| Description |
1 online resource (xix, 407 pages) |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Progress monitoring: support and practice implementation from the federal level / Grace Zamora Durán, Elizabeth M. Hughes, and Renée Bradley -- Part I. Monitoring progress in Pennsylvania pupils: Project MP3 at Lehigh University -- The structure and content of the RTI model / Alexandra Hilt-Panahon, Edward S. Shapiro, Nathan H. Clemens, and Karen L. Gischlar -- The process of implementation and design for sustainability / Karen L. Gischlar, Alexandra Hilt-Panahon, Nathan H. Clemens, and Edward S. Shapiro -- Student achievement outcomes / Nathan H. Clemens, Edward S. Shapiro, Alexandra Hilt-Panahon, and Karen L. Gischlar -- Part II. Implementing RTI in low-achieving, high-need schools: Project MP3 at the University of Pittsburgh -- Context and commitment / Amanda Kloo, Charles D. Machesky, and Naomi Zigmond -- A blueprint for change / Amanda Kloo, María Almendárez Barron, Eileen St. John, and Naomi Zigmond -- Celebrating achievement gains and cultural shifts / Naomi Zigmond, Amanda Kloo, and Kathleen Stanfa -- Part III. The Minnesota Demonstrating Progress monitoring project -- The context and content of implementation / Doug Marston, Ann Casey, and Teri Wallace -- The process of implementation / Doug Marston, Teri Wallace, Jane Thompson, Matthew Lau, and Paul Muyskens -- Evaluation of implementation / Teri Wallace, Doug Marston, Renáta Tichá, Matthew Lau, and Paul Muyskens -- The University of Oregon-Eugene school district 4J RTI model -- The context and process of implementation / Yvonne Curtis, Larry Sullivan, Julie Alonzo, and Gerald Tindal -- The measurement system behind the RTI model / Julie Alonzo and Gerald Tindal -- Implementation and outcomes / Kimy Liu, Julie Alonzo, and Gerald Tindal -- Part V. Perspective from the model demonstration coordination center -- A cross-case perspective on the implementation of model demonstration projects / Mary Wagner and Phyllis Levine. |
| Summary |
Providing a unique "on-the-ground" perspective, 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. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. Invaluable reproducible tools developed and field tested during the implementation. |
| Note |
Description based on print version record. |
|
GMD: electronic resource. |
| Subject |
Remedial teaching -- United States.
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Slow learning children -- Education -- United States.
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Learning disabled children -- Education -- United States.
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Effective teaching -- United States.
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Response to intervention (Learning disabled children)
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| Added Author |
Shapiro, Edward S.
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