Summary
Contents
Subject index
“Mellard and Johnson not only help us understand what RTI is and why we need it, they go the next step and tell us how to make it happen.”
—Joseph Jenkins, Professor of Special Education
University of Washington
“This is a richly informative book on a most important and timely topic to hundreds of thousands of practitioners, parents, and policy makers.”
—Doug Fuchs, Nicholas Hobbs Chair in Special Education and Human Development
Vanderbilt University
The nuts-and-bolts handbook for implementing RTI schoolwide!
Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early intervention, and determining eligibility for special services, the authors cover the three tiers of RTI, schoolwide screening, progress monitoring, and changes in school structures and individual staff roles. The text includes:
Site-based examples and student case studies; A discussion of the challenges to successful implementation; A section on frequently asked questions
RTI: A Practitioner's Guide to Implementing Response to Intervention is an invaluable resource that helps administrators increase the likelihood of success for students at risk and meet the requirements of NCLB, Reading First, and the reauthorization of IDEA 2004.
Conclusion
Conclusion
RTI is proposed as a valuable model for schools because of its potential utility in the provision of appropriate learning experiences for all students as well as in the early identification of students as being at risk for academic failure. Students need and benefit from a close match of their current skills and abilities with the instructional and curricular choices provided in the classroom. When a mismatch occurs, student learning and outcomes are negatively affected. For some students, typical classroom instruction is appropriate and meets their needs. For some, however, such instruction does not lead to success. The hypothesis is that the sooner that struggling students are identified and taught appropriately, the higher the likelihood that they can be successful and maintain their class ...
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