Overview

Providing a unique ""on-the-ground"" perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. This book will be important reading for school psychologists, K-12 school administrators, and special educators; graduate students and researchers in these fields. It may also serve as a supplemental text in graduate-level courses such as Response to Intervention, Introduction to School Psychology, and Academic Interventions in School Psychology.

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9781609181246

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Reviews

This book addresses a clear need for more explicit examples of how to implement response to intervention (RTI). I know of no other source that better connects RTI implementation to improvement in student outcomes. It is an excellent resource for school leaders who are implementing multi-tiered support systems. Simply using the provided forms will save significant time that would have been spent developing and piloting these procedures. I plan to use this book as a text for the School Consultation course in our School Psychology doctoral program. - Michael Vanderwood, University of California, USA Using a storytelling format and consistent criteria, nationally known university researchers, in partnership with school district leaders, capture the process of linking research to practice in RTI implementation. The book addresses implications for the scaling up and sustainability of RTI as a promising educational innovation and catalyst for improved student achievement. It is an invaluable contribution for practitioners, school administrators, and other stakeholders who need to know how RTI models can be implemented within the confines and real-world constraints of schools, funding sources, and referral streams, while preserving high fidelity and beneficial outcomes. - Jennifer A. Lillenstein, state lead consultant, Response to Instruction and Intervention, Pennsylvania Training and Technical Assistance Network, USA

This book addresses a clear need for more explicit examples of how to implement response to intervention (RTI). I know of no other source that better connects RTI implementation to improvement in student outcomes. It is an excellent resource for school leaders who are implementing multi-tiered support systems. Simply using the provided forms will save significant time that would have been spent developing and piloting these procedures. I plan to use this book as a text for the School Consultation course in our School Psychology doctoral program. - Michael Vanderwood, Graduate School of Education, University of California, Riverside, USA Using a storytelling format and consistent criteria, nationally known university researchers, in partnership with school district leaders, capture the process of linking research to practice in RTI implementation. The book addresses implications for the scaling up and sustainability of RTI as a promising educational innovation and catalyst for improved student achievement. It is an invaluable contribution for practitioners, school administrators, and other stakeholders who need to know how RTI models can be implemented within the confines and real-world constraints of schools, funding sources, and referral streams, while preserving high fidelity and beneficial outcomes. - Jennifer A. Lillenstein, state lead consultant, Response to Instruction and Intervention, Pennsylvania Training and Technical Assistance Network, USA

Author Information

Edited by Edward S. Shapiro, PhD, Center for Promoting Research to Practice, Lehigh University, Pennsylvania, USA Naomi Zigmond, PhD, School of Education, University of Pittsburgh, USA, Teri Wallace, PhD, College of Education, Minnesota State University, USA and Doug Marston, PhD, Minneapolis Public Schools, USA

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