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Core Component 2: High Expectations

Core Component 2: High Expectations
The following Web sites provide educators with approaches for maximizing all students' engagement and achievement through increasing teachers’ awareness and attention to struggling students’ possible barriers and strengths.

1. Advancement Via Individual Determination (AVID)
   Provides in-school academic support program for grades sixth through twelth grade; prepares students for college readiness and success in a global society by leveling the playing field for minority, rural, low-income, and other students without a college-going tradition in their families (professional development fee).
2. Culturally Responsive Response to Intervention by the National Center for Culturally Responsive Educational Systems (NCCRESt)
   Includes Facilitator Manuals, PowerPoints, and handouts for three academies, or topics, the second one specifically focused on RtI (professional development fee). Office of Special Education Programs (OSEP), U.S. Department of Education's (ED).
3. The Essential Components of RTI: Considerations for English Language Learners
   Includes considerations for screening, progress monitoring, multi-level prevention system, and data-based decision making for English Language Learners. Webinar (25 min.) PowerPoint, transcripts. National Center on Response to Intervention.
4. Guided Language Acquisition Design (GLAD)
   Promotes English language acquisition, academic achievement, and cross-cultural skills through positive, research-based techniques and  interactions among students and between teachers and students (professional development fee).
5. Hip Hop Genius Remixing High School Education
   Cultivates strengths and creativity of young people through the medium of hip hop. Video (4:12) min. by Mike McCarthy, Graham Wheeler, and DJ Tek, free; book by Sam Seidel, Published by Rowman and Littlefield Education (2010) fee.
6. Peer-Assisted Learning Strategies (PALS)
   Enables classroom teachers to accommodate diverse learners through peer-assisted reading and math strategies. Vanderbilt Kennedy Center for Research on Human Development. (fee)
7. Using Instructional Routines to Differentiate Instruction: A Guide for Teachers
   Provides 72 formatted activities called Instructional Routines, which provide structure for teaching specific reading skills (2012). Center on Instruction, OSEP, ED.

The following Web sites have multiple pages of interest on this Core Component:

• California Services for Technical Assistance and Training
  California Services for Technical Assistance and Training (CalSTAT) supports and develops partnerships with schools and families by providing training, technical assistance and resources to both special education and general education; a special project of the California Department of Education, Special Education Division.
  • Training: online, leadership, positive behavior supports (PBS), and reading intervention
  • Technical Assistance: Literacy, PBS, RtI², closing the achievement gap for student, with Individualized Education Programs (IEPs)
  • Information Dissemination
  • Family Partnerships: helps family members participate in decision-making meetings
    Incentive Awards to High Performing Programs: Leadership Sites
    Evaluation & Results: Plans and Report
• Urban Schools RtI Series
  The Urban Schools RtI Series presents an overview of the issues most relevant to the development and implementation of RTI models in contemporary urban schools and discusses practices that have successfully met some of the noted challenges. (2011) RTI Action Network. The Cisco Foundation.
  • Framing Urban School Challenges : The Problems to Examine When Implementing Response to Intervention: by Roey Ahram, Adeyemi Stembridge, Edward Fergus, and Pedro Noguera (First in a three-part series)
  • Cultural Adaptations When Implementing RtI in Urban Settings
    By Chemay Morales-James, Lorraine Lopez, Rodney Wilkins, and Edward Fergus (Second in a three-part series)
  • Promising Examples of RtI Practices for Urban Schools
    By Alan Ripp, Patrick Jean-Pierre, and Edward Fergus (Third in a three-part series)