| Description |
1 online resource (xii, 198 pages) : illustrations. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Gale virtual reference library
|
|
Gale virtual reference library.
|
| Bibliography |
Includes bibliographical references (pages 185-190) and index. |
| Contents |
What is RTI and why should we care? -- A visible means of support -- It's not the tool, it's the operator -- Using universal screen results to set goals -- The tiered pyramid of interventions -- Prevention is more efficient than cure -- What to do when you don't know what to do -- Compassionate and competent education. |
| Summary |
What is response to intervention and why should we care? With this question, Margaret Searle begins her exploration of the RTI approach to classroom instruction and intervention from her perspective as a teacher, principal, and administrator. Searle shows how school leaders can use the RTI model to coordinate resources and foster continuous student improvement and achievement. Covers the Response to Intervention (RTI) approach to help teachers through the steps of setting up multiple assessments, analyzing performance data, and responding to learning problems. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Remedial teaching.
|
|
Remedial teaching. |
|
School failure -- Prevention.
|
|
School failure -- Prevention. |
|
School failure. |
|
Response to intervention (Learning disabled children)
|
|
Response to intervention (Learning disabled children) |
| Genre/Form |
Electronic books.
|
| Other Form: |
Print version: Searle, Margaret. What every school leader needs to know about RTI. Alexandria, Va. : ASCD, ©2010 9781416609933 (DLC) 2010000500 (OCoLC)501320729 |
| ISBN |
9781416611028 (electronic book) |
|
1416611029 (electronic book) |
|
9781416611059 (electronic book) |
|
1416611053 (electronic book) |
|
9781416609933 (paperback ; alkaline paper) |
|
1416609938 (paperback ; alkaline paper) |
| Standard No. |
9786612717352 |
|
