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This NCCRESt practitioner brief explains how to implement RTI in a way that will provide an equitable educational opportunity for students who are English language learners. It asserts that knowledge of each child's particular set of life experiences as well as teacher-related and school-related issues must be taken into consideration when beginning implementation of RTI. It points out that educators must also be knowledgeable in first and second language acquisition principles and culturally responsive pedagogy and have access to specialists in differentiating cultural and linguistic differences from disabilties. |
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| The New Mexico Public Education Department has updated its Response to Intervention: A Systematic Process to Increase Learning Outcomes for All Students with a new manual that provides guidance and tools for its school districts and charter schools to use to build technically sound systems to implement RTI effectively. Called The Student Assistance Team and the Three-Tier Model of Student Intervention, it offers an overview of the RTI Framework in New Mexico, information on regulatory support and research, explanation of the Student Assistance Team (SAT), a discussion of intervention techniques, and instructions for integrating good student behavior into the tiered framework. It also has a number of ready-made forms to assist educators in developing their own tools. It is available for download here. | ||||
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| NCLD has written a Parent's Guide to Response to Intervention to provide an overview of the RTI process, describe how it is implemented in schools and offer questions that parents can ask. This Guide is available at http://www.ncld.org/images/stories/Publications/AdvocacyBriefs/ParentGuide-RTI/ParentsGuidetoRTI.pdf | ||||
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| The Center on Instruction has developed a summary of nine studies provides information about evidence-based practices for Tier 2 interventions and how to use RTI in mathematics. This annotated bibliography identifies and describes the most current research available on the use of RTI to help students struggling to learn math. | ||
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| Feedback, defined as information about performance, is an integral aspect of instruction and learning. In their article "The Power of Feedback" published in the Review of Education Research (Review of Education Research, 77, 81-112), Hattie and Timperley synthesized the results of 12 meta-analyses of 196 studies that included feedback as an instructional strategy. The Center on Instruction synopsis of this article highlights the findings from their analysis, reviews the evidence related to its impact on learning, and suggests applications in the context of overall classroom instruction as well as interventions with students who are struggling or who have learning disabilities. The original article is available from Sage Publications for a fee for non-subscribers. | ||||||||
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Although writing has received less attention than reading, it is a critical aspect of literacy and one in which effective instructional techniques and intervention models are needed. The Center on Instruction's synopsis distills the findings reported in Writing Next, with special attention to findings for students with learning disabilities. It identifies 11 instructional strategies, listed in decreasing order of effect size. The Center on Instruction hosted a webinar in February 2008 in which co-author Steve Graham described the results and implications presented in his report. The archived WebEx and PowerPoint presentation can be accessed here. |
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Baker, Gersten, and Lee (2002) synthesized findings from 28 years of research on interventions for students struggling in learning math. The Center on Instruction's synopsis highlights the key findings from this synthesis and outlines recommendations for practice that follow from the findings. Both the synthesis and the synopsis are available for download below. The Center on Instruction hosted a webinar in September 2007 in which authors Scott Baker and Russell Gersten discussed the synthesis and provided an update on research in the area of math interventions since its 2002 publication. The archived WebEx file and PowerPoint presentation from the webinar are available here. |
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This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington. A video of Joe Torgesen providing an overview of this document is available here. |
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| Alfred Artiles presented this keynote address at the 31st annual conference of the New York State Association for Bilingual Education in March 2008. This PowerPoint presentation focuses on 1) trends in ELL placement in Special Education, 2) RTI as a viable option for ELLs, and 3) reflections on potential future directions for ELLs. | ||||||
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| This document from the U.S. Department of Education provides guidance on possible uses of Individuals with Disabilities Act (IDEA) Part B funds made available under the American Recovery and Reinvestment Act of 2009 (ARRA). The document is available below for downloading. | ||||||
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This presentation, delivered at the State ISC (Information Sharing Community) Meeting on October 3 and 4, 2005 by Dr. Diane Bryant of The University of Texas at Austin, describes one example of a multi-tiered intervention model for math in grades K - 2. It includes a PowerPoint and transcript; other helpful resources on math interventions within a Response to Intervention framework are provided at the end of the PowerPoint. Audio of the event is also available online. |
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Taking early action may be key to helping students struggling with mathematics. This guide from the Institute of Educational Sciences (IES) makes eight recommendations designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics. |
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| The What Works Clearinghouse (WWC) has released a practice guide to help educators identify struggling readers and implement evidence-based strategies to increase academic achievement. It details screening students for reading problems, designing a multi-tier intervention program, adjusting instruction to help struggling readers, and monitoring student progress. The guide can be downloaded at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf | ||||
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CalSTAT (California Services for Technical Assistance and Training) is a special project of the California Department of Education. Their SpecialEDge podcasts feature recorded conversations with experts from the field on a variety of RTI topics. Currently podcasts are available in audio and PDF or html formats on (a) RTI Overview; (b) RTI Literacy; and (c) Elk Grove Unified School District Arlene Hein Elementary RTI implementation. Transcripts from these three podcasts are available for download below. To access the podcasts, go to http://www.calstat.org/podcasts/index.html. |
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| The Center for Applied Special Technology (CAST) is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies. To visit its website, go to http://www.cast.org. | ||||
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| Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and ELL specialists. This brief from the TQ Center offers policy and practice recommendations for regions, states, and districts to help them create evaluation systems that reflect the measurement of academic achievement growth for their students and how to connect that growth to teacher effects. To access this document, click here. | ||||
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| This PowerPoint presentation from the National Center for Student Progress Monitoring 2006 Summer Institute introduces participants to a process review method to help them identify their needs and goals regarding student progress monitoring. It then explains how to use the information from the National Center on Student Progress Monitoring review of tools to assist in choosing a scientifically based progress monitoring tool that fits their specific needs. The worksheet used in the presentation is also available for download. | ||||||||
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| The Center on Instruction is working to identify practices that may be effective in implementing Response to intervention (RTI) at the school, district, and state levels. This document describes state-level efforts to implement RTI in eight states. A planning meeting with representatives from each of the eight participating states and their respective Regional Comprehensive Centers was held in March 2008. Participants identified important implementation considerations and recommended technical assistance strategies related to the implementation of RTI at the state level. This document summarizes the findings from the meeting. In addition, a series of frequently asked questions about state-level RTI implementation is interspersed throughout the document. Information on school-level implementation of RTI can be found in Implementing Response to Intervention: Practices and Perspectives from Five Schools - Frequently Asked Questions, which is also available for download on this website. | ||||||||
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| Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Joseph Witt, Professor Emeritus, Louisiana State University. | ||||||
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The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice. To visit its website, go to http://www.cec.sped.org. |
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This brief from the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. |
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| Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. This resource is an online professional learning module developed by NCCRESt, consisting of three "academies" designed to (a) introduce culturally responsive RTI, (b) use data to assess student progress and inform decision making, and (c) ensure culturally responsive supports. Each academy provides a facilitator manual, PowerPoint, and participant handouts. It is available at http://www.nccrest.org/professional/culturally_responsive_response_to_intervention.html. | ||||
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| This document summarizes the proceedings of a CCSSO conference in which leaders in the fields of research and evaluation of teacher professional development discussed how to use findings from research to develop quality, effective professional development programs for teachers. It is available for download at here. | ||||
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| This PowerPoint presentation is intended for teachers who are currently implementing CBM in reading and/or math and administrators who are supporting CBM implementation. Advanced issues covered include interpreting CBM reading and math data, using the database to inform instructional decision making, and selecting research-validated interventions. | ||||||
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| This annotated bibliography developed by the National Center on RTI provides citations for key articles to help in understanding disproportionate representation. For ease of use, it is categorized into sections: (1) Practitioner-oriented (mainly simple and practical articles), (2) Practitioners Who Want to Learn More (articles with more detailed information) and (3) Research-oriented (articles focused on the technical and conceptual aspects of disproportionality). Each citation expands to provide a short abstract of the article. The bibliography can be accessed here. | ||||
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| Presented at the 2006 OSEP Project Directors' Conference Program on July 31, 2006, by Dr. Sharon Vaughn of the Vaughn Gross Center at the University of Texas at Austin, this presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities. | ||||||
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This 2nd edition of the Effective Instruction for Adolescent Struggling Readers professional development module is a revision of the 2008 version and presents information based on findings from Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and recommendations discussed in Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide from IES (Kamil et al., 2008). This suite of resources developed by the Center on Instruction has two purposes. First, it is designed to guide the delivery of instruction for adolescent struggling readers, particularly secondary interventions in the general education context. Second, it seeks to deepen technical assistance providers’ knowledge of reading-related issues for adolescents with reading difficulties and learning disabilities and enrich providers’ work with SEAs and LEAs. Detailing selected research-based instructional practices associated with positive effects for adolescent struggling readers, the suite comprises (a) a meta-analysis, (b) a practice brief, (c) a professional development module, and (d) training of trainers materials. (a) Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice summarizes and synthesizes aspects of recent research on reading instruction for adolescent struggling readers to determine the relative effectiveness of interventions and outlines implications of these findings for practice. It focuses on interventions to improve students' reading vocabulary, accurate decoding of unfamiliar words in text, reading fluency and their use of reading comprehension strategies. A capacity building indicator (CBI) form is provided. (b) Effective Instruction for Adolescent Struggling Readers: A Practice Brief takes the meta-analysis a step further for educators and decision-makers working in the field. It addresses the five reading components, compares successful and struggling readers’ behaviors, and describes effective school-based instructional practices. A capacity building indicator (CBI) form is provided. c) Effective Instruction for Adolescent Struggling Readers: Professional Development Module combines information from the meta-analysis and practice brief into an interactive presentation on effective, research-based instruction in secondary reading. It includes a PowerPoint presentation with speaker’s notes and a Facilitator’s Guide. NOTE: Depending on your Web browser, you may have to save the file to your computer in order to see the notes. (d) The Training of Trainers PD Module is designed to train others to facilitate presentations of the Effective Instruction for Adolescent Struggling Readers: Professional Development Module. It contains all slides from the EIASR-PD Module, presentation guidelines, and suggestions for customizing the PD for different audiences. A handout on customizing the PD is also provided. These resources align with Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007) also available in this section of the website. |
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| A body of research-based practices is emerging to guide instruction for adolescent struggling readers. This practice brief from the Center on Instruction focuses on the five reading components adolescents need to succeed in school and beyond. Each component - word study, fluency, vocabulary, comprehension, and motivation - discussed in terms of the available research, comparisons of successful and struggling readers' behaviors, and recommended instructional practices. The brief aligns with on two Center on Instruction publications, Reading Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007). | ||||||||
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This brief developed by the National Center on Response to Intervention (NCRTI) provides a definition of RTI, reviews essential RTI components, and responds to frequently asked questions. It is intended to provide educators with guidance for RTI implementation that reflects research and evidence-based practices that support the implementation of a comprehensive RTI framework. |
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This report from the Center on Instruction summarizes relevant high-quality research studies and synthesizes their findings on the effects of extension reading interventions (comprising at least 100 instructional sessions) and related implications for practice for students with reading problems or learning disabilities in an RTI setting. The Center on Instruction hosted a webinar in October 2007 to provide an opportunity for authors Sharon Vaughn and Jeanne Wanzek to discuss the implications identified in their report. The archived WebEx and PowerPoint presentation can be accessed here. |
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| This report, developed by REL and the Institute of Education Sciences, describes an analysis of documents related to RTI that are publicly available on state education agency websites in the nine Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. This document concludes that RTI is supported in seven jurisdictions as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the core features of RTI as defined by the National Research Center on Learning Disabilities. To access this document, click here. | ||||
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| This resource includes an archived copy of an October 2009 webinar produced by the National Center for Response to Intervention and led by Dr. Daryl Mellard which provides background knowledge about fidelity and how it plays an integral role within the entire RTI framework at the school and classroom levels. It includes examples of how to assess fidelity and offers resources and tools that can be used for this purpose such as Action Plans for Administrators and Teachers, Observation Checklists, and Student Satisfaction Surveys. These can be accessed at the National Center for Response to Intervention's website here. | ||||
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This article from the RTI Action Network reviews published field studies on the effectiveness of different RTI models. It is available for download here. |
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This resource, developed by the RTI Action Network, includes information on the necessary steps for developing a building-level plan for successful implementation of RTI. The website includes multiple tools that provide a step-by-step process to structure RTI implementation in the absence of state or district guidance. To learn more, click here. |
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here. |
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This document developed by the Tigard-Tualatin School District in Tigard, OR, includes information on EBIS (Effective Behavior and Instructional Support) as a structured, systematic process (1) to review school-wide behavior and academic data in order to evaluate the effectiveness of core programs, (2) to screen and identify students needing additional academic and/or behavior support, and (3) to plan, implement and modify interventions for these students. For more information, you can also go to http://www.ttsd.k12.or.us/district/ebis. |
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| Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Doug Marston, Special Education Administrator, Minneapolis Public Schools. | ||||||
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The Center on Instruction is working to identify practices that may be effective in implementing Response to Intervention (RTI) at the school, district, and state levels. This document describes the school-level implementation of RTI at five schools across the country, with particular focus on instruction and the implementation of effective practices. A "frequently asked questions" (FAQ) format is used, with answers based on the collective experience of the five schools (three elementary, one intermediate, and one middle school) that are implementing elements of RTI, including evidence-based instruction, progress monitoring, structures for regulating the intensity of intervention, and professional development. Information on state-level implementation of RTI can be found in Conversations with Practitioners: Current Practice in Statewide RTI Implementation, which is also available for download on this website. The Center on Instruction hosted a webinar in December 2007 to discuss the content contained in this document. The archived WebEx and the PowerPoint presentations can be accessed here. |
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This document from the U.S. Department of Education addresses how funds under Title I and Title III of the Elementary and Secondary Education Act (ESEA) and Coordinated Early Intervening Services (CEIS) funds under the Individuals with Disabilities Education Act (IDEA) may be used to support Response to Intervention (RTI) in public schools. The document can be downloaded below. The document can also be viewed as a "talking" PowerPoint presentation. Susan Wilhelm (Title I) and Millie Bentley-Memon (Title III) from the Student Achievement and School Accountability Programs (SASA), Ruth Ryder from Special Education, and Kay Ringling from the General Counsel's office provide the audio portion of the presentation. It can be accessed here. After the link opens, click "View flash presentation"; when the presentation opens, click on "Begin Presentation". |
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| This PowerPoint presentation from the National Center for Student Progress Monitoring 2006 Summer Institute provides an overview of Pennsylvania's statewide progress monitoring initiative. Included is a discussion of the approach and outcomes to progress monitoring which includes the selection of pilot districts, a training plan, a seven-step process, a statewide roll-out of the model, and student outcome data. Challenges and lessons learned are also shared. The handouts are also available for download. | ||||||||||||
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This practice guide from the What Works Clearinghouse offers five evidence-based recommendations for educators to use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It also discusses the quality and quantity of evidence that supports them. This guide will help educators implement strategies to improve literacy practices, with examples of how this implementation may occur in a school setting. To access this document, click here. |
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| Results of this meta-analysis from the Center on Instruction provide guidance for intervening with adolescent struggling readers, outlining major implications for practice. The report focuses on interventions designed to improve students' use of reading comprehension strategies. It also considers the impact of interventions that target improved reading vocabulary, accurate decoding of unfamiliar words in text, and increased reading fluency. | ||||||
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| These online modules provide information on Response to Intervention. The first module compares the RtI approach to the currently used IQ-Achievement Discrepancy model and then explores the RtI approach, specifically the Standard Treatment Protocol. The modules are available at http://iris.peabody.vanderbilt.edu/rti/chalcycle.htm. | ||||
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| The latest module to be posted, "RtI (Part 2): Assessment", continues to examine how Rosa Parks Elementary implements RtI. With more detail now about Mrs. Hernandez and her struggling readers, this module highlights the steps of the assessment process for each tier of the standard treatment protocol approach and describes how to use the assessment data to make instructional, or tier, decisions. Teachers will find a variety of helpful tools in the module including progress monitoring materials, on-line progress monitoring resources, and calculators that help teachers determine students' reading progress. To learn more about the assessment components used in the RTI approach and to learn how Mrs. Hernandez implements these components in her first-grade class, click on the following link: http://iris.peabody.vanderbilt.edu/rti02_assessment/chalcycle.htm. | ||||
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| This online module, the third of a series providing information on Response to Intervention, covers such topics as components of high-quality reading instruction, how to integrate high-quality instruction into the RTI approach, and how teachers can increase student reading success in early grades. This third module can be accessed at http://iris.peabody.vanderbilt.edu/rti03_reading/chalcycle.htm. | ||||
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| This online module, the fourth of a series providing information on Response to Intervention, covers such topics as preparing teachers to implement RTI, effectively implementing RTI components in each tier, and challenges for school professionals to consider when implementing RTI. The fourth module can be accessed at http://iris.peabody.vanderbilt.edu/rti04_alltogether/chalcycle.htm | ||||
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| This online module, the fifth in the continuing series of modules on implementing RTI, describes the elements of RTI Tier 3 interventions and how to identify students who need this more intense and individualized intervention. It discusses the need for frequent progress monitoring to guide instruction. It also explores parent involvement and cultural issues related to English language learners. This fifth module can be accessed at http://iris.peabody.vanderbilt.edu/rti05_tier3/chalcycle.htm | ||||
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| This online resource, the next installment in the continuing series of modules on implementing RTI, provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach. This module can be accessed at http://iris.peabody.vanderbilt.edu/rti_leaders/chalcycle.htm. | ||||
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| This matrix developed by the Kansas State Department of Education describes the principles and practices within a Multi-Tier System of Supports. It focuses on the essential system components that are consistent across all ages (early childhood through high school) and across all domains (academic and behavior). The primary use of this matrix is to assist in the understanding of a multi-tiered system and describe what it may look like when implemented within a district, building, or other community agency. It is available at http://www.kansasmtss.org/all/Kansas%20MTSS%20Innovation%20Configuration%20Matrix.pdf. | ||||
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| This document from the Kansas State Department of Education is structured to align with the "Kansas Multi-Tier System of Supports (MTSS): Innovation Configuration Matrix". It was created to assist in the understanding of the actual research base underlying the principles and practices of MTSS. It is not intended to be a comprehensive review of all research that supports MTSS but a highlight of some main pieces of work. It is available at http://www.kansasmtss.org/all/Kansas_MTSS_Research_Base.pdf. | ||||
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This report from the Center on Instruction presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or those who are performing significantly below their peers in reading achievement. The report also offers recommendations followed by discussion and empirical evidence for the types of instructional interventions that best serve ELLs who are at risk for reading difficulties who may or may not have an identified language and/or learning disability. |
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In this transcript of an April 2007 question-and-answer session sponsored by the National Center on Learning Disabilities, Drs. Sharon Vaughn and Jeanne Wanzek answer questions about features of evidence-based reading instruction, the delivery of effective supplemental services, the importance of collecting, and using data to inform instruction. They also offer information about the implementation of RTI. The transcript is available at http://www.ncldtalks.org/content/interview/detail/1204/ . |
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| NRCLD developed this kit to help schools and districts navigate changes related to specific learning disability (SLD) determination and responsiveness to intervention (RTI). Included in the kit is general information on SLD determination and RTI, tools for getting started, PowerPoint presentations, and resources for parents. In particular, the School-Based RTI Practices section provides information from elementary schools around the country that are implementing RTI. Topics include school-wide screening, progress monitoring, tiered service delivery models, data-based decision-making, parent involvement, and fidelity of implementation. The kit is available for download at: http://www.nrcld.org/resource_kit/ | ||||
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This free online library provides local educators with easy access to over 700 professional development resources that can be customized to meet their needs. Such groups as AFT, NEA, federally funded TA centers, the IRIS Center, COI, and various states, have contributed resources to bring together research, policy and practice. The site can be searched by keyword or by an alphabetical list of resources, topics, or organizations providing the resource. It also has "featured resources", an opportunity to add a resource, and a signup to receive email updates. The database can be accessed here. |
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| This August 2008 report from IES/REL Northeast and Islands describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs. The report is available for download at http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=161&productID=110 | ||||
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| This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from The Final Report of The National Mathematics Advisory Panel as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. | ||||||||
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This meta-analysis synthesizes experimental and quasi-experimental research on instruction that enhances the mathematics performance of K-12 students with learning disabilities. It reports the findings from this synthesis, discusses the implications for practice, and suggests next steps for research and professional development efforts in this field. |
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| This report, developed by the Institute of Education Sciences, provides information on the RTI models supported by state education agencies in the Northwest Region. It identifies states' RTI-related resources, policies, and activities to help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other's experience. To access this document, click here. | ||||
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| This series of modules from the National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI. These modules are designed for conducting professional development, course offerings, or individual study. Each module includes a PowerPoint presentation with notes, a manual, and handouts. While they are intended to be used as a series, each module can stand on its own. To access the CBM Modules, visit http://www.rti4success.org/index.php?option=com_content&task=view&id=1172&Itemid=150. | ||||
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| This PowerPoint presentation by Daryl Mellard of the National Research Center on Learning Disabilities was delivered at the State-to-State Information Sharing Community Meeting in Washington, DC in October 2006. It discusses the components, uses, and application of RTI, and the connection between EIS (Early Intervening Services) and RTI. It also includes information on RTI implemention in research settings. | ||||||
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A short paper written by the National Association of State Directors of Special Education (NASDSE) and the Council of Administrators of Special Education (CASE) that debunks some of the misconceptions about RTI. It is available at http://www.casecec.org/pdf/rti/Myths%20about%20RtI.pdf. |
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The National Association of State Directors of Special Education (NASDSE) is a not-for-profit organization established in 1938 to promote and support education programs and related services for children and youth with disabilities. NASDSE accomplishes its goals by establishing and maintaining relations between those responsible for the development of statewide and federal special education programs and those responsible for general curriculum planning at the local, state and national levels. NASDSE activities are designed to provide professional support to its members and others interested in special education. To visit its website, go to http://www.nasdse.org. |
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The National Center for Learning Disabilities (NCLD) works to ensure that the nation's 15 million children, adolescents and adults with learning disabilities have every opportunity to succeed in school, work and life. NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning and advocates for policies to protect and strengthen educational rights and opportunities. To visit its website, go to http://www.ncld.org. |
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| To meet the challenges of implementing effective progress monitoring, the Office of Special Education Programs (OSEP) has funded the National Center on Student Progress Monitoring. Housed at the American Institutes for Research, and working in conjunction with researchers from Vanderbilt University, the National Center on Student Progress Monitoring provides technical assistance to states and districts and disseminates information about progress monitoring practices proven to work in different academic content areas in Grades K-5. To visit its website, go to http://www.studentprogress.org. | ||||
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| The National RTI Center's mission is to provide technical assistance and dissemination about proven and promising models for RTI and EIS to state and local educators, families, and other stakeholders. The Center works in four areas: (a) knowledge production, which involves a Technical Review Committee of experts who will independently evaluate the scientific rigor, conditions for successful implementation, and the cultural and linguistic competence of all identified models (and components); (b) implementation supports, which involve training and follow-up activities to scale-up RTI and Early Intervening Services (EIS) on a broad scale; (c) information dissemination, which involves forming communities of practice to improve the likelihood that consumers will adopt RTI models; and (d) formative evaluation, which involves an assessment of the quality, implementation, impact, and cost effectiveness of the services offered. To visit its website, go to http://www.rti4success.org/. | ||||
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| North Carolina has developed a Problem-Solving Model Pilot and accompanying Problem-Solving Model Process Graphics (both adapted with permission from Heartland AEA Iowa) as tools to introduce both the conceptual framework and the process involved in providing a foundation for a planned, systematic set of interventions that can be monitored and evaluated to determine effectiveness. The graphics depict the Problem-Solving Model Process, a Problem-Solving Model, a comparison of the RTI/PSM model vs. current SIT, BAT, and SAT models, a graphic of Academic, Social, and Behavioral Success Systems, and a visual description of Student Achievement and the Student Success Program. These are available for download below or at http://www.ncpublicschools.org/docs/ec/development/learning/responsiveness/problemsolvingmodel.pdf (document) and http://www.dpi.state.nc.us/curriculum/responsiveness/psmgraphics/ (graphics). | ||||||||||||||||
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| This resource, a collection of position papers from myriad of professional organizations, provides general information about RTI and various school personnel's roles in RTI. | ||||||
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| "Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State", a report from REL Northeast, describes the mathematics performance of fourth-grade students with disabilities across schools categorized by need-to-resource capacity and compares their performance by school with that of general education students across New York State from 2003 to 2005. It finds that the percentage of students with disabilities scoring proficient increased over time and that the proficiency gap between this subgroup and general education students narrowed by one percentage point. The document is available for download at http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2008050.pdf | ||||
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| Alexandra Hilt-Panahon and Deborah Gould Stover, in collaboration with the National Center on Response to Intervention, presented a webinar Planning and First Steps for RTI which offered an example of RTI implementation in Pennsylvania. Topics included the initial district planning, introducing RTI to stakeholders, creating data teams and staff alignment, developing schedules, and providing professional development. Examples of school-wide schedules and professional development were also provided. To access the archived file of the webinar and documents associated with it, click here. | ||||
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| This report developed by the U.S. Department of Education Institute of Education Sciences examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six southeast Region states integrate content related to students with disabilities. | ||||||
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| This practitioner brief from NCCRESt discusses four key elements of culturally and linguistically responsive prereferral intervention for culturally and linguistically diverse students: 1) preventing school underachievement and failure, 2) early intervention for struggling learners, 3) diagnostic/prescriptive teaching, and 4) availability of general education problem-solving support systems. | ||||||
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| This Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, reflects the results of their first annual review of reading and math progress monitoring tools. This chart is intended to assist educators and families in selecting progress monitoring tools that best meet their individual needs. To access this chart, visit http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm. | ||||
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| This resource, by Lynn S. Fuchs of Vanderbilt University for the RTI Action Network, provides a quick overview of progress monitoring and describes how progress monitoring is used within a multi-level prevention system. To learn more, click here to go to the RTI Action Network website. | ||||
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| The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has issued a revised Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations. This document (revised June 2010) is available online at http://www.ed.gov/policy/speced/guid/idea/iep-qa-2010.pdf. | ||||
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| This "Rapid Response" report released by the Southeast Comprehensive Center provides an overview of state policies on RTI. The goal of the report is to provide decisionmakers and other stakeholders with information on formal RTI policy so they can compare their regulations with those in other states. It is available for download here. | ||||
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| This presentation describes Project CIRCUITS, where the overarching goal is to implement, evaluate, replicate, and disseminate systemic prevention models that will accelerate and sustain the early reading achievement of students with reading disabilities in grades K-3. David Chard and Beth Harn of the Center on Teaching and Learning, University of Oregon, presented this resource at the Oregon Conference February 15-16, 2007. | ||||||
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| This report developed by the U.S. Department of Education Institute of Education Sciences offers prevention, implementation, and school-wide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities. | ||||||
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| Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Sharon Vaughn of the Vaughn Gross Center, University of Texas at Austin. | ||||||
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A major concern for parents is how to help their children who experience difficulty in school. This RTI Primer for Parents, developed by the National Association of School Psychologists, helps parents understand the RTI approach to providing services and interventions to struggling learners, including early intervention through academic and behavioral supports rather than waiting for a child to fail before offering help. It also suggests ways parents can become involved in the process and provides links to additional RTI resources. It is available at http://www.reading rockets.org/article/15857.
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| This document is a summary of a two-day OSEP-sponsored symposium held October 30-31, 2006, by the National Association of State Directors of Special Education. It presents an overview of the way in which Response to Intervention (RTI) and Early Intervening Services (EIS) intersect. It also provides legislative background, a description of RTI, and a summary of barriers and recommendations generated by the participants at the symposium. It is available for download below or at NASDSE's website http://www.projectforum.org/docs/RtIasitRelatestoEIS.pdf. | ||||||
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NASDSE has released the first document in its Response to Intervention Blueprint series: Response to Intervention Blueprints for Implementation: School Building Level. This document provides step-by-step implementation guidelines, resources, and tips for school-level personnel from experienced RTI implementers. It is designed to provide a framework around which RTI implementation can be built. |
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| NASDE has released a second document in its Response to Intervention Blueprint series: Response to Intervention Blueprints for Implementation: District Level. This document provides step-by-step implementation guidelines, resources, and tips for district-level staff from experienced RTI implementers. It is designed to provide a framework around which RTI implementation can be built. | ||||||
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| These dialogue guides from the IDEA Partnership are models for conducting interactive discussions around the implementation of IDEA 2004 across stakeholders in states and districts, with such diverse audiences as local administrators, family, practitioners, teachers, service providers, policymakers, and higher education staff. Each dialogue guide includes: 1) facilitator's handbook, 2) topical documents with content information, 3) Dialogue Starters that identify questions to guide the dialogue. To access these guides, go to http://www.ideapartnership.org/page.cfm?pageid=28 | ||||
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| The IDEA Partnership has released a PowerPoint and advanced presenter's guide that outlines advantages of Response to Intervention and its framework within general education, and how to use this framework as part of the Specific Learning Disability identification process. It addresses how standard treatment protocols can be used within a problem-solving model rather than treating standard protocol and problem-solving as an either-or dichotomy. It is intended both for those that are beginning to wrestle with how to implement SLD identification in an RTI framework and for those who are looking for a resource that will help them train others on RTI. The PowerPoint is available at http://www.ideapartnership.org/documents/RTI-advanced-ppt-7-30-07.ppt. A presenter's guide is available at http://www.ideapartnership.org/documents/RTI-advanced-presenter-guide-7-30-07.pdf. | ||||
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This article from the RTI Action Network provides an orientation to RTI implementation in secondary schools. It provides a definition of RTI and a rationale for using RTI in secondary education, discusses myths and challenges facing implementation at the secondary school level, and suggests some questions to ask when looking for positive signs of readiness to engage in an RTI initiative. It is available for download here. |
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| This paper is a joint product by the National Association of State Directors of Special Education (NASDSE) and the Council of Administrators of Special Education (CASE) at the Council for Exceptional Children. These two organizations have joined together to prepare an overview of Response to Intervention (RtI) to share with both general and special educators. It is their goal to engage the general education community in conversations and strategies to provide knowledge and technical assistance to help implement this successful approach to teaching all children, including students with disabilities. It is available at http://www.casecec.org/pdf/rti/RtI%20An%20Administrator%27s%20Perspective%201-061.pdf. | ||||
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| Batsche, G., Elliot, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education. Recently, federal law has generated a strong interest in response to intervention (RTI). This booklet provides a background and history of the development of the RTI model. It also contains useful information for administrators who are considering implementing RTI and those who would simply like to know more about what it means and how it can be used. While not intended to be a comprehensive implementation guide, the utility of this booklet lies in its broad survey of RTI, beginning with its support in the newest federal laws on identification of learning disabilities and continuing by addressing practical topics such as the principles and components of RTI and concluding with policy considerations and professional development. It is available by ordering online at http://nasdse.org/Default.aspx?TabID=446&CategoryID=20&LangID=0 for $15 a copy. A PowerPoint presentation is also available; click on the link below. | ||||||
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| This document from the National Association of State Directors of Special Education (NASDSE) responds to concerns about a lack of a research base for RTI. It is a compilation of 25 of the most important articles of research for each topic regarding traditional LD diagnostic practices and RTI. In addition, the most seminal five articles for each topic are annotated to summarize findings. This book serves as a complement to NASDSE's earlier book Response to Intervention: Policy Considerations and Implementation. | ||||||
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| This policy analysis, developed by NASDSE, describes RTI implementation in six states: Colorado, Florida, Iowa, Kansas, Pennsylvania, and Rhode Island. The document describes information found on state websites and subsequently provided by state staff in the areas of RTI structure, administration, implementation, data and outcomes and challenges. | ||||||
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