Implementing Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices (School-Based Practice in Action)

Burns, Matthew K.,Gibbons, Kimberly

ISBN 10: 0415963923 / ISBN 13: 9780415963923

Verlag: Routledge, 2008

Beschreibung

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Bestandsnummer des Verkäufers S_430790199

Bibliografische Details

• Titel: Implementing Response-to-Intervention in Elementary and Secondary Schools: Procedures to Assure Scientific-Based Practices (School-Based Practice in Action)
• Verlag: Routledge
• Erscheinungsjahr: 2008
• Sprache: Englisch
• ISBN-10: 0415963923
• ISBN-13: 9780415963923
• Einband: paperback
• Zustand: Very Good

Über diesen Titel

Inhaltsangabe

An update to the bestselling first edition, this practical guidebook for implementing a school-wide Response-to-Intervention (RTI) model clearly and concisely presents issues from assessment and decision-making to Tiers I, II, and III interventions. The authors discuss what RTI is and why it is used, how to conduct assessments within an RtI system, and how to create a school-wide organization to facilitate RTI. Curricula, instruction, and intervention strategies for each Tier level covered in detail, and answers to frequently asked questions and tips for getting started are also provided. Each chapter has been extensively revised and updated with the most current research and work in the field. New to this edition are a chapter on RTI in early childhood settings and a section in each chapter focused on considerations for secondary schools. The downloadable resources include forms, checklists, reports, and progress monitoring materials to assist practitioners in the implementation of interventions. With this valuable, practical resource, school-based practitioners will be able to put the information they read into action immediately to enhance the implementation of RtI services for their schools and students.

Über die Autorin bzw. den Autor

Matthew Kevin Burns is Associate Professor of Educational Psychology and Coordinator of the School Psychology Program at the University of Minnesota. His research focuses on improving instruction for children with varying abilities and disabilities. He currently serves as an associate editor of Assessment for Effective Intervention and is on the editorial board of School Psychology Review, Psychology in the Schools, and Remedial and Special Education.

Kimberly A. Gibbons is Executive Director of the St. Croix River Education District. She has experience as a Lecturer and Staff Development Coordinator at the University of Minnesota School Psychology Program and the St. Croix River Education District and as a school psychologist for two districts in Minnesota.