Response to Intervention and Continuous School Improvement

How to Design, Implement, Monitor, and Evaluate a Schoolwide Prevention System

Victoria L. Bernhardt, Connie L. Hébert

• Éditeur: Routledge
• Année: 2017
• ISBN:
  9781351977135
• Édition: 2
• Sujet: Bildung
• Sous-sujet: Bildung Allgemein

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!

CHAPTER 1

RtI and CSI: Response to Intervention and Continuous School Improvement

Until you get continuous school improvement right, you cannot get RtI right. If you do continuous school improvement right, you will have a good start toward an effective RtI system. If you do RtI right, you will be engaged in a continuous school improvement process.

Victoria L. Bernhardt and Connie L. Hébert

Response to Intervention (RtI) refers to a comprehensive and deliberate system of implementing and monitoring responsiveness to interventions using multiple levels of instruction and assessment designed by schools to address the learning needs of all students. RtI encourages intervening early to prevent student failure and to ensure academic success and positive behavior, while reducing the likelihood that students are wrongly identified for special education services. RtI is defined by the National Center on Response to Intervention as follows:

Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems. With RtI, schools use data to identtify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness, and identify students with learning disabilities or other disabilities. (www.RtI4success.org)

Significant redesign of general education and special education is required for a school or school district to implement RtI and to improve the learning of all students. Adding a program or intervention, here or there, will not provide the improvement which schools desire or require to meet the learning needs of all students.

Significant redesign of general education and special education is required for a school or school district to implement Rtl and to improve the learning of all students. Adding a program or intervention, here or there, will not provide the improvement which schools desire or require to meet the learning needs of all students.

Continuous School Improvement (CSI) is the process of improving an organization on an ongoing basis. CSI involves:

♦ analyzing all types of data to understand where the school is now,

♦ understanding how the school is getting its current results,

♦ clarifying where the school wants to go,

♦ determining how the school will get to where it wants to go,

♦ implementing the processes to take the school where it wants to go,

♦ evaluating the parts and the whole, on an ongoing basis, to know if the parts are effective and aligned to where the school wants to go, and

♦ improving the parts and the whole on an ongoing basis.

CSI provides the paradigm shift for all staff members that implementing RtI requires.

CSI provides the paradigm shift for all staff members that implementing RtI requires.

As a method for schools to rethink general and special education and to avoid piecemeal change, CSI processes facilitate the design, implementation, monitoring, and evaluation for systems of RtI.

When schools establish systems of RtI through CSI processes, staff get the system and commitments in place before specific strategies.

School staff members who start RtI at the whole school level using a CSI framework understand what their students know and do not know. These staff members make agreements and commitments to get all students on grade level with direct, intense core curriculum supported with intensive and focused interventions, even when that means moving some students more than one grade level in one year. When schools establish systems of RtI through CSI processes, staff get the system and commitments in place before specific strategies.

School staff members who start RtI at the individual student level assess the students and then think about interventions, sometimes coming to dead ends when they realize they cannot possibly do all the interventions they deem necessary. If schools implement RtI “right,” they will unavoidably become engaged i...

Table des matières

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• About the Authors
• Preface
• Acknowledgements
• 1 RtI and CSI: Response to Intervention and Continuous School Improvement
• 2 Response to Intervention: Study and Commit
• 3 Continuous School Improvement: Study and Commit
• 4 Planning with the RtI Implementation Guide
• 5 Build Capacity
• 6 Implement and Monitor
• 7 RtI Implementation and Monitoring Timeline
• 8 Continuously Improve
• 9 Summary and Conclusions
• Glossary
• References and Resources
• Index