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Progress Monitoring: A scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with indiv... More »
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"In order to pledge success for every child using the RTI model, I would advise educators to seek building-wide commitment to the process and assemble a problem solving team dedicated to data analysis, interventions and progress monitoring..." [Read full story »]
— Katherine Griego, Principal, CO
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In regards to implementing RTI at the secondary level, how do you address the issue of universal screening?
Response from Evelyn Johnson, Ed.D.: First, it will be important to determine the outcome you are trying to predict. At the elementary school level, screening is conducted to determine who is at-risk for poor academic outcomes, especially in reading and math....[read full response]
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Kathleen Whitmire
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Kathleen Whitmire
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Dr. Kathleen Whitmire is the Director of the National Center for Learning Disabilities (NCLD) RTI Action Network. She came to NCLD from the American Speech-Language-Hearing Association where she served as the Director of School Services in Speech-Language Pathology, leading practices programs for over 50,000 speech-language pathologists working in the schools. Prior to that, she held positions as a clinic supervisor and lecturer at Syracuse University and as Assistant Professor and Chair of the Communication Disorders Department at The College of Saint Rose. She began her career as a school-based clinician in California and New York, where she worked for fourteen years.
A nationally-certified speech-language pathologist, Dr. Whitmire is a board-recognized specialist in child language and Fellow of the American Speech-Language-Hearing Association. She has authored more than 25 journal articles and chapters, has served as guest editor for three professional journals, and sits on the editorial board of Topics in Language Disorders.
She has presented extensively at the state and national levels on issues related to academic and social implications of disabilities in school-age children and adolescents, with particular interest in learning disabilities, stuttering, and deafness. She has also served in a variety of capacities for regional and state professional associations and boards, for which she has received two Distinguished Service Awards and a Special Citation. Dr. Whitmire received her M.A., M.S., and Ph.D. from the University of Rochester.
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