Learn how the power of co-teaching and differentiated instruction can be harnessed within a Response to Intervention (RTI) model to help struggling learners achieve.From the co-authors of A Guide to Co-Teaching and Co-Teaching At A Glance, comes a hands-on-reference guide designed to address the collaborative planning and problem-solving processes within inclusive classroom environments.No longer must schools follow the "wait to fail" approach. Through effective co-teaching and differentiated instruction, educators can meet the needs of all students and provide access to and success in the core curriculum.
Imagine the school of the future! The Teaching Revolution challenges educators to imagine schools the way they should be, with a "big picture" vision that includes student-driven curricula, interconnectivity, and targeted responsiveness to students′ individual needs. The authors provide a futuristic and provocative discussion on combining three major instructional innovations--RTI, technology, and differentiation. Drawing on the growing 21st-century skills movement, the text engagingly weaves these three areas into a vision for school transformation that includes: Utilizing mobile technologies, Web-based instruction, and social media RTI that benefits all students and whole schools in their improvement efforts Project-based learning focused on answering real-world questions The symbiosis of RTI, technology, and differentiated instruction is so impactful that it will soon dramatically reform teaching. The Teaching Revolution will dare you to dream and guide you through the process of transforming education to become all that you can imagine.
When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called "a logical combination for successful systematic change" (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6-21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field gain a deep understanding of teaching and learning in inclusive classrooms. Today, co-teaching allows two professional, certified teachers to work together, sharing the responsibility of delivering instruction for all students in general classrooms, including students with special needs, using flexible approaches to meet individuals' needs (Friend, 2008). Response to Intervention (RTI) is a three-tiered identification and support system designed to meet the needs of all students by providing "quality differentiated instruction" (Villa & Thousand, 2011). Together, co-teaching and RTI can create an effective environment for students with different needs. In part, co-teaching serves as an ideal method for putting RTI into action. Often, research on co-teaching focuses on teacher roles and responsibilities. It tends to overlook the impacts on student educational achievement and social development, thus, creating a gap in the literature. This phenomenological qualitative study explores teachers' use and perceptions of RTI on co-teaching in general classrooms and the benefits and barriers impacting co-teaching. It is informed by the increase of students with disabilities in general education classrooms, growing implementation of co-teaching practice, combined value of RTI and co-teaching, and lack of student-focused research on the subject.
In today's diverse and inclusive classrooms, teachers face the challenge of delivering instruction that is effective and accessible to students with a wide range of needs, abilities, and learning styles. Newly updated for 2014, RTI & DI: Response to Intervention & Differentiated Instruction, by Helene Hanson, shows teachers how they can meet this challenge using the best practices of differentiated instruction (DI) within the framework of Response To Intervention (RTI). This laminated, six-page (tri-fold) guide clearly presents six common elements of RTI and DI that reflect the best practices in addressing classroom diversity within a standards-based curriculum, and provides examples for each. These include: ¿Student-centered activities ¿Flexible grouping ¿Learning centers/stations ¿Ongoing student assessment ¿Data-driven decision making ¿Collaboration and teaming Incorporating some or all of these elements into lesson plans has a proven beneficial impact on teaching and learning for all students. A valuable tool for general and special education teachers, RTI and DI also offers easy-to-implement strategies for planning, including opportunities for teachers to meet and plan together; suggestions for effective lesson plan design, such as active lessons and authentic practice; and caveats for learning.
Integrating DI and RTI in the elementary grades While differentiated instruction is familiar to most educators, the principles and practices of Response to Intervention (RTI) are still emerging. This helpful guide examines the relationship between differentiated instruction and RTI through the eyes of the classroom teacher. Included are direct, clear, and practical strategies for simultaneously implementing DI and RTI that focus on classroom application rather than theory. Key topics include: How RTI and DI can work together How to analyze data as a basis for instruction How to apply RTI and DI to each individual student
An efficient way to merge differentiated instruction and RTI This hands-on guide brings together the two leading approaches to teaching students of varying abilities: Response to Instruction and Intervention (RTI) and differentiated instruction (DI). Written in a practical, “how-to” format with lesson plans and case studies, this book gives middle school teachers strategies for adapting assessments, curriculum, and instruction to student abilities. Key topics include: Differences and similarities between RTI and DI Data analysis for effective instructional decision making Strategies for applying RTI and DI to all students, including English learners and children with special needs
Hundreds of useful ideas for meeting the needs of each child The Differentiated Instruction Book of Lists is the definitive reference for DI for teachers in grades K-12. Ready for immediate use, it offers over 150 up-to-date lists for developing instructional materials, lesson planning, and assessment. Organized into 12 convenient sections, the book is full of practical examples, teaching ideas, and activities that can be used or adapted to meet students' diverse needs. Coverage includes curriculum design, lesson planning, instructional strategies, assessment, classroom management, strategies by subject area (from Language Arts to Math to Physical Education), new media, etc. Offers an easy-to-use guide that gives quick tips and methods to plan effectively for delivering truly differentiated lessons Filled with helpful DI lists, lesson plans, strategies, assessments, and more Jennifer Fox is the author of the bestselling book Your Child's Strengths The Differentiated Instruction Book of Lists is a hands-on guide for meeting the instructional needs of all students so that they can reach their full potential.
Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed explanations, helpful case studies, and recommendations of current technologies bring these ideas to life.
This resource helps administrators and teachers implement RTI as a powerful school improvement process. Response to Intervention (RTI) is currently being adopted throughout the United States as a method for documenting eligibility for a learning disability as permitted in the reauthorization of IDEA 2004. The model most often chosen involves a three- or four-tier pyramid incorporating general education classroom components in the lower tiers and special education as the final tier. Using RTI for School Improvement illustrates how integrating RTI into all aspects of a school can go beyond assessing learning disabilities to make a significant positive impact on schoolwide student achievement. The authors show how educators can successfully implement each tier to provide effective instruction for all learners, develop an intervention approach for students at risk, and provide intensive intervention for non-responding learners.
