| Description |
1 online resource : text file, PDF |
| Contents |
Cover; Title; Copyright; Dedication; Acknowledgments; Contents; eResources; Meet the Authors; Introduction; Why Should I Keep Reading?; A Brief History of RTI and MTSS; MTSS and Significant Discrepancy; A Word About RTI and MTSS; Rigor Through MTSS; Organization of This Book; 1 Rigor and the RTI/MTSS Classroom; The Call for Rigor; New Calls for Rigor; The Need for Increased Rigor for Students With Disabilities; Key Shifts in the Standards; Career Readiness Competencies; Misconceptions About Rigor; Myth One: Lots of Homework Is a Sign of Rigor; Myth Two: Rigor Means Doing More |
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Myth Three: Rigor Is Not for EveryoneMyth Four: Providing Support Means Lessening Rigor; Myth Five: Resources Equal Rigor; Myth Six: Standards Alone Take Care of Rigor; Myth Seven: Rigor Is Just One More Thing to Do; What Is Instructional Rigor?; Expectations; Scaffolding for Support; Demonstration of Learning; Rigor in the Tiers; Rigor at Each Tier; Conclusion; 2 Tiered Instruction; Introduction; The Tiers; Diagnosis and Assessment of Students With Learning Disabilities; Multi-Tier Models; Progress Monitoring; Universal Design for Learning; Provide Multiple Means of Representation |
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Provide Multiple Means of Action and ExpressionProvide Multiple Means of Engagement; Overall Components for Effective Implementation; School Culture; Leadership; Professional Learning; Teaming and Data-Based Decision-Making; Research-Based Core Curriculum and Effective Instructional Practices; Universal Screening; Research-Based Interventions; Progress Monitoring; Specific Learning Disabilities Identification Using MTSS Framework; Conclusion; 3 Prevention, Then Intervention; Prevention: Tier 1; Rigorous Expectations Within Core Content; Core Beliefs |
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1. All Students Can Learn at Rigorous Levels2. Students Must Be Engaged in Order to Learn; Characteristics of Engagement; 3. Standards Are the Floor and Not the Ceiling; Bloomâ#x80;#x99;s Taxonomy; Webbâ#x80;#x99;s Depth of Knowledge; 4. Students Deserve Empirically Validated Practices; 5. Data Can Be Used to Drive Instructional Decision-Making; Intervention: Tiers 2 and 3; Intervention vs. Remediation; Types of Intervention Focus; Boosters; Core Extensions; Preteaching; Organizing Intervention Instruction; Tier 2; Tier 3; Intervention Deficit Content; Intervention Delivery |
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A School-Wide Structure for Tiers 2 and 3Conclusion; 4 Evidence-Based Instructional Strategies; Explicit Instruction; Classroom Discussions; Pair-Shares; Think-Aloud Pair (Triad) Problem Solving; Conver-Stations; Discussion Starters; Jigsaw; Youâ#x80;#x99;ve Got Mail; The Brainâ#x80;#x99;s Speech Bubble; Morning Meetings That Spark Discussion; Paideia or Socratic Seminar; Formative Evaluations; Characteristics of Formative Assessment; Focus Is on Improving Teaching and Learning; Ownership of Assessment Shared by Teacher and Students; Requires Feedback to Move Learning Forward |
| Summary |
880-01 "In this new book, bestselling author Barbara R. Blackburn and intervention expert Bradley S. Witzel show you how to develop rigorous RTI and MTSS programs that will support students and lead them to lasting success. Written in a clear, engaging style, Rigor in the RTI and MTSS Classroom combines an in-depth discussion of the issues facing at-risk and learning-disabled students with practical strategies for all teachers. You'll discover how to: Improve academic and social-emotional performance with scaffolding and demonstration of learning techniques;Establish and teach class rules, expectations, and consequences;Use evidence-based activities to spark student discussion; Implement rigorous, research-based strategies for overall literacy, reading, and writing development;Assess student growth and encourage self-reflection. Form an MTSS leadership team to ensure that student needs are met across building and district levels. Each chapter contains anecdotes from schools across the country as well as a variety of ready-to-use tools and activities. Many of the tools are offered as free eResources at www.routledge.com/9781138193383, so you can easily print and distribute them for classroom use."--Provided by publisher |
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880-01/(Q "In this new book, bestselling author Barbara R. Blackburn and intervention expert Bradley S. Witzel show you how to develop rigorous RTI and MTSS programs that will support students and lead them to lasting success. Written in a clear, engaging style, Rigor in the RTI and MTSS Classroom combines an in-depth discussion of the issues facing at-risk and learning-disabled students with practical strategies for all teachers. You©Ø℗ђ℗ةll discover how to: Improve academic and social-emotional performance with scaffolding and demonstration of learning techniques;Establish and teach class rules, expectations, and consequences;Use evidence-based activities to spark student discussion; Implement rigorous, research-based strategies for overall literacy, reading, and writing development;Assess student growth and encourage self-reflection. Form an MTSS leadership team to ensure that student needs are met across building and district levels. Each chapter contains anecdotes from schools across the country as well as a variety of ready-to-use tools and activities. Many of the tools are offered as free eResources at www.routledge.com/9781138193383, so you can easily print and distribute them for classroom use."--Provided by publisher |
| Subject |
Academic achievement -- United States
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Classroom environment -- United States
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Learning disabled youth -- Education -- United States
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Response to intervention (Learning disabled children) -- United States
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School improvement programs -- United States
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Youth with social disabilities -- Education -- United States.
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Classroom environment
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Learning disabled youth -- Education
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Response to intervention (Learning disabled children)
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School improvement programs
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Youth with social disabilities -- Education
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United States
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| Form |
Electronic book
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| Author |
Witzel, Bradley Steven, author
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| ISBN |
9781315639406 |
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1315639408 |
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9781317273936 |
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1317273931 |
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9781317273912 |
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1317273915 |
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9781317273929 |
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1317273923 |
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