Solution-Focused RTI E-Book

Linda Metcalf

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 278

Veröffentlichungsjahr: 2010

Beschreibung

A proven method for helping struggling students succeed Solution-Focused RTI provides an effective approach to Response-to-Intervention using a "solution-focused" method, which emphasizes a student's strengths rather than his or her weaknesses. This important book guides educators to identify exceptions to students' learning problems and design personalized interventions that can help those students succeed. In this book Linda Metcalf provides teachers with the basic building blocks of the solution-focused approach and offers step-by-step guidelines for identifying exceptions, designing interventions, and implementing a three-tiered Response-to-Intervention process. * Shows how to implement RTI using the positive and personalized "solution-focused" method * Linda Metcalf is the author of seven books, including Counseling Toward Solutions, Second Edition * Offers an innovative, collaborative approach between teachers, students, and parents * Includes reproducible forms for teachers and students This practical book helps teachers pinpoint research-based intervention strategies that work.

Leseprobe

Table of Contents

Praise

Jossey-Bass Teacher

Title Page

Copyright Page

About This Book

About the Author

Also by Linda Metcalf

Acknowledgments

Dedication

Introduction

Tier I - Core Instruction for All Students

Chapter 1 - Simple Addition

An Elementary Discovery

Intermediate Revelation

Raising the Bar and Rating the Middle School

High School Miracle

Turning Chaos into Compliments: A School Counselor Creates the Opportunity

Education Unleashed!

New Focus, New Process, New Results

Chapter 2 - Famous People with Educational Challenges

Famous People Who Made It!

Strategies as Unique as Students’ Learning Differences: Discoveries That Work

More Revelations

Solution-Focused RTI and Diverse Populations

Chapter 3 - Who Says the Square Peg Must Fit?

Systemic Perspective: The Hierarchical Leader of the School Leads the Pack

Classroom Perspective: Engaging Students in the Solution

Community Perspective: Getting Parents on Board as Experts

Chapter 4 - Guidelines for Solution-Focused RTI

Put on a New Set of Lenses in Order to See Students Differently

Suggestions for Beginning the Solution-Focused Approach to RTI

Core Ideas in the Practice of Solution-Focused RTI

Tier II - Targeted Instructional Interventions

Chapter 5 - Flipping the Coin in Education

It’s Your Call

Conversation Template for Solution-Focused RTI

How the Process Works

Flipping the Coin: A 504 Meeting

Chapter 6 - Parent Conferences That Collaborate Instead of Intimidate: Level A

Focus on Solutions: Level A Conversation

Follow Up After Three Weeks

Chapter 7 - The Team Approach in Solution-Focused RTI: Level B

Focus on Solutions: Level B Conversation

More Than a Meeting

Case Example: Leticia

Tier III - Intensive Individualized Interventions

Chapter 8 - The Solution-Focused Assessment

Focus on What Works

Make the Findings Exceptional

A Solution-Focused IEP

Chapter 9 - The Exceptional Elementary School

Tier I

Tier I in Action

Tier II

Tier II In Action

Tier III

Tier III in Action

Chapter 10 - Intermediate School Solutions

Invisible Problems at Work

Transition Years

The School Counselor and Tier I

Tier II Counseling Interventions in RTI

Tier III Interventions

The Role of Reflection in Solution-Focused RTI

Reprise

Chapter 11 - Opening the Door to Possibilities in High School

The Possibility Door Can Be Heavy

So Open a Familiar Door

Everyone Is Reachable and Teachable

A Different Kind of Data

Underdogs Get the Bone

Where Is the Key? Tier I

Sometimes Opportunity’s Door Has a Couple of Locks: Tier II

Stop, Think, and Dream About a Miracle

Keeping the Door Open to Opportunity

Chapter 12 - Getting Buy-In

Risk New Ways of Relating for Better Results

Start at the Top

Start with a Miracle by Asking for One

More Exercises to Create Buy-In

Proceed to Level A , B, and C

Stay Focused on Implementation

Afterword

Appendix A: Reproducible Forms to Help with the RTI Process

Appendix B Internet Resources

References

Index

Praise forSolution-Focused RTI

“This is a remarkably refreshing approach to Response to Intervention. Metcalf offers a clear, jargon-free perspective that focuses on identifying and building on the strengths of students through collaborative conversations and interventions that offer solutions and, ultimately, the best chance of success. Solution-Focused RTI is not simply a book of ideas. It is chock full of clear illustrations, real-world vignettes, and examples of school-based interventions that are applicable to all students.”

—Bob Bertolino, Ph.D., associate professor, Rehabilitation Counseling, Maryille University, senior clinical advisor, Youth in Need, Inc.

“I would buy this book immediately and find it of inestimable value in my work. I would also give a copy to every ESE specialist, principal, and guidance counselor I know. Solution-Focused RTI takes a fresh and novel approach that will give hope in hopeless situations—and that is exactly what we need right now.”

—Anne Rambo, Ph.D., associate professor, Nova Southeastern University

“This book provides perspectives and examples of how to positively motivate students by applying solution-focused principles to the school setting.”

—Gerald Corey, Ed.D., professor emeritus, California State University, Fullerton

“Linda Metcalf hits upon the single-most important element typically missing from the RTI discussion: the power of capitalizing on strengths rather than student problems. This is a life-altering read for teachers, administrators, and school counselors who are seeking a positive approach to student success. It provides highly successful—and doable—intervention strategies to use with even the most challenging situations.

“Metcalf describes actual elementary, middle, and high-school situations drawing together the latest research and practice from RTI and solution-focused strategies, showing how teachers, administrators, and school counselors can collaborate to make classrooms places of joy, purpose, caring, and collaboration.”

—Loretta Whitson, executive director, California School Counselors Association

Jossey-Bass Teacher

Jossey-Bass Teacher provides educators with practical knowledge and tools to create a positive and lifelong impact on student learning. We offer classroom-tested and research-based teaching resources for a variety of grade levels and subject areas. Whether you are an aspiring, new, or veteran teacher, we want to help you make every teaching day your best.

From ready-to-use classroom activities to the latest teaching framework, our value-packed books provide insightful, practical, and comprehensive materials on the topics that matter most to K-12 teachers. We hope to become your trusted source for the best ideas from the most experienced and respected experts in the field.

Copyright © 2010 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication DataMetcalf, Linda.

p. cm.

Includes bibliographical references and index.

ISBN 978-0-470-47042-8 (pbk.)

1. Learning disabled children—Identification. 2. Learning disabilities—Diagnosis. 3. Slow learning children—Education. 4. Action research in education. I. Title.

LB1029.R4M47 2010

371.9′043—dc22

2010000723

About This Book

One evening in the school counseling practicum that I teach, the discussion turned to Response to Intervention (RTI). I heard groans, complaints, and frustrations and thought, “What an opportunity for solutions!” Instead of encouraging commiseration, I asked my future school counselors to describe a better way to implement RTI, using a solution-focused approach. They quickly provided this description:

• The process would be more optimistic.

• There would be less paperwork.

• There would be more involvement with parents and students.

• There would be less pressure on the teacher to be the sole source of ideas for interventions.

• The conversations would be more hopeful in that participants would leave the meeting with additional strategies for everyone.

The more we talked, the more excited I became about developing these ideas. Surely a more straightforward way of implementing Response to Intervention, based on students’ strengths, could do a world of good for students and educators alike. I had created a similar program for low-achieving students in Davenport, Iowa, several years earlier; why not incorporate those ideas and my students’ ideas and see what would happen? The results are laid out in this book.

If you are a teacher, administrator, or school counselor, this book will improve your Response to Intervention by helping you

• Engage students and parents in a process that is respectful, collaborative, and hopeful

• Decrease paperwork so that teachers are willing to develop interventions and track success

• Increase morale among teachers through teamwork rather than solitary strategizing

• Motivate students by enlisting their ideas when strategizing about interventions

• Involve parents by making them experts on their own child

RTI doesn’t have to be met with groans anymore. Instead, it can be a collaboration between teachers, parents, and students, identifying what has worked, how it worked, and what to do to achieve success—all in a timely, effective, and hopeful manner.

About the Author

Linda Metcalf, Ph.D., is a former middle school teacher, a certified school counselor, a licensed professional counselor, and a licensed marriage and family therapist in the State of Texas. She is professor and director of school counseling at Texas Wesleyan University, where she has developed a solution-focused school counseling program for graduate students. Metcalf is an international presenter who has taught the solution-focused approach to many educators across the United States and in Canada, Japan, Singapore, Australia, Norway, Scotland, the Netherlands, England, and Germany. For five years, she consulted with Davenport Community Schools in Iowa to develop a program for challenged students facing referral for special education. The development of that program led to a new solution-focused approach to Response to Intervention. Metcalf has presented her work on solution-focused RTI to school districts across the United States.

The author of numerous professional articles, Metcalf has written many books for educators, counselors, and parents. Her other books include Teaching Toward Solutions, Parenting Toward Solutions, Solution-Focused Group Therapy, A Practical Approach to Learning Family Therapy, and her best-selling book Counseling Toward Solutions: A Practical Solution-Focused Program for Working with Students, Teachers, and Parents.

Dr. Metcalf is available to train your school or district staff through her “Solution-Focused RTI” workshops or for personal on-site consulting. Her workshops—which range from three-hour sessions to one-or two-day trainings—are interactive, involving brief lectures, many exercises for skill building, role plays, and video clips. She has successfully consulted with many schools to help educators implement the solution-focused approach and lower special education referrals. To learn more, call [phone] or go to MetcalfConsulting.org.

Also by Linda Metcalf

Counseling Toward Solutions: A Practical Solution-Focused Program for Working with Students, Teachers, and Parents

The Field Guide to Counseling Toward Solutions: The Solution-Focused School

Solution-Focused Group Therapy: Ideas for Groups in Private Practice, Schools, Agencies, and Treatment Programs

Teaching Toward Solutions: A Solution-Focused Guide to Improving Student Behavior, Grades, Parental Support and Staff Morale

How to Say It to Get into the College of Your Choice: Application, Essay, and Interview Strategies to Get You the Big Envelope

Parenting Toward Solutions: How Parents Can Use Skills They Already Have to Raise Responsible, Loving Kids

The Miracle Question: Answer It and Change Your Life

The Art of Solution-Focused Therapy (with Elliott Connie)

A Practical Approach to Learning Family Therapy

Acknowledgments

It takes more than just one person to write a book. I consider myself a fortunate author to have engaged people whom I respect so much while composing this manuscript. I appreciate Marjorie McAneny at Jossey-Bass/John Wiley for her belief in this project and her patience with me in writing it. You are a delightful editor to work with. I thank Julia Parmer for her help in gathering the reviews that helped to make the book more useful. I also offer my thanks to Betty Long of Davenport Community Schools for allowing me to use the project that we developed collaboratively. Davenport will always hold a special place in my heart as a community where students are first. It was an honor to be part of your work.

I appreciate the many e-mails I have received from school counselors who listened to my ideas for solution-focused Response to Intervention in workshops through Texas Counseling Association, American Counseling Association, and American School Counseling Association conferences across the country. Your response to my interventions made me try even harder to produce a book that would make your work easier. I appreciate my many school counselor students at Texas Wesleyan University, who gave me their thoughts, complaints, and dreams for Response to Intervention. As always, I learn from you each time I teach a class. Thank you, Chris Iveson of BRIEF Therapy Practice in London; you excited my students and invigorated my thinking in regard to school strategies. When I took my students to hear you in the summer of 2009, I learned about the eBay exercise that I included in Chapters Four and Twelve of this book from you. You made learning fun and were inspirational to all of us.

Thank you, Sarah Switzer, Patti Gatlin, and Cassie Reid, extraordinary school counselors who “get it.” Your work inspires me each time we talk! Sarah, you were so eager to share your stories, poem, and worksheet. Your students are fortunate. Patti, from the beginning of our friendship, your laugh and smile were contagious! How fortunate your principal and staff are to have someone with such sincerity and strong leadership skills. Cassie, as my former student, I knew from the first time I heard you reminisce about a student that I wanted your cases in this book. Thank you for taking the time during your doctoral work to produce another paper!

Finally, I thank my family, who diligently supports “one more book” project and always takes the time to ask how things are progressing. I appreciate Roger, who keeps reminding me to save my text in at least two places. I appreciate your support more than you realize. And Rex 1 and Rex 2, my now older golden retrievers, thanks for the walks that churned up still more ideas that ended up on these pages. We wrote another book together.