ABSTRACT
Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction.
The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.
TABLE OF CONTENTS
section Section I|75 pages
Trends and Issues in RTI and MTSS
chapter Chapter 1|6 pages
RTI and MTSS: Response to Intervention and Multi-Tiered Systems of Support
chapter Chapter 3|14 pages
Response to Intervention, Multi-Tiered Systems of Support, and Federal Law
chapter Chapter 4|23 pages
Politics and Science in the RTI Time
chapter Chapter 5|13 pages
Comprehensive, Integrated, Three-Tiered (CI3T) Models of Prevention
section Section II|94 pages
Roles and Responsibilities in the RTI Process
chapter Chapter 6|24 pages
Problem Solving within an RTI Framework
chapter Chapter 8|25 pages
Preparing General and Special Education Preservice Teachers for Response to Intervention
section Section III|95 pages
RTI/MTSS in Elementary Grades
chapter Chapter 12|15 pages
Evidence-Based Writing Intervention
chapter Chapter 13|16 pages
Supporting the Mathematics Learning of Elementary Students within a Multi-Level Framework
chapter Chapter 14|17 pages
Building a Growth Mindset within Data-Based Individualization
section Section IV|84 pages
RTI/MTSS in Secondary Grades