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Teachers Perceptions Regarding Implementation Of Response To Intervention In Upper Grades
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Book Synopsis Teachers' Perceptions Regarding Implementation of Response to Intervention in Upper Grades by : Ghada H. Griggs
Download or read book Teachers' Perceptions Regarding Implementation of Response to Intervention in Upper Grades written by Ghada H. Griggs and published by . This book was released on 2012 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Minority Students in Special and Gifted Education by : National Research Council
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Book Synopsis Issues in Education: 2013 Edition by :
Download or read book Issues in Education: 2013 Edition written by and published by ScholarlyEditions. This book was released on 2013-05-01 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues in Education / 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Learning Disabilities. The editors have built Issues in Education / 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Learning Disabilities in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Education / 2013 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.
Book Synopsis School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners by : Olivia E. Puyana
Download or read book School Psychologist Perceptions Regarding Implementation of Response to Intervention with English Language Learners written by Olivia E. Puyana and published by . This book was released on 2012 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research was an investigation of three domains identified through a thorough review of the literature as fundamental to the equitable implementation of Response to Intervention (RtI) with English language learners (ELLs): (1) degree of intercultural sensitivity of educators involved in the RtI process, (2) training of educators in implementation of RtI with ELLs, and (3) educator familiarity with empirically-based interventions for use with ELLs. The validity of using RtI with ELLs has been questioned by both supporters and detractors of the model (Linan-Thompson & Ortiz, 2009). The most fundamental tenets of RtI are predicated upon the use of empirically validated interventions and the application of culturally responsive educational practices that provide equitable learning opportunities for all students. Due to the critical role of school psychologists in the development and implementation of RtI models, a questionnaire was designed for use with this population to explore the three domains delineated above. The Intercultural Sensitivity Scale (ISS; Chen & Starosta, 2000) was used to document participants' degree of intercultural sensitivity. Additional questions addressing domains two and three strategically juxtaposed participants' experiences with and perceptions regarding RtI with native English speakers versus RtI with ELLs. Through a series of eight research questions and the associated analyses, the following conclusions were reached: (1) Statistically significantly higher mean scores on the ISS were present among those respondents who identified themselves as Hispanic/Latino/Spanish and/or fluent in more than one language; (2) Statistically significant differences were documented in participants' responses to items focused on perceptions of training for implementing RtI with native English speakers versus training for implementing RtI with ELLs; and (3) Statistically significant differences were found in participants' responses to items inquiring about perceptions of familiarity with empirically-based interventions for use within an RtI framework with native English speakers in comparison to ELLs. Taken together, and in conjunction with a qualitative analysis of two open-ended questions, these results suggest the presence of considerable delays in school psychologists' training and perceptions of preparedness to implement RtI with a linguistically diverse population as compared to native English speakers. This outcome is disconcerting, given the emphasis throughout the literature on the importance of unique considerations required to implement RtI equitably with ELLs. Recommendations for practice and future research are provided that emphasize the need for additional research and training in implementing RtI with a linguistically diverse population.
Book Synopsis Examining Response to Intervention (RTI) Models in Secondary Education by : Pam Epler
Download or read book Examining Response to Intervention (RTI) Models in Secondary Education written by Pam Epler and published by IGI Global. This book was released on 2015-06-30 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. Examining Response to Intervention (RTI) Models in Secondary Education highlights the application of the RTI model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels. Through a series of informative and timely chapters written by global educational specialists, this publication is ideally designed for use by middle and high school teachers and school administrators as well as professors and students in upper-level Educational Leadership and Secondary Education programs.
Book Synopsis Models for Implementing Response to Intervention by : Edward S. Shapiro
Download or read book Models for Implementing Response to Intervention written by Edward S. Shapiro and published by Guilford Press. This book was released on 2011-01-25 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. --from publisher description
Book Synopsis Pyramid Response to Intervention by : Austin Buffum
Download or read book Pyramid Response to Intervention written by Austin Buffum and published by Solution Tree Press. This book was released on 2009-12-01 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accessible language and compelling stories illustrate how RTI is most effective when built on the Professional Learning Communities at WorkTM process. Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions—from basic to intensive—to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school.
Book Synopsis The One-Stop Guide to Implementing RTI by : Maryln Appelbaum
Download or read book The One-Stop Guide to Implementing RTI written by Maryln Appelbaum and published by SAGE. This book was released on 2009 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly guide offers strategies and how-to's for implementing RTI in classrooms and schoolwide, providing team-building techniques, academic and behavioral interventions, and more.
Book Synopsis Simplifying Response to Intervention by : Austin Buffum
Download or read book Simplifying Response to Intervention written by Austin Buffum and published by Solution Tree Press. This book was released on 2011-10-29 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The sequel to Pyramid Response to Intervention advocates that a successful RTI model begins by asking the right questions to create a fundamentally effective learning environment for every student. RTI is not a series of implementation steps, but rather a way of thinking. Understand why bureaucratic, paperwork-heavy, compliance-oriented, test-score-driven approaches fail. Then learn how to create a focused RTI model that works.
Book Synopsis Teachers' Perceptions of School Psychologists by : Ilana Christine Ricks
Download or read book Teachers' Perceptions of School Psychologists written by Ilana Christine Ricks and published by . This book was released on 2015 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Response to Intervention in Math by : Paul J. Riccomini
Download or read book Response to Intervention in Math written by Paul J. Riccomini and published by Corwin Press. This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.
Download or read book Taking Action written by Austin Buffum and published by Solution Tree. This book was released on 2017-09-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to intervention (RTI) 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 WorkTM program 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 WorkTM (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 WorkTM builds on the PLC at WorkTM process. Review the revised RTI at WorkTM 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.
Book Synopsis Knowledge, Perceptions, and Implementation of Response to Intervention in Public Pre-kindergarten Settings by :
Download or read book Knowledge, Perceptions, and Implementation of Response to Intervention in Public Pre-kindergarten Settings written by and published by . This book was released on 2014 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Barnett, VanDerHeyden, and Witt (2007) define RTI as an integrated system for universal screening and progress monitoring linked with academic or social/emotional/behavioral intervention design. RTI has numerous positive outcomes in Grades K-12 including, but not limited to, decreases in special education referrals, earlier identification of academic or behavior deficits, and higher inclusion rates (Barnett et al., 2007; Gresham, 2007). In recent years, there has been growing interest in applying an RTI model to pre-kindergarten (pre-k) classrooms to increase young students' achievement and classroom quality. Many goals of RTI are congruent with the goals of pre-k education, such as the use of frequent measurement to monitor young children's growth and development over time combined with early intervention. Thus, early childhood experts suggest that the application of RTI to pre-k settings is beneficial (Barnett et al., 2007). The purpose of this study was to explore the status of RTI implementation in pre-k classrooms. A comprehensive survey was electronically disseminated to a national sample of lead pre-k teachers and building principals from public pre-k programs. The majority of principals and teachers reported familiarity with and involvement in the implementation of RTI in pre-k classrooms. Teachers are the centerpiece in an educational change effort, such as RTI, and can significantly influence its effectiveness (Brown-Chidsey & Steege, 2005). Findings showed that teacher's self-efficacy and years of experience positively influence their knowledge, acceptability, and implementation of RTI practices. Additionally, teachers with higher levels of knowledge and who perceive more support for implementation report higher levels of RTI implementation.
Book Synopsis Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students by : Nicholas Allen Polko
Download or read book Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students written by Nicholas Allen Polko and published by . This book was released on 2019 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RtI) is a multi-tiered system of support that provides varying levels of intervention to address academic achievement. This data-driven framework allows educators to categorize students into tiers and identify specific areas of strength and weakness. Yet, the problem the study seeks to address is that educators have a limited understanding of the self-reported academic self-efficacy of students in the varying levels of an RtI model. This mixed methods study investigated the perceptions of elementary-aged students and general education teachers. Through the administration of itemized rating scale survey, student academic self-efficacy perceptions were reported. The researcher also conducted five one-on-one interviews with general education teachers to garner their viewpoints regarding differences, if any, between academics, behaviors, and motivations between students in different RtI tiers. Archival records of RtI student movement data and change scores were also reviewed. An analysis of the survey data revealed that students in Tier III of an RtI framework, have statistically lower levels of academic self-efficacy than their Tier I or Tier II peers. The reports of general education teachers revealed that on average, teachers had lower academic expectations for Tier III students than their Tier I or Tier II peers. A final analysis of the archival records review indicated that mean test change scores for Tier III students were statistically lower than the mean test change scores for Tier I or Tier II students. This research allows elementary educators to gain stronger understanding of the academic self-efficacy perceptions of Tier I, Tier II, and Tier III students within a RtI system. The results of this study suggest that educational leaders must continue to reflect upon current practices and seek innovative ways to target and improve the academic self-efficacy levels of elementary students.
Book Synopsis Response to Intervention and Continuous School Improvement by : Victoria Bernhardt
Download or read book Response to Intervention and Continuous School Improvement written by Victoria Bernhardt and published by Routledge. This book was released on 2014-01-09 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensure the success of your school and improve the learning of all students by implementing Response to Intervention (RTI) as part of a continuous school improvement (CSI) process. This book shows you how to get your entire staff working together to design, implement, and evaluate a schoolwide prevention system. With specific examples, CSI experts Victoria Bernhardt and Connie L. Hebert demonstrate each step of the RTI process as it relates to continuous school improvement. By applying effective RTI strategies in your classrooms, you'll put your school on a path toward continuous improvement. The strategies in this book will help administrators, teachers, book study groups, and other educators use RTI to achieve their CSI goals!
Book Synopsis Response to Intervention and Continuous School Improvement by : Victoria L. Bernhardt
Download or read book Response to Intervention and Continuous School Improvement written by Victoria L. Bernhardt and published by Taylor & Francis. This book was released on 2017-03-31 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Experts Bernhardt and Hébert's latest book demonstrates strategies to ensure your entire staff works together to design, implement, monitor, and evaluate a schoolwide prevention system with integrity and fidelity. Each step in this important resource is designed to help administrators, teachers, and other educators improve the learning of every student by implementing Response to Intervention (RtI) as part of a continuous school improvement process. This second edition spotlights the "Five Stages of RtI Implementation" and is complemented by the robust online RtI Implementation Guide, which includes more than 30 downloadable templates, examples, and other files to help schools start their journey of establishing a successful system. By applying the authors' insightful guidance in Response to Intervention (RtI) and Continuous School Improvement (CSI), you'll be able to redesign your general and special education programs to put your school on a path toward improvement!
Book Synopsis Handbook of Response to Intervention by : Shane R. Jimerson
Download or read book Handbook of Response to Intervention written by Shane R. Jimerson and published by Springer. This book was released on 2015-09-21 with total page 737 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.
