Data Gathering, Management, and Analysis

  Formative assessment is research-based. Student self-assessment is research-based. What gets measured, gets done. And we must know the extent to which we are successfully helping students develop behavioral skills. So, how do we measure it? The assessment of noncognitive factors is an emerging field, and while observations and surveys may have reliability and validity … More Data Gathering, Management, and Analysis

Behavioral RTI is for ALL Students

To be clear, the teaching, modeling, and nurturing of behavioral skills is not only for naughty students or students “at-risk” or students from historically underperforming subgroups. All students will benefit from developing more effective behavioral skills. We have met high-achieving students who do not persevere and gifted students with fixed mindsets. Schools need not worry … More Behavioral RTI is for ALL Students

Two Concerns We Hear Regarding the Successful Implementation of Behavioral RTI

What about parents? We’re often asked, “What is the parents’ role in response to intervention, in behavioral supports, in education?” And not to put too fine a point on it, but our response is, “What have you told them their role is?” Parents can be incredible partners in our joint effort to ensure that all … More Two Concerns We Hear Regarding the Successful Implementation of Behavioral RTI

Behavioral RTI: The Need for Leadership and a Schoolwide System

  There are several essential elements to helping students successfully develop positive and productive behavioral skills. Culture is key. Consistency is also vital, and consistency requires a schoolwide, systematic approach. What does this mean? Well, while different grade levels and departments will likely have unique priorities for academic skills and concepts, behavioral expectations, routines, procedures, … More Behavioral RTI: The Need for Leadership and a Schoolwide System

Communicating RTI needs, strategies, and results (without mind-numbing documentation requirements)

Please! Do not make a lack of documentation prevent a student from receiving Tier 3 supports. We get it – we need documentation to justify a referral for a formal evaluation to determine special education eligibility. But, that’s not what we’re talking about. We hope and expect that the student will not need a referral. … More Communicating RTI needs, strategies, and results (without mind-numbing documentation requirements)

There is no RTI unless we know the extent to which kiddos are R’ing

There is no RTI if we cannot measure the extent to which students are responding to instruction and intervention. We must, every 2-3 weeks, gather numerical data that answers the question, “To what extent are students responding to supplemental supports? We call this progress monitoring and use various methods to gather feedback.” Furthermore, progress monitoring … More There is no RTI unless we know the extent to which kiddos are R’ing

The Best Intervention is a Targeted Intervention

There are only a few areas in which to target reading interventions – but we must TARGET reading interventions: Phonemic awareness Multisensory reading supports Simple phonics Advanced phonics Fluency Comprehension And they each have resources and/or programs. The Florida Center for Reading Research is a goldmine. Headed by Joseph Torgeson, an expert on the Mount … More The Best Intervention is a Targeted Intervention

Demystifying Diagnosing

We’ve made diagnosing student needs way too complicated. Or equally troubling, we have not attempted to diagnose student needs, instead providing a one size fits all set of supports when intervening. The best intervention is a targeted intervention. We’re focusing on reading. Please do not provide a “reading” intervention when students are identified as having … More Demystifying Diagnosing