Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1100-1117
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1170-1187
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1127-1142
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2017 ◽  
pp. 747-764
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2015 ◽  
pp. 250-267
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2019 ◽  
pp. 238-255
Author(s):  
Pam Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The response to intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

The Success of Collaboration Resource Programs for Students with Disabilities in Grades 6 Through 8

1995 ◽  
Vol 16 (2) ◽  
pp. 79-89 ◽  
Author(s):  
BELINDA DUNNICK KARGE ◽  
MELINDA McCLURE ◽  
PATRICIA L. PATTON
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Junior High ◽  
School Level ◽  
School Site ◽  
High School Level ◽  
Collaboration Model ◽  
Pull Out

This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.

Preparing High School Students With Chronic Illnesses for College Transition: Lessons Learned From College Counselors

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2090707
Author(s):  
Eric S. Davis ◽  
Carly Paro
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
High School Transition ◽  
Lessons Learned ◽  
Chronic Illnesses ◽  
Future Research ◽  
School Students ◽  
College Counselors ◽  
High School Preparation

Interest is growing regarding high school preparation for students transitioning to college with chronic illnesses such as asthma, cancer, and diabetes. This qualitative study examined 15 college counselors’ perceptions of working to address high school transition needs with incoming students diagnosed with chronic illnesses. Four themes emerged from the findings: counseling services, social aspects, medical considerations, and educational needs. We discuss implications for high school counselors’ practice and future research.

Families and Counselors Taking Action to Transform Culture: An Action–Inquiry Case Study of an Urban High School

2017 ◽  
Vol 51 (4) ◽  
pp. 501-525
Author(s):  
Jacalyn Griffen
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
School Community ◽  
Urban High School ◽  
School Site ◽  
Action Inquiry ◽  
Enrollment Rates ◽  
Federal Initiatives

Federal initiatives place school counselors at the forefront of increasing college access for students in underserved communities. Although college enrollment rates have increased, low attainment rates persist in low socioeconomic communities and communities of color. Families in these communities aspire for their children to go to college but rely on the school counselor to help their child navigate the complex path to college. Although the high school counselor is ideally positioned to reduce barriers and engage families in the postsecondary process, they often lack the capacity and resources to do so. Thus, this action-oriented qualitative case study was conducted over 8 months, and explored how urban high school counselors engaged families as collaborative partners to address the metanarrative of low postsecondary attainment rates. Findings suggested that building trust within the school community as foundational to engaging families, taking simple actions were catalysts to transforming school culture, and leveraging family engagement increased school site capacity and affected the broader school community.

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