Implementing Response-to-Intervention in Elementary and Secondary Schools
Procedures to Assure Scientific-Based Practices
Published February 5th 2009 by Routledge – 264 pages
Series: School-Based Practice in Action
The Response-to-Intervention (RTI) approach, tracks a student's progress and response to a given intervention (or series of interventions) that are designed to improve academic, social, behavioral, or emotional needs progress. RTI models have been closely scrutinized, researched, and reported in the past few years, and they are increasingly looked to as the foundation of future (and more and more as the present) of school psychology practice in schools. What is still lacking in the midst of a recent slew of handbooks, research studies, revised assessment scales and tests, and best-practices suggestions is a truly practical guidebook for actually implementing an RTI model. This book will fill this need. Following the structure and plan for our School-Based Practice in Action Series, authors Matt Burns and Kim Gibbons present a clear and concise guide for implementing a school-wide RTI model, from assessment and decision-making to Tiers I, II, and III interventions. As with other volumes in the series, a companion CD will include a wealth of examples of forms, checklists, reports, and progress monitoring materials for the practitioner.
Response to Intervention: What It Is and Why We Do It. Assessments Within an RTI System. Data-based Decision Making. Schoolwide Organization to Facilitate RTI. Curriculum and Instruction for All Children: Tier I. Intervention Strategies for a Selected Group: Tier II. Intensive Interventions for Individual Students: Tier III. Frequently Asked Questions Regarding Implementation and Tips for Getting Started. Appendices.
Matthew Kevin Burns is Associate Professor of Educational Psychology and Coordinator of the School Psychology Program at the University of Minnesota. His research focuses on improving instruction for children with varying abilities and disabilities. He currently serves as an associate editor of Assessment for Effective Intervention and is on the editorial board of School Psychology Review, Psychology in the Schools, and Remedial and Special Education.
Kimberly A. Gibbons is Executive Director of the St. Croix River Education District. She has experience as a Lecturer and Staff Development Coordinator at the University of Minnesota School Psychology Program and the St. Croix River Education District and as a school psychologist for two districts in Minnesota.