What Every School Leader Needs to Know about RTI

What Every School Leader Needs to Know about RTI

What Every School Leader Needs to Know about RTI

What Every School Leader Needs to Know about RTI

Synopsis

What is Response to Intervention and why should we care? With this question, Margaret Searle begins her exploration of the RTI approach to classroom instruction and intervention from her perspective as a seasoned teacher, principal, and administrator.

Built on a solid foundation of best practice, RTI draws on the strengths and successes that many districts and schools already have in place. For the plan to be effective, however, proactive and consistent leadership is essential. With this in mind, Searle outlines the critical roles played by school leaders at each step and offers practical answers to the questions they will likely face.

• Where should I start implementing or improving our RTI plan?

• Where do I find high-quality research-based interventions?

• What's a pyramid of interventions and what do I put in the tiers?

• How can I help teachers set and reach student goals?

• How is RTI different from what we've tried before?

• How can we make this whole thing work without going crazy?

Searle shows how school leaders can use the RTI model to coordinate resources and foster continuous student improvement and achievement. This breakthrough approach replaces the old "wait to fail" mind-set with proactive efforts that will support all students in danger of not reaching their potential.

This is an essential guide for school leaders who want to support, focus, and sustain their RTI goals and build a culture of data-driven decision making.

Excerpt

“I am at my wits’ end. Jerry is having a tough time with geography even though he is more than capable of doing the work. In fact, I have four students who are in the same boat. I call their parents, but these kids still won’t do the work. It’s obvious they don’t get much help at home. Personally, I think it’s a bad case of laziness. Why weren’t they tested earlier? If I refer them now, they probably won’t qualify for anything. I guess there’s nothing to be done.”

Does this sound familiar? Many teachers lounges are buzzing with conversations just like this. Accepting these types of situations as status quo is not only frustrating but also unproductive. Wouldn’t it be more satisfying for this teacher to have a menu of solid instructional options from which to choose rather than rely on a referral process that she suspects will go nowhere? Wouldn’t it save a lot of work and exasperation if she could talk to colleagues about relevant current research and instructional approaches that work with students who aren’t inspired to apply the ability they already have? Wouldn’t the school system . . .

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