Über den Autor
Dolores Burton is a Fulbright scholar and professor and chair of teacher education at New York Institute of Technology. She was a public school teacher, school district administrator, and author of instructional software. Dr. Burton designed, delivered, and supervised professional development for teachers in grades k-12 in mathematics, literacy, science, differentiated instruction, action research, instructional technology and inclusive practices. She has organized symposia for educators on research based strategies to close the achievement gap of the traditionally underserved populations; African American males, English Language Learners, students with special needs, and others at-risk for academic failure. Her research interests include Response to Intervention, teacher preparation, (elementary through college), Common Core standards, professional development, using data to drive instruction, and the use of technology to teach all students especially those who have traditionally been underserved. She has published in numerous journals and consulted regionally, nationally, and internationally.
About the Authors
About the Contributors
Chapter 1. Keynote: Reasons and Resources for Learning Response to Intervention
Chapter 2. Progressing With Progress Monitoring
Chapter 3. The Instructional Support Team (IST): A Foundation of the RTI Process
Chapter 4. Literacy Instruction: Tier 1
Chapter 5. Literacy Intervention: Tiers 2 and 3
Chapter 6. Mathematics Difficulty or Mathematics
Chapter 7. Response to Intervention and Positive Behavior Support
Chapter 8. Emerging Agendas in Collaboration: Working With Families in the RTI Process
Chapter 9. Leadership: The Role of District and School Administrators in Implementing RTI
Chapter 10. Managing Time: RTI in the Middle and High School Master Schedule
Epilogue: Why Implement RTI?
References and Resources
The Complete Guide to RTI offers a toolbox of strategies, techniques, checklists, etc, as well as technology and print resources, for introducing RTI to educators. Readers gain sufficient foundational and theoretical understanding with regard to why RTI is so revolutionary and from where it has evolved for current use. They benefit from a comprehensive picture of actual implementation experience as they consider putting steps in place for the execution of RTI programs within their schools. The book also offers guidance for analyzing and evaluating their existing models and programs. The book organizes the applications of RTI into the following four areas: (1) foundations of RTI, including its educational and political history as well as its scientific and data-driven approach in both general and special education; presented concisely and clearly so as not to overwhelm practitioners(2) content area applications of RTI, including reading and literacy, mathematics, and positive behavior support(3) the use of technology in teaching RTI skills and applying RTI in classroom settings(4) understanding the concerns of non-professional stakeholders in the introduction of RTI: parents, students and communitiesRather than simply featuring RTI as an effective approach to improving student achievement, this book presents it as a paradigm shift in American schools today that sets the stage for its future role in teacher education and practice.