Providing a unique "on-the-ground" perspective, this book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. The challenges of systems change are explored and key lessons identified for improving intervention outcomes. Invaluable reproducible tools developed and field tested during the implementation of each model can be downloaded and printed by purchasers in a convenient full-page size.This book will be important reading for school psychologists, K-12 school administrators, and special educators; graduate students and researchers in these fields. It may also serve as a supplemental text in graduate-level courses such as Response to Intervention, Introduction to School Psychology, and Academic Interventions in School Psychology.

Edward S. Shapiro, PhD, is Director of the Center for Promoting Research to Practice and Professor in the School Psychology Program at Lehigh University, Bethlehem, Pennsylvania. Best known for his work in curriculum-based assessment and nonstandardized methods of assessing academic skills problems, he is a recipient of the Senior Scientist Award given by the Division of School Psychology of the American Psychological Association. Naomi Zigmond, PhD, is Distinguished Professor of Education at the University of Pittsburgh. She has been an active special education researcher and teacher for more than 40 years, with a focus on the organization of special education services for students with disabilities in elementary and secondary schools and the impact of program organization on student achievement. She is a recipient of the Research Award from the Council for Exceptional Children. Teri Wallace, PhD, is Associate Professor in the College of Education at Minnesota State University, Mankato. Her research interests include general outcome measurement development for students with significant cognitive disabilities, RTI, the use of data for decision making, and implementing co-teaching in teacher preparation programs. In addition, she is interested in the continuous improvement of teacher education. Doug Marston, PhD, is Administrator for Research, Evaluation, and Assessment for the Special Education Department of the Minneapolis Public Schools and an adjunct faculty member in the Special Education Program at the University of Minnesota. He is a recipient of the Ysseldyke Distinguished Best Practices Award from the Minnesota School Psychology Association.

1. Progress Monitoring: Support and Practice Implementation from the Federal Level, Grace Zamora Dur\u00e1n, Elizabeth M. Hughes, and Ren\u00e9e Bradley I. Monitoring Progress in Pennsylvania Pupils: MP3 at Lehigh University 2. The Structure and Context of the RTI Model, Alexandra Hilt-Panahon, Edward S. Shapiro, Nathan H. Clemens, and Karen L. Gischlar 3. The Process of Implementation and Design for Sustainability, Karen L. Gischlar, Alexandra Hilt-Panahon, Nathan H. Clemens, and Edward S. Shapiro 4. Student Achievement Outcomes, Nathan H. Clemens, Edward S. Shapiro, Alexandra Hilt-Panahon, and Karen L. Gischlar II. Implementing RTI in Low-Achieving, High-Need Schools: Project MP3 at the University of Pittsburgh 5. Context and Commitment, Amanda Kloo, Charles D. Machesky, and Naomi Zigmond 6. A Blueprint for Change, Amanda Kloo, Mar\u00eda Almend\u00e1rez Barron, Eileen St. John, and Naomi Zigmond 7. Celebrating Achievement Gains and Cultural Shifts, Naomi Zigmond, Amanda Kloo, and Kathleen Stanfa III. The Minnesota Demonstrating Progress Monitoring Project 8. The Context and Content of Implementation, Doug Marston, Ann Casey, and Teri Wallace 9. The Process of Implementation, Doug Marston, Teri Wallace, Jane Thompson, Mathew Lau, and Paul Muyskens 10. Evaluation of Implementation, Teri Wallace, Doug Marston, Ren\u00e1ta Tich\u00e1, Matthew Lau, and Paul Muyskens IV. The University of Oregon-Eugene School District 4J Model of RTI 11. The Context and Process of Implementation, Yvonne Curtis, Larry Sullivan, Julie Alonzo, and Gerald Tindal 12. The Measurement System Behind the RTI Model, Julie Alonzo and Gerald Tindal 13. Implementation and Outcomes, Kimy Liu, Julie Alonzo, and Gerald Tindal V. Perspective from the Model Demonstration Coordination Center 14. A Cross-Case Perspective on the Implementation of Model Demonstration Projects, Mary Wagner and Phyllis Levine