RTI Rubric from Colorado

Join our next RTI Talk:
Colorado's RTI Implementation Rubrics

Friday, June 1, 2012
11:30 a.m. - 12:30 p.m. ET


The RtI Implementation Rubrics developed by the Colorado Department of
Education serve as an overview of implementation for Response to
Intervention (RtI) at the classroom, school, and district levels. The
rubrics are designed for use as fidelity tools to improve outcomes for
students and to support a scaling up of effective practices. Each
rubric describes what RtI looks like at 4 growth stages (i.e.,
emerging, developing, operationalizing, optimizing) across the
following 6 components of RtI: problem solving, curriculum &
instruction, assessment, leadership, family & community
partnering, and positive school climate.

Join the Colorado Department of Education team during our next RTI
Talk as they answer your questions about developing school improvement
plans, tracking fidelity of implementation, and establishing a
continuous improvement cycle appropriate for your stage of
implementation. Submit your questions today!

http://ncld.convio.net/site/R?i=ovGp4NJNvGO3oNlq0_qXrQ

Read more about the members of the Colorado Department of Education
team: Daphne Pereles
http://ncld.convio.net/site/R?i=9e8-9q2gO9Sdn55qR4H6Xg

, Adena Miller

http://ncld.convio.net/site/R?i=sFw_egCySJxfmoP2hDGWHQ

and Dan Jorgensen.

http://ncld.convio.net/site/R?i=OTtxDp8rG1HlbOrUCpx33A

http://ncld.convio.net/site/R?i=E7PJjF1A0jQIY4zw_gKVUg

http://ncld.convio.net/site/R?i=y3Jz0Wy8RsTiNdf5zdhfUw

Joining these RTI Talks is as Easy as 1-2-3!

Since RTI Talks are text-based discussions, all you'll need is
Internet access to participate. You can submit your question in
advance of the Talk, or during the scheduled event. In either case,
participating is as easy as 1-2-3!
1.  Click here. This will take you to a page featuring
descriptions of the Talk;
http://ncld.convio.net/site/R?i=WicjRBZe7JH95ny6H7wsrA

2.  Choose a Talk to submit questions to by clicking on "Learn
More";
3.  Click "Submit your Question."

That's all there is to it. Once the Talk is live, you'll see the
questions that have been asked and our experts' answers.

Did you miss something?

Don't worry if you aren't available to join the live Talk -
we'll save the transcript for you, and you can visit this online
resource as often as you like.

Please note: Due to the volume of questions submitted, our experts may
not be able to answer each individual question.

Have you Subscribed to the RTI Action Update?

If you would like to receive the free RTI Action Update e-newsletter
and periodic announcements from the RTI Action Network, please
subscribe online today!
http://ncld.convio.net/site/R?i=HhtNyTldhBI-qZ_LzzzsLg

The RTI Action Network is dedicated to the effective implementation of
Response to Intervention (RTI) in school districts nationwide. Our
goal is to guide educators and families in the large-scale
implementation of RTI so that each child has access to quality
instruction and that struggling students - including those
with learning disabilities - are identified early and receive
the necessary supports to be successful. The RTI Action Network is a
program of the National Center for Learning Disabilities, funded by
the Cisco Foundation and in partnership with the nation's
leading education associations and top RTI experts.

Founding Partners: AFT, IRA, NAESP, NASDSE, NASP, NASSP, and NEA.

Unsubscribe from receiving email, or change your email preferences.

http://ncld.convio.net/site/CO?i=4z3oaONmwusD5P7xvwg087JlF1tf4iBg&cid=1082&i=Xa--gQ6N-HAPlX6_aVfiTfrqHhHCH8FP&cid=1082

View email in browser.
http://ncld.convio.net/site/R?i=uU7x4S2SRWLnIUjKqd9DAQ

Common Core!! Great Information !

FREE WEBINARS

View All Upcoming Webinars

---

---

The Common Core: The Foundation of the RtI Framework

MAY 30 | 10:30am-12:00pm (PT)
WestEd's Silvia DeRuvo and Joe Sassone invite you to hear about how an effective multi-tiered academic RtI framework can help schools close the knowledge gap to meet the demands of the Common Core State Standards.

---

Personalize Learning to Meet the Common Core

JUN 5 | 10:30am-12:00pm (PT)
Kathleen McClaskey of EdTech Associates and Barbara Bray of Rethinking Learning will share how Personalized Learning can support all students to meet the higher expectations and higher cognitive demands of the Common Core State Standards.

Report finds more childhood disabilities are not physical

Special education is taking on a new look as we learn more.  Worth a read.
 
More U.S. families report having a child with a disability, with fewer of those disabilities being physical in nature, according to a study released Tuesday by researchers from Princeton University and the Brookings Institution. Researchers noted in the report that the lack of available data on the numbers of children with disabilities over time makes it "difficult to resolve the controversy over how much of the increase in disability reflects changes in incidence or changes in definition and diagnosis." The Columbus Dispatch (Ohio)

How some schools are preparing students for state tests

Schools across New Jersey are taking various approaches to helping students prepare for state standardized tests. One district is holding "bees" to quiz students in science, math and language arts, while another district has posted practice questions and answers on a website for high-school students. Many educators say they work to prepare students by teaching them what they need to know throughout the school year, but some say the increasing emphasis on test scores is prompting more test-prep activities.

More Sharing ServicesShare Share on linkedin Share on facebook Share on twitter Share on google_plusone_share

This news summary appeared in ASCD SmartBrief on 04/23/2012
Click here to view the full issue.

View the original article:
New Jersey Online

Data and RTI - Free!!

Free Webinar April 30 by Victoria Bernhardt. Learn how to use data to •understand what your students know and do not know •get all students on grade level •agree on assessments •and direct interventions. Use RtI and Continuous School Improvement to improve learning for all students. Register to attend!

Choice Literacy on Vocabulary and the Common Core - A Great Free Resource!!!

March 24, 2012 - Issue #275 If you are having trouble reading this newsletter, click here for a Web-based version.     Yes And     As an improviser, I always find it jarring when I meet someone in real life whose first answer is no. "No, we can't do that." "No, that's not in the budget." "No, I will not hold your hand for a dollar." What kind of way is that to live?                                                     Tina Fey in Bossypants     Years ago I took a day-long improv class. During those six hours in theater games, I was a statue, a baby, the girlfriend of a guy I'd just met, and a gum-smacking card dealer. There was no time to plan, to script, to rehearse -- it was just be-here-now action.   It was fun to remember that improv experience when I discovered Tina Fey's rules of improvisation in her book, Bossypants. These rules are also good for business, relationships, and of course, education.   The first rule is "Agree and Say Yes." Tina writes, "Now obviously in real life you're not always going to agree with everything everyone says. But the Rule of Agreement reminds you to 'respect what your partner has created' and to at least start from an open-minded stance."   I was recently working with a teacher who is a new mom. As we were trying to figure out when we'd collaborate, she said, "Not before school, not after school, not during planning, and not during lunch because I really need to relax then." My knee-jerk reaction was to respond, "It doesn't sound like you want to work together." Instead I said, "Okay then, how do you envision us having time to plan together and debrief?" We found that corresponding through email and conversing when her students were doing independent reading was enough interaction to launch a partnership. And as she found value in our work together, she was more open to sharing her precious time. I respected her parameters for collaborating, and we both worked with open minds to create something unique.   Tina's second rule is simply "And." She explains, "Always make sure that you're adding something to the discussion. Your initiations are worthwhile."   "Can I stop writing now?" is a question I hear in some classrooms from students. "Yes," I respond (refer to rule number one), "and you can stretch your hand, take a moment to reread your last sentences, and then start again with some new energy. Good writers do that."   What opportunities do you have to apply Yes/And today? How might that feel different than a No/But response?   This week we're featuring resources to help with vocabulary instruction. Plus more as always - enjoy!     Heather Rader Senior Editor, Choice Literacy       Free for All   [For sneak peeks at our upcoming features, quotes and extra links,  follow Choice Literacy on Twitter: @ChoiceLiteracy or Facebook: http://www.facebook.com/pages/Choice-Literacy/214577521953773]   In a new podcast, Doug Fisher talks about his latest research connecting vocabulary instruction, comprehension, and the Common Core:   http://www.choiceliteracy.com/public/1844.cfm      Free Rice is still our favorite site on the web for building vocabulary and doing good in the world at the same time. From the Choice Literacy archives, Mary Lee Hahn shares how she uses Free Rice in her classroom, as well as other online vocabulary learning tools:   http://www.choiceliteracy.com/public/590.cfm   Do you spend enough time having students notice the words they  know? Katie Keier at the Catching Readers Before They Fall blog explains why this practice is valuable, especially for readers who might be struggling:   http://catchingreaders.com/2012/03/10/words-we-know/

Are retention policies detrimental to students? Courtesy of ASC Smart Brief

• With higher standards and performance benchmarks, many schools are revisiting retention.  Take a look and see what you think.
  Education writer and former teacher Nancy Flanagan makes a case against holding students back in school if they do not reach certain academic benchmarks, which she argues are arbitrary. Flanagan cites research that says the practice is detrimental to students, and she argues that retention policies are a symptom of an "unworkable system" in which students are grouped by age rather than ability. Education Week Teacher/Teacher in a Strange Land blog (2/15)