|
||
 |
||
|
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. |
||
|
|
|
||||||
|
||||||
|
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. |
||||||
|
|
||||||||
|
||||||||
|
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. |
||||||||
|
|
||||||||
|
||||||||
| 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. | ||||||||
|
|
||||||||
|
||||||||
| 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. | ||||||||
|
|
||||||||
|
||||||||
|
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. |
||||||||
|
|
||||||||
|
||||||||
|
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. |
||||||||
|
|
||||||||
|
||||||||
|
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. |
||||||||
|
|
||||||||
|
||||||||
| 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. | ||||||||
|
|
||||||||
|
||||||||
| 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). | ||||||||
|
|
||||||||
|
||||||||
|
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. |
||||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||||||||
|
||||||||||
|
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. |
||||||||||
|
|
||||||||
|
||||||||
|
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. |
||||||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||||
|
||||||
|
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. |
||||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
|
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. |
||||
|
|
||||||
|
||||||
|
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. |
||||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
|
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. |
||||
|
|
||||
|
||||
|
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. |
||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
|
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. |
||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||
|
||||
|
This article from the RTI Action Network reviews published field studies on the effectiveness of different RTI models. It is available for download here. |
||||
|
|
||||
|
||||
| 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 | ||||
|
|
||||
|
||||
| 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 | ||||
|
|
||||
|
||||
| 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. | ||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||||||||
|
||||||||||
| 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. | ||||||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||
|
||||
| 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 | ||||
|
|
||||
|
||||
|
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, click here. |
||||
|
|
||||
|
||||
|
This practice guide from the What Works Clearinghouse offers five evidence-based recommendations for educators to use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It also discusses the quality and quantity of evidence that supports them. This guide will help educators implement strategies to improve literacy practices, with examples of how this implementation may occur in a school setting. To access this document, click here. |
||||
|
|
||||||
|
||||||
| This 2007 guide developed by the Stupski Foundation provides an overview of the Content Literacy Continuum (CLC), a replicable district-level model of instruction to meet the differentiated needs of struggling adolescents. It is available for download below or at their website, http://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf. | ||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||
|
||||
|
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. |
||||
|
|
||||
|
||||
|
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document from the National Center for Student Progress Monitoring first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented. The document is available at http://www.studentprogress.org/library/articles.asp#whatisresearch. |
||||
|
|
||||
|
||||
|
Researchers at the National Center for Student Progress Monitoring studied a Response to Instruction model as a method of identifying children for special education services. To judge responsiveness, curriculum-based measures of oral reading fluency were used to monitor progress. This process generated a number of examples of how weekly progress monitoring, which includes systematic data interpretation and teacher action, is central to good decision making in an RtI framework. Two children are discussed whose profiles illustrate different aspects of the progress monitoring-RtI interface. The document is available at http://www.studentprogress.org/library/articles.asp#howprogress. |
||||
|
|
||||
|
||||
| The National Research Center on Learning Disabilities (NRCLD) is part of a federal effort to find improved, research-based ways to identify students with learning disabilities. NRCLD is a collaborative project among researchers at Vanderbilt University and the University of Kansas who conduct research on the identification of learning disabilities, formulate implementation recommendations, disseminate findings, and provide technical assistance to national, state, and local constituencies. Funding is provided by the U.S. Department of Education, Office of Special Education Programs. For information regarding the identification of learning disabilities within an RTI model, visit its website at http://www.nrcld.org. | ||||
|
|
||||||
|
||||||
| 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. | ||||||
|
|
||||
|
||||
|
This article by Doug and Lynn Fuchs, which presents a brief overview of Response to Intervention, is currently available online at http://www.reading.org/Library/Retrieve.cfm?D=10.1598/RRQ.41.1.4&F=RRQ-41-1-Fuchs.html. |
||||
|