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RTI

A Practitioner's Guide to Implementing Response to Intervention

By: Daryl F. Mellard, Evelyn S. Johnson

The nuts-and-bolts handbook for implementing RTI schoolwide!

Written by leading special education researchers and aligned with the requirements of Reading First and the reauthorization of IDEA 2004, this comprehensive yet accessible reference provides practical guidelines for launching RTI. Highlighting the powerful role that RTI can play in prevention, early intervention, and the determination of eligibility for special services, the authors cover the three tiers of RTI, schoolwide screening, progress monitoring, and changes in school structures and individual staff roles. The text includes:

Site-based examples and student case studies
A discussion of the challenges to successful implementation
A section on frequently asked questions

Full description

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Product Details

Grade Level: PreK-12
ISBN: 9781412957724
Published By: Corwin
Year: 2007
Page Count: 168
Publication date: September 15, 2007

Price: $39.95

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Description

"Mellard and Johnson not only help us understand what RTI is and why we need it, they go the next step and tell us how to make it happen."
—Joseph Jenkins, Professor of Special Education
University of Washington

"This is a richly informative book on a most important and timely topic to hundreds of thousands of practitioners, parents, and policy makers."
—Doug Fuchs, Nicholas Hobbs Chair in Special Education and Human Development
Vanderbilt University

The nuts-and-bolts handbook for implementing RTI schoolwide!

Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early intervention, and determining eligibility for special services, the authors cover the three tiers of RTI, schoolwide screening, progress monitoring, and changes in school structures and individual staff roles. The text includes:

Site-based examples and student case studies
A discussion of the challenges to successful implementation
A section on frequently asked questions

RTI: A Practitioner's Guide to Implementing Response to Intervention is an invaluable resource that helps administrators increase the likelihood of success for students at risk and meet the requirements of NCLB, Reading First, and the reauthorization of IDEA 2004.

Key features

A readable, practitioner-friendly guide to implementing RTI
Includes numerous charts, sample graphs, case studies, resources, and FAQs to assist the teacher and administrator

Author(s)

Daryl F. Mellard

Daryl F. Mellard is a research associate within the Center for Research on Learning and director of the Division of Adult Studies at the University of Kansas. His current projects address assessment and services to children and youth with learning disabilities, reading comprehension, and adult literacy. Mellard directed the National Research Center on Learning Disabilities (NRCLD) in its review of Responsiveness to Intervention (RTI), was one of the principal investigators in NRCLD’s examination of learning disabilities identification that included the application of RTI, and directed research on education, social, and employment issues for adults with disabilities. He has served as a cochair to the Kansas Coalition on Adult Literacy and Learning Disabilities and as a board of directors’ officer for the local independent living center. Mellard received his doctorate from the University of Kansas.

Evelyn S. Johnson

Evelyn S. Johnson is an associate professor of special education at Boise State University and the coauthor of RTI: A Practitioner’s Guide to Implementing Response to Intervention. She began her career in Washington in 1994 as a special education teacher, and then at the University of Washington, Seattle, where her research focused on the inclusion of students with disabilities in accountability systems. Johnson’s work on assessment for students with disabilities has included research on accommodations and alternate assessments, as well as research on screening for reading problems. Prior to joining the faculty at BSU, she worked as a research associate for the National Research Center on Learning Disabilities (NRCLD), where she developed numerous technical assistance products to assist state and local educational agencies on RTI and learning disability identification–related issues. Currently, her research focuses on RTI implementation at the secondary levels.

Table of Contents

Preface

Acknowledgments

About the Authors

1. Introduction: What Is RTI?

RTI as a Three-Tiered Model

Purposes of RTI

Research Support for RTI

Summary

References

2. RTI in the Context of Policy Initiatives

Policy Coherence, Professional Learning Communities, and the Professional Teaching and Learning Cycle

Key Elements of NCLB 2001

Key Elements of Reading First

Key Provisions of IDEA 2004

Summary

References

3. Schoolwide Screening

Definitions and Features

Implementation

Changing Structures and Roles

Challenges to Implementation

Screening in Practice

Summary

Resources

References

4. Progress Monitoring

Definitions and Features

Implementation

Changing Structures and Roles

Challenges to Implementation

Progress Monitoring in Practice

Summary

Resources

References

5. Tier 1: General Education

Definitions and Features

Implementation

Changing Structures and Roles

Challenges to Implementation

Summary

Resources

References

6. Tier 2: Intervention

Definitions and Features

Implementation

Changing Structures and Roles

Challenges to Implementation

Summary

Resources

References

7. Tier 3: Special Education

Definitions and Features

Implementation

Changing Structures and Roles

Challenges to Implementation

Tiered Service Delivery in Practice

Summary

Resources

References

8. Fidelity of Implementation

Definitions and Features

Implementation

Changing Structures and Roles

Challenges to Implementation

Summary

Resources

References

9. Conclusion

Frequently Asked Questions About RTI

Conclusion

References

Index

Reviews

"This is a richly informative book on a most important and timely topic to hundreds of thousands of practitioners, parents, and policy makers."

Doug Fuchs, Nicholas Hobbs Chair in Special Education and Human Development
Vanderbilt University

"Mellard and Johnson not only help us understand what RTI is and why we need it, they go the next step and tell us how to make it happen."

Joseph Jenkins, Professor of Special Education
University of Washington

"There is an absolute need for a practitioner-focused book on Response to Intervention. RTI is an increasingly frequent feature of major policy initiatives as well as a major aspect of the growing body of best practices in instruction, assessment, and addressing students’ special needs."

Karen L. Tichy, Associate Superintendent for Instruction
Catholic Education Office, Archdiocese of St. Louis, MO

"A must-have for every principal, central office administrator, and classroom instructional leader. The book will benefit both the building principal and the central office administrator by giving them a much better understanding of what RTI is, how it will operate within the building, and how the program will effect the district’s overall student achievement. Classroom teachers, especially those who are involved in the operation/implementation of an RTI program in their building, will gain an in-depth understanding of the RTI process and will see firsthand how to implement the program with the awareness of potential stumbling blocks such as progress monitoring of student data."

Principal Magazine, September/October 2008

Other Titles in: Special Education Identification | Teaching Methods & Learning Styles | RTI

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.