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9781606232972

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This is not a book that teachers will just read and replace on the shelf--it will be marked with highlighters, sticky notes, and dog-eared corners! This book will encourage new teachers and energize returning ones by giving them practical tools to implement RTI in their classrooms today. Wonderful features include a tool to assist schools in taking the next steps towards implementing RTI, planning forms to track student progress, and specific intervention recipes for reading, writing, math, and behavior. --Brenda Whitaker, MA, Principal, Edgewood Primary School, Bloomington, Indiana This book is indispensable for teachers whose districts have implemented RTI. The strong focus on the essential components of RTI gives the reader a foundation of knowledge from which a successful RTI plan can be developed. The book describes research-based interventions in reading, writing, mathematics, and behavior. Chapters on instructional considerations for English language learners and the use of the DIBELS system are invaluable. --Joseph Gerard, MA, school psychologist/RTI coordinator, Matanuska-Susitna Borough School District, Alaska One of the best how-to books for RTI on the market. Written in teacher-friendly, jargon-free language, this book is a high-yield resource for veteran and novice implementers, offering ideas you can put into practice today to enhance RTI implementation at your school. --Amanda VanDerHeyden, PhD, Education Research and Consulting, Inc., Fairhope, Alabama Classroom teachers, literacy coaches, and principals will find this book helpful in planning for and implementing RTI. The recipes clearly outline how to develop multi-tiered, evidence-based interventions for struggling students. This would be an ideal text for professional development initiatives and teacher book clubs. --Christina Cassano, MEd, doctoral candidate and former classroom teacher and literacy specialist, Boston, Massachusetts Enlightening. This book offers a better understanding of how curriculum can work more efficiently in order to meet the needs of all students. I thoroughly enjoyed the book and look forward to training my staff on the implementation of RTI. Whether you are an administrator, teacher, professor, or graduate student, this book is a 'must read.' --Debbie Ferree, MS, Principal, Edgewood Intermediate School RTI in the Classroom has the ingredients to help teachers, psychologists, and school leaders understand and apply one of the most important recent advances in education. Designed to be practical and user friendly, this book delivers what it promises: pragmatic descriptions of key concepts along with helpful examples, valuable resources, and meaningful questions for reflection and implementation. Chapters review interventions not only for reading but also for writing, math and behavior, offering excellent suggestions for research-based best practices. The discussions of benchmarking and progress monitoring, as well as how to meet the needs of English language learners, are very helpful. --Blanche Podhajski, PhD, President, Stern Center for Language and Learning, Williston, Vermont; Department of Neurology, University of Vermont College of Medicine

One of the best how-to books for RTI on the market. Written in teacher-friendly, jargon-free language, this book is a high-yield resource for veteran and novice implementers, offering ideas you can put into practice today to enhance RTI implementation at your school. - Amanda VanDerHeyden, Education Research and Consulting, Inc., Fairhope, Alabama, USA This book is indispensable for teachers whose districts are in the process of implementing RTI. The strong focus on the essential components of RTI gives the reader a foundation of knowledge from which a successful RTI plan can be developed. The book describes research-based interventions in reading, writing, mathematics, and behavior. Chapters on instructional considerations for English language learners and the use of the DIBELS System are invaluable. - Joseph Gerard, School Psychologist/RTI coordinator, Matanuska--Susitna Borough School District, Alaska, USA Designed to be practical and user friendly, this book delivers what it promises: pragmatic descriptions of key concepts along with helpful examples, valuable resources, and meaningful questions for reflection and implementation...The discussions of benchmarking and progress monitoring, as well as how to meet the needs of English language learners, are very helpful. - Blanche Podhajski, President, Stern Center for Language and Learning, Williston, Vermont; Department of Neurology, University of Vermont College of Medicine, USA The recipes clearly outline how to develop multi-tiered, evidence-based interventions for struggling students. This would be an ideal text for professional development initiatives and teacher book clubs. - Christina Cassano, doctoral candidate and former classroom teacher and literacy specialist, Boston, Massachusetts, USA Enlightening. This book offers a better understanding of how curriculum can work more efficiently in order to meet the needs of all students. I thoroughly enjoyed the book and look forward to training my staff on the implementation of RTI. Whether you are an administrator, teacher, professor, or graduate student, this book is a 'must read.' - Debbie Ferree, Principal, Edgewood Intermediate School, USA This is not a book that teachers will just read and replace on the shelf - it will be marked with highlighters, sticky notes, and dog-eared corners! This book will encourage new teachers and energize returning ones by giving them practical tools to implement RTI in their classrooms today. Wonderful features include a tool to assist schools in taking the next steps towards implementing RTI, planning forms to track student progress, and specific intervention recipes for reading, writing, math, and behavior. - Brenda Whitaker, Principal, Edgewood Primary School, Bloomington, Indiana, USA

Author Information

Rachel Brown-Chidsey, PhD, School Psychology Program, University of Southern Maine, Gorham, ME, USA; Louise Bronaugh, PhD, Dynamic Measurement Group, Eugene, USA, OR; and Kelly McGraw, PhD, School Psychology Program, Chicago School of Professional Psychology, Chicago, IL, USA

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