Ensure students acquire the academic skills, dispositions, and knowledge necessary for long-term success. The authors examine effective academic and behavior supports and offer a step-by-step process for determining, targeting, and observing academic and behavior interventions. You'll discover how to work in collaborative teams using a research-based framework to provide united and simultaneous interventions to students at risk.
Benefits:
- Realize the role behavior plays in students' academic performance.
- Identify the academic skills and knowledge, academic behaviors, and social behaviors necessary to developing a successful learner.
- Learn to simultaneously administer academic and behavior interventions to students at risk.
- Understand the need to make sure students are prepared to work independently and cooperatively and possess the academic skills and creativity to compete in the future job market.
- Gain intervention strategies to foster lifelong learners.
Contents:
Introduction: The Chicken and the Egg
Chapter 1: Building the Foundation
Chapter 2: The Five Students and Their Schools
Chapter 3: Protocols and Problem Solving
Chapter 4: Uniting Core Instruction and Interventions
Chapter 5: Uniting Skill and Will With Supplemental Interventions
Chapter 6: Uniting Core Instruction and Intensive Remediation
Chapter 7: Getting Started and Getting Better
Austin Buffum, EdD, has thirty-eight 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 United States and around the world. He delivers trainings and presentations on the RTI at WorkTM model. This tiered approach to RTI is centered on Professional Learning Communities at WorkTM (PLC) concepts and strategies to ensure every student receives the time and support necessary to succeed, while providing the tools educators need to build and sustain PLCs.
Dr. Buffum was selected 2006 Curriculum and Instruction Administrator of the Year by the Association of California School Administrators. Dr. Buffum 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 11 received National Blue Ribbon recognition. Dr. Buffum is coauthor of Generations at School.
Mike Mattos is an internationally recognized author, presenter, and practitioner who specializes in uniting teachers, administrators, and support staff to transform schools by implementing RTI and PLC. Mike cocreated the RTI at Work model, which builds on the foundation of the PLC process by using team structures and a focus on learning, collaboration, and results to drive successful outcomes.
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 won the California Distinguished School and National Title I Achieving School awards.
A National Blue Ribbon School, Pioneer is among only thirteen schools in the United States selected by the GE Foundation as a Best-Practice Partner. 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 an expert in behavior, mathematics, and RTI who consults and presents internationally to audiences on important topics in education. As a principal and assistant superintendent in California and Chicago, Dr. Weber and his colleagues developed RTI systems that have led to high levels of learning at schools across the country.
Dr. Weber has been in service to community and country his entire life. A graduate of the US Air Force Academy, he flew C-141s during his military career. He is also a former high school, middle school, and elementary school teacher and administrator.
Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and many roles in public education. His experiences as a teacher, administrator, district leader, department of education project leader, and executive director have provided a unique context for his education philosophy.
Tom is a compelling presenter, infusing his message of hope with strategies culled from the real world. He understands that educators face unprecedented challenges and knows which strategies will best serve learning communities. Tom has presented to schools and districts across North America with a message of celebration for educators seeking to make a difference in the lives of students. His dynamic presentations explore the importance of positive learning environments and the role of assessment to improve student learning. His belief that every student is a success story waiting to be told has led him to work with teachers and administrators to create positive school cultures and build effective relationships that facilitate learning for all students
