RTI in Practice
John Wiley & Sons Inc
978-0-470-17073-1 (ISBN)
A must-have resource for educational professionals implementing Response to Intervention (RTI) programs in their schools
RTI in Practice: A Practical Guide to Implementing Effective Evidence-Based Interventions in Your School is an innovative and timely guide that presents concrete, balanced perspectives and directions for implementing an effective RTI model in your school.
Built upon the three tiers of effective general education and universal screening, targeted interventions, and intensive interventions, this authoritative resource addresses:
Effective academic programs for all students
How to use data to make decisions in general education
Guidelines for setting goals, monitoring progress, and graphing intervention outcomes
Multicultural considerations
Realistic case scenarios appear throughout to bring the implementation strategies to life, and the book is packaged with a CD-ROM containing numerous reproducible and customizable forms, surveys, and screening tools, as well as an annotated list of resources for charting and monitoring individual student and classroom progress.
RTI in Practice: A Practical Guide to Implementing Effective Evidence-Based Interventions in Your School is a complete resource providing educators and school professionals with the tips¿and tools needed for successful RTI program implementation.
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.
Preface v
PART I INTRODUCTION 1
1 History of Learning Disabilities and Emergence of a New Model 3
PART II TIER I: EFFECTIVE GENERAL EDUCATION AND UNIVERSAL SCREENING/PROGRESS MONITORING 23
2 Effective Academic Programs for All Students 25
3 School-Wide Data Collection for Screening and Outcome Decisions 53
4 Using Data to Make Decisions in General Education 75
PART III TIER 2: TARGETED INTERVENTIONS AND PROBLEM SOLVING FOR STUDENTS AT RISK FOR FAILURE 95
5 Developing Interventions 97
6 Setting Goals, Monitoring Progress, and Graphing Intervention Outcomes 127
7 Making Decisions After Intervening 153
PART IV TIER 3: INTENSIVE INTERVENTIONS/ INDIVIDUAL EDUCATION PLAN CONSIDERATION AND DEVELOPMENT 179
8 Moving to Tier 3: Eligibility Determination 181
9 IEP Goal Development 197
10 Considering Reintegration and Special Education Exit Decisions within an RTI Service Delivery Model 221
Kelly A. Powell-Smith
PART V ORGANIZATIONAL CONSIDERATIONS AND CONCLUSIONS 253
11 RTI and Systems Change 255
12 Conclusions 277
References 287
Author Index 307
Subject Index 311
About the CD-ROM 321
| Zusatzinfo | Charts: 4 B&W, 0 Color; Tables: 15 B&W, 0 Color; Graphs: 14 B&W, 0 Color |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 193 x 236 mm |
| Gewicht | 603 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 0-470-17073-5 / 0470170735 |
| ISBN-13 | 978-0-470-17073-1 / 9780470170731 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
