About the Book
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. This book will be important reading for school psychologists, K-12 school administrators, and special educators; graduate students and researchers in these fields. It may also serve as a supplemental text in graduate-level courses such as Response to Intervention, Introduction to School Psychology, and Academic Interventions in School Psychology.
Table of Contents:
1. Progress Monitoring: Support and Practice Implementation from the Federal Level, Grace Zamora Durán, Elizabeth M. Hughes, and Renée 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, María Almendárez 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, Renáta Tichá, 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
About the Author :
Edited by Edward S. Shapiro, PhD, Center for Promoting Research to Practice, Lehigh University, Pennsylvania, USA Naomi Zigmond, PhD, School of Education, University of Pittsburgh, USA, Teri Wallace, PhD, College of Education, Minnesota State University, USA and Doug Marston, PhD, Minneapolis Public Schools, USA
Review :
"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, University of California, USA "Using 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, state lead consultant, Response to Instruction and Intervention, Pennsylvania Training and Technical Assistance Network, USA
