Foreword by Richard DuFour
Education / School Improvement
RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn “ The wisdom and insights of these award-winning educators represent a major contribution to the field of education. . . . This book is not about responding to legislative initiatives or implementing new programs. It is, above all, a book to transform schools, a book that not only calls on educators to improve their schools but also gives them the information, processes, and tools essential to that work.” —from the foreword by Richard DuFour
Cover art and design by Grannan Design, Ltd.
Austin Buffum, Ed.D., was selected by the Association of California School Administrators as the 2006 Curriculum and Instruction Administrator of the Year. Mike Mattos is the principal of Pioneer Middle School in Tustin, California. Pioneer is a 2007 California Distinguished School and ranks in the top 1% of schools in California. Chris Weber, Ed.D., is the principal of R. H. Dana Elementary School, a Title I school in Dana Point, California. Together with his staff, Chris has lifted R. H. Dana to remarkable levels of success.
Buffum Mattos Weber
solution-tree.com
• How behavioral interventions fit into a PRTI system • The keys to legal compliance and stakeholder support • The role of leadership in creating, monitoring, and sustaining a PRTI system Over a dozen reproducible activities will guide teams in evaluating their current system, building strong interventions, and creating a successful and compliant PRTI system.
RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn
Pyramid Response to Intervention uses accessible language and compelling stories to show how response to intervention (RTI) is most effective when implemented by a professional learning community (PLC). The authors translate formal legal mandates into a clear picture of how to create a three-tiered pyramid response to intervention (PRTI) to close gaps in student learning and resolve behavioral problems. Readers will learn: • How RTI blurs the boundaries between regular and special education to create a unified system that serves all students, regardless of labels • The two accepted systems for implementing RTI and models of RTI at work in real schools • How the three big ideas of a PLC—a focus on learning, a collaborative culture, and a focus on results—make PLC and RTI natural partners • The characteristics of effective interventions • The central importance of building a strong core program • How to create effective supplements to the core program • When to apply intensive interventions
RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn
Austin Buffum
Mike Mattos
Chris Weber