Barbara J. Ehren

Barbara J. Ehren; Donald D. Deshler; Patricia Sampson Graner

This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving approach to RTI. However, a few components may need amplification for the CLC to become a comprehensive RTI system: Universal screening must address all the important aspects of literacy, including writing; schools must develop a broader approach to progress monitoring; schools must pay closer attention to the scope and function of decision-making teams; and, although fluid movement across levels has always been an important component of the CLC, for RTI to work, greater attention to this aspect is needed.

Kimberly A. Murza; Barbara J. Ehren

PURPOSE School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. METHOD This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change: the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. CONCLUSION Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.

Barbara J. Ehren

B. Keith Lenz; Barbara J. Ehren; Donald D. Deshler

Jean Blosser; Froma P. Roth; Diane Paul; Barbara J. Ehren; Nickola Wolf Nelson; Janet M. Sturm

Barbara J. Ehren

Barbara J. Ehren

Kimberly A. Murza; Chad Nye; Jamie Schwartz; Barbara J. Ehren; Debbie L. Hahs-Vaughn

Barbara J. Ehren

Barbara J. Ehren