This comprehensive yet accessible reference covers the three tiers of RTI, schoolwide screening, progress monitoring, challenges to implementation, and changes in school structures and individual staff roles.
RTI
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Editorial Reviews
Review
"This is a richly informative book on a most important and timely topic to hundreds of thousands of practitioners, parents, and policy makers." (Doug Fuchs, Nicholas Hobbs Chair in Special Education and Human Development )
"Mellard and Johnson not only help us understand what RTI is and why we need it, they go the next step and tell us how to make it happen." (Joseph Jenkins, Professor of Special Education )
"There is an absolute need for a practitioner-focused book on Response to Intervention. RTI is an increasingly frequent feature of major policy initiatives as well as a major aspect of the growing body of best practices in instruction, assessment, and addressing students’ special needs."
(Karen L. Tichy, Associate Superintendent for Instruction )
"A must-have for every principal, central office administrator, and classroom instructional leader. The book will benefit both the building principal and the central office administrator by giving them a much better understanding of what RTI is, how it will operate within the building, and how the program will effect the district’s overall student achievement. Classroom teachers, especially those who are involved in the operation/implementation of an RTI program in their building, will gain an in-depth understanding of the RTI process and will see firsthand how to implement the program with the awareness of potential stumbling blocks such as progress monitoring of student data." (Principal Magazine, September/October 2008 )
"Mellard and Johnson not only help us understand what RTI is and why we need it, they go the next step and tell us how to make it happen." (Joseph Jenkins, Professor of Special Education )
"There is an absolute need for a practitioner-focused book on Response to Intervention. RTI is an increasingly frequent feature of major policy initiatives as well as a major aspect of the growing body of best practices in instruction, assessment, and addressing students’ special needs."
(Karen L. Tichy, Associate Superintendent for Instruction )
"A must-have for every principal, central office administrator, and classroom instructional leader. The book will benefit both the building principal and the central office administrator by giving them a much better understanding of what RTI is, how it will operate within the building, and how the program will effect the district’s overall student achievement. Classroom teachers, especially those who are involved in the operation/implementation of an RTI program in their building, will gain an in-depth understanding of the RTI process and will see firsthand how to implement the program with the awareness of potential stumbling blocks such as progress monitoring of student data." (Principal Magazine, September/October 2008 )
About the Author
Evelyn S. Johnson is an associate professor of special education at Boise State University and the coauthor of RTI: A Practitioner’s Guide to Implementing Response to Intervention. She began her career in Washington in 1994 as a special education teacher, and then at the University of Washington, Seattle, where her research focused on the inclusion of students with disabilities in accountability systems. Johnson’s work on assessment for students with disabilities has included research on accommodations and alternate assessments, as well as research on screening for reading problems. Prior to joining the faculty at BSU, she worked as a research associate for the National Research Center on Learning Disabilities (NRCLD), where she developed numerous technical assistance products to assist state and local educational agencies on RTI and learning disability identification–related issues. Currently, her research focuses on RTI implementation at the secondary levels.
Daryl F. Mellard is a research associate within the Center for Research on Learning and director of the Division of Adult Studies at the University of Kansas. His current projects address assessment and services to children and youth with learning disabilities, reading comprehension, and adult literacy. Mellard directed the National Research Center on Learning Disabilities (NRCLD) in its review of Responsiveness to Intervention (RTI), was one of the principal investigators in NRCLD’s examination of learning disabilities identification that included the application of RTI, and directed research on education, social, and employment issues for adults with disabilities. He has served as a cochair to the Kansas Coalition on Adult Literacy and Learning Disabilities and as a board of directors’ officer for the local independent living center. Mellard received his doctorate from the University of Kansas.
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Most Helpful Customer Reviews
3 of 3 people found the following review helpful:
5.0 out of 5 stars
RtI Implementation,
This review is from: RTI: A Practitioner's Guide to Implementing Response to Intervention (Paperback)
If you buy one book on the practical side of developing an awareness of RtI and facilitating implementation, this is it! Well organized and user friendly, even to those who are not clear on how it will be used in their setting. From one principal to another - this book is a must as you move through the 3 tiers.
5.0 out of 5 stars
Great, Researched Work,
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This review is from: RTI: A Practitioner's Guide to Implementing Response to Intervention (Paperback)
This text was required reading for one of my graduate courses. It is heavily researched and prepared in a way that you understand the RTI program. I came away reading the text thoroughly informed about the processes of RTI. This book is a great and comprehensive text for any educator or administrator that wishes to learn about RTI.
5.0 out of 5 stars
College Book for Education,
This review is from: RTI: A Practitioner's Guide to Implementing Response to Intervention (Paperback)
I bought this book for my daughter who is in college studying to be a teacher.
She says it is very informative for her career.
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Inside This Book
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Key Phrases - Statistically Improbable Phrases (SIPs):
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tiered service delivery, schoolwide screening, progress monitoring results, basic skills progress, progress monitoring tools, progress monitoring measures, early intervening services, scientifically based instruction, fidelity checks, progress monitoring data, general education instruction, essential task list, basic early literacy skills, special education instruction, ensuring fidelity, higher student achievement, general education teacher, making adequate progress, related services personnel, general education classroom, cut scores Key Phrases - Capitalized Phrases (CAPs): (learn more)
Practitioner's Guide, Implementing Response, Public Law, Retrieved March, Learning Disabilities, National Research Center, Kansas City, Reading First, Corwin Press, National Center, Intervention Table, Southwest Educational Development Laboratory, Learning Disability Quarterly, Journal of Educational Psychology, Context of Policy Initiatives, Status In Place Priority Standard, Task Responsible Person, Disabilities Education Act, National Reading Panel, Department of Education, Implement Tier, Monitoring Basic Skills Progress, New York, Thousand Oaks, Intervention Central Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
tiered service delivery, schoolwide screening, progress monitoring results, basic skills progress, progress monitoring tools, progress monitoring measures, early intervening services, scientifically based instruction, fidelity checks, progress monitoring data, general education instruction, essential task list, basic early literacy skills, special education instruction, ensuring fidelity, higher student achievement, general education teacher, making adequate progress, related services personnel, general education classroom, cut scores Key Phrases - Capitalized Phrases (CAPs): (learn more)
Practitioner's Guide, Implementing Response, Public Law, Retrieved March, Learning Disabilities, National Research Center, Kansas City, Reading First, Corwin Press, National Center, Intervention Table, Southwest Educational Development Laboratory, Learning Disability Quarterly, Journal of Educational Psychology, Context of Policy Initiatives, Status In Place Priority Standard, Task Responsible Person, Disabilities Education Act, National Reading Panel, Department of Education, Implement Tier, Monitoring Basic Skills Progress, New York, Thousand Oaks, Intervention Central Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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