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Author: Publisher: ISBN: Category : Learning disabled children Languages : en Pages : 2
Book Description
Colorado has adopted the Multi-Tiered system of supports (MTSS) conceptual framework as a representation of two sustainable systems change frameworks, Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS). To better-articulate a focus on equitable and efficient learning environments and high-quality instructional practices, usage of the term MTSS has emerged. Research and lessons learned from schools and districts contributed to the shift to a Multi-Tiered System of Supports as the best description of a continuum of effective academic and behavioral instruction and supports for every student. This document addresses the transition from RtI and/or PBIS implementation to the development of the CO MTSS framework.
Author: Publisher: ISBN: Category : Learning disabled children Languages : en Pages : 2
Book Description
Colorado has adopted the Multi-Tiered system of supports (MTSS) conceptual framework as a representation of two sustainable systems change frameworks, Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS). To better-articulate a focus on equitable and efficient learning environments and high-quality instructional practices, usage of the term MTSS has emerged. Research and lessons learned from schools and districts contributed to the shift to a Multi-Tiered System of Supports as the best description of a continuum of effective academic and behavioral instruction and supports for every student. This document addresses the transition from RtI and/or PBIS implementation to the development of the CO MTSS framework.
Author: Helen Duffy Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
The National High School Center continues to receive inquiries about how to support high school implementation of response to intervention (RTI). Given the National High School Center's previous work on the topic, the authors wanted to better understand the conditions that contribute to or inhibit implementation of tiered frameworks in high schools and the role that district- and state-level leaders play in how these frameworks take shape in high schools. Although this brief uses some aspects of the authors' previous work as a way to frame this conversation, the purpose of this piece is not to create an in-depth portrait of how schools implement RTI but rather to discuss the state and district policies and activities that affect the implementation of RTI across the system--at the state, district, and high school levels. In order to explore these issues, in early 2011 the authors returned to Colorado's District 1892 to the schools they had visited in 2008 and interviewed district- and state-level leaders who could share their perspectives about implementation. In this brief, they summarize what they learned from these interviews and discuss the effect of district and state policies on RTI implementation in three high schools. In the process, they identify some implications for leaders at all three levels of the system as they address the sustainability of a complex framework like RTI. Although it would be easier to assume that the adoption of state policy is a sufficient mechanism for consistent and thorough implementation, in practice, they know that is rarely the case--local context and past practices all play a role in how initiatives such as this play out. Therefore, they also describe the role of local contexts and past practices within and across all three schools. In the first section, they summarize the previous work of the National High School Center, national policy efforts that have contributed to the emergence of tiered frameworks, and Colorado activities in response to federal policy and guidance. The second section describes four aspects that support RTI efforts at the state, district, and school levels: leadership, data-based decision making, interventions, and professional development. These four components have contributed to implementation at three high schools in District 189. In the process, they look not only at factors that support early implementation but also at those that advance and sustain implementation. They understand that much of the work by the Colorado Department of Education and District 189 toward sustainability continues to evolve and are grateful for their openness in discussing both successes and challenges. This story makes clear that although state-level policies can indeed support and accelerate implementation, district and school leaders' commitments to devote resources and stay the course play a pivotal role in sustaining implementation of tiered interventions at the secondary level. (Contains 1 table and 10 footnotes.).
Author: Wayne Sailor Publisher: John Wiley & Sons ISBN: 0470193212 Category : Education Languages : en Pages : 291
Book Description
Offers best practices for implementing RTI at the school-wide level-to ensure success for all learners Response-to-Intervention is now mandated at schools across the country. While there are a handful of books offering tips on implementation, schools are still struggling to find the best approaches. This book, from a prominent RTI researcher, explains how the most successful schools using RTI manage the process. Sailor offers best practices for implementing RTI not only at the classroom level, but also at the school-wide and district-wide levels, to ensure no student falls through the cracks and schools fulfill the promise of RTI. Offers clear guidance on implementing Response-to-Intervention effectively Reveals the framework used by the most successful schools using RTI Includes information on applying RTI for behavioral problems as well as academic challenges Contains illustrative examples of how the approach is applied at all levels, from individual student to school-wide and district-wide Written by a top researcher in the field of Response-to Intervention
Author: Nicole Sue Jones Publisher: RTI Press ISBN: Category : Law Languages : en Pages : 34
Book Description
The 2019 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
Author: Michele L. Koons Publisher: University Press of Colorado ISBN: 1646421388 Category : Social Science Languages : en Pages : 218
Book Description
In the 1970s and 1980s, the Denver Museum of Nature & Science acquired two ancient Egyptian mummies and three coffins. The mummies are the remains of two women who lived in an unknown locale in ancient Egypt. They both died in their thirties and have now been subjected to a number of unpublished scientific and unscientific analyses over the years. In 2016, as DMNS prepared to update its Egyptian Hall, staff scientists decided to reexamine the mummies and coffins using innovative, inexpensive, and accessible techniques. This interdisciplinary volume provides a history of the mummies’ discovery and relocation to Colorado. It guides the reader through various analytical techniques, detailing past research and introducing new data and best practices for future conservation efforts. The new analysis includes more accurate radiocarbon dating, fully comprehensive data from updated CT scans, examples of Egyptian blue and yellow pigments on the coffins uncovered by non-invasive x-ray fluorescence, unprecedented analysis of the coffin wood, updated translations and stylistic analysis of the text and imagery on the coffins, gas chromatography of the paints and resins, linen analysis, and much more. The Egyptian Mummies and Coffins of the Denver Museum of Nature & Science provides replicable findings and consistent terminology for institutions performing holistic studies on extant museum collections of a range of material types. It will add substantially to what we know about the effective conservation of Egyptian mummies and coffins. Contributors: Christopher H. Baisan, Hans Barnard, Bonnie Clark, Pearce Paul Creasman, Farrah Cundiff, Jessica M. Fletcher, Kari L. Hayes, Kathryn Howley, Stephen Humphries, Keith Miller, Vanessa Muros, Robyn Price, David Rubinstein, Judith Southward, Jason Weinman
Author: Mary Ruth Coleman Publisher: Routledge ISBN: 1000493601 Category : Education Languages : en Pages : 243
Book Description
Implementing RtI With Gifted Students shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted education experts focus on topics including tiered supports and services for gifted learners; screening, assessment, and progress monitoring; evidence-based practices; popular gifted education models that fit within a tiered framework; and diversity. Additional resources for schools include a self-assessment needs survey; guidelines for planning; forms, templates, and timelines for getting started; and rubrics for reviewing implementation fidelity and progress.
Author: Shane R. Jimerson Publisher: Springer ISBN: 1489975683 Category : Psychology Languages : en Pages : 737
Book Description
The Second Edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars and scientist-practitioners to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. New and revised chapters explore crucial issues, define key concepts, identify topics warranting further study, and address real-world questions regarding implementation. Key topics include: Scientific foundations of RTI Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Second Edition of the Handbook of Response to Intervention is an essential resource for researchers, graduate students, and professionals/scientist-practitioners in child and school psychology, special and general education, social work and counseling, and educational policy and politics.
Author: Jeremy W. Bray Publisher: RTI Press ISBN: 1934831034 Category : Business & Economics Languages : en Pages : 168
Book Description
The Substance Abuse and Mental Health Services Administration funded the multisite Young Adults in the Workplace (YIW) initiative to study the effectiveness of diverse approaches to workplace-based prevention of substance abuse. Six teams adapted evidence-based programs to target young employees and then implemented the programs in retail, restaurant, health care, construction, skilled trade, and transportation industry workplaces. This book describes the programs, the adaptation and implementation processes, and the YIW cross-site evaluation.
Author: Anne M. Hayes Publisher: RTI Press ISBN: Category : Education Languages : en Pages : 50
Book Description
Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Author: Helen Duffy
Author: Wayne Sailor
Author: Nicole Sue Jones
Author: Michele L. Koons
Author: Mary Ruth Coleman
Author: Shane R. Jimerson
Author: Jeremy W. Bray
Author: Anne M. Hayes