Podcasts about intervention rti

Tom Hierck & Chris Weber - Positive Behaviors Start with Positive Mindsets: Twenty-Eight Actions to Motivate Students and Boost Achievement. This is episode 735 of Teaching Learning Leading K12, an audio podcast.  Tom Hierck has been an educator since 1983 in a career that has spanned all grade levels and roles in public education. His experiences as a teacher, administrator, district leader, department of education project leader, and executive director have provided a unique context for his education philosophy. Chris Weber, EdD is the principal of Oak Creek Elementary School in Irvine Unified School District, California. He earned his EdD from the University of California, Los Angeles, and has written books on Professional Learning Communities (PLCs), Response to Intervention (RTI), behavior, and mathematics that have supported well over half a million educators. Our focus today is Tom & Chris' book - Positive Behaviors Start with Positive Mindsets: Twenty-Eight Actions to Motivate Students & Boost Achievement.  Great conversation. So much to learn. Thanks for listening! Please share! Before you go... You could help support this podcast by Buying Me A Coffee. Not really buying me something to drink but clicking on the link on my home page at https://stevenmiletto.com for Buy Me a Coffee or by going to this link Buy Me a Coffee. This would allow you to donate to help the show address the costs associated with producing the podcast from upgrading gear to the fees associated with producing the show. That would be cool. Thanks for thinking about it.  Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? Thank you! You are AWESOME! Connect & Learn More: https://www.solutiontree.com/presenters/tom-hierck.html https://www.solutiontree.com/presenters/chris-weber.html www.tomhierck.com www.chriswebereducation.com https://www.facebook.com/ChrisWeberEducation/ Length - 44:16

In this episode of Play On Words from big city readers, we're diving deep into the world of school reading support with a reading specialist and a parent who's been through the process. If you've ever wondered what a universal screener is or how Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) work, this episode is for you. We'll also explore: What happens if your child needs extra help at school. The truth behind "words per minute" — does it really matter? How to make sense of your child's report card and what their reading challenges may mean. Preparing for parent-teacher conferences and how to effectively communicate with your child's support team.Tune in for practical tips, expert advice, and reassurance that you're not alone in navigating this journey.More info: bigcityreaders.com

Host Jeremy C. Park talks with Abbey Kidwell, Assistant Prinicipal at Clinton Elementary School in Clinton, Tennessee, who was recently honored as Tennessee's 2023-24 sole recipient of the prestigious Milken Educator Award, which comes with a $25,000 cash prize. Kidwell is among recipients across the country who will be honored as part of the Milken Family Foundation's historic, nationwide tour reaching the presentation of the 3,000th Milken Educator in 2024. Hailed as the "Oscars of Teaching," 2023-24 will reach $75 million in individual financial prizes spanning the length of the initiative and more than $144 million invested in the Milken Educator Award national network overall, empowering recipients to "Celebrate, Elevate, and Activate" the K-12 profession and inspiring young, capable people to pursue teaching as a career.During the interview, Kidwell shares how she fell in love with teaching at an early age and talks about her journey as an educator to Assistant Principal, instructional leader and mentor. Kidwell oversees the Response to Intervention (RTI) program, visiting classrooms to address students' individuals needs and collaborates with the district instructional coach, the English Language Arts (ELA) coach and the math coach to help students reach their maximum potential. Kidwell's work has contributed to Clinton Elementary' s consistent designation as a Tennessee Reward School for academic growth.Kidwell discusses how and why she likes to start each day greeting students by name, and saying, "If nobody has told you, remember that I love you today," during her morning announcements. She talks about leading the district's new teacher academy and why it is so important to support new teachers, along with the district's partnership with the National Institute for Excellence in Teaching (NIET). She also talks about being able to share her expertise on a broader level, including serving on former Governor Bill Haslam's Teacher Cabinet and School Safety Working Group, as well as presenting at the 2023 NEIT National Conference on increasing the effectiveness of district instructional learning teams. Kidwell wraps up with why the Milken Educator Award is so meaningful, and why she continues to be inspired by the educators around her and around our nation.Visit www.clintonschools.org to learn more about Clinton Elementary School and Assistant Principal Abbey Kidwell. Visit www.mff.org to learn more about the Milken Family Foundation and the Milken Educator Award.

Education is the great equalizer it eliminates the gaps between opportunities and advancement its fully intended to place students hopefully on an equal path towards prosperity and growth. However, in America there is sadly still more work to do to make sure American kids can participate in competing on a global stage.  According to statistics from Research.com Overall, American students placed 24th in reading, 38th in mathematics, and 25th in science. The total average of the students' performance was 470. The OECD average was 490, putting the U.S. students' academic achievement way below many of the high academic achievement of their OECD peers. Matt J. Navo serves as the Executive Director for the California Collaborative for Educational Excellence (CCEE). Navo's knowledge and expertise in systems improvement comes from over three decades of experience as a K-12 educator and leader. Navo served as the Superintendent of Sanger Unified School District. Before assuming the role of Superintendent, he was a special education teacher, secondary instructor, counselor, resource teacher, junior high learning director, high school assistant principal, elementary and alternative education principal, director of special education, and area administrator. Prior to his current role, Navo served as the Director of Systems Transformation with the Special Education Policy and Practice Division (SEPPD) at WestEd. He has experience working with districts and schools to guide systems transformation by developing strategies, structures, policies, and practices, aligned with the Multi-Tiered System of Support (MTSS) at the state, county, and local levels, to close the achievement gap for all students. Navo's expertise lies in aligning systems, building capacity for continuous improvement, fostering collaborative cultures and collective efficacy among teams, and establishing coherent and efficient models for districts and schools. Navo has sat on various state-level committees, boards, and work groups. Navo has been a Governor appointee to the California State Board of Education (SBE) since 2019 and has served on the CCEE Governing Board, first as the Governor appointee from 2015 to 2017, and later as the Governing Board Chair from 2019 to 2021, appointed by the president of the State Board of Education. He also served on the California Practitioners Advisory Group (CPAG) and the Advisory Commission for Special Education, in which he served as committee chair for the California Special Education Task Force (Evidence-Based Practices).   Navo has been a keynote speaker and trainer for systems improvement across the state, and has presented at over 100 different conferences on special education and school reform. He is the author of Collective Efficacy in a PLC at Work (2021) and Demystifying MTSS, A school and District Framework for meeting students' academic and social-emotional needs. Navo has contributed to various articles on school reform, systems improvement, Response to Intervention (RTI), Professional Learning Communities (PLC), and Explicit Direct Instruction (EDI), including ONE SYSTEM: Reforming Education to Serve All Students, Report of California's Statewide Task Force on Special Education (2015). He joined me this week to tell me more. For more information: https://ccee-ca.org/

In this episode, former MASSP President & Principal of the Year, Jim French (ret.), joins the podcast to share his passion and experience on RTI programs to help support academic achievement for students.  Learn the approach used at Portage North HS and the positive impact a successful RTI program had on their school.

 Most often, with Response to Intervention (RTI) or Multi-Tiered System of Supports ( MTSS), teachers must work through two cycles of interventions for a student, then meet again to discuss if the interventions were effective in moving the student forward. At its best, these protocols can identify the gap in a student's learning quickly, provide an intervention to move the student forward, and consider this a success. But too often, our observations and comments are vague, and our approaches try   to solve a big problem-"She can't read."  "He is behind his classmates in math."  "She doesn't like art and often acts out."Instead, Dr. Ross Greene asks us to define the difficulty precisely: Difficulty making 1-1 correspondence with objects to 20Difficulty naming beginning sounds.Difficulty tracing lines and shapes, letters and numbers.I suggest you do the same.  Ask for help from others to find the specific lagging skill and support that skill for your student.  The earlier the better. For both of you:)Online phonics diagnostic @whamphonics.comAdditional elementary resources @ https://www.teacherspayteachers.com/Store/Whamphonics

Response to intervention (RTI) is a system schools use to help students who are struggling. If your child has a disability, RTI could be the way to help. Find out what you should know about RTI in today's podcast. Resources mentioned in this episodeComponents of literacyReading Interventions videosHard Words: Why aren't kids being taught to read?Special Education EvaluationReasons why kids have troubleWhat the science says: effective reading interventions for kids with learning disabilitiesKinds of services your child may getKnow your rights! (What is IDEA?)Decide on interventions and monitor progressWorking with the school

Robert H. Pasternack, Ph.D., former Assistant Secretary for the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education Dr. Pasternack joins us with an authoritative perspective on the history and evolution of Response to Intervention (RtI). He describes how data-driven practices prevent learning gaps and improve student outcomes. Dr. Pasternack served as Assistant Secretary for the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education.

Brooklin Trover, National Director at Curriculum Associates, joins Danielle and Sari to discuss Response to Intervention (RTI). After defining RTI, Brooklin shares how to get started with your students this fall, and what to do next after you learn about the range of learners in your classroom. She also explains how to see your students as humans, and strategically begin at domain-level data. Hear tips for shifting your mindset to ensure you provide all students with grade-level instruction, and how to make the most of your time with your students. Putting the "Response" Back in Response to Intervention Paper RTI SupportTNTP Opportunity MythTNTP Unlocking Acceleration John Hattie's KeynoteCurriculum Associates' BlogTwitterInstagramEmail: ExtraordinaryEducators@cainc.com

An often time-consuming aspect of back-to-school for children with disabilities is paperwork! Listen in while Christina shares one parent's thoughts on those endless forms in this week's podcast.Resources mentioned in this episodeIEP annual meetingsWhat is Response to Intervention (RTI)? How can it help if my child struggles in school?If you give a mom a minuteFeeling parent stress? Us too. Here's our favorite trick to reduce stress and enjoy our kids more.

You're not going to want to miss this episode. It's so full of great information and advocacy tips – not just for people exploring eligibility but also for people considering private evaluations, working with outside clinicians, and for anyone that writes an IEP goal. Yes, yes, that's YOU!!!! In today's episode, I talk to psychologist Dr. Brandi Tanner, about evaluations – the difference between what you get at school and what you get in a private clinic, what to do with the results, how often to test, and much, much more!! You guys usually like hearing from the psychologists, and I think you're going to LOVE this one! . . Brandi Tanner, Ph.D., NCSP Dr. Brandi Tanner has over twenty years of experience working with children and adolescents with learning and behavioral problems. She is both a licensed psychologist and a certified school psychologist. Dr. Tanner earned her Bachelor's Degree in Elementary Education and Masters' Degree in Special Education from West Virginia University. She entered her working career as a special education teacher. She later returned to school and earned her doctoral degree in School Psychology from the University of South Florida. Dr. Tanner's doctoral-level education training included experiences in assessment and treatment of learning and behavioral problems for children and adolescents, systems-level consultation in Response to Intervention (RtI), and treatment integrity in school interventions. Upon completion of her doctoral degree, Dr. Tanner worked as a school psychologist in a metro-Atlanta district for several years. 

 Currently, Dr. Tanner provides conducts comprehensive psychological and psychoeducational evaluations in her private practice, Lightway Psychological Services. She provides special education advocacy services through Your IEP Source. Contact: Email: hello@youriepsource.com Website: www.youriepsource.com Facebook: @youriepsource Instagram: @youriepsource

In today's episode, recorded live at the CEC 100th Anniversary, we were able to sit down with Dr. Claudia Rinaldi. She focuses her work and research on implementing comprehensive school reform efforts using evidence-based models, including Response to Intervention, Positive Behavioral Intervention and Supports, and Multi-Tier System of Support. Her experience engages educators in improving systems and instructional practices for students with reading difficulties who may be at-risk for failure or English language learners with mild and moderate disabilities.Rinaldi serves as a member of CEC, the Advisory Board for the Response to Intervention (RTI), and a review for the National Center on Response to Intervention.Tune in as Drs. Rebecca Hines and Lisa Dieker honor, celebrate, and reflect on Dr. Rinaldi's career, the Council of Exceptional Education (CEC)'s past 100 years while also thinking ahead to the future. Don't forget we love to hear from our listeners! If you have any questions, feel free to reach out. We look forward to receiving your questions on our Google Phone (407) 900- 9305, Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access).

This episode dives deep into Response to Intervention (RTI), which is what should be happening prior to when your child is being referred to Special Education. Click here to see how we can assist you in our virtual tutoring program - https://limitlesslearninginternational.com/tutoring Join The Real Homeschool Chat Group - https://facebook.com/groups/therealhomeschoolchat Connect with Us on Facebook https://www.facebook.com/limitlesslearningt/ Connect with Us on Instagram https://www.instagram.com/limitlesslearningtutoring/ Connect with Us Online https://www.limitlesslearninginternational.com Check Out Our Teachers Pay Teachers Store https://www.teacherspayteachers.com/Store/Limitless-Learning-Schools-And-Tutoring Email Us for Questions at limitlesslearningtutoring@gmail.com --- Send in a voice message: https://anchor.fm/therealhomeschoolchat/message Support this podcast: https://anchor.fm/therealhomeschoolchat/support

In this episode, we join Susan Lambert as she revisits a conversation she had during season 1 with Dr. Nancy Nelson, a research assistant professor at the Center on Teaching and Learning at the University of Oregon. They discuss myths and misconceptions around Response to Intervention (RTI), Multi-Tiered Systems of Support (MTSS), and universal screening in reading instruction. Dr. Nelson also describes her work on DIBELSⓇ and explains the importance of dyslexia screeners and what tools need to be in place for RTI to work well.Quotes: “Education is one of the few things that students experience in life that has the ability to change their trajectory.” —Dr. Nancy Nelson“I feel very strongly that students get access to instruction that is delivered through evidence-based practices, because that's what we know works.” —Dr. Nancy Nelson

Episode 37: Response to Intervention (rti) with Mindy Bridges

Let's have some tough conversations around special needs, race and disabilities in school. I'll be discussing this with today's guest and my friend Rikki Saunders. Rikki is the director of special education at Kalamazoo Public Schools. She has als worked as a social worker in school and the community. Her role today is to find and identify children with disabilities who are enrolled in public schools in the Kalamazoo district and in need of special education and related services. She also helps educate staff to ensure they have the capacity to fulfill their responsibilities to execute Child Find under the Individuals with Disabilities Education Act.  I'm excited to learn more from Rikki on meeting the educational needs of children, and how to collaborate with colleagues in the schools.   [00:01 - 08:45] Opening Segment Introducing today's guest, Rikki Saunders Expertise and work  Rikki gives some background on her story  Always had a love for children  Time and degree at UMich  School social work  Passionate about special education  Preparing them for life  We can do better  [08:46 - 14:54] Changing Our Thinking of School Rikki talks about needing to change our approach  We are here to serve  We don't turn people away People come in with trauma  Some are even homeless Consistency is key  This system has everything the kids need  The impact on children  It's their day to day existence  Teachers spend as much time with kids as parents  It goes beyond reading and writing  [14:55 - 26:56] How Schooling Involves the Medical Community  Rikki talks about kids coming into school with disabilities  Qualifying for 504 Diabetes example  The options you have  Teachers are responsible to accommodate needs  Qualifying for IEP covered through IDEA The school has to show qualifications  The issue of behavior  Determining if behaviors are a disability  Can you progress? Response to an Intervention RTI  Burden of proof  The autism example  It has to impact education to qualify  The social side of disabilities  Rikki's procedure Can they do what their peers are doing? Social is part of the disability  [26:57 - 53:56] Speaking to Bias and Race and Asking the Questions Rikki talks about her responsibility  The main mission  Environmental vs. eligibility  The African American Male example Rikki talks about analyzing the race and social climates of certain communities  Diversity is in the school  Home is separate  Cultural relevance training  Being culturally aware  We need to be included in the conversation  It's not the answers, it's the discussion  It's uncomfortable but we need to talk about it  What Rikki does to enter the conversation  What do you know for sure, and what do you think?  Challenging certain ideas  Be clear on what you know for sure  You can't ignore the issues  How Pediatricians should go about talking about police safety  Having The Talk  Know that it can be stressful for families  How certain areas are affected over others  Ask the questions  Do you feel safe? Giving the feeling of acknowledgment  The AAP response  The importance of feeling safe  Being at the discussion table  My experience may not be yours  Remember the parents  Show that you care  [53:57 - 1:03:41] Closing Segment I give my thoughts on childhood experiences around race Government sanctioned childhood abuse Take it one day at a time We're all in this together  We'll have to repair one day Be the safe haven  Final Takeaways Partner with the school No one is turned away  RTI for Special Needs 504 plan  IEP Chronic trauma vs acute  School...

OBJECTIVE. This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual–motor skills of general education kindergarten students. METHOD. We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual–motor integration were measured at the beginning of the school year and after the 10-wk intervention.

The recent article Here's What NJ Kids Really Think About School From Home by NJ Advance Media for NJ.com is disconcerting. Why? It ONLY features feedback from a handful of students in affluent schools in NJ that have no problem with digital connectivity. So what about our students with varying ability levels, physical impairments, English Language Learners (ELLs), and students with Right to Intervention (RTI)? What about the experiences of students across the nation? The world? If no reporting is being conducted by major media outlets in NJ/NY and beyond for our most vulnerable populations regarding the attitudes and experiences of those unable to get online in their attempts to provide educational continuity while schools are closed due to the coronavirus pandemic, are we suppressing their collective experiences?   Please join me in this very special episode where I encourage you to share your story--no matter where you are in the world--regarding educational continuity during massive school closures during the pandemic. Whether you are a parent, guardian, student, teacher, or caregiver, I want to hear your story.  Be part of the conversation. Let your voice be heard. Twitter: @CtrlTaking  Email: takingctrlpodcast@gmail.com Text: @g6ghgb to 81010 

Response to Intervention (RTI) is a topic that has been revisited, revised, implemented, and analyzed for years in schools. Creating plans to address the individual learning needs of students is at the forefront of every educational leader across America. Dr. Dustin Bain is joined by guest Dr. Craig Hamby, Director of Elementary Education in Lindbergh Schools. Dr. Hamby and Dr. Bain sit down to discuss how recently Dr. Hamby has developed a new outlook and approach to RTI in his schools. The discussion walks through the philosophy and implementation of RTI moving forward.

PHARR, RGV - Vanguard Academy Charter Schools has received a School Climate Transformation Grant from the U.S. Department of Education, Congressman Vicente Gonzalez recently announced.Vanguard was awarded $739,887 for a period of five years, which will total $3,699,435. “This grant is a game changer for the communities of Pharr, San Juan, Alamo and Edinburg as it will provide a school psychologist for Vanguard Academy Charter School along with several social workers, a Response to Intervention (RTI) specialist and several school resource officers,” said Dr. Narciso Garcia, superintendent of Vanguard Academy.Congressman Gonzalez said the School Climate Transformation Grants initiative builds on evidence-based strategies to for schools to improve school climate and behavioral outcome for all students.“Students who learn in positive learning environments are more likely to improve academically, participate more fully in the classroom, and develop skills that will help them be successful in school and in life,” Gonzalez said.In the above podcast, Vanguard Superintendent Dr. Narciso Garcia discusses not only the School Climate Transformation Grant, but a range of other projects he is working on. One of the other topics discussed is the $10.6 million GEAR UP grant Vanguard received last year.Garcia said the School Climate Transformation Grant would not have been possible without the support of the City of Pharr, the City of Edinburg, Region One Education Service Center, Doctors Hospital at Renaissance, Tropical Texas Behavioral Health, University of Texas Rio Grande Valley, and Evaluation Grants & Training Institute, Inc.

In the not-so-distant past, children with behavior struggles were viewed as having a deficit. Interventions were a one-way street intended to “fix” children. In many cases, the response to unwanted behaviors was to withhold safety and connection from the children who most desperately needed it. Unsurprisingly, this approach was ineffective. Response to Intervention (RTI) originated from the special education community with the goal of building a two-way street linking adult action to the child’s response. As in Conscious Discipline, adults change first, and children change their behavior in response to this shift. The goal of an effective behavior plan is not to punish a child, but to teach the executive skills the child is missing. However, a child who does not have safety and connection cannot learn missing skills. In this episode, Conscious Discipline Master Instructor Jill Molli outlines the four steps to writing RTI plans that effectively build safety and connection so that children can learn critical skills. Jill has over two decades of experience in education, with roles including teacher, guidance counselor, assistant principal, and behavior disorder instructor. She is a Conscious Discipline Master Instructor who travels the world coaching, training, and guiding large-scale implementation. Listen in as Jill shares actionable tips for implementing plans that meet the differentiated needs of your students. Essential Takeaways • Behavior/discipline is relationship-specific. Instead of “fixing” children, we need to enhance the quality of the relationship. • When writing behavior plans, it is important to teach missing skills. However, this isn’t possible without the foundational pieces of safety and connection. Safety and connection foster brain integration and willingness. • If a child exhibits physical behaviors, he or she needs safety. A child who engages in power struggles needs connection. In Conscious Discipline, we use NARCS to build safety and REJECT to build connection. • Once this foundation is in place, children are ready to learn executive skills (page 291 in the Conscious Discipline book). Novel situations and stressed children require more scaffolding of these executive skills. • The intention of an effective plan should be to teach missing skills, rather than to punish children for skills they don’t possess. Show Outline :21 What is Conscious Discipline? :40 Introduction of guest Jill Molli 1:35 Discipline is relationship-specific 4:00 Background on Jill’s experience as a guidance counselor 5:35 Origins and intentions of RTI 6:52 Basics of RTI/MTSS 7:51 Critical foundation of safety and connection 9:37 How to “flip” from the behaviors you don’t want to see to the behaviors you do want 10:55 Physical behavior means the child needs safety (NARCS) 11:50 Noticing 12:25 Adult Assertiveness 13:11 Routines in pictures 13:34 Composure (downloading of composure/calm) 15:14 Safety (Safe Place, language of safety) 15:56 Power struggles mean the child needs connection (REJECT) 16:27 Rituals for connection 16:52 Encouragement for small successes 17:15 Jobs for the opportunity to be of service to others 17:26 Empathy 17:46 Choices 18:07 The School Family 18:25 Building executive skills 19:37 Importance of movement, music, art, and visuals 21:05 Recap- Four pieces to writing an effective intervention plan 24:46 What’s Becky up to? 25:14 What’s Becky celebrating?

  In this episode, guest Leah Hiller, OTR/L, and Jayson dive into Response to Intervention (RTI) a bit and discuss several ways occupational therapists can have an impact on students without ever completing an evaluation. RTI is a growing model in schools and as OTs, it opens the door for us helping more students in less time. It also provides opportunities for OTs to provide in-services for teachers and recommend curriculums that will benefit the social and motor aspects of student roles. Earn Professional development for OT School House Podcast episodes you've already listened to at www.OTSchoolHouse.com/pd Contact Leah Hiller, OTR/L at Hillertherapy.com Learning Without Tears (LWTears.com): Formally known as Handwriting Without Tears, LWT is a leader in developing handwriting and keyboarding curriculums. Want to hear from them on the podcast? Shoot them an email and let them know about us. We Thinkers! from SocialThinking.com: This program uses music and play to teach early learners how to manage every day social situations.  Personal Space Camp by Julia Cook (Affiliate link) Use this Amazon affiliate link to check out the book used by Leah to help her young students understand personal space in school. AOTA's FAQ On Response To Intervention (RTI) Use this link to view AOTA's description and understanding of what RTI is and how OT/COTA can use RTI in schools.  Thank you for listening.  Be sure to hit subscribe on your app so that you never miss an episode!      Purpose Therapy Box Find the perfect OT gift for yourself or your favorite OTP! Use promo OTSchoolHouse for 10% off!Back To School ConferenceLearn more & register for the OT School House: Back to School Conference before early bird registration ends!

In this episode, Laura speaks to educators and experts about Response to Intervention and if it truly the best way to help students improve. Hear from Lynn Hobratschk, Assistant Superintendent of Elementary Curriculum and Instruction at Friendswood ISD, TX; Jim Wright, Author of 4 books on RTI, Founder of Intervention Central; and Dr. Douglas Fuchs, Professor of Special Education, Nicholas Hobbs Chair of Special Education and Human Development, Professor of Pediatrics at Vanderbilt University Medical School in the Department of Special Education, and eminent researcher and writer.

In this episode, Laura speaks to educators and experts about Response to Intervention and if it truly the best way to help students improve. Hear from Jim Wright, Author of 4 books on RTI, Founder of Intervention Central; and Dr. Douglas Fuchs, Professor of Special Education, Nicholas Hobbs Chair of Special Education and Human Development, Professor of Pediatrics at Vanderbilt University Medical School in the Department of Special Education, and eminent researcher and writer.

Caryn Ward, PhD, is the Associate Director of Education and Measurement for the National Implementation Research Network at the Frank Porter Graham Child Development Institute of the University of North Carolina at Chapel Hill. Dr. Ward provides intensive, informed implementation supports to state and local education systems nationally through her work as the Co-Director of the State Implementation and Scaling-up of Evidence-based Practices Center, Center on School Turnaround, and National Center for Early Childhood Development, Teaching, and Learning. In addition, she co-leads the development of several implementation capacity measures and fidelity measures for use within state and local education systems. Previously, she has provided direct and indirect services as a school psychologist, a Response to Intervention (RTI) district coordinator, and the project director for the North Carolina RTI Consortium. The consortium developed several implementation tools under Dr. Ward’s leadership such as the Implementation Roadmap and others to develop implementation capacity, solve problems, and assure organization wide evidence-based practice use and sustainability. Academic Affiliation: Clinical Assistant Professor, School of Education Adjunct Associate Professor, School of Pharmacy Areas of Expertise: Implementation Science Systems Change Response to Intervention (RTI) Education: • PhD, School Psychology, NC State University • MA, Experimental Psychology, UNC-Wilmington • BA, Psychology, Bloomsburg University of Pennsylvania For more information, see Caryn's bio at: http://fpg.unc.edu/profiles/caryn-s-ward

How is suspending students working for you? If you're not impressed with the results and would like to look at alternatives, tune in. Follow: @bamradionetwork @raepica1 @jess_hannigan @benjamingilpin Dr. Jessica Djabrayan Hannigan works with school districts and county offices in California on designing and implementing effective, successful school and district Response to Intervention (RTI) behavior systems. She is an adjunct professor at Fresno State in the Educational Leadership Department and co-author of Don't Suspend Me!. Ben Gilpin is currently serving as an elementary principal in Michigan. He is involved with classroomcribs.com and personalized learning initiatives with the Michigan Department of Education. Ben is known for his blog, The Colorful Principal.

How is suspending students working for you? If you're not impressed with the results and would like to look at alternatives, tune in. Follow: @bamradionetwork @raepica1 @jess_hannigan @benjamingilpin Dr. Jessica Djabrayan Hannigan works with school districts and county offices in California on designing and implementing effective, successful school and district Response to Intervention (RTI) behavior systems. She is an adjunct professor at Fresno State in the Educational Leadership Department and co-author of Don't Suspend Me!. Ben Gilpin is currently serving as an elementary principal in Michigan. He is involved with classroomcribs.com and personalized learning initiatives with the Michigan Department of Education. Ben is known for his blog, The Colorful Principal.

How is suspending students working for you? If you're not impressed with the results and would like to look at alternatives, tune in. Follow: @bamradionetwork @raepica1 @jess_hannigan @benjamingilpin #edchat #edreform #ece #earlyed #AskingWhatIf Dr. Jessica Djabrayan Hannigan works with school districts and county offices in California on designing and implementing effective, successful school and district Response to Intervention (RTI) behavior systems. She is an adjunct professor at Fresno State in the Educational Leadership Department and the co-author of Don't Suspend Me!. Ben Gilpin is currently serving as an elementary principal in Michigan. He is involved with classroomcribs.com and personalized learning initiatives with the Michigan Department of Education. Ben is known for his blog, The Colorful Principal.

Dr. Stephanie Al Otaiba speaks to the promise and the ongoing challenges related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. 

"Dr. Baker":http://tinyurl.com/bakere, Dr. Jennifer Gilbert and Dr. Don Compton discuss struggling first-grade readers and the efficacy of responsiveness-to-intervention (RTI)

Our topic this week will be the importance of teaching reading and writing to all students in the inclusive class. Nicole & Terri will interview guest, Leigh Rohde, Ph.D. Leigh Rohde is an emergent literacy specialist with over 20 years' experience working with young children with disabilities, and has coordinated projects focusing on professional development, inclusion, curriculum design, and system development. She provides technical assistance and training for school districts, community providers, preschools, and child care programs on inclusion, emergent literacy, and Response to Intervention (RtI). She is an Early Childhood Master Professional, a Certified Trainer in the Early Language and Literacy Classroom Observation Tool (ELLCO Pre-K), and she teaches courses in the Early Childhood/Special Needs program at the University of New Hampshire. For more information, go to www.theinclusiveclass.com.

This video illustrates a key component of the Response to Intervention (RTI) model, instructional process. Implementation across all 3 tiers of intervention are presented based on the Pennsylvania model of RTI (Response to Instruction and Intervention - RTII, in Pennsylvania). The video was produced by graduate students in school psychology who are a part of a U.S. Department of Education Personnel Preparation Training Grant, focused on developing facilitators of the RTI process.

Michael Optiz and Michael Ford discuss strategies and considerations for successfully implementing the Response to Intervention (RTI) framework and providing differentiated instruction to help... Visit Heinemann.com for K-College professional development books and services, teaching systems, and innovative multimedia tools for educators.

Michael Optiz and Michael Ford discuss strategies and considerations for successfully implementing the Response to Intervention (RTI) framework and providing differentiated instruction to help... Visit Heinemann.com for K-College professional development books and services, teaching systems, and innovative multimedia tools for educators.

Literacy consultant Joyce Gordon interviews guided reading intervention experts and educational authors Irene Fountas and Gay Su Pinnell, and RtI expert Mary Howard to discuss how the Leveled... Visit Heinemann.com for K-College professional development books and services, teaching systems, and innovative multimedia tools for educators.

Mary Howard, author of RTI from All Sides, talks with Heinemann consultant Judy Wallis about RTI and what it means for teaching. She shares 7 keys to success and emphasizes the importance of... Visit Heinemann.com for K-College professional development books and services, teaching systems, and innovative multimedia tools for educators.

In today's show, Sharon and I discuss how you might go about getting help for your child in school. Part of this is understanding the first steps, called Response to Intervention, or RTI. Teachers are supposed to try different, research-based interventions with the child in the classroom, to see if the child improves, before referring the child for possible testing and evaluation for special education services, that might require developing a special education program, commonly called an Individualized Education Plan or Program (IEP).As part of this show, I have put together a list of common modifications and accommodations that are typically made for kids in the classroom- think of this as a "menu" of sorts of possible, but not exclusive, changes that can be made to help your child. You can find this list and links to other resources under the link "Accommodations Guide".We have our big holiday book give away coming- and I hope you will are participate! Here are the rules:1. The give away closes December 15, 2008.2. We'll have a link at the top of our website for you to enter the drawing-you'll need to answer two questions and information so we can mail out the book to you. The only condition is that you let us know when it arrives! We'd love it if you'd leave us a review in iTunes as well, but that's optional, of course!We'll have copies of Marcus Buckingham's latest book, The Truth about You, a few audio books, books by Mel Levine, Rick LaVoie, Edward Hallowell, and more! Thank you so much, each and everyone of you, for making this one of the most rewarding things I've ever done.Click here to listen to show #100- Response to Intervention and IEP's

In today's show, we feature an interview with Sharon Martin! Sharon is a well-known for being part of the DivaCast, best described as five girlfriends talking about what matters to them, and having fun doing it! Sharon's becoming a part of the LD Podcast, because she's also a Speech Language Pathologist (also known as an SLP) teaching in schools in Georgia. Sharon has her Masters in Education, Speech Language-Pathology and is licensed in Georgia, and is a member of many professional organizations for SLP's including the American Speech-Language Hearing Association (ASHA), and National Student Speech Language Hearing Association, (NSSHLA).Sharon has worked with special need students who ranged from profound/severely impaired to mild articulation disorders. This work has included students with learning disabilities, language impairments, autism, down syndrome, mitochondria, CP, cochlear implants, apraxia, phonological processing disorders and emotional behavioral disorders. She has also participated in specialized training and tasks forces involved with Response to Intervention (RTI), literacy/language interventions, and special education regulations. Sharon's planning on becoming a regular part of the show, and future shows will focus on topics like Response to Intervention and IEP's. In this show, I also talk about the results of our "Daily journal" over the summer experiment, getting kids back to school and trying to keep them organized. One question I received by email recently asked: "What type of planner or organizer would you recommend for kids with LD? The one we get from school has really small writing areas, making it hard to fit in all the information, let alone notes back and forth from home and school." My recommendations: What most kids need: Big space to write, securely bound, monthly and weekly views. What I've tried for myself and the kids: Personal Digital Assistants, like Palm Pilots; various calendars and systems, wall calendars, wipe-off dry erase calendars, etc. Electronic versions of calendars, ranging from Google Calendar, to the calendar/alarms on my various cell phones, and Skoach, an online calendar/task management system developed in part by well-known and respected ADHD researcher, Dr. Kathleen Nadeau. (Also a prior guest on the LD Podcast). What Really Works for Me- paper calendar/agenda with both weekly and monthly views. Usually, the medium to large ones give me enough writing space- mini ones are far too small. Brands I like: Mead actually has a a website to help you choose a planner (I was surprised to find this out!) The Quick Notes Calendar from At-A-Glance has weekly and monthly view, along with plenty of spaces for notes and reminders. This runs about $20.00 TimeToo has some interesting looking family trackers, but you kinda have to choose between weekly on monthly, not both. The RSVP space on the bottom is a great idea- these are almost perfect. The GoMom planner from Daytimer has that weekly/monthly views, and is a good basic planner-a "mommed" up version of the At A Glance.Mead Upperclass Student Organizer - Available plain ($12.99) or with a bungee cord to keep closed ($13.79) This one can work well with kids or adults- not a bad choice for that master family calendar. Secret Indulgence and Pricey Version- Levenger has a bunch of interesting products, based on it’s "circa" system- a way you can pretty much customize notebooks. This means you can add what you need- to do lists, expense reports, notes, etc. and rearrange, without losing anything and maintaining the pages securely fastened together. (If you wanted to try it to see if it works, the 2008 agenda is down to only $4.95, and might be a good investment if you think you might like the flexibility it offers.) Downsides- expensive and addictive. Runs calendar year, not academic year. I do use this notebook system, more than the planner, to organize projects, in part because the paper is thicker than normal and is fantastic to write on, and I can move stuff around easily as needed. It is more of an initial investment, but I do refill them, and I love these notebooks. Click here to listen to Sharon Martin