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This is the 2nd edition with a publication date of 2/15/2012.
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An update to the bestselling first edition, this practical guidebook for implementing a school-wide Response-to-Intervention (RtI) model clearly and concisely presents issues from assessment and decision-making to Tiers I, II, and III interventions. The authors discuss what RtI is and why it is used, how to conduct assessments within an RtI system, and how to create a school-wide organization to facilitate RtI. Curricula, instruction, and intervention strategies for each Tier level covered in detail, and answers to frequently asked questions and tips for getting started are also provided. Each chapter has been extensively revised and updated with the most current research and work in the field. New to this edition are a chapter on RtI in early childhood settings and a section in each chapter focused on considerations for secondary schools. A companion CD includes forms, checklists, reports, and progress monitoring materials to assist practitioners in the implementation of interventions. With this valuable, practical resource, school-based practitioners will be able to put the information they read into action immediately to enhance the implementation of RtI services for their schools and students.
Matthew K. Burns, PhD, is a Full Professor of Educational Psychology, Coordinator of the School Psychology Program, and Co-Director of the Minnesota Center for Reading Research at the University of Minnesota. Kimberly Gibbons, PhD, is Executive Director of the St. Croix River Education District.
Table of Contents
|List of Illustrations||p. xi|
|List of Tables||p. xiii|
|Series Editors' Foreword||p. xv|
|About the Authors||p. xvii|
|Response-to-Intervention: What It Is and Why We Do It||p. 1|
|How We Got Here||p. 1|
|Role of the Federal Government in Funding Special Education||p. 2|
|Knowledge of Human Learning and Interventions||p. 4|
|What Is it?||p. 6|
|What Would Happen?||p. 10|
|Questions to Consider in Your District||p. 12|
|The Current Book||p. 13|
|Assessments Within an RtI System||p. 17|
|Types of Assessments for Rt||p. 117|
|Managing, Reporting, and Reviewing Benchmark Data||p. 26|
|Managing, Reporting, and Reviewing Progress Monitoring Data||p. 34|
|Considerations for Secondary Schools||p. 39|
|Data-Based Decision Making||p. 43|
|Problem Analysis Decisions and Decision-Making Rules||p. 45|
|Considerations for Secondary Schools||p. 56|
|Schoolwide Organization to Facilitate Rtl||p. 61|
|Types of Teams Within an RtI Framework||p. 61|
|Elements of RtI Schoolwide Organization||p. 74|
|Considerations for Secondary Settings||p. 76|
|Curriculum and Instruction for All Children: Tier 1||p. 79|
|Quality Instruction||p. 80|
|Phases of Instruction||p. 87|
|Considerations for Secondary Schools||p. 92|
|Intervention Strategies for a Selected Group: Tier 2||p. 99|
|Organizing Small Groups||p. 100|
|Considerations for Secondary Schools||p. 111|
|Intensive Interventions for Individual Students: Tier 3||p. 115|
|Problem-Solving Process Within Tier 3||p. 115|
|Interventions to Use||p. 125|
|Brief Experimental Analysis||p. 129|
|Implementing the RtI Framework in Early Childhood Settings||p. 133|
|Similarities Between Early Childhood Practices and Principles of RtI||p. 134|
|Critical Elements of RtI in Early Childhood Settings||p. 135|
|Tips for Ensuring Successful Transitions||p. 142|
|Frequently Asked Questions Regarding Implementation and Tips for Getting Started||p. 145|
|Frequently Asked Questions||p. 145|
|Implementation Tips||p. 158|
|Lessons Learned About RtI Implementation||p. 162|
|CD Contents||p. 199|
|Table of Contents provided by Ingram. All Rights Reserved.|