RTI in Practice

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.

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