Implementing Response-to-Intervention in Elementary and Secondary Schools

An update to the bestselling first edition, this practical guidebook for implementing a school-wide Response-to-Intervention (RTI) model clearly and concisely presents issues from assessment and decision-making to Tiers I, II, and III interventions. The authors discuss what RTI is and why it is used, how to conduct assessments within an RtI system, and how to create a school-wide organization to facilitate RTI. Curricula, instruction, and intervention strategies for each Tier level covered in detail, and answers to frequently asked questions and tips for getting started are also provided. Each chapter has been extensively revised and updated with the most current research and work in the field. New to this edition are a chapter on RTI in early childhood settings and a section in each chapter focused on considerations for secondary schools. The downloadable resources include forms, checklists, reports, and progress monitoring materials to assist practitioners in the implementation of interventions. With this valuable, practical resource, school-based practitioners will be able to put the information they read into action immediately to enhance the implementation of RtI services for their schools and students.

"This book is a no-frills, nuts-and-bolts, step-by-step, how-to guide for those who are serious about getting results with RtI. If you want to use RtI to advance student learning in your school or district, this book is a must-have." - Amanda VanDerHeyden, PhD, Researcher and Consultant; President, Education Research & Consulting, Inc., Fairhope, Alabama"This second edition takes an immensely valuable resource and makes it even more valuable. The overview of the concepts and research behind RtI are succinctly described and illustrated to provide an understanding of the foundations of RtI." - John L. Hosp, PhD, Associate Professor of Teaching and Learning, the University of Iowa; co-director, the Center for Disability Research and Education (CDRE)."In the spate of books and articles about RtI, Burns and Gibbons’ work maintains as a useful resource for practitioners and university trainers. The new edition enhances the solid content of the original with up-to-date information and helpful guidance." - Joseph F. Kovaleski, DEd, NCSP, Director, Doctoral Program in School Psychology, Indiana University of Pennsylvania

Matthew K. Burns is Associate Professor of Educational Psychology and Coordinator of the School Psychology Program at the University of Minnesota. He is currently serving as Editor of School Psychology Review.Kimberly A. Gibbons is Executive Director of the St. Croix River Education District. She has experience as a Lecturer and Staff Development Coordinator at the University of Minnesota School Psychology Program and the St. Croix River Education District and as a school psychologist for two districts in Minnesota.