About the Special Education Strand
The Center on Instruction offers materials and resources to build educators’ knowledge on instruction for students with disabilities, including guidance on the application of scientifically based research and, specifically, Response to Intervention.
Special Education: Grades K-12: Resources
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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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This resource from the Center on Instruction contains both a web-based self-assessment and resource filtering tool that SEAs can use to determine their level of RTI implementation and find resources that are relevant to their needs. The self-assessment allows users to indicate their current implementation activities within several elements of RTI, and the results of the assessment yield a unique set of useful resources that are relevant given the user’s current implementation level and that may provide guidance as RTI is further implemented. The resources consist of those that are relevant to RTI implementation that have already been internally reviewed and are posted on the COI website. To access the RTI CTRL tool, click on http://www.rtictrl.org. A webinar providing an overview of the tool and discussing how it can help RCCs build capacity of SEAs was held August 17, 2009; the archived WebEx file and the PowerPoint presentation can be accessed here. |
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This collaborative report from the Center on Instruction, the National High School Center, and the National Center on Response to Intervention, summarizes what the High School Tiered Interventions Initiative (HSTII) has learned about effective implementation of RTI in high schools. It provides a brief description of the RTI framework and the essential components of RTI, illustrates how the essential components of RTI are implemented at eight schools, and highlights contextual factors unique to high schools as well as how these factors can affect school-level implementation of tiered interventions. The document is available for download below. A webinar, The High School Tiered Intervention Initiative: The Implementation of Tiered Interventions and RTI in High Schools, was held February 11, 2010, to share information incorporated into this document. This webinar was second in a series of webinars which included one which introduced the project: The High School Tiered Interventions Initiative, held September 23, 2009, and the latest one, High School Response to Intervention: Progress Monitoring, held May 11, 2010. Archived webinar files and PowerPoint presentations from the webinars are available for download. |
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in the area of "data systems to support instruction", consider that COI's resources cover the use of data to inform instructional practices and decision making; inform professional development for teachers and administrators; and improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan for "turning around lowest-performing schools", COI's resources can help you understand research-based practices to provide high-quality instruction and effective intervention to reach struggling students. Our resources can also help principals understand how to plan initiatives to improve the instructional programs for students and how to serve as an instructional leader at their school. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in "effective leaders and teachers", consider that COI's resources cover the research on high-quality instruction and interventions; using data to inform instruction; high-quality coaching and professional development for your teachers; and how to improve teacher and principal effectiveness. | ||||||
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| As you apply for ARRA funds and implement your plan, COI's resources can guide you in your decision-making about what reforms work and how to implement them most effectively in the area of "standards and assessments". COI's resources can help you implement high-quality assessments and use information from assessments to guide classroom instruction. | ||||||
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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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| 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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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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| 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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| 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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To investigate the ways in which academic and behavior problems develop, McIntosh, Homer, Card, Boland, and Good (2006) conducted a retrospective longitudinal analysis of the interaction between reading skills and problem behavior among students from kindergarten through Grade 5 in a school district that was implementing universal support systems for both reading and behavior. The authors also sought to determine the usefulness of screening assessments in reading to predict responses to school-wide positive behavior support. This Center on Instruction synopsis outlines the authors' hypotheses, describes the results of their data analysis from reading and behavior measures, and discusses implications of these results for prevention of and intervention in both reading and behavior problems. The study appeared in School Psychology Review, 35, 275-291. The Center on Instruction hostd a webinar on October 10, 2008, to allow author Kent McIntosh to discuss this study. The archived WebEx file and PowerPoint presentation can be accessed here. |
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Students with learning disabilities often experience difficulty making the transition from primary-level "learning to read" to upper-level "reading to learn". The Center on Instruction's synopsis of "Improving Comprehension of Expository Text in Students with Learning Disabilities: A Research Synthesis" discusses the results of a synthesis of 29 studies that addressed instructional approaches for enhancing reading comprehension and their implications for helping students with LD improve their reading comprehension in content-area instruction. The authors describe two main types of interventions: content enhancement and cognitive strategy instruction, both found to be highly effective in this population. The Center on Instruction hosted a webinar in June 2008 with author Asha Jitendra to discuss the results of the synthesis. The archived WebEx file can be accessed here. |
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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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| 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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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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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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| 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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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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| This brief from the National Comprehensive Center for Teacher Quality examines relationships between teacher preparation, teacher practice, and outcomes for students with special needs to better equip general and special education teachers with the knowledge and skills leading to improvements in student achievement. The brief can be accessed here. | ||||
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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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| 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 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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| 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 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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| 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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| 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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| 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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| 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 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. The document can be downloaded below, or you can click here for more information. | ||||||
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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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| The IDEA Partnership Collection on RTI, a website developed by the IDEA Partnership, is the result of the collaborative work of 65 partner organization representatives, five technical assistance providers, and a number of state and local organizations and agencies representing a range of roles at all levels of the education system and geographic locations across the country. The Collection provides access to a comprehensive database of materials and resources to assist in the understanding of RTI processes and best practices for its implementation on all levels: federal, state, and local. To access this collection, click here. | ||||
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This website database developed by the National Center on Response to Intervention provides resources on topics related to RTI, ranging from policy documents and briefs to trainings and tools developed by states, districts, or territories in the United States all of which are in different stages of implementing RTI. These resources were compiled to share examples and information across states. They were gathered from public sources and are intended only to provide examples (not recommendations) of RTI implementation in the field. To access the database, click here. |
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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 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 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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| This practice guide, developed by the Institute of Education Sciences, is designed to help K-12 teachers and administrators use student achievement data to make instructional decisions intended to raise student achievement. These decisions include, but are not limited to, how to adapt lessons or assignments in response to students' needs, alter classroom goals or objectives, or modify student-grouping arrangements. The guide also provides recommendations for creating the organizational and technological conditions that foster effective data use. To access this document, click here. | ||||
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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 policy brief, developed by the National High School Center, offers an overview of the major provisions of ARRA that may be used for funding high school improvement initiatives. It highlights suggestions made by the Department of Education regarding ways funds may be spent and provides best practices and resources related to these suggestions. It is available for download below. | ||||||
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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 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 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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| 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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Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report developed by the U.S. Department of Education Institute of Education Sciences describes how nine states define and support RTI at the state level, based on data collected between June and August 2008. The full report is available at http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2009077.pdf. |
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| Michael Hock, of the Center for Research on Learning at the University of Kansas, gave this PowerPoint presentation at the REL-Southeast "National Conference on Using Research to Strengthen RTI Decision-making and Implementation" in March 2009. It looks at two recent studies of literacy skills of secondary-level students in the context of an RTI framework. | ||||||
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Kris Kaase, Deputy State Superintendent from the Mississippi State Department, gave this PowerPoint presentation on the history of RTI in Mississippi, at the REL-SE "National Conference on Using Research to Strengthen RTI Decision-making and Implementation" in March 2009. It details state policy regarding RTI and lessons learned during implementation that SEAs and technical assistance providers can use in their work in other states. |
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| Joseph C. Witt, Professor Emeritus from Louisiana State University, gave this PowerPoint presentation on issues associated with assessing and improving fidelity of RTI, at the REL-SE "National Conference on Using Research to Strengthen RTI Decision-making and Implementation" in March 2009. | ||||||
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This RTI implementation guide from the Georgia Department of Education provides a brief overview of Georgia's 4-tier RTI model. It also includes details on interventions and programs for English Language Learners and Gifted Learners, Title I, the Early Intervention Program and Remedial Education Program, young children, and funding for interventions. With its chapter identifying ways in which parents and families can participate in effective family-school-community partnerships, its intended audience is anyone with a stakeholder interest in teaching and learning in Georgia. |
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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 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 policy forum proceedings document from Project Forum of the National Association of State Directors of Special Education (NASDSE) includes federal education regulatory language for universal design for learning (UDL). It summarizes panel presentations from the higher education, state-level, local-level and national-level perspectives. It also includes suggestions and proposed strategies to improve policy to impact implementation of UDL discussed throughout the panel and during the subsequent group discussions. | ||||||
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This resource, developed by Amy L. Reschly for the RTI Action Network, explains how RTI is an opportunity to bring about meaningful change in family-school relationships, allowing for the creation of engaged partnerships between educators and families through collaborative, structured problem-solving efforts. To learn more, click here to go to the RTI Action Network.
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This resource, developed by Joseph F. Kovaleski and his colleagues at the University of Pennsylvania for the RTI Action Network, describes a Data Analysis Teaming Process. It provides guidelines and a detailed script on how to plan and conduct meetings after benchmark screenings to review universal data, select students for tiered interventions, and discuss instructional strategies. It lists, in chronological order, the items that should be discussed, typical prompts that encourage discussion and decision-making, and suggestions for record keeping at each step. It also includes suggestions for team membership, the types of data to review, methods for analyzing student data, and how to plan interventions for students identified as needing additional support. To access this document, click here. |
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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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This resource, developed by Joseph R. Jenkins and Evelyn Johnson for the RTI Action Network, provides an in-depth introduction to early screening. It discusses why universal screening is important, explains how it fits into an RTI framework, and recommends steps for creating a reading screen as an identification of early predictors of later reading outcomes. To learn more, click here to go to the RTI Action Network website. |
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This resource, developed by Edward S. Shapiro of the Center for Promoting Research to Practice, Lehigh University, for the RTI Action Network, includes a detailed explanation of the multi-tiered instructional components of RTI. It provides an overview of steps necessary for moving to a multi-tiered system of instruction within a school. Designed for a school-level audience, it could also be used as a guide for districts or states developing a model. To learn more, click 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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| The RTI Action Network offers instructional video and audio content to highlight some of the important issues related to RTI. Currently they are featuring a video series from leading experts, including Bill East: Effective Ways for Local Education Agencies (LEAs) to Engage State Education Agencies (SEAs) and Schools Regarding RTI. It is available for viewing and downloading 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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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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| 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 article from the RTI Action Network discusses the RTI component of scientifically based instructions for all students--Tier 1. It also provides information on selecting a Tier 1 core program in reading, and addresses the issue of selecting core programs in other subjects of writing, mathematics, science, and social studies. It is available for download here. |
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| This article from the RTI Action Network addresses RTI implementation in mathematics. It presents three considerations required for decision-making in RTI: Who needs intervention? What type of intervention is needed? And is the intervention working? It then discusses the importance of implementation fidelity and system change to ensure desired and sustainable outcomes for mathematical learning. It is available for download here. | ||||
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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 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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| The National Center on Response to Intervention has established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. A Screening Reading Tools Chart which reviews DIBELS, Scholastic, STAR, and STEEP programs is available online (submission to the review process was voluntary). The Center provides this information to assist educators and practitioners in making informed decisions about scientifically based tools that best meet their individual needs. The Screening Reading Tools Chart is available here. | ||||
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| This report developed by the U.S. Department of Education Institute of Education Sciences describes how six state education agencies and three local education agencies in the Southeast Region are adopting and implementing Response to Intervention--an education approach designed to provide effective, evidence-based interventions for struggling learners. | ||||||
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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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| 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 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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| 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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| This article is the first in a two-part series on RTI at the secondary level in the March 2008 issue of the National Association of School Psychologists (NASP) Principal Leadership. It includes a general explanation of RTI, its importance to secondary school principals, and a description of the components of effective RTI programs. It is available for download at http://www.nasponline.org/resources/principals/RTI%20Part%201-NASSP%20February%2008.pdf | ||||
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| This article is the second in a two-part series on RTI at the secondary level in the March 2008 issue of the National Association of School Psychologists (NASP) Principal Leadership. It discusses tiered interventions including whole-school, small-group, and individual interventions that make RTI initiatives successful. It is available for download at http://www.nasponline.org/resources/principals/RTI%20at%20the%20Secondary%20Level%20Part%20II%20March%20NASSP.pdf | ||||
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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 Fall 2008 issue of Northwest Education, developed by the Northwest Regional Educational Laboratory, is devoted solely to RTI in the general education classroom. It provides examples of RTI at both the elementary and high school levels, as part of a comprehensive reading program and as part of a math program. It also includes an interview with Dean Fixsen of the National Implementation Research Network on "the gap between what research has shown to be effective and what actually gets put into practice." This document can be downloaded here. | ||||
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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 2008 webinar describes basic concepts of RTI and how it can be implemented in schools. Presenter Daryl Mellard of the National Technical Assistance and Dissemination Center on Response to Intervention shares examples to illustrate how teams can be organized within schools to implement RTI. | ||||||
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| In this archived presentation hosted by SchoolsMovingUp, a high school administrator, a central office administrator, and a project lead/instructional coach share their experiences from four years of implementing the Content Literacy Continuum (CLC), a type of RTI framework, in a high poverty, high minority, suburban/semi-rural high school identified for improvement. To access this archived webinar, visit http://www.schoolsmovingup.net/cs/smu/view/e/2841. Viewing the archives requires registration but it is free and requires no obligation. | ||||
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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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| 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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