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Access to Essential Grade-Level Curriculum

       Action 2: Identify and Teach Essential Academic and Social Behaviors

       How Do We Establish Common Expectations?

       How Do We Target Instruction?

       How Do We Reinforce Positive Behavior?

       Action 3: Provide Preventions to Proactively Support Student Success

       Preventions to Proactively Support Student Success

       Conclusion

       PART TWO

       Tier 2 Essential Actions

       CHAPTER 5

       Tier 2 Teacher Team Essential Actions

       Action 1: Design and Lead Supplemental Interventions for Academic Essential Standards

       RTI at Work Pro-Solve Intervention Targeting Process: Tier 1 and Tier 2

       KASAB Chart

       Action 2: Consider Screening in Immediate Prerequisite Skills

       Action 3: Monitor the Progress of Students Receiving Supplemental Supports

       RTI at Work Pro-Solve Intervention Monitoring Plan: Tier 1 and Tier 2

       Action 4: Extend Student Learning

       Conclusion

       CHAPTER 6

       Tier 2 Schoolwide Essential Actions

       Action 1: Schedule Time for Supplemental Interventions

       Creating Flexible Time Worksheet: Critical Considerations

       Using Flexible Time Well

       Action 2: Establish a Process for Schoolwide Student Intervention Identification

       Establishing a Process for Schoolwide Student Intervention Identification

       Action 3: Plan and Implement Supplemental Interventions for Essential Social and Academic Behaviors

       Reasons Why Students Might Fail to Complete Homework

       Supplemental Interventions for Essential Academic and Social Behaviors: Critical Questions

       Action 4: Coordinate Interventions for Students Needing Skill and Will Supports

       Conclusion

       PART THREE

       Tier 3 Essential Actions

       CHAPTER 7

       Tier 3 Schoolwide Essential Actions

       Action 1: Identify Students Needing Intensive Support

       Universal Screening Planning Guide

       Action 2: Create a Dynamic, Problem-Solving Site Intervention Team

       Building a Site Intervention Team

       Dimensions of Success

       Action 3: Prioritize Resources Based on Greatest Student Needs

       RTI at Work Pro-Solve Intervention Targeting Process: Tier 3

       Action 4: Create a Systematic and Timely Process to Refer Students to the Site Intervention Team

       RTI at Work Pro-Solve Intervention Monitoring Plan: Tier 3

       Action 5: Assess Intervention Effectiveness

       Intervention Evaluation and Alignment Chart

       Intervention Evaluation and Alignment Chart Protocol

       Conclusion

       CHAPTER 8

       Tier 3 Intervention Team Essential Actions

       Action 1: Diagnose, Target, Prioritize, and Monitor Tier 3 Interventions

       Action 2: Ensure Proper Intervention Intensity

       Ensuring Proper Intensity for Tier 3 Interventions

       Action 3: Determine if Special Education Is Needed and Justifiable

       Critical Questions for Special Education Identification

       Conclusion

       EPILOGUE

       Eating the Elephant

       RTI at Work Essential Actions for Tiers 1, 2, and 3

       References and Resources

       Index

       ABOUT THE AUTHORS

      Austin Buffum, EdD, has forty-seven 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 nine hundred school districts throughout the United States and around the world. He delivers trainings and presentations on the response to intervention (RTI) at Work model. This tiered approach to response to intervention is centered on Professional Learning Communities (PLC) at Work concepts and strategies to ensure every student receives the time and support necessary to succeed. Austin also delivers workshops and presentations that provide the tools educators need to build and sustain PLCs.

      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 and was greatly inspired by its founder, Roland Barth, an early advocate of the

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