RTI Applications, Volume 2: Volume 2

RTI Applications, Volume 2: Volume 2 : Assessment, Analysis, and Decision Making

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Once a response-to-intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the "response" component of RTI, providing crucial knowledge and hands-on techniques for assessing the effectiveness of RTI practices in grades K-12. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format and lay-flat binding facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in the Guilford Practical Interventions in the Schools Series. See also RTI Applications, Volume 1: Academic and Behavioral Interventions, which covers how to select appropriate interventions and implement them with integrity.

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  • Paperback | 164 pages
  • 200.66 x 259.08 x 12.7mm | 362.87g
  • Guilford Publications
  • New YorkUnited States
  • English
  • Lay-Flat.
  • black & white illustrations, black & white tables, figures, graphs
  • 1462509142
  • 9781462509140
  • 1,953,638

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"A valuable resource for teachers, school psychologists, interventionists, and school administrators working to implement an evidence-based RTI process in schools. The authors do a commendable job of bridging the gap between research and practice. They cover essential topics in assessment and evaluation, using case examples to illustrate evidence-based approaches." - Seth Aldrich, PhD, Homer (New York) Central School District, USA "This is an outstanding guide to all aspects of academic and behavioral data-based decision making within an RTI framework, complete with case examples, handouts, and detailed instructions. Filling a critical role, the book addresses the 'how-tos' of assessment, problem solving, and evaluation. It is a 'must have' for practitioners and an essential tool for university training programs." - Robin S. Codding, PhD, University of Massachusetts Boston, USA "The need for formative data to support high-stakes decisions is critical. This volume provides an excellent, step-by-step description of how to assess responsiveness to interventions in real-world schools. It contains useful reproducible forms, tools, and checklists, as well as model graphs used in progress monitoring/decision making. This book should be used in every school psychology training program and should be available to everyone who consults with schools in the area of RTI." - R. Michael Weger, PhD, Black Hawk Area Special Education District, East Moline, Illinois, USA

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About T. Chris Riley-Tillman

T. Chris Riley-Tillman, PhD, is Associate Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri. His research focuses on improving education through the effective application of a problem-solving model. Specifically, he is interested in social behavioral assessment, intervention, single-case design, and consultation. Dr. Riley-Tillman has published numerous articles, books, and book chapters related to these research interests. He is the editor of Guilford's Practical Intervention in the Schools series. Matthew K. Burns, PhD, is Professor of Educational Psychology, Coordinator of the School Psychology Program, and Co-Director of the Minnesota Center for Reading Research at the University of Minnesota. He is the Editor of School Psychology Review and a former Editor of Assessment for Effective Intervention. Dr. Burns has conducted research on RTI, assessment of instructional levels, academic interventions, and facilitating problem-solving teams. He has published numerous articles and book chapters and has coauthored or coedited several books. Kimberly Gibbons, PhD, is Executive Director of the St. Croix River Education District in Rush City, Minnesota. She was named "Outstanding Administrator of the Year" by the Minnesota Administrators of Special Education (MASE) and was recently elected President of MASE. Dr. Gibbons has been responsible for supporting implementation of RTI frameworks in her school districts for the past 17 years, and was instrumental in changing state education laws to include RTI language. She provides national consultation and has numerous publications, including several books, on RTI and data-based decision-making.

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