Ruth E. Jones

Applying an RTI Model for Students with Learning Disabilities Who are Gifted

thinking • Pair students to co-write metaphors • Read fables and allegories Organizing ideas • Use graphic organizers, story boards, mind mapping • Explicitly teach 6+1 Traits (O’Connor, 2009); provide visual reminders for revising and editing

A School-wide Three-tiered Program of Social Skills Intervention: Results of a Three-year Cohort Study

The purpose of this paper was to summarize the implementation of a school-wide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (STARTPlus) includes components of social skills training at the universal primary level, small group instruction at the targeted level, and individualized, intensive intervention in problem-solving and conflict resolution at the tertiary level. The effectiveness of the tiered program was assessed through measures of attendance, frequency of Time-Away referrals, frequency of disciplinary referrals, and levels of academic achievement. Results indicated significant increases in attendance, reductions in Time-Away and disciplinary referrals, and mixed results in academic achievement scores. Informal survey and anecdotal data indicated changes in the climate of the school. Implications for future research and limitations are included.

Supporting Students with Disabilities during School Crises: A Teacher's Guide.

Most schools have crisis plans to support student safety, but few plans address the complex needs of students with disabilities. School supports should include analysis of school plans and student ...

Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education.

In this study, the authors represent an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. In this study, they use a two-stage sampling process to identify IHEs and their education faculty. A survey was designed by the researchers and administered electronically via email. Three hundred eleven IHEs with 771 preservice education faculty members from their respective states, colleges, and departments were invited to participate in the study. There were 227 usable surveys returned for a 29.4% return rate. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI. Recommendations for future IHE RTI training to better prepare preservice teacher educators for RTI in local educational settings are included.

Empowering future educators through environmental sustainability

Purpose – The purpose of this paper is to provide information regarding the ways in which the authors’ College’s faculty use paper within their pedagogical practice. A related purpose was to ascertain faculty interest in professional development initiatives related to reducing paper usage through technological affordances. Design/methodology/approach – A survey was developed and administered to the faculty within the university’s Teachers College. The survey was built to assess faculty pedagogical use of paper. Both quantitative and qualitative data were collected via the survey. Findings – The results suggested that digital resources are widely used by faculty, and students are encouraged to conserve paper. However, many faculty are uncomfortable with the complete elimination of paper. Originality/value – Modeling and promoting environmentally sustainable pedagogical practice is imperative within institutions charged with preparing the next generation of educators.