RTI in Middle School Classrooms: Proven Tools and Strategies

RTI in Middle School Classrooms provides practical, research-based instructional techniques and interventions—geared especially to middle school teachers and administrators—that target and address specific needs of individual students. Response to intervention allows educators to assess and meet the needs of struggling students before they have fallen too far behind. In middle school, RTI brings unique advantages, benefits, and challenges. The book includes examples of RTI strategies in diverse settings; detailed information on how co-teaching dovetails with RTI; and customizable digital templates to streamline assessment, implementation, and documentation. Digital content includes all of the book’s customizable forms and a PDF presentation for professional development.

Table of Contents:
Table of Contents Introduction Why Is RTI Needed at the Middle School Level?Developing Young Adolescent Readers Engaging Learners in CommunityEmbracing a Diverse Classroom About this Book and Digital Content Chapter 1: Response to Intervention What Is RTI? Why RTI at the Middle School Level? What Does RTI Look Like in Middle School? Spotlight: What RTI Is Not Spotlight: Focus on Middle Grade Progress Responsive Teaching with a Growth Mindset The Language of a Growth Mindset [Spotlight] Figure: This We Believe: Keys to Educating Young Adolescents by the Association for Middle Level Learners Multi-Tiered System of Support The Three Tier Model of InstructionTier I Tier II Tier IIIRTI Models and What They Mean for the Classroom TeacherTraditional Model First Year Focus Strategy Instruction across Disciplines Your ModelFigure: Five Principles of RTISpotlight: The Common Core Standards Figure: RTI Terminology 101 Teaming ModelsNavigation Team Instructional Teams Support Team Evaluation TeamSpotlight: Is RTI Just Another Way to Track Students?How Are Families Involved? Is RTI New? To Sum Up Chapter 2: Positive Learning Environments Making Learning PersonalGetting to Know Students (and Helping them Know Themselves) Community-BuildingFlexible and Purposeful Grouping in a Multi-Tiered System of SupportHow and Why do I Group My Students? Grouping Guidelines Spotlight: Ability Grouping versus Academic Readiness Grouping Grouping Students within RTI TiersAcademic Conversations and Collaborative Problem SolvingStrategies for Building a Positive Learning EnvironmentMaking Learning Personal Creating Community Purposeful Grouping Academic Conversations and Collaborative Problem SolvingReferences and Resources Chapter 3: Academic Assessment ScreeningIdentify Characteristics of At-Risk Students Use Multiple Measures Focus on Incoming Students School-wide Screening for Students Receiving Tier II and III SupportDiagnostic EvaluationSpotlight: Documenting Student Observations Spotlight: Diagnostic Evaluation of Academic Skills (Common Areas of Difficulty)Progress MonitoringCurriculum-Based Measurement Spotlight: Creating Your Own Curriculum-based Measurements Additional Progress Monitoring Tools Spotlight: Progress Monitoring in the Khan Academy Outcome Assessment Spotlight: Grading Spotlight: RTI AssessmentFinding Time to Assess and Manage Data Using Assessment to Determine Level of RTI Tier SupportMovement from Tier I to Tier II Support Movement from Tier II to Tier III Support Movement from Tier III back to Tier II or IEligibility for Special Education Services Spotlight: Definition of a Specific Learning Disability To Sum Up Reproducible: Learning Profile Chapter 4: Co-Teaching Co-Teaching in RTI Schools and Classrooms Quality Indicators of Successful Co-TeachingCommon Planning and Reflecting TimeAdministrative Support Flexibility and Spontaneity in Teaching Differentiated Instruction and Teaching to Various Learning Modalities Balancing Theory and Practice and Understanding Educational PhilosophiesCo-Teaching ModelsComplementary Teaching Station Teaching Parallel Teaching Alternative Teaching Shared TeachingImportance of Varying Co-Teaching Models To Sum Up Reproducible: Tier I Lesson Plan Reproducible: Tier I & II Lesson Plan Reproducible: Collaborative Log Reproducible: Problem-Solving Form Reproducible: Two Stars + a Wonder Reflection Log Chapter 5: Research-Based Teaching Research-Based Instructional Methods and Universal Design for LearningSet Learning Goals Provide Strategy Instruction Incite Curiosity and Activate Prior Knowledge Arrange for Multiple Opportunities to Learn Content Spotlight: Use Multisensory Instruction Promote Higher-Level Thinking Spotlight: A Word about Direct Instruction Use the Gradual Release of Responsibility Framework Integrate Project-Based Learning Spotlight: Flip Teaching Evidence-Based Strategies and ProgramsWhat to Try When Charts Research-Based StrategiesPhonics and Word Recognition Reading Fluency Reading Comprehension Writing to Communicate Vocabulary Development Inquiry and Research Critical Thinking Self-Management and Learning StrategiesSources for Additional Intervention Lists Reproducible: Create Your Own ‘What to Try When Charts A Final Word Reproducible: School and Classroom Implementation Guide References and Resources Index About the Authors

About the Author :
Kelli J. Esteves, Ed.D., is an assistant professor of education and the director of the Multilingual and Exceptional Learners Program at Butler University in Indianapolis, Indiana. She teaches courses on topics related to special education, developmental theory, and children’s literature. Kelli has experience as a special education teacher and reading specialist in the K–12 public school setting. She received her bachelor’s degree in learning disabilities from Hope College, and both her master’s in visual impairments and her doctorate in special education from Western Michigan University. She lives in Zionsville, Indiana. Elizabeth Whitten, Ph.D., is a professor in the Department of Special Education and Literacy Studies and director of the special education internship study abroad program at Western Michigan University. Prior to moving into higher education, she served as a special educator and elementary teacher, principal, and director of special education. Elizabeth consults with school districts worldwide providing professional development in areas of response to intervention, personalized learning assessment, collaboration and teaming, collaborative teaching, teaching through data-based decision-making, teaching with research-based interventions and evidencebased strategies, and differentiated instruction. She lives in Kalamazoo, Michigan.