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| About the Authors | |
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| Foreword | |
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| Preface | |
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| What Is Pyramid Response to Intervention? | |
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| Response to Intervention (RTI) | |
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| Pyramid of Interventions (POI) | |
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| A Vision of the Future | |
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| Pyramid Response to Intervention (PRTI) | |
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| The Right Work at the Right Time | |
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| Learning by Doing | |
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| The Facts About RTI | |
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| What Is RTI? | |
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| The Early History of RTI | |
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| IDEA 1997 and IDEIA 2004 | |
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| Why Now? | |
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| Growing Support for RTI | |
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| Rejection of the Discrepancy Model | |
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| A Systematic Response | |
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| RTI Models | |
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| Two Systems of Implementation | |
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| The Protocol System | |
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| The Problem-Solving System | |
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| Implementing and Monitoring an RTI System | |
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| RTI in Pioneering Schools | |
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| TLC | |
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| ExCEL | |
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| CAST | |
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| The HAEA Model | |
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| The Washington Model | |
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| A New Way of Educating All Children | |
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| A Unified Approach | |
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| Laying the Foundation: A Professional Learning Community | |
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| Reculturing Your School | |
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| A Focus on Learning | |
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| A Collaborative Culture | |
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| A Focus on Results | |
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| Assessing Your Current Reality | |
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| Identify Under-Represented Students | |
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| Find Resources | |
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| Next Steps | |
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| Learning CPR | |
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| An Appropriate Response to Learning Emergencies | |
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| Urgent | |
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| Directive | |
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| Timely | |
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| Targeted | |
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| Administered by Trained Professionals | |
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| Systematic | |
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| Traditional Responses to Learning Emergencies | |
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| Individual Teacher Response | |
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| Remedial Classes | |
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| Summer School | |
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| Retention | |
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| Alternative and Special Education | |
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| Doing Nothing | |
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| Tier 1: The Core Program | |
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| Strengthening the Core Program | |
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| Differentiate Instruction | |
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| Determine Power Standards | |
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| Analyze Assessment Data | |
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| Ensure Quality Teaching and Focused Staff Development | |
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| Maximize Instructional Time | |
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| Use Programs With Fidelity | |
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| Tier 1 in Elementary Schools | |
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| Tier 1 in Middle Schools | |
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| Tier 1 in High Schools | |
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| Upgrading the Core Program | |
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| Set High Expectations | |
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| Focus on Instructional Priorities | |
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| Diagnose and Prescribe | |
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| Tier 2: The Supplemental Level | |
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| Creating Effective Supplements to the Core Program | |
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| Support Intentional Nonlearners | |
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| Support Failed Learners | |
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| Targeting Interventions | |
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| Identify and Place Students | |
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| Tier 2 in Elementary Schools | |
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| Tier 2 in Secondary Schools | |
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| What If Tier 2 Interventions Are Not Working? | |
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| Tier 3: The Intensive Level | |
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| Using the Right Intensive Interventions at the Right Time | |
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| The FCRR: A Source for Tier 3 Interventions | |
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| Tier 3 in Elementary Schools | |
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| Tier 3 in High Schools | |
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| The Role of Behavioral Interventions | |
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| Behavior and Academic Achievement | |
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| Supporting Positive Student Behavior | |
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| Identify and Model Positive Behaviors | |
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| Gather Data on Adherence | |
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| Tier 1 Interventions | |
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| Tier 2 Interventions | |
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| Tier 3 Interventions | |
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| Behavioral Interventions in Secondary School | |
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| Tier 1 | |
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| Tier 2 | |
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| Tier 3 | |
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| Meeting Legal Requirements | |
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| Keys to Compliance | |
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| Develop a Systematic Progress-Monitoring Plan | |
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| Keep Careful Records | |
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| Utilize Research-Based Programs | |
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| Change Tiers When Appropriate | |
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| Refer for Formal Evaluation | |
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| Meet Periodically With All Stakeholders | |
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| Making the Commitment to Go From Good to Great | |
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| Putting It All Together | |
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| Avoiding Pitfalls | |
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| Counterproductive Grading Practices | |
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| Failure to Communicate Program Goals and Procedures to Students and Parents | |
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| Lack of Program Evaluation | |
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| Leadership Matters | |
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| Success Stories | |
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| R. H. Dana Elementary School | |
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| Pioneer Middle School | |
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| Whittier Union High School District | |
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| Rising to the Challenge | |
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| Epilogue: A Moral Responsibility | |
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| Reproducibles | |
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| How Do Our School's Current Practices Align With the Essential Elements of RTI? | |
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| How Will Our School Respond to Key RTI Questions? | |
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| What Elements of RTI Are Present in the Pioneering Models? | |
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| Creating a PLC Foundation | |
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| Creating a Learning Mission | |
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| Identifying Essential Standards | |
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| Sample Essential Standards: Algebra I | |
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| Sample Essential Standards: U.S. History | |
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| Unpacking the Standards | |
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| Common Formative Assessments (CFAs) | |
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| Common Assessment Desired Outcomes | |
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| Who Are Our Under-Represented Students? | |
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| What Are Our Human and Fiscal Resources? | |
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| Evaluating Our Current Interventions | |
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| What Is Our Tier 1 Core Program? | |
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| What Are Our Tier 2 Supplemental Interventions? | |
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| What Are Our Tier 3 Intensive Interventions? | |
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| What Are Our Behavioral Interventions? | |
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| Functional Behavior Analysis Protocol | |
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| How Will We Coordinate, Document, and Communicate About Our PRTI? | |
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| PRTI Critical Steps to Success | |
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| PRTI Essential Standard Plan | |
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| Essential Standard Plan | |
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| Creating a PRTI | |
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| Sample Individualized Learning Plan (ILP) | |
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| Glossary | |
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| References and Resources | |