Written expressly for teachers, this book is jam-packed with tools and strategies for integrating response to intervention (RTI) into everyday instruction in grades K-5. Numerous real-world examples connect RTI concepts to what teachers already know to help them provide effective instruction for all students, including struggling learners. Drawing on extensive classroom experience, the authors:
*Present color-coded intervention recipes for all three tiers of RTI implementation.
*Provide hands-on tools and 50 reproducibles, with a large format and sturdy spiral binding for ease of use.
*Explain the core features of RTI and what they look like in action.
*Describe evidence-based instructional methods for reading, writing, math, and behavior.
*Show how to fit assessment and progress monitoring into the busy school day.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||(Wire-Bound Paperback)|
|Product dimensions:||8.40(w) x 10.40(h) x 0.60(d)|
|Age Range:||5 - 10 Years|
About the Author
Rachel Brown-Chidsey, PhD, NCSP, is Associate Professor and Program Coordinator of School Psychology Programs at the University of Southern Maine. Prior to obtaining her doctorate, Dr. Brown-Chidsey taught middle and high school history and special education for 10 years. Her research areas include curriculum-based measurement, response to intervention, and scientifically based reading instruction methods. She has published many articles, book chapters, and books on these topics. Dr. Brown-Chidsey is a native Alaskan and splits her time between Maine and her hometown of Palmer, Alaska. She is a nationally certified school psychologist and is both certified and licensed for psychology practice in Alaska and Maine.
Louise Bronaugh, PhD, a school psychologist, is CEO of BEST Workshops for Educators, Eugene, Oregon. As a district-level literacy support specialist, she worked on the development and implementation of a schoolwide response-to-intervention model. Since 2004, Dr. Bronaugh has been conducting district-level trainings on Dynamic Indicators of Basic Early Literacy Skills (DIBELS) administration and scoring, customized districtwide DIBELS data interpretation, small-group literacy instruction, positive behavior support, and response to intervention. She has also taught in special education classes.
Kelly McGraw, PhD (now Kelly Broxterman), is Associate Professor at the Chicago School of Professional Psychology. Previously, she worked as a school psychologist and professional learning and leadership consultant at Heartland Area Education Agency in Johnston, Iowa, where she was responsible for using response to intervention to identify student needs and training teachers on district- and agencywide initiatives. She has presented nationally in the areas of data-based decision making, curriculum-based measurement, and effective instruction. Additional experiences include consulting with schools implementing response to intervention and working with teachers to improve the link between assessment and instruction. Her current efforts involve training students in educational foundations and systems change and consulting with school districts around the Midwest.
Table of Contents
Introduction: What Is RTI, and Why Are They Telling Me to Do It?
1. It Takes a Village: Building Consensus in School and at Home
2. How to Use the Tiered Framework
3. Evaluating the Core Curriculum: How Do We Know If It’s Working?
4. How Are the Kids Doing?: Progress Monitoring Is Not Optional
5. Yikes! I Have “Kids at Risk”: Don’t Worry—We’ve Already Done the Heavy Lifting for You
6. Reading Interventions
7. Written Language Interventions
8. Math Interventions
9. Behavior Interventions
10. RTI with English Language Learners: Instructional Considerations
11. If You’re Working in a DIBELS System, This Chapter Is for You
12. This All Sounds Great, but How Am I Supposed to Fit It into My Schedule?: Scheduling and Logistics
Appendix A. RTI Readiness Checklist
Appendix B. Reproducible Planning Forms
Appendix C. Intervention Recipes for Reading, Writing, Math, and Behavior
K–5 classroom teachers and special educators, school administrators, school psychologists, and graduate students in these fields. May serve as a supplemental text in such courses as Response to Intervention, Academic Interventions, and Behavior Interventions.