Models for Implementing Response to Intervention
Tools, Outcomes, and Implications
1st Edition
Published on 25. February 2011
Book
Hardback
407 pages
978-1-60918-124-6 (ISBN)
Description
Providing a unique on-the-ground perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. Invaluable reproducible tools developed and field tested during the implementation of each model can be downloaded and printed by purchasers in a convenient full-page size.
Reviews / Votes
Shapiro et al. have succeeded in producing a practical, hands-on description of district- and school-level RTI implementation that is nested in a solid theoretical and research framework. The book is presented in a way that lets readers learn directly from the implementers themselves. It provides valuable information about interventions, student progress monitoring, professional development, and fidelity of implementation. What worked (and what didn't work) is objectively shared.--David P. Prasse, PhD, School of Education, Loyola University ChicagoUsing a storytelling format and consistent criteria, nationally known university researchers, in partnership with school district leaders, capture the process of linking research to practice in RTI implementation. The book addresses implications for the scaling up and sustainability of RTI as a promising educational innovation and catalyst for improved student achievement. It is an invaluable contribution for practitioners, school administrators, and other stakeholders who need to know how RTI models can be implemented within the confines and real-world constraints of schools, funding sources, and referral streams, while preserving high fidelity and beneficial outcomes.--Jennifer A. Lillenstein, EdD, state lead consultant, Response to Instruction and Intervention, Pennsylvania Training and Technical Assistance Network
This book addresses a clear need for more explicit examples of how to implement response to intervention (RTI). I know of no other source that better connects RTI implementation to improvement in student outcomes. It is an excellent resource for school leaders who are implementing multi-tiered support systems. Simply using the provided forms will save significant time that would have been spent developing and piloting these procedures. I plan to use this book as a text for the School Consultation course in our School Psychology doctoral program.--Michael Vanderwood, PhD, Graduate School of Education, University of California, Riverside
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More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Professional Practice & Development
Dimensions
Height: 229 mm
Width: 152 mm
Weight
698 gr
ISBN-13
978-1-60918-124-6 (9781609181246)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors.
Naomi Zigmond, PhD, is Distinguished Professor of Education at the University of Pittsburgh. She has been an active special education researcher and teacher for more than 40 years, with a focus on the organization of special education services for students with disabilities in elementary and secondary schools and the impact of program organization on student achievement. She is a recipient of the Research Award from the Council for Exceptional Children.
Teri Wallace, PhD, is Associate Professor in the College of Education at Minnesota State University, Mankato. Her research interests include general outcome measurement development for students with significant cognitive disabilities, RTI, the use of data for decision making, and implementing co-teaching in teacher preparation programs. In addition, she is interested in the continuous improvement of teacher education.
Doug Marston, PhD, is Administrator for Research, Evaluation, and Assessment for the Special Education Department of the Minneapolis Public Schools and an adjunct faculty member in the Special Education Program at the University of Minnesota. He is a recipient of the Ysseldyke Distinguished Best Practices Award from the Minnesota School Psychology Association.
Naomi Zigmond, PhD, is Distinguished Professor of Education at the University of Pittsburgh. She has been an active special education researcher and teacher for more than 40 years, with a focus on the organization of special education services for students with disabilities in elementary and secondary schools and the impact of program organization on student achievement. She is a recipient of the Research Award from the Council for Exceptional Children.
Teri Wallace, PhD, is Associate Professor in the College of Education at Minnesota State University, Mankato. Her research interests include general outcome measurement development for students with significant cognitive disabilities, RTI, the use of data for decision making, and implementing co-teaching in teacher preparation programs. In addition, she is interested in the continuous improvement of teacher education.
Doug Marston, PhD, is Administrator for Research, Evaluation, and Assessment for the Special Education Department of the Minneapolis Public Schools and an adjunct faculty member in the Special Education Program at the University of Minnesota. He is a recipient of the Ysseldyke Distinguished Best Practices Award from the Minnesota School Psychology Association.
Content
1. Progress Monitoring: Support and Practice Implementation from the Federal Level, Grace Zamora Duran, Elizabeth M. Hughes, and Renee BradleyI. Monitoring Progress in Pennsylvania Pupils: MP3 at Lehigh University
2. The Structure and Context of the RTI Model, Alexandra Hilt-Panahon, Edward S. Shapiro, Nathan H. Clemens, and Karen L. Gischlar
3. The Process of Implementation and Design for Sustainability, Karen L. Gischlar, Alexandra Hilt-Panahon, Nathan H. Clemens, and Edward S. Shapiro
4. Student Achievement Outcomes, Nathan H. Clemens, Edward S. Shapiro, Alexandra Hilt-Panahon, and Karen L. GischlarII. Implementing RTI in Low-Achieving, High-Need Schools: Project MP3 at the University of Pittsburgh
5. Context and Commitment, Amanda Kloo, Charles D. Machesky, and Naomi Zigmond
6. A Blueprint for Change, Amanda Kloo, Maria Almendarez Barron, Eileen St.John, and Naomi Zigmond
7. Celebrating Achievement Gains and Cultural Shifts, Naomi Zigmond, Amanda Kloo, and Kathleen StanfaIII. The Minnesota Demonstrating Progress Monitoring Project
8. The Context and Content of Implementation, Doug Marston, Ann Casey, and Teri Wallace
9. The Process of Implementation, Doug Marston, Teri Wallace, Jane Thompson, Mathew Lau, and Paul Muyskens
10. Evaluation of Implementation, Teri Wallace, Doug Marston, Renata Ticha, Matthew Lau, and Paul MuyskensIV. The University of Oregon-Eugene School District 4J Model of RTI
11. The Context and Process of Implementation, Yvonne Curtis, Larry Sullivan, Julie Alonzo, and Gerald Tindal
12. The Measurement System Behind the RTI Model, Julie Alonzo and Gerald Tindal
13. Implementation and Outcomes, Kimy Liu, Julie Alonzo, and Gerald TindalV. Perspective from the Model Demonstration Coordination Center
14. A Cross-Case Perspective on the Implementation of Model Demonstration Projects, Mary Wagner and Phyllis Levine
2. The Structure and Context of the RTI Model, Alexandra Hilt-Panahon, Edward S. Shapiro, Nathan H. Clemens, and Karen L. Gischlar
3. The Process of Implementation and Design for Sustainability, Karen L. Gischlar, Alexandra Hilt-Panahon, Nathan H. Clemens, and Edward S. Shapiro
4. Student Achievement Outcomes, Nathan H. Clemens, Edward S. Shapiro, Alexandra Hilt-Panahon, and Karen L. GischlarII. Implementing RTI in Low-Achieving, High-Need Schools: Project MP3 at the University of Pittsburgh
5. Context and Commitment, Amanda Kloo, Charles D. Machesky, and Naomi Zigmond
6. A Blueprint for Change, Amanda Kloo, Maria Almendarez Barron, Eileen St.John, and Naomi Zigmond
7. Celebrating Achievement Gains and Cultural Shifts, Naomi Zigmond, Amanda Kloo, and Kathleen StanfaIII. The Minnesota Demonstrating Progress Monitoring Project
8. The Context and Content of Implementation, Doug Marston, Ann Casey, and Teri Wallace
9. The Process of Implementation, Doug Marston, Teri Wallace, Jane Thompson, Mathew Lau, and Paul Muyskens
10. Evaluation of Implementation, Teri Wallace, Doug Marston, Renata Ticha, Matthew Lau, and Paul MuyskensIV. The University of Oregon-Eugene School District 4J Model of RTI
11. The Context and Process of Implementation, Yvonne Curtis, Larry Sullivan, Julie Alonzo, and Gerald Tindal
12. The Measurement System Behind the RTI Model, Julie Alonzo and Gerald Tindal
13. Implementation and Outcomes, Kimy Liu, Julie Alonzo, and Gerald TindalV. Perspective from the Model Demonstration Coordination Center
14. A Cross-Case Perspective on the Implementation of Model Demonstration Projects, Mary Wagner and Phyllis Levine