Review
"One of the most comprehensive and current RTI resources available. What is special about this book is that it goes far beyond where other resources typically leave off. The authors do an excellent job of balancing research, theory, and illustrations and formats that will help implementers apply the concepts in their schools. They describe the key components of implementing RTI, including applications for diverse student populations. The book is written in an especially approachable, almost conversational style that will be consumable by a wide variety of professionals. It is a great resource for professionals beginning their RTI journey as well as those who have been implementing the approach for some time."--W. David Tilly III, PhD, Director, Innovation and Accountability, Heartland Area Education Agency, Johnston, Iowa
"Response to Intervention, Second Edition can be used to help ensure that all students receive scientifically informed instruction that fits their individual learning style and needs, resulting in measurable progress. The authors weave their experiences and observations into helpful vignettes, examples, and many reproducible forms that will allow school personnel to begin using RTI immediately. Because the book provides the means to evaluate individually implemented interventions, it can also be a valuable tool for service providers in private practice, such as child psychologists."--Brian Reichow, PhD, Child Study Center, Yale University School of Medicine
"Given the widespread implementation of RTI around the country, it is critical for school psychologists, administrators, and other educational practitioners to have a firm grasp of its essential components. Why should we implement RTI? What should we do? How should we do it? Brown-Chidsey and Steege provide step-by-step guidance for building an RTI service delivery model, as well as practical examples and resources. This accessible book is a 'must' for professional development with school psychologists and school- and district-based leadership teams. The inclusion of systems-level guidance in the second edition addresses an essential aspect of implementation."--Jennifer Knutson, PhD, school psychologist and RTI consultant, Anchorage School District, Alaska
"This informative text provides a practical, how-to approach designed to help begin and support the shift to an RTI approach....Teachers, psychologists, literary coaches, and other professionals will find a wealth of useful and practical information including sample schedules for initial staff training, help with goal setting and benchmarks for progress monitoring, and summaries of curricula."--Perspectives on Language and Literacy (on previous edition)
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Perspectives on Language and Literacy 20100805)
About the Author
Rachel Brown-Chidsey, PhD, is Associate Professor of School Psychology at the University of Southern Maine in Gorham. She is a nationally certified school psychologist and has consulted with schools, districts, and state departments of education to support implementation of response to intervention. Dr. Brown-Chidsey’s research and publications focus on curriculum-based measurement, response to intervention, and scientifically based reading instruction methods.
Mark W. Steege, PhD, is Professor and Coordinator of the School Psychology Program at the University of Southern Maine in Gorham. He is a nationally certified school psychologist and a Board Certified Behavior Analyst--Doctoral. Dr. Steege has published widely on assessments and interventions for persons with disabilities.
