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RTI in Practice
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Table of Contents

Preface v PART I INTRODUCTION 1 1 History of Learning Disabilities and Emergence of a New Model 3 PART II TIER I: EFFECTIVE GENERAL EDUCATION AND UNIVERSAL SCREENING/PROGRESS MONITORING 23 2 Effective Academic Programs for All Students 25 3 School-Wide Data Collection for Screening and Outcome Decisions 53 4 Using Data to Make Decisions in General Education 75 PART III TIER 2: TARGETED INTERVENTIONS AND PROBLEM SOLVING FOR STUDENTS AT RISK FOR FAILURE 95 5 Developing Interventions 97 6 Setting Goals, Monitoring Progress, and Graphing Intervention Outcomes 127 7 Making Decisions After Intervening 153 PART IV TIER 3: INTENSIVE INTERVENTIONS/ INDIVIDUAL EDUCATION PLAN CONSIDERATION AND DEVELOPMENT 179 8 Moving to Tier 3: Eligibility Determination 181 9 IEP Goal Development 197 10 Considering Reintegration and Special Education Exit Decisions within an RTI Service Delivery Model 221 Kelly A. Powell-Smith PART V ORGANIZATIONAL CONSIDERATIONS AND CONCLUSIONS 253 11 RTI and Systems Change 255 12 Conclusions 277 References 287 Author Index 307 Subject Index 311 About the CD-ROM 321

About the Author

James L. Mcdougal, PsyD, is Associate Professor in the School Psychology Program in the Counseling and Psychological Services Department at the State University of New York at Oswego. Suzanne B. Graney, PhD, NCSP, is Associate Dean in the College of Liberal Arts and Assistant Professor in the School Psychology Program at Rochester Institute of Technology. JAMES A. WRIGHT, MS, CAS, is an RTI trainer and consultant with eighteen years' experience as a school psychologist and school administrator in the state of New York. Scott P. Ardoin, PhD, is an Associate Professor in the School Psychology Program within the Department of Educational Psychology and Instructional Technology at the University of Georgia.

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