Integrated Multi-Tiered Systems of Support
Blending RTI and PBIS
A Paperback Originale-bookprint + e-book
A Paperback Originalorder
March 15, 2016
ISBN 9781462524747 Price:
Size: 8" x 10½"
Convenient Lay-Flat Binding
February 16, 2016 Price:
Convenient Lay-Flat Binding
print + e-book order Price:
A Paperback Original + e-Book (PDF) ?
any schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible
checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources.
This title is part of The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
“If you want to improve the impact of your academic and behavioral strategies for all your students, then follow McIntosh and Goodman's expert guidance on using the MTSS framework and logic. This book does a superb job of addressing the 'why,' 'what,' 'how,' 'when,' and 'where' of aligning and integrating leadership teaming, data-based decision making, explicit academic and behavior instruction, universal screening, continuous progress monitoring, and evaluation and coaching. And, it provides the empirical support, self-assessments, and applied examples for making MTSS contextually relevant and doable for you and your students.”—George Sugai, PhD, Professor and Carole J. Neag Endowed Chair, Neag School of Education, University of Connecticut
“A 'must read' for those interested in learning how to construct, implement, evaluate, and sustain integrated three-tiered models of prevention. McIntosh and Goodman have produced an easy-to-access guide for developing data-driven systems to meet students’ academic and behavioral needs, including very practical information on systematic screening efforts.”—Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas
“The publication of this volume has been eagerly awaited. McIntosh and Goodman provide the most comprehensive lens to date for integrating academic and behavior systems of support. They clearly articulate the critical features and attributes that support implementation and sustainability of an MTSS at both the district and building levels. The authors have succeeded in writing a very reader-friendly book, complete with practical examples and tools for moving teams at all stages of implementation forward. This is an essential practitioner’s handbook and should be required reading for all preservice educators.”—Dawn Miller, PhD, SWIFT Center (Schoolwide Integrated Framework for Transformation), University of Kansas
“At a time when educational systems are under constant financial strain, the ability to integrate systems in school districts is crucial. By using an MTSS, K–12 educators can become more efficient and effective. This book details how to work toward integrating current processes and support systems to facilitate student learning. I encourage school personnel who want to understand an integrated approach to educational systems to read this book.”—Gustavo Balderas, DEd, Superintendent of Schools, Eugene School District, Oregon
“Well written, understandable, informative, and relevant. McIntosh and Goodman have created a great resource that is useful for those just embarking on an MTSS journey as well as those who have been working toward an integrated MTSS for some time. Not only does this book provide guidance about how and why integration of academic RTI and PBIS is important, but it also gives us tools to help us all in our work.”—Justyn Poulos,Assistant Director, Wisconsin RTI Center
Table of ContentsI. Foundations
2. The Relationship between Academic Skills and Behavior
II. Core Components
3. Integrating Data
4. Integrating Practices
5. Integrating Teaming
6. Integrating District Support Systems
7. Integrating Entire Systems
III. Case Studies of Successful Systems
8. Oregon's Effective Behavioral and Instructional Support Systems Initiative: Implementation from District- and State-Level Perspectives, Erin A. Chaparro, Sally Helton, & Carol Sadler
9. Florida's Multi-Tiered Support System for Academics and Behavior, Don Kincaid & George Batsche
10. Michigan's Integrated Behavior and Learning Support Initiative: A Statewide System of Support for MTSS, Christine Russell & Anna Harms
IV. Looking Back, Looking Forward
About the AuthorsKent McIntosh
, PhD, is Associate Professor in the College of Education at the University of Oregon, where he is also Director of the Educational and Community Supports research unit. He serves as a co-investigator for the National Technical Assistance Center on Positive Behavioral Interventions and Supports, funded by the Office of Special Education Programs (OSEP). Dr. McIntosh is the lead developer of the research-validated School-Wide Universal Behavior Sustainability Index: School Teams (SUBSIST). His current research focuses on implementation and sustainability of school-based interventions—in particular, integrated academic and behavior RTI systems—and equity in school discipline. He has authored more than 50 peer-reviewed scientific journal articles.
, PhD, is Director of Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) and a partner with the National Technical Assistance Center on Positive Behavioral Interventions and Supports. Dr. Goodman serves on the Board of Directors of the Association for Positive Behavior Support. He was the principal investigator for the first OSEP-funded model demonstration project focusing on integrated behavior and reading support models, and frequently consults with schools and advises statewide projects. He has coauthored research articles and several book chapters.
, EdD, College of Education, University of South Florida, Tampa, Florida
Erin A. Chaparro
, MS, PhD, College of Education, University of Oregon, Eugene, Oregon
, PhD, Evaluation and Research Coordinator, Michigan’s Integrated Behavior and Learning Support Initiative, Michigan Department of Education, Lansing, Michigan
, MS, Tigard–Tualatin School District, Tigard, Oregon
, EdD, College of Behavioral and Community Sciences, University of South Florida, Tampa, Florida
, EdD, Research and Evaluation Specialist, Michigan’s Integrated Behavior and Learning Support Initiative, Michigan Department of Education, Lansing, Michigan
, PhD, Tigard–Tualatin School District (retired), Tigard, Oregon
School psychologists, teachers, special educators, and instructional coaches working with students ages 5–17 (grades K–12); school administrators; graduate students in school psychology and special education.
May serve as a supplemental text in graduate-level courses on academic and behavioral intervention or systems and organizational change.