Erin Bailey's List: RtI Information

• Math
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  However,  there are different ways to think about prevention with adolescents.     

   

   One  way   is with respect to literacy. Because literacy is  a key to academic     success in secondary settings, difficulty  in   this area bodes ill for students      learning   academic  subjects. By focusing on proficiency in listening, speaking,      reading, and writing, educators     can  help   students access content, thereby avoiding more  global school failure. 
  
  

   

    

   

  Another  way to think about prevention relates to avoidance of negative   consequences of poor academic achievement,  including failure to earn a diploma   and  dropping out of school. Other undesirable outcomes have more to do with    personal and social consequences, such as low  self-esteem, alienation, and   antisocial  behavior, including criminal activity. When construed in these ways,    prevention, indeed, is germane to the education  of adolescents. 
  
  

   

    

   

  What  about the second aspect of RTI—the alternative to discrepancy formulas  for   identifying students as having LD? Partly  because of the long-standing use of   discrepancy formulas in schools, educators are  likely to encounter struggling   students  in middle, junior, and high schools who have fallen through the cracks,    that is, students who did not meet discrepancy  criteria for LD identification in   elementary  school and who are now having serious problems in a secondary   setting.  In an RTI approach, such students who need more than good,   scientifically based instruction might be  sufficiently assisted with   interventions in general education and not need  special education. However, in   the event  that this is not enough, data documenting lack of sufficient progress    in  interventions outside of special education (i.e., lack of responsiveness  to   intervention) would provide evidence along with  other evaluation data to support   identification of such students as having  LD. 
  
  
• However, there are different ways to think about prevention with adolescents.    

   

  One way  is with respect to literacy. Because literacy is a key to academic    success in secondary settings, difficulty in  this area bodes ill for students   learning  academic subjects. By focusing on proficiency in listening, speaking,    reading, and writing, educators  can help  students access content, thereby avoiding more global school failure.
  
• One way is with respect to literacy. Because literacy is a key to academic  success in secondary settings, difficulty in this area bodes ill for students  learning academic subjects. By focusing on proficiency in listening, speaking,  reading, and writing, educators
• Another way to think about prevention relates to avoidance of negative  consequences of poor academic achievement, including failure to earn a diploma  and dropping out of school. Other undesirable outcomes have more to do with  personal and social consequences, such as low self-esteem, alienation, and  antisocial behavior, including criminal activity. When construed in these ways,  prevention, indeed, is germane to the education of adolescents.
  
• What about the second aspect of RTI—the alternative to discrepancy formulas for  identifying students as having LD? Partly because of the long-standing use of  discrepancy formulas in schools, educators are likely to encounter struggling  students in middle, junior, and high schools who have fallen through the cracks,  that is, students who did not meet discrepancy criteria for LD identification in  elementary school and who are now having serious problems in a secondary  setting. In an RTI approach, such students who need more than good,  scientifically based instruction might be sufficiently assisted with  interventions in general education and not need special education. However, in  the event that this is not enough, data documenting lack of sufficient progress  in interventions outside of special education (i.e., lack of responsiveness to  intervention) would provide evidence along with other evaluation data to support  identification of such students as having LD.
  
  

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• the topic Best Practices in Classroom Math Interventions (Elementary
• the topic Best Practices in Classroom Math Interventions (Elementary)   in Ma
• Interventions  (  

   
• On T 7 February   

  2012,     Jim  Wright provided a workshop on  the topic   

   

  Best  Practices in Classroom Math Interventions   (   

   

  Elementary)     in Ma dison, WI, sponsored by  Wisconsin    Educational Resources, LLC.
• Best Practices in Classroom Math Interventions  
• 2012,  Jim Wright provided a workshop on  the topic Best Practices in Classroom Math Interventions (Elementary)  in Madison, WI, sponsored by Wisconsin  Educational Resources, LLC.
• Elementary)
• On T 7 February 2012,  Jim Wright provided a workshop on the topic Best Practices in Classroom Math  Interventions (Elementary) in Madison, WI, sponsored by Wisconsin  Educational Resources, LLC.
• Click HERE

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