Overview

Response to Intervention (RtI) is at the heart of evidence-based practice in schools. Though written into federal special education legislation, it is a general education process consisting of a three-tiered framework for organizing a comprehensive and differentiated system designed to ensure educational success for all students. The focus in this book is on meeting the social, emotional, and behavioral needs of students. School social workers are key stakeholders who need to be skilled in designing, monitoring, and evaluating the effectiveness of school-wide universal supports, targeted group interventions, and intensive individual interventions in objective and measurable terms.Designed as both a training manual and a practical reference, with contributions by seasoned academics and practitioners with extensive experience developing and practicing in RtI systems, this one-of-a-kind guide operationalizes this crucial service delivery framework. It highlights the importance of data-based decision making and offers concrete guidelines for collecting, analyzing, and displaying data. Detailed case examples that illustrate real-world program implementation, practical guidance in selecting empirically supported practices, sample assessment worksheets, and strategies for supporting the adoption and sustainability of RtI systems make this a handy tool for school social workers seeking a more active role in using decision-making processes to improve their school's system of support for all students.

Full Product Details

Author:   James P. Clark (Assistant Director of Compliance Monitoring, Assistant Director of Compliance Monitoring, Heartland Area Education Agency 11, Johnston, Iowa) ,  Michelle Alvarez (Associate Professor, Associate Professor, Minnesota State University, Mankato, Mankato, Minnesota)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Dimensions:   Width: 16.00cm , Height: 1.80cm , Length: 23.10cm
Weight:   0.408kg
ISBN:  

9780195385502

ISBN 10:   0195385500
Pages:   288
Publication Date:   25 March 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Response to Intervention: Introduction and Overview Chapter 1. The Evolution of Response to Intervention Section I: Tier 1 Universal Supports Chapter 2. Tier 1 Universal Supports Chapter 3. Tier 1 Case Example: School-Wide Efficient Behavior Screening (SWEBS) Chapter 4. Tier 1 Case Example: School-Wide Information System (SWIS) Chapter 5. Tier 1 Case Example: Signs of Suicide (SOS) Section II: Tier 2 Targeted Group Interventions Chapter 6. Tier 2 Targeted Group Interventions Chapter 7. Tier 2 Case Example: WhyTry? Chapter 8. Tier 2 Case Example: Reconnecting Youth Section III: Tier 3 Intensive Individualized Interventions Chapter 9. Tier 3 Intensive Individualized Interventions Chapter 10. Tier 3 Case Example: Functional Behavior Assessment Data Collection and Analysis Chapter 11. Tier 3 Case Example: Wraparound Section IV: Implementing and Sustaining RtI Systems Chapter 12. Special Education Eligibility Determination in Response to Intervention Systems Chapter 13. Evidence-Based School Social Work Practice & RtI Chapter 14. Supporting the Adoption, Implementation, and Sustainability of RtI Systems Chapter 15. Response to Intervention: A Call to Action

Reviews

This text is very timely and represents an issue that is critical to the future of school social work practice. Beginning and seasoned social workers are likely to learn a great deal from this book. --Andy Frey, Associate Professor, Kent School of Social Work, University of Louisville Emphasizing the central value that social workers can play in delivering RtI practices, the authors encourage them to become skilled at (a) the use of data for team decision-making, (b) the systematic transformation of functional behavioral assessment information to active support plans and, most importantly, (c) the collaboration among educators, families, students, and related service staff in implementation of behavior support. --Robert Horner, Alumni-Knight Professor, College of Education, University of Oregon This text is very timely and represents an issue that is critical to the future of school social work practice. Beginning and seasoned social workers are likely to learn a great deal from this book. --Andy Frey, Associate Professor, Kent School of Social Work, University of Louisville Emphasizing the central value that social workers can play in delivering RtI practices, the authors encourage them to become skilled at (a) the use of data for team decision-making, (b) the systematic transformation of functional behavioral assessment information to active support plans and, most importantly, (c) the collaboration among educators, families, students, and related service staff in implementation of behavior support. --Robert Horner, Alumni-Knight Professor, College of Education, University of Oregon

<br> This text is very timely and represents an issue that is critical to the future of school social work practice. Beginning and seasoned social workers are likely to learn a great deal from this book. --Andy Frey, Associate Professor, Kent School of Social Work, University of Louisville <br><p><br> Emphasizing the central value that social workers can play in delivering RtI practices, the authors encourage them to become skilled at (a) the use of data for team decision-making, (b) the systematic transformation of functional behavioral assessment information to active support plans and, most importantly, (c) the collaboration among educators, families, students, and related service staff in implementation of behavior support. --Robert Horner, Alumni-Knight Professor, College of Education, University of Oregon <br><p><br>

<br> This text is very timely and represents an issue that is critical to the future of school social work practice. Beginning and seasoned social workers are likely to learn a great deal from this book. --Andy Frey, Associate Professor, Kent School of Social Work, University of Louisville <br><br> Emphasizing the central value that social workers can play in delivering RtI practices, the authors encourage them to become skilled at (a) the use of data for team decision-making, (b) the systematic transformation of functional behavioral assessment information to active support plans and, most importantly, (c) the collaboration among educators, families, students, and related service staff in implementation of behavior support. --Robert Horner, Alumni-Knight Professor, College of Education, University of Oregon <br><br>

This text is very timely and represents an issue that is critical to the future of school social work practice. Beginning and seasoned social workers are likely to learn a great deal from this book. --Andy Frey, Associate Professor, Kent School of Social Work, University of Louisville Emphasizing the central value that social workers can play in delivering RtI practices, the authors encourage them to become skilled at (a) the use of data for team decision-making, (b) the systematic transformation of functional behavioral assessment information to active support plans and, most importantly, (c) the collaboration among educators, families, students, and related service staff in implementation of behavior support. --Robert Horner, Alumni-Knight Professor, College of Education, University of Oregon

Author Information

James P. Clark is Assistant Director of Compliance Monitoring at the Heartland Area Education Agency 11. Michelle M. Alvarez, EdD, is Associate Professor of Social Work at Minnesota State University, Mankato.

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