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020 a| 9781462511846;

020 a| 1462511848;

020 z| 9781462511549q| (pbk.);

020 z| 1462511546q| (pbk.);

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100 1 a| Kovaleski, Joseph F.=| ^A1424828;

245 14 a| The RTI Approach to Evaluating Learning Disabilities.;

260 a| New York :b| Guilford Publications,c| 2013.;

300 a| 1 online resource (226 pages).;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

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490 1 a| The Guilford Practical Intervention in the Schools Series;

588 0 a| Print version record.;

505 0 a| Cover; Half Title Page; Series Page; Title Page; Copyright Page; Dedication; About the Authors; Preface; Acknowledgments; Contents; 1. Historical and Legal Background for Response to Intervention; Historical Background; The EHA; The Aftermath of the EHA; IDEA 1997; Concerns about Overall Student Proficiency; Concerns about the Ability-Achievement Discrepancy Approach; Response to Intervention; IDEA 2004/2006; Provisions for RTI in IDEA Law and Regulations; Comprehensive Evaluation; Lack of Instruction; RTI as a Component of an Evaluation for SLD; The Four Criteria for SLD.;

505 8 a| The Observation Requirement planning the Comprehensive Evaluation; Establishing Local Evaluation Criteria; Current Status of the Use of RTI in the Comprehensive Evaluation Process; 2. Implementing RTI as School Reform: Instructional Prerequisites for Using RTI for Eligibility Decision Making; Key Features of the RTI Infrastructure; The Three-Tier Model; Tier 1; Tier 2; Tier 3; Assessing Treatment Integrity; Consideration for Referral for Special Education; Special Education in a Multi-Tier System; The Involvement of Parents in a Multi-Tier System; Administrative Leadership and Support.;

505 8 a| 3. Determining Inadequate Academic Achievement; Gathering Existing Data; Statewide and Districtwide Tests; Universal Screening; Progress Monitoring Data; Using Existing Data to Quantify the Extent of the Academic Deficiency: Performing a Benchmark Gap Analysis; Performing a Benchmark Gap Analysis Using CBM; Performing a Benchmark Gap Analysis Using CAT; Conducting Follow-Up Individual Student Assessments; CBA Methods; Summary; 4. Determining Rate of Improvement; Key Terms and Calculation of Benchmark ROI; Full-Year or Midyear Benchmark ROI?; Illustrations from a Non-CBM Measure.;

505 8 a| Progress Monitoring ROI; Calculating Attained ROI for Progress Monitoring; Illustrations from a Non-CBM Measure; Interpreting ROI: Conducting a Gap Analysis; Progress Monitoring ROI Gap Analysis; Benchmark Gap ROI Analysis; Gap Analysis Using CAT; Summary; 5. Ruling Out Other Conditions; General Procedure for Ruling Out Other Conditions; Visual Impairment; Hearing Impairment; Motor Problems; Intellectual Disability; Emotional Disturbance; Cultural Factors; Limited English Proficiency; Environmental or Economic Disadvantage; Summary; 6. Ruling Out Inadequate Instruction.;

505 8 a| Assessing Sufficiency of Tier 1 or Core Instruction; Collecting and Analyzing Screening Data; Assessing Sufficiency of Interventions at Tiers 2 and 3; Assessing and Documenting Treatment Integrity; Documenting Sufficiency of Instruction and Intervention; Sharing Results of Repeated Assessments with Parents; 7. The Observation Requirement; Key Behaviors for Observational Assessment; Methods of Observation; Narrative Observations; Modified Narrative Observations: The ABC Analysis; Systematic Direct Observation; Observation Codes; Logistics of Classroom Observations.;

500 a| Technological Supports for Classroom Observations.;

520 a| This book presents clear-cut procedures for using response to intervention (RTI) to determine a K-12 student's eligibility for special education under the designation of specific learning disabilities (SLD). Comprehensive guidelines are provided for gathering student data in the course of interventions and ruling out causes other than SLD for academic problems. Special features include case examples, tips for creating individualized education plans based on RTI data, and frequently asked questions. With a convenient large-size format and lay-flat binding, the book features useful repro.;

504 a| Includes bibliographical references and index.;

650 0 a| Learning disabled childrenx| Educationz| United States.=| ^A149460;

650 0 a| Response to intervention (Learning disabled children)z| United States.=| ^A1037214;

650 0 a| School improvement programsz| United States.=| ^A166466;

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650 7 a| Response to intervention (Learning disabled children)2| fast0| (OCoLC)fst01762233;

650 7 a| School improvement programs.2| fast0| (OCoLC)fst01107461;

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700 1 a| VanDerHeyden, Amanda Mathany.=| ^A754947;

700 1 a| Shapiro, Edward S.=| ^A307316;

830 0 a| Guilford practical intervention in the schools series.=| ^A691456;

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The RTI Approach to Evaluating Learning Disabilities.

Author/creator	Kovaleski, Joseph F.
Other author	VanDerHeyden, Amanda Mathany.
Other author	Shapiro, Edward S.
Format	Electronic
Publication Info	New York : Guilford Publications, 2013.
Description	1 online resource (226 pages).
Supplemental Content	EBSCOhost
Subjects	Learning disabled children--Education. --United States. Response to intervention (Learning disabled children)--United States. School improvement programs--United States.

Series	The Guilford Practical Intervention in the Schools Series Guilford practical intervention in the schools series. ^A691456
Contents	Cover; Half Title Page; Series Page; Title Page; Copyright Page; Dedication; About the Authors; Preface; Acknowledgments; Contents; 1. Historical and Legal Background for Response to Intervention; Historical Background; The EHA; The Aftermath of the EHA; IDEA 1997; Concerns about Overall Student Proficiency; Concerns about the Ability-Achievement Discrepancy Approach; Response to Intervention; IDEA 2004/2006; Provisions for RTI in IDEA Law and Regulations; Comprehensive Evaluation; Lack of Instruction; RTI as a Component of an Evaluation for SLD; The Four Criteria for SLD.
Contents	The Observation Requirement planning the Comprehensive Evaluation; Establishing Local Evaluation Criteria; Current Status of the Use of RTI in the Comprehensive Evaluation Process; 2. Implementing RTI as School Reform: Instructional Prerequisites for Using RTI for Eligibility Decision Making; Key Features of the RTI Infrastructure; The Three-Tier Model; Tier 1; Tier 2; Tier 3; Assessing Treatment Integrity; Consideration for Referral for Special Education; Special Education in a Multi-Tier System; The Involvement of Parents in a Multi-Tier System; Administrative Leadership and Support.
Contents	3. Determining Inadequate Academic Achievement; Gathering Existing Data; Statewide and Districtwide Tests; Universal Screening; Progress Monitoring Data; Using Existing Data to Quantify the Extent of the Academic Deficiency: Performing a Benchmark Gap Analysis; Performing a Benchmark Gap Analysis Using CBM; Performing a Benchmark Gap Analysis Using CAT; Conducting Follow-Up Individual Student Assessments; CBA Methods; Summary; 4. Determining Rate of Improvement; Key Terms and Calculation of Benchmark ROI; Full-Year or Midyear Benchmark ROI?; Illustrations from a Non-CBM Measure.
Contents	Progress Monitoring ROI; Calculating Attained ROI for Progress Monitoring; Illustrations from a Non-CBM Measure; Interpreting ROI: Conducting a Gap Analysis; Progress Monitoring ROI Gap Analysis; Benchmark Gap ROI Analysis; Gap Analysis Using CAT; Summary; 5. Ruling Out Other Conditions; General Procedure for Ruling Out Other Conditions; Visual Impairment; Hearing Impairment; Motor Problems; Intellectual Disability; Emotional Disturbance; Cultural Factors; Limited English Proficiency; Environmental or Economic Disadvantage; Summary; 6. Ruling Out Inadequate Instruction.
Contents	Assessing Sufficiency of Tier 1 or Core Instruction; Collecting and Analyzing Screening Data; Assessing Sufficiency of Interventions at Tiers 2 and 3; Assessing and Documenting Treatment Integrity; Documenting Sufficiency of Instruction and Intervention; Sharing Results of Repeated Assessments with Parents; 7. The Observation Requirement; Key Behaviors for Observational Assessment; Methods of Observation; Narrative Observations; Modified Narrative Observations: The ABC Analysis; Systematic Direct Observation; Observation Codes; Logistics of Classroom Observations.
Abstract	This book presents clear-cut procedures for using response to intervention (RTI) to determine a K-12 student's eligibility for special education under the designation of specific learning disabilities (SLD). Comprehensive guidelines are provided for gathering student data in the course of interventions and ruling out causes other than SLD for academic problems. Special features include case examples, tips for creating individualized education plans based on RTI data, and frequently asked questions. With a convenient large-size format and lay-flat binding, the book features useful repro.
General note	Technological Supports for Classroom Observations.
Bibliography note	Includes bibliographical references and index.
Source of description	Print version record.
Issued in other form	Print version: Kovaleski, Joseph F. RTI Approach to Evaluating Learning Disabilities. New York : Guilford Publications, ©2013 9781462511549
Genre/form	Electronic books.
ISBN	9781462511846
ISBN	1462511848
ISBN	(pbk.)
ISBN	(pbk.)

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