Improve all students’ reading skills with this research-based book packed with practical tools for implementing RTI quickly, efficiently, and successfully. Downloadable forms are available online.
|Product dimensions:||8.40(w) x 10.90(h) x 0.50(d)|
About the Author
Susan L. Hall is founder and president of the 95 Percent Group Inc., which focuses on early childhood reading education and small-group intervention to give 95% of kindergarten through third grade students the opportunity to read at or above their grade level. A frequent speaker and lecturer, she also serves on the advisory board of the Neuhaus Education Center. Hall is a member of the Reading First Review Panel for state grant proposals and is also a Sopris West certified trainer for DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and LETRS®(Language Essentials for Teachers of Reading and Spelling). She is the author of I've DIBEL'd, Now What?, and a co-author with Louisa C. Moats of two books, Straight Talk About Reading and Parenting a Struggling Reader. Hall earned her bachelor's degree at Lawrence University, her master's degree from Harvard University, and her doctorate of education from National-Louis University.
Table of Contents
Publisher's AcknowledgmentsAbout the AuthorIntroduction Why This Book Is Needed Overview of the Contents1. Ninety-five Percent of Students at Benchmark Is Achievable: A District Example New Approach What Level of Success Is Possible? Professional Development Next Steps Conclusion2. Getting Ready Motivating Staff: 'Call to Action' Build Buy-In Create the RTI Team Planning Period Conclusion3. Getting Started Create an Assessment Plan Select a Delivery Model Add Intervention Blocks Year 1: First Half Conclusion4. Analyzing Data and Forming Groups Curriculum-Based Assessment Diagnostic Assessment Progress Monitoring Regrouping Cycle Systems to Manage the Data Year 1: Second Half Conclusion5. Delivering Effective Intervention Instruction Characteristics of Effective Intervention Instruction Other Considerations Intervention Materials and Programs Conclusion6. Initiating a Problem-Solving Process Grade-Level Team Meetings Problem-Solving Meetings RTI Team Meetings Conclusion7. Referring a Student for Special Education Testing RTI and Special Education Change in Role of Special Education Staff Communication With Parents ConclusionBibliographyIndex