Handbook of response to intervention : the science and practice of assessment and intervention

Education professionals have traditionally relied on a wait-to-fail formula to identify and assist students experiencing academic difficulties. With the reauthorization of the Individuals with Disabilities Education Improvement Act, however, a unique early-identification tool – known as __response to intervention (RTI)__ – now offers professionals the option of implementing a collaborative, problem-solving tool designed to ensure that all students achieve academic success. Until now, practitioners have had access to very few detailed descriptions of RTI methods and the effective role they can play in special education. The __Handbook of Response____to Intervention__ fills this critical information gap. In a single, comprehensive volume, more than 90 expert scholars and practitioners join together to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. Each chapter explores crucial issues, defines key concepts, and answers real-world questions regarding implementation, including such major topics as: * Psychometric measurement within RTI * RTI and social behavior skills * The role of consultation in RTI * Monitoring response to supplemental services * Using technology to facilitate RTI * RTI and transition planning * Lessons learned from RTI programs around the country The __Handbook of Response to Intervention__ is a must-have volume for all education practitioners, researchers, and graduate students as well as anyone involved in curriculum reform or resource allocation. "This handbook provides essential reading for all stakeholders seeking to increase their knowledge base about RTI. It is an excellent and timely resource. I challenge everyone to read it, and then follow-up with actions to ensure that every child benefits from RTI." -Bill East, Ed.D., Executive Director, National Association of State Directors of Special Education (NASDSE) "The __Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention__ is a comprehensive compilation of research articles and information on RTI. Noted researchers, university instructors, and practitioners have contributed to this handbook, addressing issues related to evidence-based instruction, systems consideration, and implementation. This handbook is an excellent resource for all educators." -Diane Morrison, Ed.D., Director of Support Services, Northern Suburban Special Education District "The __Handbook of Response to Intervention__ represents a comprehensive and balanced presentation of the array of professional knowledge essential to understanding this important concept. The scope of the coverage includes theoretical aspects, reviews of important related issues, balanced coverage of controversial aspects, and practical steps towards implementation. Educators, advocates, school psychologists, and anyone interested in this critical innovation for American schools should carefully read this important professional reference." -W. Alan Coulter, Ph.D., Director, National Center for Special Education Accountability Monitoring, LSU Health Sciences Center Pt. I. Foundations Of Problem-solving And Response-to-intervention Strategies. Response To Intervention At School : The Science And Practice Of Assessment And Intervention / Shane R. Jimerson ... [et Al.] ; Evolution Of The Response-to-intervention Concept : Empirical Foundations And Recent Developments / Frank M. Gresham -- Response To Intervention : Conceptual And Methodological Issues In Implementation / Thomas R. Kratochwill, Melissa A. Clements, Kristen M. Kalymon ; Consultation Within Response To Intervention Models / Steven E. Knotek ; The Integration Of Response To Intervention And Critical Race Theory-disability Studies : A Robust Approach To Reducing Racial Discrimination In Evaluation Decisions / Markeda Newell, Thomas R. Kratochwill ; Potential Pitfalls Of Response To Intervention / Joseph F. Kovaleski -- Pt. Ii. Assessment And Measurement. Psychometric Considerations When Evaluating Response To Intervention / Theodore J. Christ, John M. Hintze ; Decision-making Validity In Response To Intervention / David W. Barnett ... [et Al.] ; Assessing Student Response To Intervention / Stephanie C. Olson ... [et Al.] ; Ability-achievement Discrepancy, Response To Intervention, And Assessment Of Cognitive Abilities/processes In Specific Learning Disability Identification : Toward A Contemporary Operational Definition / Kenneth A. Kavale, Dawn P. Flanagan ; Contextual Influences And Response To Intervention : Critical Issues And Strategies / Amy L. Reschly ... [et Al.] ; Social Behavior Assessment And Response To Intervention / Christine Kerres Malecki, Michelle Kilpatrick Demaray ; Addressing Disproportionality With Response To Intervention / John L. Hosp, Naʹim H. Madyun -- Pt. Iii. Research-based Prevention And Intervention. Identifying Reading Disability Based On Response To Intervention : Evidence From Early Intervention Research / Frank R. Vellutino, Donna M. Scanlon, Haiyan Zhang ; Effects From Intensive Standardized Kindergarten And First-grade Interventions For The Prevention Of Reading Difficulties / Stephanie Al Otaiba, Joseph Torgesen ; Monitoring Response To General Education Instruction / Kristen L. Mcmaster, Dana Wagner ; Monitoring Response To Supplemental Services For Students At Risk For Reading Difficulties : High And Low Responders / Sharon Vaughn ... [et Al.] ; The Fundamental Role Of Intervention Implementation In Assessing Response To Intervention / Kristin A. Gansle, George H. Noell -- Pt. Iv. Lessons Learned In Implementing Problem-solving And Response-to-intervention Strategies. The Heartland Area Agency 11 Problem-solving Approach : An Overview And Lessons Learned / Martin J. Ikeda ... [et Al.] ; One Student At A Time; One Teacher At A Time : Reflections On The Use Of Instructional Support / James A. Tucher, Robert O. Sornson ; Implementation Of The Problem-solving Model In The Minneapolis Public Schools / Douglas Marston, Matthew Lau, Paul Muyskens ; The Ohio Integrated Systems Model : Overview And Lessons Learned / Janet L. Graden ... [et Al.] ; The Illinois Flexible Service Delivery Model : A Problem-solving Model Initiative / David W. Peterson ... [et Al.] ; The St. Croix River Education District Model : Incorporating Systems-level Organization And A Multi-tiered Problem-solving Process For Intervention Delivery / Kerry A. Bollman ... [et Al.] ; The Idaho Results-based Model : Implementing Response To Intervention Statewide / Wayne A. Callendar ; The System To Enhance Educational Performance (steep) : Using Science To Improve Achievement / Joseph C. Witt, Amanda M. Vanderheyden ; Moving From A Model Demonstration Project To A Statewide Initiative In Michigan : Lessons Learned From Merging Research-practice Agendas To Address Reading And Behavior / Ruth A. Ervin ... [et Al.] ; The Florida Problem-solving/response To Intervention Model : Implementing A Statewide Initiative / George M. Batsche ... [et Al.] ; Using Technology Tools To Monitor Response To Intervention / James E. Ysseldyke, Scott Mcleod ; Response To Intervention For English Language Learners : Current Development And Future Directions / Michael L. Vanderwood, Jeanie E. Nam ; Using Response To Intervention To Promote Transition From Special Education Service / Kristin Powers, Kristi Hagans, Megan Miller ; Toward A Unified Response-to-intervention Model / Matthew K. Burns, Stanley L. Deno, Shane R. Jimerson. Edited By Shane R. Jimerson, Matthew K. Burns, Amanda M. Vanderheyden. Includes Bibliographical References And Indexes. Front Matter....Pages I-XXII Front Matter....Pages I-XXII Response to Intervention at School: The Science and Practice of Assessment and Intervention....Pages 3-9 Evolution of the Response-to-Intervention Concept: Empirical Foundations and Recent Developments....Pages 10-24 Response to Intervention: Conceptual and Methodological Issues in Implementation....Pages 25-52 Consultation within Response to Intervention Models....Pages 53-64 The Integration of Response to Intervention and Critical Race Theory-Disability Studies: A Robust Approach to Reducing Racial Discrimination in Evaluation Decisions....Pages 65-79 Potential Pitfalls of Response to Intervention....Pages 80-89 Front Matter....Pages I-XXII Psychometric Considerations when Evaluating Response to Intervention....Pages 93-105 Decision-Making Validity in Response to Intervention....Pages 106-116 Assessing Student Response to Intervention....Pages 117-129 Ability—Achievement Discrepancy, Response to Intervention, and Assessment of Cognitive Abilities/Processes in Specific Learning Disability Identification: Toward a Contemporary Operational Definition....Pages 130-147 Contextual Influences and Response to Intervention: Critical Issues and Strategies....Pages 148-160 Social Behavior Assessment and Response to Intervention....Pages 161-171 Addressing Disproportionality with Response to Intervention....Pages 172-181 Front Matter....Pages I-XXII Identifying Reading Disability Based on Response to Intervention: Evidence from Early Intervention Research....Pages 185-211 Effects from Intensive Standardized Kindergarten and First-Grade Interventions for the Prevention of Reading Difficulties....Pages 212-222 Monitoring Response to General Education Instruction....Pages 223-233 Monitoring Response to Supplemental Services for Students at Risk for Reading Difficulties: High and Low Responders....Pages 234-243 The Fundamental Role of Intervention Implementation in Assessing Response to Intervention....Pages 244-251 Front Matter....Pages I-XXII The Heartland Area Education Agency 11 Problem-Solving Approach: An Overview and Lessons Learned....Pages 255-268 One Student at a Time; One Teacher at a Time: Reflections on the Use of Instructional Support....Pages 269-278 Front Matter....Pages I-XXII Implementation of the Problem-Solving Model in the Minneapolis Public Schools....Pages 279-287 The Ohio Integrated Systems Model: Overview and Lessons Learned....Pages 288-299 The Illinois Flexible Service Delivery Model: A Problem-Solving Model Initiative....Pages 300-318 The St. Croix River Education District Model: Incorporating Systems-Level Organization and a Multi-Tiered Problem-Solving Process for Intervention Delivery....Pages 319-330 The Idaho Results-Based Model: Implementing Response to Intervention Statewide....Pages 331-342 The System to Enhance Educational Performance (STEEP): Using Scienceto Improve Achievement....Pages 343-353 Moving from a Model Demonstration Project to a Statewide Initiative in Michigan: Lessons Learned from Merging Research-Practice Agendas to Address Reading and Behavior....Pages 354-377 The Florida Problem-Solving/Response to Intervention Model: Implementing a Statewide Initiative....Pages 378-395 Using Technology Tools to Monitor Response to Intervention....Pages 396-407 Response to Intervention for English Language Learners: Current Development and Future Directions....Pages 408-417 Using Response to Intervention to Promote Transition from Special Education Services....Pages 418-427 Toward a Unified Response-to-Intervention Model....Pages 428-440 Back Matter....Pages 441-456 Education professionals have traditionally relied on a wait-to-fail formula to identify and assist students experiencing academic difficulties. With the reauthorization of the Individuals with Disabilities Education Improvement Act, however, a unique early-identification tool – known as response to intervention (RTI) – now offers professionals the option of implementing a collaborative, problem-solving tool designed to ensure that all students achieve academic success. Until now, practitioners have had access to very few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In a single, comprehensive volume, more than 90 expert scholars and practitioners join together to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills. Each chapter explores crucial issues, defines key concepts, and answers real-world questions regarding implementation, including such major topics as: Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Handbook of Response to Intervention is a must-have volume for all education practitioners, researchers, and graduate students as well as anyone involved in curriculum reform or resource allocation. "This handbook provides essential reading for all stakeholders seeking to increase their knowledge base about RTI. It is an excellent and timely resource. I challenge everyone to read it, and then follow-up with actions to ensure that every child benefits from RTI." -Bill East, Ed.D., Executive Director, National Association of State Directors of Special Education (NASDSE) "The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention is a comprehensive compilation of research articles and information on RTI. Noted researchers, university instructors, and practitioners have contributed to this handbook, addressing issues related to evidence-based instruction, systems consideration, and implementation. This handbook is an excellent resource for all educators." -Diane Morrison, Ed.D., Director of Support Services, Northern Suburban Special Education District "The Handbook of Response to Intervention represents a comprehensive and balanced presentation of the array of professional knowledge essential to understanding this important concept. The scope of the coverage includes theoretical aspects, reviews of important related issues, balanced coverage of controversial aspects, and practical steps towards implementation. Educators, advocates, school psychologists, and anyone interested in this critical innovation for American schools should carefully read this important professional reference." -W. Alan Coulter, Ph.D., Director, National Center for Special Education Accountability Monitoring, LSU Health Sciences Center "Education professionals have traditionally relied on a wait-to-fail formula to identify and assist students experiencing academic difficulties. With the reauthorization of the Individuals with Disabilities Education Improvement Act, however, a unique early-identification tool known as response to intervention (RTI) now offers professionals the option of implementing a collaborative, problem-solving tool designed to ensure that all students achieve academic success. Until now, practitioners have had access to very few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In a single, comprehensive volume, more than 90 expert scholars and practitioners join together to provide a highly usable guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students reading, writing, oral, and math skills. Each chapter explores crucial issues, defines key concepts, and answers real-world questions regarding implementation, including such major topics as: Psychometric measurement within RTI RTI and social behavior skills The role of consultation in RTI Monitoring response to supplemental services Using technology to facilitate RTI RTI and transition planning Lessons learned from RTI programs around the country The Handbook of Response to Intervention is a must-have volume for all education practitioners, researchers, and graduate students as well as anyone involved in curriculum reform or resource allocation.""This handbook provides essential reading for all stakeholders seeking to increase their knowledge base about RTI. It is an excellent and timely resource. I challenge everyone to read it, and then follow-up with actions to ensure that every child benefits from RTI.""--Bill East, Ed. D., Executive Director, National Association of State Directors of Special Education (NASDSE) ""The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention is a comprehensive compilation of research articles and information on RTI. Noted researchers, university instructors, and practitioners have contributed to this handbook, addressing issues related to evidence-based instruction, systems consideration, and implementation. This handbook is an excellent resource for all educators.""-Diane Morrison, Ed. D., Director of Support Services, Northern Suburban Special Education District ""The Handbook of Response to Intervention represents a comprehensive and balanced presentation of the array of professional knowledge essential to understanding this important concept. The scope of the coverage includes theoretical aspects, reviews of important related issues, balanced coverage of controversial aspects, and practical steps towards implementation. Educators, advocates, school psychologists, and anyone interested in this critical innovation for American schools should carefully read this important professional reference.""-W. Alan Coulter, Ph. D., Director, National Center for Special Education Accountability Monitoring, LSU Health Sciences Center" Promoting the educational success of students is the primary focus of educational professionals. Systemically identifying individual needs and providing appropriate interventions to address those needs is central to the task of enhancing student outcomes. For years, the Individuals with Disabilities Education Act (IDEA) provided guidelines for the identification of specific learning disabilities. This book is especially important at this time because the reauthorization of the Federal IDEA, referred to as the Individuals with Disabilities Education Improvement Act (IDEIA) was signed into law in December 2004. This reauthorization changes the sections of the statute addressing the assessment and identification of learning disabilities and the concept of a pre-identification strategy called response to intervention, or RTI.; Although the federal guidelines are scheduled to surface by the end of 2005, the topic of RTI has already emerged as an important topic among educational professionals. Educational practices are already being modified; however, there is a paucity of resources that synthesize essential knowledge regarding the conceptual and empirical underpinnings of RTI and actual implementation. This edited volume aims to specifically fill this gap by providing a collection of chapters that will address essential aspects of RTI. The proposed edited book is ideal because it will not simply provide a single perspective on RTI but, rather, incorporate multiple esteemed colleagues in addressing the series of topics Until Now, Practitioners Have Had Access To Few Detailed Descriptions Of Rti Methods And The Effective Role They Can Play In Special Education. The Handbook Of Response To Intervention Fills This Critical Information Gap. In This Comprehensive Volume, More Than 90 Expert Scholars And Practitioners Provide A Guide To The Essentials Of Rti Assessment And Identification As Well As Research-based Interventions For Improving Students’ Reading, Writing, Oral, And Math Skills. Includes such topics as psychometric measurement within response to intervention (RTI); RTI and social behavior skills; the role of consultation in RTI; monitoring response to supplemental services; using technology to facilitate RTI; and RTI and transition planning.