Response to Intervention

William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012). Learn more about William Bender's PD offerings Consulting Description: Differentiated Instruction Consulting Description: Math Consulting Description: Project-Based Learning Consulting Description: RTI Consulting Description: Technology Cara Shores began her career as a special education teacher and taught children in both pullout and inclusive classrooms. Shores has trained thousands of teachers and administrators across the United States on practical strategies for inclusion, co-teaching, and increasing achievement for all students through differentiated instruction and RTI. She provides regional and national training for the Council for Exceptional Children. She is co-author of Response to Intervention: A Practical Guide for Every Teacher. Shores now serves as the president of Wesley Educational Services. She received her master's degree and educational specialists's degree from the University of West Georgia and has served as student support services coordinator and district director of special education.

Preface: An Open Letter to Educators Acknowledgments About the Authors About the Contributors 1. Response to Intervention 2. Implementation of a Standard Treatment Protocol RTI 3. Implementation of a Problem-Solving RTI 4. Implementing RTI to Meet the Needs of All Learners 5. Will RTI Work? Ongoing Questions Appendix A. RTI Needs Assessment Appendix B. The Georgia Pyramid of Intervention Appendix C. RTI Summary Forms Appendix D. Where Do General Educators Find the Time to Do RTI? Appendix E. Resources for RTI Interventions Appendix F. Using Response to Intervention for Inappropriate Behaviors Index

"Of the many RTI materials published today, this one is user friendly and so much broader in scope. Written in clear and understandable yet professional language, this excellent book is appropriate for all K-12 educators and administrators." -- Carla Osberg, Program Specialist "The book presents a nice combination of research and practice." -- Jennifer Doolittle, Special Education Specialist "Straightforward presentation on a hot topic." -- Carol H. McClain, Special Populations Management Team "Offers a unique organization of key concepts and addresses current implementation issues with integrity. The strategies, suggestions, and tips contribute to the overall 'reader-friendliness' of the book. The comparison/contrast of the problem-solving and standard treatment protocol approaches is well written and provides the reader information with which to determine the best approach for his or her students, school, or district." -- Linda Palenchar, Coordinator "A fine recommendation for any teacher who would incorporate RTI into the classroom." -- California Bookwatch, June 2008