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November 28, 2012 ACTION UPDATE

Video: Engaging Reluctant Parents
Parents and educators have the same goal, helping all students succeed. Watch this month’s video, Engaging Reluctant Parents with Markay Winston, Chief Officer of Instructional Learning Supports with the Chicago Public Schools, and learn some practical ways schools can make parents feel welcomed and comfortable when attempting to communicate about a child’s school experience. Small tweaks to your approach can make an enormous difference.  
 
Families and Schools Working Together
The RTI framework can help create the engaged relationships between families and schools that are necessary for improved student outcomes. Dr. Amy Reschly of the University of Georgia describes how to develop positive relationships with families that will enhance the success of each student in her article, "Schools, Families and Response to Intervention."
 
Blog: A Middle School Principal’s Perspective: Building a Schoolwide Framework
In this month’s blog, A Middle School Principal’s Perspective: Building a Schoolwide Framework, Jon Ross provides a critical assessment of how his school prioritized decision-making during the first years of RTI implementation. He explains how creative thinking, sharing of information and investing in your team promote sustainability, confidence in your work, and pride within your team.


Ask the Experts

I recently became the Instructional Support Teacher in two elementary buildings. There has been some controversy as to whether Reading Recovery (RR) would be considered a Tier 2 or Tier 3 intervention for first grade students. There are some that say it should be a Tier 2 intervention because children come from the core curriculum (Tier 1) and the RR assessment data selected them to move into RR. Others say that it is a Tier 3 intervention because it is the most intense reading intervention we have for children. In your opinion, should RR be considered a Tier 2 or 3 intervention?

Dr. Carol Connor highlights the importance of putting children into the correct tier of supports for what they need no matter how your tiers are categorized. If an intervention provides the appropriate level of intensity for a child, then that is where they need to be placed, even if it means skipping a tier.



 
 
RTI: Implications for Spanish-Speaking ELLs
There is growing evidence that RTI can provide effective interventions for English language learners (ELLs) who struggle with reading. In this article, RTI: Implications for Spanish-Speaking ELLs, Dr. Elsa Cardenas Hagan of the University of Houston explains how RTI may help to avoid over-and under-identification of language-minority students in special education programs and discusses RTI's implications for Spanish-speaking ELLs. She describes minor modifications to the core instruction in each of the key components of literacy that have led to positive outcomes for ELLs.

NEWS & ANNOUNCEMENTS

Virtual Visits: RTI in Action

The RTI Action Network travels to schools across the nation to find examples of real people doing real work with RTI to provide resources addressing RTI from the preschool to secondary level. We're pleased to announce our Virtual Visits now showcase four schools that have been successfully implementing RTI for several years at the pre-kindergarten, elementary, middle, and high school levels. Watch the four RTI Virtual Visits to hear each team discuss their success and their challenges implementing RTI as well as share their solutions to critical RTI issues like scheduling, screening and instruction, and using data to make educational decisions.

Ask the Experts!
Ask the Experts is your opportunity to have nationally renowned, experienced implementers and/or researchers answer your questions. We know RTI can be confusing at times, which is why we've lined up some of the most knowledgeable people to help. Send us your questions for an in-depth, informative answer. Ask the Experts today!


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