Models for Implementing Response to Intervention

Providing a unique "e;on-the-ground"e; 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.

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.

1. Progress Monitoring: Support and Practice Implementation from the Federal Level, Grace Zamora Durán, Elizabeth M. Hughes, and Renée BradleyI. Monitoring Progress in Pennsylvania Pupils: MP3 at Lehigh University2. The Structure and Context of the RTI Model, Alexandra Hilt-Panahon, Edward S. Shapiro, Nathan H. Clemens, and Karen L. Gischlar3. The Process of Implementation and Design for Sustainability, Karen L. Gischlar, Alexandra Hilt-Panahon, Nathan H. Clemens, and Edward S. Shapiro4. Student Achievement Outcomes, Nathan H. Clemens, Edward S. Shapiro, Alexandra Hilt-Panahon, and Karen L. GischlarII. Implementing RTI in Low-Achieving, High-Need Schools: Project MP3 at the University of Pittsburgh5. Context and Commitment, Amanda Kloo, Charles D. Machesky, and Naomi Zigmond6. A Blueprint for Change, Amanda Kloo, María Almendárez Barron, Eileen St. John, and Naomi Zigmond7. Celebrating Achievement Gains and Cultural Shifts, Naomi Zigmond, Amanda Kloo, and Kathleen StanfaIII. The Minnesota Demonstrating Progress Monitoring Project8. The Context and Content of Implementation, Doug Marston, Ann Casey, and Teri Wallace9. The Process of Implementation, Doug Marston, Teri Wallace, Jane Thompson, Mathew Lau, and Paul Muyskens10. Evaluation of Implementation, Teri Wallace, Doug Marston, Renáta Tichá, Matthew Lau, and Paul MuyskensIV. The University of Oregon-Eugene School District 4J Model of RTI11. The Context and Process of Implementation, Yvonne Curtis, Larry Sullivan, Julie Alonzo, and Gerald Tindal12. The Measurement System Behind the RTI Model, Julie Alonzo and Gerald Tindal13. Implementation and Outcomes, Kimy Liu, Julie Alonzo, and Gerald TindalV. Perspective from the Model Demonstration Coordination Center14. A Cross-Case Perspective on the Implementation of Model Demonstration Projects, Mary Wagner and Phyllis Levine