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This book presents clear-cut procedures for using response to intervention (RTI) to determine a K-12 student's eligibility for special education under the designation of specific learning disabilities (SLD). Comprehensive guidelines are provided for gathering student data in the course of interventions and ruling out causes other than SLD for academic problems. Special features include case examples, tips for creating individualized education plans based on RTI data, and frequently asked questions. With a convenient large-size format and lay-flat binding, the book features useful reproducible tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series.
Joseph F. Kovaleski, DEd, NCSP, is Professor of Educational and School Psychology and Director of the Doctoral Program in School Psychology at the Indiana University of Pennsylvania. He serves on the Advisory Board of the RTI Action Network at the National Center for Learning Disabilities (NCLD) and on the editorial board of School Psychology Review. In 2005, Dr. Kovaleski, with Edward S. Shapiro, initiated RTI in Pennsylvania through the Pennsylvania Training and Technical Assistance Network. He has published a number of articles, book chapters, and web-based content on RTI and other topics related to school reform and school psychology. Amanda M. VanDerHeyden, PhD, is a private consultant, researcher, and national trainer who has worked in a number of school districts and is President of Education Research and Consulting, Inc., in Fairhope, Alabama. She serves on the Advisory Board of the RTI Action Network at the NCLD, and is also a member of the NCLD's Education Programs Committee and a panelist at the Institute for Education Sciences, U.S. Department of Education. Dr. VanDerHeyden received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association (APA). She is associate editor of School Psychology Review and has published numerous articles and books related to RTI. Edward S. Shapiro, PhD, is Professor of School Psychology and Director of the Center for Promoting Research to Practice in the College of Education at Lehigh University. A recipient of the Senior Scientist Award from APA Division 16, he is the author or coauthor of a number of books. Dr. Shapiro is best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems; he is currently collaborating with the Pennsylvania Department of Education in developing and facilitating the implementation of RTI in the state.
Table of Contents
Introduction 1. Historical and Legal Background for Response to Intervention 2. Implementing RTI as School Reform: Instructional Prerequisites for Using RTI for Eligibility Decision Making 3. Determining Inadequate Academic Achievement 4. Determining Rate of Improvement 5. Ruling Out Other Conditions 6. Ruling Out Inadequate Instruction 7. The Observation Requirement 8. Parent Involvement in an RTI System 9. Determining Eligibility for Special Education: Pulling All the Pieces Together in a Comprehensive Evaluation 10. Using RTI Data to Build an IEP 11. Frequently Asked Questions about RTI and SLD