Acknowledgments
About the Authors
About the Contributors
Introduction
Chapter 1. Keynote: Reasons and Resources for Learning Response to Intervention
Chapter 2. Progressing With Progress Monitoring
Chapter 3. The Instructional Support Team (IST): A Foundation of the RTI Process
Chapter 4. Literacy Instruction: Tier 1
Chapter 5. Literacy Intervention: Tiers 2 and 3
Chapter 6. Mathematics Difficulty or Mathematics
Chapter 7. Response to Intervention and Positive Behavior Support
Chapter 8. Emerging Agendas in Collaboration: Working With Families in the RTI Process
Chapter 9. Leadership: The Role of District and School Administrators in Implementing RTI
Chapter 10. Managing Time: RTI in the Middle and High School Master Schedule
Epilogue: Why Implement RTI?
References and Resources
Index

Dolores Burton is a Fulbright scholar and professor and chair of teacher education at New York Institute of Technology. She was a public school teacher, school district administrator, and author of instructional software. Dr. Burton designed, delivered, and supervised professional development for teachers in grades k-12 in mathematics, literacy, science, differentiated instruction, action research, instructional technology and inclusive practices. She has organized symposia for educators on research based strategies to close the achievement gap of the traditionally underserved populations; African American males, English Language Learners, students with special needs, and others at-risk for academic failure. Her research interests include Response to Intervention, teacher preparation, (elementary through college), Common Core standards, professional development, using data to drive instruction, and the use of technology to teach all students especially those who have traditionally been underserved. She has published in numerous journals and consulted regionally, nationally, and internationally.