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Response to Intervention
 (RtI)

The implementation of activities associated with Response to Intervention (RtI) is expected to have a positive effect on schools across the state. RtI may be described as a model addressing the needs of all students through a continuum of services which provide:  (1) high-quality instruction and scientific, researched-based, tiered intervention strategies aligned with individual student need;  (2) frequent monitoring of student progress to make results-based academic or behavioral decisions; (3) data-based school improvement; and  (4) the application of student response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies).

General and Special Education Collaboration: The activities described above typically occur in the general education setting as schools assist struggling students prior to and, often, in lieu of a referral to special education. Local education agency (LEA) general and special education staff will need to coordinate and collaborate in developing a process implementing this framework. 
 
   




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A statement by Michael Scriven & Richard Paul for the 
National Council for Excellence in Critical Thinking Instruction


Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.

It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking.



What should homework look like?
 

Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.
Applications:
* Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Homewok is for practice of what was learned in class, not for gaining new learning.

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