Archive of Response to Intervention & MTSS

Success With Technology at Wasatch Elementary Thumbnail

Success With Technology at Wasatch Elementary

Posted on March 03, 2012

The" iGeneration" is the now generation.  In order to reach the students of today, order educators need to bring technology to the classroom.  At the beginning of the 2010-2011 school year, Wasatch Elementary in Davis School Distict, was chosen to pilot a 1:1 computing environment. Each student in grades 3-6 would be equipped with a Netbook computer. Wasatch Elementary is a Title 1 school where 66% of students are classified as economically disadvantaged. Due to that economic disadvantage,

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Strategies to Improve General Education Curriculum Access

Posted on February 02, 2012

Education professionals increasingly focus on identifying programs, shop practices, and strategies that are research based. To be considered as the highest (“gold”) standard of research based, educational practices must have evidence (a) that is supported by rigorous and scientific data (high quality) and (b) that has a body of studies that demonstrate positive outcomes (high quantity). To be considered scientifically based, research should be objective, empirical, replicable, have valid a

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New RtI/MTSS Blueprints for Implementation Available Thumbnail

New RtI/MTSS Blueprints for Implementation Available

Posted on February 02, 2012

The National Association of State Directors of Special Education (NASDSE) and the Council of Administrators of Special Education (CASE) believe that Response to Intervention (RtI), view sometimes referred to as Response to Instruction or multi-tiered interventions, pharmacy holds great promise as an instructional process to benefit all children and youth. NASDSE’s RtI publications, viagra buy Response to Intervention: Policy Considerations and Implementation and Response to Intervention: R

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[UPDC Original] Do You Want To Be A Genius or A Genius Maker?

Posted on February 02, 2012

According to Multipliers: How the Best Leaders Make Everyone Smarter  (Wiseman and McKeown, viagra 2010), remedy some leaders create intelligence around them, while others diminish it. Reflect on the following scenarios: The New Teacher Project (2009) reports: Having a series of good teachers can multiply the impact. "Give high-need students three highly effective teachers in a row and they may outperform students taught by three ineffective teachers in a row by as much as 50 percentile poin

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I.M (in) Focus: Progress-Monitoring Teachers Thumbnail

I.M (in) Focus: Progress-Monitoring Teachers

Posted on February 02, 2012

Over the last several years there has been greater teacher accountability for student outcomes. Gone are the days when teachers could close the door and teach whatever they wanted to teach. While such an approach can be enticing as we can focus on those things that are most interesting to us, more about or about which we have the greatest knowledge, it does little to ensure students are taught what they need to know or that ALL students are provided a high-quality education. That assurance of

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RTI National Online Forum: Implementing RTI in Early Childhood Settings

Posted on February 02, 2012

This 80-minute webcast features a stimulating conversation with key experts on the role RTI can play in child development through high quality instruction and targeted interventions matched to children’s learning needs. As educators across the country move toward implementing Response to Intervention (RTI) in early childhood settings, they face many questions about the steps they should take to ensure effective implementation. In this webinar, four nationally recognized experts provide soun

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Professional Learning Networks Taking Off Thumbnail

Professional Learning Networks Taking Off

Posted on February 02, 2012

Face-to-face interaction has its benefits, buy more about but busy educators who want to ask advice, visit this offer opinions, order and engage in deep discussions with colleagues are increasingly turning to professional learning networks—online communities that allow the sharing of lesson plans, teaching strategies, and student work, as well as collaboration across grade levels and departments. “You get a chance to see what some of the best teachers in the field are doing, and you ca

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Arizona law Holds back Students who Can’t Read by 3rd Grade Thumbnail

Arizona law Holds back Students who Can’t Read by 3rd Grade

Posted on January 01, 2012

In less than two years, a group of young Arizona students must show they can read or risk being held back a grade. That group is this year's first-graders. State lawmakers passed legislation - dubbed "move on when reading" - in 2010 that requires them to demonstrate proficiency on the reading portion of Arizona's Instrument to Measure Standards in spring 2013. There are four possible scores on the AIMS test: exceeds, meets, approaches, or falls far below the standard. Students who exceed

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Public and Teachers Increasingly Divided on Key Education Issues Thumbnail

Public and Teachers Increasingly Divided on Key Education Issues

Posted on January 01, 2012

The fifth annual survey conducted by Harvard’s Program on Education Policy and Governance (PEPG) and Education Next on a wide range of education issues reveals that the opinions of the public have remained largely unchanged since one year ago, despite controversies in Wisconsin, Indiana and many other states. However, teacher opposition to many reforms has increased, placing them more at odds with views of the general public. Support for vouchers as a means to expand school choice increased

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How Many Schools are “Failing” Under NCLB? Thumbnail

How Many Schools are “Failing” Under NCLB?

Posted on January 01, 2012

Are 82% of Schools 'Failing' Under NCLB, as Duncan Warned? States are beginning to report the results from their 2010-11 standardized tests, which means we're learning how many schools are not making "adequate yearly progress" under No Child Left Behind. U.S. Secretary of Education Arne Duncan, as part of his campaign to get Congress to rewrite the law, issued dire warnings that 82 percent of schools would be labeled "failing" this year, when many of them may not deserve that label. He

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