RTI Applications, Volume 2

Once a response-to-intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the "response" component of RTI, providing crucial knowledge and hands-on techniques for assessing the effectiveness of RTI practices in grades K-12.

"A valuable resource for teachers, school psychologists, interventionists, and school administrators working to implement an evidence-based RTI process in schools. The authors do a commendable job of bridging the gap between research and practice. They cover important topics in assessment and evaluation, using case examples to illustrate evidence-based approaches."--Seth Aldrich, PhD, bilingual school psychologist/RTI consultant, Homer (New York) Central School District

"This is an outstanding guide to all aspects of academic and behavioral data-based decision making within an RTI framework, complete with case examples, handouts, and detailed instructions. Filling a critical role, the book addresses the 'how-tos' of assessment, problem solving, and evaluation. It is a 'must have' for practitioners and an essential tool for university training programs."--Robin S. Codding, PhD, BCBA, School Psychology Program, Northeastern University

"The need for formative data to support high-stakes decisions is critical. This volume provides an excellent, step-by-step description of how to assess responsiveness to interventions in real-world schools. It contains useful reproducible forms, tools, and checklists, as well as model graphs used in progress monitoring/decision making. This book should be used in every school psychology training program and should be available to everyone who consults with schools in the area of RTI."--R. Michael Weger, PhD, Director, Black Hawk Area Special Education District, East Moline, Illinois -

T. Chris Riley-Tillman, PhD, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is Associate Editor of School Psychology Quarterly and Assessment for Effective Intervention . His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of five books and over 100 articles and book chapters, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the American Psychological Association. He is editor of The Guilford Practical Intervention in the Schools Series.

Matthew K. Burns, PhD, is The Rose and Irving Fein Endowed Professor of Special Education at the University of Florida and Assistant Director of the University of Florida Literacy Institute. He is a past editor of School Psychology Review and Assessment for Effective Intervention . Dr. Burns’s research focuses on the use of assessment data to determine individual or small-group interventions. A coauthor of the Path to Reading Excellence in School Sites (PRESS) reading intervention program, he has published over 210 articles, book chapters, and books.

Kimberly Gibbons, PhD, is Executive Director of the St. Croix River Education District in Rush City, Minnesota. She was named "Outstanding Administrator of the Year" by the Minnesota Administrators of Special Education (MASE) and was recently elected President of MASE. Dr. Gibbons has been responsible for supporting implementation of RTI frameworks in her school districts for the past 17 years, and was instrumental in changing state education laws to include RTI language. She provides national consultation and has numerous publications, including several books, on RTI and data-based decision making.