Response to intervention or RTI (also known as multi-tiered system of supports or MTSS) is the most effective process for ensuring student success, using differentiated instruction to provide the time and support necessary. This comprehensive implementation guide covers every element required to build a successful RTI at Work™ system of support in schools. The authors share step-by-step actions for implementing the essential elements, instructional strategies, and tools needed to support implementation, as well as tips for engaging and supporting educators. Readers who valued the practical knowledge in Learning by Doing: A Handbook for Professional Learning Communities at Work™ (DuFour, DuFour, Eaker, Many, and Mattos) will appreciate a similar style and practicality in Taking Action.
This guide will help you incorporate the response to intervention process by allowing you to:
- Understand how RTI at Work™ builds on the PLC at Work™ process.
- Review the revised RTI at Work™ pyramid and its three RTI tiers.
- Learn what roles teacher teams, leadership teams, and schoolwide teams play in a multi-tiered intervention structure.
- Understand the differences among intervention, extension, prevention, and enrichment.
- Avoid common missteps when implementing RTI (or MTSS).
- Consider why an achievement gap remains in 21st century education and how the RTI process can close that gap.
Contents:
Introduction
Chapter 1: The RTI at Work™ Pyramid
Chapter 2: A Culture of Collective Responsibility
Chapter 3: Tier 1 Teacher Team Essential Actions
Chapter 4: Tier 1 Schoolwide Essential Actions
Chapter 5: Tier 2 Teacher Team Essential Actions
Chapter 6: Tier 2 Schoolwide Essential Actions
Chapter 7: Tier 3 Schoolwide Essential Actions
Chapter 8: Tier 3 Intervention Team Essential Actions
Austin Buffum, EdD, has thirty-eight years of experience in public schools. His many roles include serving as former senior deputy superintendent of California's Capistrano Unified School District. Austin has presented in over 500 school districts throughout the United States and around the world. He delivers training and presentations on the RTI at WorkTM model. This tiered approach to response to intervention is centered on professional learning communities (PLC) at WorkTM concepts and strategies, to ensure every student receives the time and support necessary to succeed.
Austin was selected 2006 Curriculum and Instruction Administrator of the Year by the Association of California School Administrators. He attended the Principals' Center at the Harvard Graduate School of Education. He later led Capistrano's K-12 instructional program on an increasingly collaborative path toward operating as a PLC. During this process, thirty-seven of the district's schools were designated California Distinguished Schools, and eleven received National Blue Ribbon recognition.
A graduate of the University of Southern California, Austin earned a bachelor of music degree and received a master of education degree with honors. He holds a doctor of education degree from Nova Southeastern University.
Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing the response to intervention and PLC processes. Mike co-created the RTI at WorkTM model, which builds on the foundation of the PLC at WorkTM process by using team structures and a focus on learning, collaboration, and results to drive successful outcomes and creating tiered systems of support to ensure high levels of learning for all students.
He is former principal of Marjorie Veeh Elementary School and Pioneer Middle School in California. At both schools, Mike helped create powerful PLCs, improving learning for all students. In 2004, Marjorie Veeh, an elementary school with a large population of youth at risk, won the California Distinguished School and National Title I Achieving School awards.
Based on standardized test scores, Pioneer ranks among the top 1 percent of California secondary 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.
Janet Malone is former director of professional development for the Poway Unified School District in California. With experience as a teacher, principal, and central office administrator, Janet connects with audiences on topics ranging from assessment and effective grading to PLCs, team building, and more.
As director of professional development, Janet coordinated a class-size reduction initiative in her district that effectively utilized standards-based formative and summative assessments. She also designed and coordinated the implementation of comprehensive staff development for more than eight hundred K-3 teachers. Janet has facilitated a range of professional learning opportunities focused on K-12 literacy, balanced assessment, leadership development, and standards-based learning and teaching.
Janet has presented at conferences for the California School Boards Association, Association for Supervision and Curriculum Development, Learning Forward, Educational Testing Service, and Solution Tree. She has conducted workshops and consulted with school districts throughout North America, and she is a graduate of the National Staff Development Council's (now Learning Forward) Academy XII.
