Models for Implementing Response to Intervention: Tools, Outcomes, and Implications
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In 2006, the Office of Special Education Programs of the US Department of Education funded three model/demonstration projects on the use of progress monitoring within the implementation of response to intervention (RTI) models. Shapiro (school psychology, Lehigh U.) et al. compile descriptions of this implementation in four school districts in Pennsylvania, Minnesota, and Oregon for general and special educators, school psychologists, administrators, and graduate students. University-based RTI specialists and local school leaders involved in the implementation describe the characteristics of their schools and districts, the components of the RTI model used, types of instructional change and professional development, and processes to monitor implementation. They review outcomes and impacts on school climates and student learning and behavior, concluding with a chapter by a consulting group that coordinated the projects, which details similarities and differences among the models and lessons for improvement. Annotation c2011 Book News, Inc., Portland, OR (booknews.com)
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Edward S. Shapiro, PhD, is Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University, Bethlehem, Pennsylvania. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, he is a recipient of the Senior Scientist Award given by the Division of School Psychology of the American Psychological Association.
Naomi Zigmond, PhD, is Distinguished Professor of Education at the University of Pittsburgh. She has been an active special education researcher and teacher for more than 40 years, with a focus on the organization of special education services for students with disabilities in elementary and secondary schools and the impact of program organization on student achievement. She is a recipient of the Research Award from the Council for Exceptional Children.
Teri Wallace, PhD, is Associate Professor in the College of Education at Minnesota State University, Mankato. Her research interests include general outcome measurement development for students with significant cognitive disabilities, RTI, the use of data for decision making, and implementing co-teaching in teacher preparation programs. In addition, she is interested in the continuous improvement of teacher education.
Doug Marston, PhD, is Administrator for Research, Evaluation, and Assessment for the Special Education Department of the Minneapolis Public Schools and an adjunct faculty member in the Special Education Program at the University of Minnesota. He is a recipient of the Ysseldyke Distinguished Best Practices Award from the Minnesota School Psychology Association.
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