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Special Education: Grades K-12: Resources
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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.
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Published: 2/1/2010 2:04 PM
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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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Published: 1/21/2010 3:17 PM
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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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Published: 1/21/2010 3:11 PM
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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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Published: 1/21/2010 3:01 PM
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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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Published: 1/21/2010 2:48 PM
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This suite of resources 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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Published: 7/23/2009 12:45 PM
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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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Published: 3/6/2009 4:28 PM
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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.
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Published: 3/6/2009 4:27 PM
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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.
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Published: 10/2/2008 8:40 AM
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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". This 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.
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Published: 7/17/2008 1:53 PM
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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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Published: 4/25/2008 1:55 PM
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A body of research-based practices is emerging to guide instruction for adolescent struggling readers. This practice brief 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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Published: 3/21/2008 7:47 AM
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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. This 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.
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Published: 2/15/2008 3:13 PM
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This report 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.
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Published: 10/10/2007 7:20 PM
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Results of this meta-analysis 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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Published: 8/13/2007 6:59 PM
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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.
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Published: 8/13/2007 6:49 PM
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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.
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Published: 3/9/2007 1:22 PM
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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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Published: 1/21/2010 2:30 PM
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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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Published: 1/20/2010 2:45 PM
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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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Published: 1/20/2010 2:12 PM
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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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Published: 1/20/2010 1:36 PM
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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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Published: 11/12/2009 1:47 PM
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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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Published: 11/12/2009 1:29 PM
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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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Published: 11/12/2009 1:14 PM
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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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Published: 11/12/2009 9:56 AM
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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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Published: 11/12/2009 9:26 AM
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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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Published: 11/3/2009 1:29 PM
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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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Published: 10/16/2009 4:19 PM
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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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Published: 10/16/2009 4:01 PM
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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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Published: 10/16/2009 3:38 PM
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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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Published: 10/16/2009 3:13 PM
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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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Published: 8/21/2009 1:28 PM
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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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Published: 7/24/2009 11:10 AM
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This resource, developed by Joseph F. Kovaleski and his colleagues at Indiana 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 learn more, click here to go to the RTI Action Network.
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Published: 7/23/2009 9:25 AM
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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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Published: 7/23/2009 8:57 AM
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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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Published: 7/22/2009 4:30 PM
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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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Published: 7/22/2009 2:59 PM
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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 to go to the RTI Action Network website.
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Published: 7/22/2009 1:46 PM
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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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Published: 6/19/2009 2:32 PM
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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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Published: 5/7/2009 2:34 PM
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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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Published: 5/7/2009 10:37 AM
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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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Published: 4/22/2009 12:50 PM
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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 at http://www.rtinetwork.org/Learn/Why/ar/RTIandMath/1.
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Published: 4/22/2009 12:42 PM
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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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Published: 4/22/2009 12:15 PM
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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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Published: 4/22/2009 11:57 AM
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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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Published: 4/21/2009 9:36 AM
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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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Published: 4/20/2009 8:43 AM
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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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Published: 4/20/2009 8:33 AM
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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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Published: 4/20/2009 8:23 AM
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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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Published: 4/15/2009 9:51 AM
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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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Published: 3/13/2009 12:45 PM
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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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Published: 3/13/2009 12:16 PM
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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 at http://www.nwrel.org/nwedu/14-01/.
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Published: 2/18/2009 9:24 AM
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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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Published: 1/23/2009 2:23 PM
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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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Published: 1/9/2009 1:14 PM
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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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Published: 12/26/2008 8:10 AM
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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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Published: 12/22/2008 10:01 AM
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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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Published: 12/22/2008 9:29 AM
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Presented at the 2006 Summer Institute on Student Progress Monitoring, this "Progress Monitoring in the Context of Responsiveness-to-Intervention" by Lynn Fuchs, Douglas Fuchs, John Hintze, and Erica Lemke provides clear distinctions between services offered in the different tiers of RTI and addresses both reading and math. This resource includes the PowerPoint presentation, a manual, and handout materials that include an appendix for additional RTI resources.
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Published: 12/19/2008 11:35 AM
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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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Published: 12/15/2008 11:22 AM
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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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Published: 12/4/2008 10:17 AM
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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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Published: 11/19/2008 3:24 PM
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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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Published: 11/3/2008 3:26 PM
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This guide developed by the West Virginia Department of Education Office of Special Education provides descriptions of the fundamental knowledge, skills, procedures and practices operationalized by schools in a 2005-2006 pilot program to study the benefits, challenges, costs and system changes inherent in implementing an RTI model. The document serves as an administrator's and practitioner's guide for implementing and sustaining a K-3 RTI model.
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Published: 9/17/2008 9:13 AM
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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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Published: 9/16/2008 10:12 AM
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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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Published: 9/16/2008 9:44 AM
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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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Published: 9/16/2008 9:26 AM
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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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Published: 9/16/2008 9:11 AM
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At the December 2007 NRCLD Response to Intervention Summit in Arlington, VA, Donald Deshler and Joseph Kovaleski led a breakout session titled "Secondary Applications of RTI: A Guided Discussion". The PowerPoint presentation and notes highlighting the discussion are available for download below.
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Published: 9/11/2008 2:44 PM
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The New Mexico Public Education Department has developed a manual that provides guidance and tools for its school districts and charter schools to use in order to build technically sound systems to effectively implement RTI. A pdf file of the manual can be downloaded below.
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Published: 9/10/2008 3:29 PM
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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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Published: 9/10/2008 10:35 AM
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This October 2007 guidance document from the Virginia Department of Education is designed to assist their state's school divisions in understanding RTI, its origins in educational practice and research, its usefulness and value, and ways it can be implemented effectively.
To access this document, go to http://www.rrfcnetwork.org/index.php?option=com_bookmarks&task=view&id=562
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Published: 9/9/2008 1:56 PM
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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, go to http://ies.ed.gov/ncee/wwc/publications/practiceguides/#adlit_pg
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Published: 9/9/2008 9:57 AM
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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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Published: 8/28/2008 8:38 AM
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This 2007 brief developed by the National High School Center describes issues related to the implementation of RTI at the high school level. It provides an overview of RTI, describes current research on RTI and secondary education, and provides an example, the Long Beach, CA school district, that implemented RTI so successfully at the high school level that they are applying it to their middle schools. The document is available for download below.
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Published: 8/13/2008 9:55 AM
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The Council for Exceptional Children's May/June 2007 issue, edited by guest editors Douglas and Lynn Fuchs, provides a cogent framework for understanding RTI as a means of preventing academic failure and identifying students as having learning disabilities. The articles in this special issue present a coherent set of developmental practices that can provide administrators and practitioners with an understanding of the benefits of using RTI and demonstrate how instruction and a tiered approach to service delivery, along with progress monitoring, can be implemented within schools and classrooms. The document is available for download below.
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Published: 8/12/2008 9:01 AM
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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.ncpublicschools.org/ec/development/learning/responsiveness/psmgraphics (graphics).
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Published: 8/11/2008 4:19 PM
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Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Jack M. Fletcher, Distinguished University Professor, University of Houston.
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Published: 7/29/2008 3:10 PM
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The IDEA Partnership has developed RESULTS for KIDS: RESOURCES (RKR Library), a library of online information which responds to challenges and opportunities inherent in the Individuals with Disabilities Education Act (IDEA 2004) and NCLB. It focuses on models, curricula, practices, policy, research, tools, and resources that can improve outcomes for all struggling learners. The School, District, Community, and State Initiatives section describes activities that are making progress in raising achievement and otherwise contributing to school improvement and positive outcomes for students.
To access school initiatives on RTI, early intervening services, and related problem-solving initiatives, visit http://www.ideapartnership.org/report.cfm?reportid=308.
To access district-level initiatives and community initiatives, visit http://www.ideapartnership.org/report.cfm?reportid=307.
To access state initiatives, policies, and practices, visit http://www.ideapartnership.org/report.cfm?reportid=309.
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Published: 7/25/2008 4:00 PM
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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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Published: 4/21/2008 10:59 AM
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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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Published: 4/18/2008 9:12 AM
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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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Published: 4/18/2008 9:11 AM
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The Office of Special Education Programs (OSEP) has recently funded the Center for State Implementation and Scaling-up of Evidence-based Practices (SISEP) to focus on smart and strategic implementation strategies. It will work to improve state capacity to carry out implementation, organizational change, and systems transformation strategies to maximize achievement outcomes for all students. The co-directors are Dean Fixsen and Karen Blase of the University of South Florida. For more information, visit http://www.scalingup.org.
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Published: 3/19/2008 2:21 PM
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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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Published: 3/5/2008 8:22 AM
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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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Published: 1/22/2008 5:41 PM
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This document from the Utah State Office of Education uses Utah's Core Curricula to guide educators K-12 in implementing a 3-tier model of reading instruction. While specific to Utah, it has potential utility for a broader audience of those just beginning implementation of RTI-multi-tiered models for reading instruction. It is available for download below or at their website, http://www.usoe.k12.ut.us/SARS/servicesinfo/pdfs/3-tierread.pdf.
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Published: 1/18/2008 11:03 AM
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The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools. To visit its website, go to http://www.pbis.org/.
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Published: 1/9/2008 5:18 PM
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The Center for Promoting Research to Practice at Lehigh University establishes partnerships with schools, parents and families, and community service providers to enhance the use of best practices for individuals with, or at risk for disabilities. It was designed to put empirically supported research into practice by generating new knowledge, demonstrating successful application of this knowledge to real life settings, and disseminating practical information. This website, at http://www.lehigh.edu/~ineduc/cprp/index.htm includes a recently released video on Response to Intervention (RTI).
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Published: 1/9/2008 5:14 PM
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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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Published: 1/9/2008 5:09 PM
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This report developed by the National Joint Committee on Learning Disabilities provides a brief overview of RTI and discusses issues related to implementation including use as an eligibility mechanism, parent participation, structure, and professional roles. It is available at http://www.ldaamerica.org/pdf/rti2005.pdf.
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Published: 12/17/2007 4:06 PM
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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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Published: 12/17/2007 12:10 PM
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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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Published: 8/3/2007 1:48 PM
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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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Published: 8/3/2007 1:12 PM
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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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Published: 8/3/2007 1:06 PM
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This PowerPoint presentation from the National Center for Student Progress Monitoring 2006 Summer Institute discusses issues related to successfully implementing CBM at the school or district level, including administrative leadership and support for staff. Participants at the Institute learned how to structure a CBM implementation process that includes and supports teachers as they implement this important practice, as well as how CBM can fit within a Response to Intervention model. This presentation also addresses how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners. Handouts are also available for downloading.
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Published: 8/3/2007 11:48 AM
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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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Published: 6/22/2007 5:14 PM
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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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Published: 5/18/2007 1:53 PM
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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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Published: 3/9/2007 7:22 PM
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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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Published: 11/13/2006 2:43 PM
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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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Published: 11/1/2006 2:27 PM
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This presentation, developed by researchers at the National Research Center on Learning Disabilities and given by Lynn Fuchs at the CEC conference in April 2006, provides on overview of a study in which RTI methods were implemented in first grade classrooms in six schools and focused on the improvement of math skills.
This document is available at http://www.nrcld.org/about/presentations/2006/L.FuchsMathCEC2006.pdf.
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Published: 8/25/2006 3:27 PM
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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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Published: 8/25/2006 3:14 PM
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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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Published: 8/25/2006 3:11 PM
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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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Published: 8/25/2006 3:07 PM
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This technical assistance paper, from the Florida Bureau of Exceptional Education and Student Services, delineates the purpose for RTI, explains how it should be implemented in different content areas, and discusses the use of RTI in determining eligibility for special education services. Available at http://www.fldoe.org/ese/pdf/y2006-8.pdf.
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Published: 8/25/2006 2:28 PM
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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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Published: 8/16/2006 3:51 PM
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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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Published: 8/16/2006 3:47 PM
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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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Published: 8/16/2006 3:43 PM
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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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Published: 8/16/2006 3:40 PM
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Dedicated to scientifically based reading research, the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin provides leadership to state and national educators in the implementation of effective reading instructional practices through research, technical assistance, and professional development. Center projects focus on enhancing the knowledge, skills, and practices of Texas educators in implementing the state curriculum standards - the Texas Essential Knowledge and Skills - in reading and language arts. To visit its website, go to http://www.texasreading.org.
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Published: 8/16/2006 3:35 PM
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The Florida Center for Reading Research conducts applied research that will have an immediate impact on policy and practices related to literacy instruction and assessment in Florida; disseminates information about research-based practices related to literacy instruction and assessment for children in pre-school through 12th grade; and conducts basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading. To visit its website, go to http://www.fcrr.org.
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Published: 8/16/2006 3:27 PM
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The IRIS (IDEA and Research for Inclusive Settings) Center for Faculty Enhancement was designed in response to a request from the U.S. Department of Education's Office of Special Education Programs. This national effort, serving college faculty working in preservice preparation programs, aims to ensure that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families. IRIS is the nation's only faculty enhancement center established for this purpose. To visit its website, go to http://iris.peabody.vanderbilt.edu.
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Published: 8/16/2006 3:21 PM
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The Access Center is a national technical assistance center funded by the U.S. Department of Education's Office of Special Education Programs. Its mission is to improve educational outcomes for elementary and middle school students with disabilities. They are dedicated to building the capacity of TA systems, States, districts, and schools, to help students with disabilities learn from the general education curriculum. To visit its website, go to http://www.k8accesscenter.org.
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Published: 8/16/2006 3:11 PM
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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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Published: 8/16/2006 3:09 PM
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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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Published: 6/21/2006 9:44 AM
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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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Published: 6/6/2006 11:55 AM
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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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Published: 6/1/2006 2:52 PM
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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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Published: 6/1/2006 2:51 PM
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Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Don Compton, Assistant Professor, Vanderbilt University.
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Published: 6/1/2006 2:47 PM
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