ebook THE GUILFORD PRESS The RTI Approach to Evaluating Learning Disabilities The Guilford Practical Intervention in the Schools Series Kenneth W. Merrell, Founding Editor T. Chris Riley-Tillman, Series Editor www.guilford.com/practical This series presents the most reader-friendly resources available in key areas of evidence-based practice in school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing, and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility. Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual ele- ments, and an oversized format. Recent titles have companion Web pages where purchasers can download and print the reproducible materials. REcEnT VoLumES Cognitive Therapy for Adolescents in School Settings Torrey A. Creed, Jarrod Reisweber, and Aaron T. Beck Motivational Interviewing for Effective Classroom Management: The Classroom Check-Up Wendy M. Reinke, Keith C. Herman, and Randy Sprick Positive Behavior Support in Secondary Schools: A Practical Guide Ellie L. Young, Paul Caldarella, Michael J. Richardson, and K. Richard Young Academic and Behavior Supports for At-Risk Students: Tier 2 Interventions Melissa Stormont, Wendy M. Reinke, Keith C. Herman, and Erica S. Lembke RTI Applications, Volume 1: Academic and Behavioral Interventions Matthew K. Burns, T. Chris Riley-Tillman, and Amanda M. VanDerHeyden Coaching Students with Executive Skills Deficits Peg Dawson and Richard Guare Enhancing Instructional Problem Solving: An Efficient System for Assisting Struggling Learners John C. Begeny, Ann C. Schulte, and Kent Johnson Clinical Interviews for Children and Adolescents, Second Edition: Assessment to Intervention Stephanie H. McConaughy RTI Team Building: Effective Collaboration and Data-Based Decision Making Kelly Broxterman and Angela J. Whalen RTI Applications, Volume 2: Assessment, Analysis, and Decision Making T. Chris Riley-Tillman, Matthew K. Burns, and Kimberly Gibbons Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention Robert J. Volpe and Gregory A. Fabiano Assessing Intelligence in Children and Adolescents: A Practical Guide John H. Kranzler and Randy G. Floyd The RTI Approach to Evaluating Learning Disabilities Joseph F. Kovaleski, Amanda M. VanDerHeyden, and Edward S. Shapiro The RTI Approach to Evaluating Learning Disabilities Joseph F. Kovaleski Amanda M. VanDerHeyden Edward S. Shapiro THE GUILFORD PRESS New York London © 2013 The Guilford Press A Division of Guilford Publications, Inc. 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved Except as indicated, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher. Printed in the United States of America This book is printed on acid-free paper. Last digit is print number: 9 8 7 6 5 4 3 2 1 LIMITED PHOTOCOPY LICENSE These materials are intended for use only by qualified professionals. The Publisher grants to individual purchasers of this book nonassignable permission to reproduce all materials for which photocopying permission is specifically granted in a footnote. This license is limited to you, the individual purchaser, for personal use or use with individual students. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, webinars, or therapy groups, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications. The authors have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication. However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the authors, nor the editors and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information. Readers are encouraged to confirm the information contained in this book with other sources. Library of Congress Cataloging-in-Publication Data Kovaleski, Joseph. The RTI approach to evaluating learning disabilities / Joseph Kovaleski, Amanda M. VanDerHeyden, Edward S. Shapiro. pages cm. — (The Guilford practical intervention in the schools series) Includes bibliographical references and index. ISBN 978-1-4625-1154-9 (pbk.) 1. Learning disabled children—Education—United States. 2. Response to intervention (Learning disabled children)—United States. 3. School improvement programs—United States. I. Title. LC4705.K68 2013 371.90973—dc23 2013004105 To Susan, the love of my life, and to Mary and Kevin, my pride and joy —J. F. K. For my dad, who believed in curiosity, learning, and the unlimited potential of all children —A. M. V. To Dr. George Davis, who made the miracle of my first grandson, Milo Thomas Shapiro, possible —E. S. S. About the Authors Joseph F. Kovaleski, DEd, is Professor of Educational and School Psychology and Director of the Doctoral Program in School Psychology at the Indiana University of Pennsylvania. He serves on the Advisory Board of the RTI Action Network at the National Center for Learn- ing Disabilities (NCLD) and on the Editorial Board of School Psychology Review. In 2005, Dr. Kovaleski, with Edward S. Shapiro, initiated RTI in Pennsylvania through the Pennsylva- nia Training and Technical Assistance Network. He has published articles, book chapters, and Web-based content on RTI and other topics related to school reform and school psychology. Amanda M. VanDerHeyden, PhD, is a private consultant, researcher, and national trainer who has worked in a number of school districts and is President of Education Research and Consult- ing, Inc., in Fairhope, Alabama. She serves on the Advisory Board of the RTI Action Network at the NCLD and is also a member of the NCLD’s Education Programs Committee and a panelist at the Institute of Education Sciences, U.S. Department of Education. Dr. VanDerHey- den received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association (APA). She is Associate Editor of School Psychology Review and has published numerous articles and books related to RTI. Edward S. Shapiro, PhD, is Professor of School Psychology and Director of the Center for Promoting Research to Practice in the College of Education at Lehigh University. A recipient of the Senior Scientist Award from APA Division 16, he is the author or coauthor of a number of books. Dr. Shapiro is best known for his work in curriculum-based assessment and nonstan- dardized methods of assessing academic skills problems. He is currently collaborating with the Pennsylvania Department of Education in developing and facilitating the implementation of RTI in the state. vii