RTI in Practice: A Practical Guide to Implementing Effective Evidence–Based Interventions in Your School

A must–have resource for educational professionals implementing Response to Intervention (RTI) programs in their schools

RTI in Practice: A Practical Guide to Implementing Effective Evidence–Based Interventions in Your School is an innovative and timely guide that presents concrete, balanced perspectives and directions for implementing an effective RTI model in your school.

Built upon the three tiers of effective general education and universal screening, targeted interventions, and intensive interventions, this authoritative resource addresses:

Effective academic programs for all students

How to use data to make decisions in general education

Guidelines for setting goals, monitoring progress, and graphing intervention outcomes

Multicultural considerations

Realistic case scenarios appear throughout to bring the implementation strategies to life, and the book is packaged with a CD–ROM containing numerous reproducible and customizable forms, surveys, and screening tools, as well as an annotated list of resources for charting and monitoring individual student and classroom progress.

RTI in Practice: A Practical Guide to Implementing Effective Evidence–Based Interventions in Your School is a complete resource providing educators and school professionals with the tips¿and tools needed for successful RTI program implementation.

Preface.

Part I Introduction.

1 History of Learning Disabilities and Emergence of a New Model.

Part II Tier I: Effective General Education and Universal Screening/Progress Monitoring.

2 Effective Academic Programs for All Students.

3 School–Wide Data Collection for Screening and Outcome Decisions.

4 Using Data to Make Decisions in General Education.

Part III Tier 2: Targeted Interventions and Problem Solving for Students at Risk for Failure.

5 Developing Interventions.

6 Setting Goals, Monitoring Progress, and Graphing Intervention Outcomes.

7 Making Decisions After Intervening.

Part IV Tier 3: Intensive Interventions/Individual Education Plan Consideration and Development.

8 Moving to Tier 3: Eligibility Determination.

9 IEP Goal Development.

10 Considering Reintegration and Special Education Exit Decisions within an RTI Service Delivery Model (by Kelly A. Powell–Smith).

Part V Organizational Considerations and Conclusions.

11 RTI and Systems Change.

12 Conclusions.

References.

Author Index.

Subject Index.

About the CD–ROM.

James L. Mcdougal, PsyD, is Associate Professor in the School Psychology Program in the Counseling and Psychological Services Department at the State University of New York at Oswego.

Suzanne B. Graney, PhD, NCSP, is Associate Dean in the College of Liberal Arts and Assistant Professor in the School Psychology Program at Rochester Institute of Technology.

JAMES A. WRIGHT, MS, CAS, is an RTI trainer and consultant with eighteen years′ experience as a school psychologist and school administrator in the state of New York.

Scott P. Ardoin, PhD, is an Associate Professor in the School Psychology Program within the Department of Educational Psychology and Instructional Technology at the University of Georgia.