RTI Team Building: Effective Collaboration and Data-Based Decision Making

School teams play an essential role in the successful implementation of response to intervention (RTI). This user-friendly book offers a roadmap for creating effective RTI teams and overcoming common pitfalls. The authors discuss the nuts and bolts of planning and facilitating meetings during which data-based decisions are made about screening, interventions, and progress monitoring for individual students (K-6) or the whole school. Ways to develop sustainable team practices and strengthen collaboration are described. In a large-size format for easy photocopying, the book includes more than two dozen reproducible planning forms and other handy tools. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Kelly Broxterman, PhD (formerly Kelly McGraw), is Associate Professor in the School Psychology Department at The Chicago School of Professional Psychology, where she teaches courses in RTI, assessment, intervention, systems change, and best practices in school psychology. She is the coordinator of the service learning program in the School Psychology Department and has been nominated for excellence in teaching and service learning on multiple occasions. Dr. Broxterman currently consults with schools implementing RTI in Illinois. Prior to becoming Associate Professor, Dr. Broxterman worked as a school psychologist and professional learning and leadership consultant for the Heartland Area Education Agency in Iowa. Her professional interests include data-based decision making, RTI, and instructional coaching. She is coauthor, with Rachel Brown-Chidsey and Louise Bronaugh, of RTI in the Classroom: Guidelines and Recipes for Success. Dr. Broxterman has presented nationally on academic assessment and intervention and is a nationally certified school psychologist.

Angela J. Whalen, PhD, is Assistant Dean for Academic Programs and Student Services at the University of Oregon College of Education. Dr. Whalen served for 9 years as a faculty member and Co-Director of the School Psychology Program at the University of Oregon, where she taught courses in RTI, assessment, consultation, practicum, clinical supervision, and school psychology principles and practices. Before joining the faculty at the University of Oregon, Dr. Whalen worked as a school psychologist, data/literacy facilitator, and staff development specialist for the Heartland Area Education Agency in Iowa and Vancouver Public Schools in Washington. Dr. Whalen’s primary professional interests include academic assessment and intervention, school improvement efforts that promote student achievement, training, and supervision issues in school psychology. She was Project Coordinator for a personnel preparation grant, funded by the U.S. Department of Education Office of Special Education Programs, to train school psychologists with expertise in RTI, and has presented and consulted with schools nationally on topics related to RTI and data-based decision making.

Kelly Broxterman, PhD, NCSP (formerly Kelly McGraw), is Associate Professor in the School Psychology Department at The Chicago School of Professional Psychology. She facilitates a multi-year grant to implement the problem-solving model presented in Transforming Schools in a high-needs school, and is a lead coach for the Illinois MTSS Network. She formerly worked as a school psychologist and district trainer. Dr. Broxterman teaches courses in systems theory and change and conducts research on the factors that influence the implementation of a systems-level change. She is the coauthor of RTI Team Building: Effective Collaboration and Data-Based Decision Making and RTI in the Classroom: Guidelines and Recipes for Success. 

Angela J. Whalen, PhD, is Assistant Dean for Academic Programs and Student Services at the University of Oregon College of Education. Dr. Whalen served for 9 years as a faculty member and Co-Director of the School Psychology Program at the University of Oregon, where she taught courses in RTI, assessment, consultation, practicum, clinical supervision, and school psychology principles and practices. Before joining the faculty at the University of Oregon, Dr. Whalen worked as a school psychologist, data/literacy facilitator, and staff development specialist for the Heartland Area Education Agency in Iowa and Vancouver Public Schools in Washington. Dr. Whalen’s primary professional interests include academic assessment and intervention, school improvement efforts that promote student achievement, training, and supervision issues in school psychology. She was Project Coordinator for a personnel preparation grant, funded by the U.S. Department of Education Office of Special Education Programs, to train school psychologists with expertise in RTI, and has presented and consulted with schools nationally on topics related to RTI and data-based decision making.