RTI in Practice : A Practical Guide to Implementing Effective Evidence-Based Interventions in Your School

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Edition: 1st
Format: Paperback
Pub. Date: 2010-01-07
Publisher(s): Wiley
List Price: $77.81

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The Individuals with Disabilities Education Act (IDEA) calls for effective identification of Specific Learning Disabilities (SLD). This comprehensive resource offers school-based professionals a timely 'how-to' guide to implementing a quality, three-tiered response-to-intervention (RTI) model in public school settings. It offers concrete, balanced perspectives and directions for implementing an evidence-based and effective RTI model in public schools. In addition, an accompanying CD-ROM includes reproducible forms, surveys, and screening tools. School psychologists and special education professionals and teachers will benefit from this volume.

Author Biography

James L. Mcdougal, PsyD, is Associate Professor in the School Psychology Program in the Counseling and Psychological Services Department at the State University of New York at Oswego.

Suzanne B. Graney, PhD, NCSP, is Associate Dean in the College of Liberal Arts and Assistant Professor in the School Psychology Program at Rochester Institute of Technology.

JAMES A. WRIGHT, MS, CAS, is an RTI trainer and consultant with eighteen years' experience as a school psychologist and school administrator in the state of New York.

Scott P. Ardoin, PhD, is an Associate Professor in the School Psychology Program within the Department of Educational Psychology and Instructional Technology at the University of Georgia.

Table of Contents

History of Learning Disabilities and Emergence of a New Model
Tier I: Effective General Education and Universal Screening/Progress Monitoring
Effective Academic Programs for All Students
School-Wide Data Collection for Screening and Outcome Decisions
Using Data to Make Decisions in General Education
Tier 2: Targeted Interventions and Problem-Solving for Students at Risk for Failure
Developing Interventions
Setting Goals, Monitoring Progress, and Graphing Intervention Outcomes
Making Decisions After Intervening
Tier 3: Intensive Interventions/Individual Education Plan Consideration and Development
Moving to Tier 3: Eligibility Determination
IEP Goal Development
Considering Reintegration and Special Education Exit Decisions within an RTI Service Delivery Model
Organizational Considerations and Conclusions
RTI and Systems Change
Table of Contents provided by Publisher. All Rights Reserved.

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