“Virtually all important RTI decision making in schools is team based, so as an RTI trainer, I was delighted to come across Broxterman and Whalen's book. This practical guide walks schools through the process of setting up effective problem-solving teams in clear, specific terms. A particular strength is the lucid description of how an RTI team can help teachers to successfully define student problems, select appropriate interventions and goals, and monitor progress. The authors stress the collaborative nature of team-based problem solving and the key role of teachers. The book also anticipates possible roadblocks that can derail RTI teams—such as lack of intervention follow-through—and offers strategies to prevent them.”

—Jim Wright, MS, CAS, RTI consultant and trainer, New York


“Collaborative effort and productive meetings are what really drive and inform an RTI process, but problems frequently arise in these areas. Broxterman and Whalen systematically delve into these important aspects of data-based decision making. This is truly a book that will allow you to learn about the foundational concepts of an RTI process, access materials and forms for immediate use, and get started improving your RTI decision making right away! The precise descriptions, examples, charts, and reproducible materials make this a treasure trove of information that will improve your school's or district's likelihood of success with RTI.”

—Randy Allison, EdS, independent educational consultant, Waukee, Iowa


“This is truly a unique book that addresses critical issues in RTI implementation. It describes the basic functions of RTI teams, how to create a team, and how to engage in team-based decision making at all tiers of RTI. The authors explicitly show how successful team meetings help districts and schools develop, deliver, and sustain best practices in instruction and intervention. Numerous helpful tools are included. A valuable roadmap for RTI implementers, the book would also serve as a useful 'how-to' text in university courses.”

—Danielle M. Parisi, PhD, Department of Secondary and Special Education, Montclair State University