10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools by Susan L. Hall, Ed.D.

Discover a list of 10 success factors observable in schools that are getting significant gains in student literacy with MTSS and how to replicate these results in your school.
Item Number:
GN9012
Price:
$29.95

Product Description


In some schools, MTSS/RTI is losing steam because other initiatives are consuming educators’ attention. Diverting focus away from MTSS is a mistake. A systemic approach to differentiating instruction to meet the needs of all students should be non-negotiable. It’s not a fad, and it shouldn’t be pushed aside for something else that draws the staff’s attention.

What are schools that are getting good results doing? When results are unimpressive, what’s missing?

Author and reading intervention expert Dr. Susan Hall answers these persistent questions in her publication, 10 Success Factors for Literacy Intervention:  Getting Results with MTSS in Elementary Schools.  Dr. Hall's experience in working with schools across the United States led to the development of a list of 10 success factors observable in schools that are getting significant gains in student literacy with MTSS.  Join Dr. Hall as she thoroughly explores each of these ten initiatives and provides the guidance educators need to move from disappointing results to student reading success in this practical publication.


Literacy Leaders Endorse 
10 Success Factors for Literacy Intervention

“Leaders, coaches, and teachers responsible for student growth in reading will find this a valuable resource for reflecting on their current practices, determining success factors that may be missing, and implementing needed success factors to increase their students’ reading outcomes."

Deb Fulton, M.Ed.
Former State-Wide Lead for Literacy
Pennsylvania Training and Technical Assistance Network (PaTTAN)
Harrisburg, PA


“We have been implementing the 10 Success Factors for Literacy Intervention district-wide over the last three years in kindergarten through third grade.   We are very excited about the focus our teachers now have for reading intervention, the success they are beginning to see, and the reading skills our students are learning.  

As a result, our teachers have the opportunity for professional conversations through research-based common language that guides their ongoing decision making about the teaching of reading.  This gives us hope that we can make a significant difference in the number of students reading on grade level by the end of third grade.”

Clare Gist, Ed.D., Superintendent 
Tulare City School District
Tulare, CA