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. CRITICAL ACCLAIM "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 "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, EdD, state lead consultant, Response to Instruction and Intervention, Pennsylvania Training and Technical Assistance Network KEY POINTS > Great demand: RTI is a central focus in school psychology and education. > Presents essential research on RTI implementation and outcomes in four school districts across the country. > Includes field-tested implementation tools that book purchasers can photocopy or download. AUDIENCE School psychologists, K–12 school administrators, and special educators; graduate students and researchers in these fields. COURSE USE May serve as a supplemental text in graduate-level courses such as Response to Intervention, Introduction to School Psychology, and Academic Interventions in School Psychology. CONTENTS 1. Progress Monitoring: Support and Practice Implementation from the Federal Level, Grace Zamora Durán, Elizabeth M. Hughes, and Renée Bradley I. 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. Gischlar II. 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 Stanfa III. 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 Muyskens IV. 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 Tindal V. Perspective from the Model Demonstration Coordination Center14. A Cross-Case Perspective on the Implementation of Model Demonstration Projects, Mary Wagner and Phyllis Levine CONTRIBUTORS Julie Alonzo, PhD, Department of Behavioral Research and Teaching, College of Education, University of Oregon, Eugene, Oregon María Almendárez Barron, MA, Department of Instruction and Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania Renée Bradley, PhD, Office of Special Education Programs, U.S. Department of Education, Washington, DC Ann Casey, PhD, Minneapolis Public Schools, Minneapolis, Minnesota Nathan H. Clemens, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas Yvonne Curtis, DEd, Forest Grove School District, Forest Grove, Oregon Grace Zamora Durán, PhD, Office of Special Education Programs, U.S. Department of Education, Washington, DC Karen L. Gischlar, PhD, Department of Graduate Education, Leadership, and Counseling, Rider University Lawrenceville, New Jersey Alexandra Hilt-Panahon, PhD, Department of Special Education, Minnesota State University at Mankato, Mankato, Minnesota Elizabeth M. Hughes, MEd, Department of Curriculum and Instruction, School of Education, Clemson University, Clemson, South Carolina Amanda Kloo, PhD, Department of Instruction and Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania Matthew Lau, PhD, NCSP, Minneapolis Public Schools, Minneapolis, Minnesota Phyllis Levine, PhD, Model Demonstration Coordination Center, Office of Special Education Programs, Washington, DC, and Center for Education and Human Services, SRI International, Menlo Park, California Kimy Liu, PhD, School of Education, University of Portland, Portland, Oregon Charles D. Machesky, EdD, Uniontown Area School District, Uniontown, Pennsylvania Doug Marston, PhD, Minneapolis Public Schools, Minneapolis, Minnesota Paul Muyskens, PhD, Minneapolis Public Schools, Minneapolis, Minnesota Eileen St. John, EdD, Pennsylvania Training and Technical Assistance Network, Pittsburgh, Pennsylvania Edward S. Shapiro, PhD, Center for Promoting Research to Practice, Lehigh University, Bethlehem, Pennsylvania Kathleen Stanfa, MEd, Department of Special Education, Kutztown University, Kutztown, Pennsylvania Larry Sullivan, PhD, Educational Support Services, Eugene School District, Eugene, Oregon Jane Thompson, MSW, EdS, Minneapolis Public Schools, Minneapolis, Minnesota Renáta Tichá, PhD, Institute on Community Integration, College of Education and Human Development, University of Minnesota, Minneapolis, Minnesota Gerald Tindal, PhD, Department of Educational Methodology, Policy, and Leadership, University of Oregon, Eugene, Oregon Mary Wagner, PhD, Model Demonstration Coordination Center, Office of Special Education Programs, Washington, DC, and Center for Education and Human Services, SRI International, Menlo Park, California Teri Wallace, PhD, College of Education, Minnesota State University, Mankato, Minnesota Naomi Zigmond, PhD, Department of Instruction and Learning, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania --- from the publisher |