Models for Implementing Response to Intervention

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.

Shapiro et al. have succeeded in producing a practical, hands-on description of district- and school-level RTI implementation that is nested in a solid theoretical and research framework. The book is presented in a way that lets readers learn directly from the implementers themselves. It provides valuable information about interventions, student progress monitoring, professional development, and fidelity of implementation. What worked (and what didn't work) is objectively shared.--David P. Prasse, PhD, School of Education, Loyola University ChicagoUsing 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 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-

Edward S. Shapiro, PhD, until his death in 2016, was Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, Dr. Shapiro was author or coauthor of numerous books. He also developed the widely used BOSS (Behavioral Observation of Students in Schools) software system and presented papers, chaired symposia, and delivered invited addresses at conferences around the world. Dr. Shapiro's contributions to the field of school psychology have been recognized with the Outstanding Contributions to Training Award from Trainers of School Psychologists, the Distinguished Contribution to School Psychology Award from the Pennsylvania Psychological Association, the Eleanor and Joseph Lipsch Research Award from Lehigh University, and the Senior Scientist Award from the Division of School Psychology of the American Psychological Association, among other honors. Naomi Zigmond, PhD, is Distinguished Professor of Education at the University of Pittsburgh. She has been an active special education researcher and teacher for more than 40 years, with a focus on the organization of special education services for students with disabilities in elementary and secondary schools and the impact of program organization on student achievement. She is a recipient of the Research Award from the Council for Exceptional Children. Teri Wallace, PhD, is Associate Professor in the College of Education at Minnesota State University, Mankato. Her research interests include general outcome measurement development for students with significant cognitive disabilities, RTI, the use of data for decision making, and implementing co-teaching in teacher preparation programs. In addition, she is interested in the continuous improvement of teacher education. Doug Marston, PhD, is Administrator for Research, Evaluation, and Assessment for the Special Education Department of the Minneapolis Public Schools and an adjunct faculty member in the Special Education Program at the University of Minnesota. He is a recipient of the Ysseldyke Distinguished Best Practices Award from the Minnesota School Psychology Association.