About the Author

Sharon Vaughn holds the H.E. Hartfelder Regents Chair at The University of Texas and is the executive director of The Meadows Center for Preventing Educational Risk (MCPER). Her coauthors, Philip Capin, Garrett J. Roberts, and Melodee A. Walker are all doctoral students at The University of Texas at Austin and affiliated with MCPER.