Models for Implementing Response to Intervention by Shapiro, Edward S.; Zigmond, Naomi; Wallace, Teri;

Shapiro et al. have succeeded in producing a practical, hands-on description of district- and school-level RTI implementation that is nested in a solid theoretical and research framework. The book is presented in a way that lets readers learn directly from the implementers themselves. It provides valuable information about interventions, student progress monitoring, professional development, and fidelity of implementation. What worked (and what didn't work) is objectively shared.--David P. Prasse, PhD, School of Education, Loyola University Chicago

Using a storytelling format and consistent criteria, nationally known university researchers, in partnership with school district leaders, capture the process of linking research to practice in RTI implementation. The book addresses implications for the scaling up and sustainability of RTI as a promising educational innovation and catalyst for improved student achievement. It is an invaluable contribution for practitioners, school administrators, and other stakeholders who need to know how RTI models can be implemented within the confines and real-world constraints of schools, funding sources, and referral streams, while preserving high fidelity and beneficial outcomes.--Jennifer A. Lillenstein, EdD, state lead consultant, Response to Instruction and Intervention, Pennsylvania Training and Technical Assistance Network

This book addresses a clear need for more explicit examples of how to implement response to intervention (RTI). I know of no other source that better connects RTI implementation to improvement in student outcomes. It is an excellent resource for school leaders who are implementing multi-tiered support systems. Simply using the provided forms will save significant time that would have been spent developing and piloting these procedures. I plan to use this book as a text for the School Consultation course in our School Psychology doctoral program.--Michael Vanderwood, PhD, Graduate School of Education, University of California, Riverside