Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor and Program Coordinator of School Psychology Programs at the University of Southern Maine. Prior to obtaining her doctorate, Dr. Brown-Chidsey taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention, and scientifically based reading instruction methods. She has published many articles, book chapters, and books on these topics. Dr. Brown-Chidsey is a native Alaskan and splits her time between Maine and her hometown of Palmer, Alaska. She is a nationally certified school psychologist and is both certified and licensed for psychology practice in Alaska and Maine.

Louise Bronaugh, PhD, is a licensed school psychologist. As a district-level literacy support specialist, she worked on the development and implementation of a schoolwide response-to-intervention model. Since 2004, Dr. Bronaugh has been conducting district-level trainings on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) administration and scoring, customized districtwide DIBELS data interpretation, small-group literacy instruction, positive behavior support, and response to intervention. She has also taught in special education classes.

Kelly McGraw, PhD, is Assistant Professor at the Chicago School of Professional Psychology. Previously, she worked as a school psychologist and professional learning and leadership consultant at Heartland Area Education Agency in Johnston, Iowa, where she was responsible for using response to intervention to identify student needs and training teachers on district- and agencywide initiatives. Dr. McGraw has presented nationally in the areas of data-based decision making, curriculum-based measurement, and effective instruction. Additional experiences include consulting with schools implementing response to intervention and working with teachers to improve the link between assessment and instruction. Her current efforts involve training students in educational foundations and systems change and consulting with school districts around the Midwest.

Introduction: What Is RTI, and Why Are They Telling Me to Do It? 1. It Takes a Village: Building Consensus in School and at Home 2. How to Use the Tiered Framework 3. Evaluating the Core Curriculum: How Do We Know If It’s Working? 4. How Are the Kids Doing?: Progress Monitoring Is Not Optional 5. Yikes! I Have “Kids at Risk”: Don’t Worry—We’ve Already Done the Heavy Lifting for You 6. Reading Interventions 7. Written Language Interventions 8. Math Interventions 9. Behavior Interventions 10. RTI with English Language Learners: Instructional Considerations 11. If You’re Working in a DIBELS System, This Chapter Is for You 12. This All Sounds Great, but How Am I Supposed to Fit It into My Schedule?: Scheduling and Logistics Appendix A. RTI Readiness Checklist Appendix B. Reproducible Planning Forms Appendix C. Intervention Recipes for Reading, Writing, Math, and Behavior

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