RTI in a Secondary School Setting: Riverbank High School Story

Presenters

Ken Geisick (Primary)

Principal
Riverbank Unified School District

Peggy Graving-Reyes (Primary)

Literacy Consultant
Content Literacy Consultants

Description

Since school-wide implementation of the Content Literacy Continuum (CLC), a Response to Intervention (RTI) framework designed to address school-wide literacy needs of secondary school students, Riverbank High School has grown over 100 points on California’s Academic Performance Index (API) and exceeded growth targets for Latino students, students with disabilities, and English learners. In this session, a high school administrator, a central office administrator, and a project lead/instructional coach will share their experiences from four years of implementing the CLC in a high poverty, high minority, suburban/semi-rural high school identified for improvement. This session will provide an overview of the CLC, which is based upon a set of Content Enhancement Routines and Learning Strategies developed by the University of Kansas Center for Research on Learning.

Response to Intervention Theme — May 2008
Response to Intervention is a promising practice, but many are asking, “How do we get there?” Although the “RTI Triangle” is now a familiar concept, many schools and districts are still looking for the practical process steps necessary to implement successful models. SchoolsMovingUp will highlight the models, resources and “lessons learned” from states and schools that have been at the forefront in implementation through a series of webinars. These webinars will highlight specific implementation practices and will provide essential resources to schools and districts as they move forward with their scale-up efforts.

NCLB Accountability Requirements for English Learners

Promising Practices for African American and Hispanic Students

Understanding How to Navigate the Map of Standards for English Learners (Introductory)

Understanding How to Use the Essential ELD Standards for Teaching and Assessment (Intermediate)

Closing Achievement Gaps in California: What, Why and How?

Resiliency: What We Have Learned

English Learners and the Language Arts

English Learners and the Language Arts (Follow-up Presentation)

Keeping Quality Teachers: The Art of Retaining General and Special Education Teachers

Preparing Students for College: An Online Approach to Filling the Gaps in California High Schools

Evaluating English Learner (EL) Services & Results for Accountability & Instructional Improvement, Part 1

Courageous Conversations and Culturally Relevant Teaching

Evaluating English Learner Services & Results for Accountability & Instructional Improvement, Part 2

Successful Strategies for Middle and High School Inclusion

Standards-Based Instruction: Could it Happen in Special Education?

IDEA and Literacy

Bridging Cultures

What Does the Research Say About Designing Quality Literacy Instruction?

Teaching Science: How to Really Give Universal Access to English Learners

Differentiated Instruction: An Overview and One Classroom’s Transformation

Response to Intervention (RTI) and the Connections to Neurodevelopment

District & School-Based Professional Development Approaches for Content Area Literacy Improvement

What’s Happening in Vocabulary Research?

Reading Science for Understanding in Middle and High School

Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent ELLs (Research from CREATE)

Findings from the National Literacy Panel on Language Minority Children and Youth (Research from CREATE)

Promising Technology Practices for Struggling Readers

Word Lists: Choices and Uses

Standards-Based Instruction: Is It Possible for Students with Disabilities? (Encore Presentation)

Learning All-Purpose Academic Words (Research from CREATE)

Tools for Literacy: Technology to Support Reading Comprehension and Vocabulary Development

Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Research from CREATE)

Building Oral Language into the Basal (Research from CREATE)

Using Formative Assessments to Accelerate the Academic Achievement of English Learners

Snapshots of RTI Implementation

RTI Process Steps: A Small Elementary School's Approach to Implementation

English Learners and the Language Arts

Taking Center Stage—Act II : Building Effective Programs for English Learners in the Middle Grades

English Learner Literacy Development through Formative Assessment of Oral Language

Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation)

Doing What Works: Teaching Elementary-School English Learners

Building Oral Language into Content Area Instruction (Research from CREATE)

What the Research Does—and Does Not—Say About Teaching English Language Learners

English Learners in Secondary Mathematics: Rigor and Excellence

Quality Teaching for English Learners: High Challenge and High Support

Closing the Learning Gap: Steps That Work

Response to Intervention: Online Professional Development Modules and Resources for Implementation

Response to Intervention: Online Professional Development Modules and Resources for Classroom Assessment

Engaging Diverse Learners in Group Instruction Utilizing Interactive Whiteboards

Signal Hill Elementary School: A Road to Results

Cesar E. Chavez High School: High Expectations, Empowerment, and Excellence

Recommendations for Addressing the Needs of English Language Learners: The American Recovery and Reinvestment Act (ARRA)

English Learners and the Language Arts (Encore Presentation)

Reducing School Dropout Rates

Supporting Students in Alternative Education Settings

What Happens to High School Dropouts Who Return to School?

Continuation High Schools: Supporting Overage and Undercredited Youth

Lessons Learned from the Evaluation of the Texas School Dropout Prevention and Reentry Program Grants

Differentiated Tools and Strategies to Support RTI in Language Arts/Social Studies

Infusing Culturally Responsive Instruction into Daily Teaching