Library
The Library includes research and resources (developed outside of TCLD) related to:- multi-tiered interventions in reading, math, and behavior,
- progress-monitoring tools, and
- specific identification methods for learning disabilities based on RTI models.
Resources are evaluated by TCLD staff and expert reviewers prior to posting. New resources are reviewed and posted on an ongoing basis. Click here to see our resource review procedures.
There are 49 resources matching your request.
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners
The National Center for Culturally Responsive Educational Systems
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners, developed by NCCREST, includes information on how best to implement Response to Intervention (RTI) in a way that will provide an equitable educational opportunity for students who are English Language Learners.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Monday, December 15, 2008
Culturally Responsive Response to Intervention
The National Center for Culturally Responsive Educational Systems
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.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Thursday, February 25, 2010
Data-Based Instructional Decision Making
National Center on Student Progress Monitoring
This session was intended for those who have already been trained in CBM in reading and/or mathematics or those who are currently implementing CBM in reading or mathematics. Advanced issues covered included interpreting CBM reading and mathematics data, using the data base to inform instructional decision making, and selecting research-validated interventions. This session was geared toward teachers who are currently implementing CBM and administrators who are supporting CBM implementation.
Grade level: K-12
http://
Resource type: PDF or PowerPoint
Date posted on this site: Wednesday, August 08, 2007
Education for Students with Reading/Learning Disabilities: What Makes It 'Special'
Center on Instruction
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.
Grade level: K-12
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Resource type: PDF
Date posted on this site: Wednesday, August 08, 2007
Fidelity of Implementation within an RTI Framework
National Center on Response to Intervention
This webinar, produced by The National Center for Response to Intervention and led by Dr. Daryl Mellard, provides background knowledge about fidelity and how it plays an integral role within the entire RTI framework at the school and classroom levels. The webinar includes examples of how to assess fidelity, and offers resources and tools that can be used for this purpose.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Friday, June 18, 2010
Field Studies of RTI Programs
RTI Action Network
This article from the RTI Action Network reviews published field studies on the effectiveness of different RTI models. The corpus of identified studies includes examples of the standard protocol model, the problem-solving model, and a combination of both.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Tuesday, June 16, 2009
How Progress Monitoring Assists Decision Making in a Response to Instruction Framework
National Center for Student Progress Monitoring
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.
Grade level: K-12
http://
Resource type: PDF or WordDoc
Date posted on this site: Wednesday, August 08, 2007
How the EBIS/RTI Process Works in Secondary Schools
Tigard-Tualatin School District
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.
Grade level: 7-12
http://www.ttsd.k12.or.us/district/ebis/ebis-1/Secondary%20EBIS%20Handbook%2010%2028%2009%20pdf.pdf
Resource type: PDF
Date posted on this site: Thursday, July 08, 2010
How the EBIS-RTI Team Process Works in Elementary Schools
Tigard-Tualatin School District
How the EBIS-RTI Team Process Works in Elementary Schools, developed by the Tigard-Tualatin School District, includes information on EBIS as a structured, systematic process involving the following features and activities: team membership, school-wide planning, planning for the 20%, monthly meetings, and individualizing-intensifying interventions.
Grade level: K-5
http://
Resource type: PDF
Date posted on this site: Wednesday, November 04, 2009
Identification of Students with LD Under IDEA 2004: Oregon Response to Intervention
Oregon Department of Education
This document provides information to assist school districts in designing and adopting an RTI approach that best fits the district, is technically sound, and is sustainable.
Grade level: K-12
http://
Resource type: WordDoc
Date posted on this site: Wednesday, August 08, 2007
Implementing Student Progress Monitoring on a Statewide Basis
National Center on Student Progress Monitoring
This PowerPoint presentation from the National Center on Student Progress Monitoring 2006 Summer Institute provided an overview of Pennsylvania’s statewide progress monitoring initiative. Included was a discussion of the Commonwealth’s 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 were also shared. The handouts are also available for download.
Grade level: K-5
Resource type: Multiple
Date posted on this site: Monday, September 17, 2007
Indicators of School Readiness for RtI: A Self-Assessment Tool
Colorado Department of Education
Colorado Department of Education has developed a variety of tools to assist schools in implementing an RtI model. The Indicators of School Readiness for RtI: A Self-Assessment Tool is a rubric that allows educators to assess how prepared their school is for RtI implementation and to formulate a school profile. This information can be used to determine next steps for RtI implementation.
Grade level: K-12
http://
Resource type: PDF or WordDoc
Date posted on this site: Wednesday, August 08, 2007
LD Talk Transcript: Reading and RTI: How Students Benefit from Multi-Tiered Instruction and Intervention
National Center for Learning Disabilities
Drs. Sharon Vaughn and Jeanne Wanzek answered questions about features of evidence-based reading instruction, the delivery of effective supplemental services, the importance of collecting and using data to inform instruction, and offered information about the implementation of RTI.
Grade level: K-12
http://
Resource type: WordDoc
Date posted on this site: Thursday, December 06, 2007
Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention
National High School Center
This 2007 brief, developed by the National High School Center, describes issues relating 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 a case study of a high school that implemented RTI.
Grade level: 6-12
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Resource type: PDF
Date posted on this site: Wednesday, October 08, 2008
Planning and First Steps
National Center on Response to Intervention
Planning and First Steps for RTI, a webinar presentation by Alexandra Hilt-Panahon and Deborah Gould Stover in collaboration with the National Center on Response to Intervention, offers an example of RTI implementation. Topics covered include the initial district planning, introducing RTI to stakeholders, creating data teams and staff alignment, developing schedules, and providing professional development. Examples of school-wide schedules and professional development are provided.
Grade level: K-5
http://
Resource type: Website
Date posted on this site: Friday, June 18, 2010
Problem-Solving Model Pilot: The Problem-Solving Process and Graphics
North Carolina Department of Education
North Carolina has developed a Problem-Solving Model Pilot and accompanying Problem-Solving Model Process Graphics (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 at the link below.
Grade level: K-12
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Resource type: Website
Date posted on this site: Wednesday, October 08, 2008
Progress Monitoring Within a Multi-Level Prevention System
RTI Action Network
Progress Monitoring Within a Multi-Level Prevention System, developed by Lynn S. Fuchs for the RTI Action Network, includes information on how progress monitoring is used within a multi-level prevention system.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Wednesday, November 04, 2009
Reducing Behavior Problems in the Elementary School Classroom
U.S. Department of Education Institute of Education Sciences
Reducing Behavior Problems in the Elementary School Classroom, 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.
Grade level: K-5
http://
Resource type: Website
Date posted on this site: Tuesday, June 16, 2009
Response to Intervention (RTI): 3 Tiered System A Model to Meet Student Needs in the Minneapolis Public Schools
Minneapolis Public Schools
This webinar was presented by Tom Hegranes, Ann Casey, and Doug Marston from the Minneapolis Public Schools on June 20, 2006. Since the mid-1990's, Minneapolis Public Schools (MPS) has implemented a problem-solving approach to delivering early intervening services to struggling learners. This approach involves documenting student responses to interventions and, when satisfactory progress is not made, referring children for special education evaluation. The Minneapolis Problem-Solving Model is similar to the response to intervention approach (RtI) authorized under IDEA 2004.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Wednesday, August 08, 2007
Response to Intervention Blueprints for Implementation: District and School Building Levels
National Association of State Directors of Special Education
This Blueprint provides step-by-step implementation guidelines, resources and tips from RtI implementers with many years of experience. The Blueprints are intentionally designed to provide a framework around which RtI implementation can be built.
Grade level: K-12
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Resource type: PDF
Date posted on this site: Wednesday, October 08, 2008
Response to Intervention in Pennsylvania
The IDEA Partnership
This presentation at the Supporting the Performance of Diverse Learners conference was sponsored by the Individuals with Disabilities Education Act (IDEA) Partnership at the National Association of State Directors of Special Education, the Consortium for School Improvement at the Council of Chief State School Officers, the Center for Comprehensive School Reform and Improvement, and the Comprehensive School Reform Support and Capacity Building Program at the Education Alliance at Brown University.
Grade level: K-12
http://
Resource type: PowerPoint
Date posted on this site: Wednesday, August 08, 2007
Response to Intervention in Secondary Schools: Is It on Your Radar Screen?
RTI Action Network
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.
Grade level: 6-12
http://
Resource type: Website
Date posted on this site: Tuesday, June 16, 2009
Response to Intervention Podcasts
California Services for Technical Assistance and Training (CALStat), Sponsored by the California Department of Education
These 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's Arlene Hein Elementary.
Grade level: K-12
http://
Resource type: Multiple
Date posted on this site: Wednesday, October 08, 2008
Response to Intervention Training for California Educators
California Department of Education
This web site contains an archive of the Webcast Training Series that began March 16, 2006. Top educators from across the nation provided information on implementing a multi-tier RTI system aligned with NCLB that is designed to improve child academic and behavioral outcomes. Materials related to each presentation are available under the "Materials" tab. Webcasts include: RTI-Why Now?, What is RTI?, Administrative Issues in RTI, Instruction in RTI Systems, RTI - Getting Started. Presenters in this series include Jack Fletcher, Dan Reschly, David Tilly, Sharon Kurns, and Amanda Van Der Heyden. As some of the most knowledgeable researchers in the field of Response to Intervention, their information will be invaluable to RCCs and state departments of education as they gain understanding of RTI and related implementation issues.
Grade level: K-12
http://
Resource type: Multiple
Date posted on this site: Wednesday, August 08, 2007
Response to Intervention, Joint White Paper
National Association of State Directors of Special Education
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.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Wednesday, August 08, 2007
Response to intervention: A case illustration
National Association of State Directors of Special Education
Presented at the National Association of State Directors of Special Education Satellite Series in November 2005. This presentation identifies system, district, and building-level supports needed for RtI implementation.
Ernst, L., Miller, B., Robinson, W., & Tilly, W. D. (November 2005). Response to intervention: A case illustration.
Grade level: K-3
http://
Resource type: PDF
Date posted on this site: Wednesday, August 08, 2007
Response to Intervention: An Implementation and Technical Assistance Guide for Districts and Schools
West Virginia Department of Education
Descriptions of the fundamental knowledge, skills, procedures and practices operationalized by the pilot schools are provided in this document, which serves as an administrator's and practitioner's guide for implementing and sustaining a K-3 response to intervention model.
Grade level: K-3
http://
Resource type: WordDoc
Date posted on this site: Wednesday, October 08, 2008
Response to Intervention: Online Modules: RTI Part 1 - An Overview
IRIS Center for Faculty Enhancement
This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) model. It also offers a brief overview of each tier in the RTI model and explains its benefits.
Grade level: K-12
http://
Resource type: Online Module
Date posted on this site: Wednesday, August 08, 2007
Response to Intervention: Online Modules: RTI Part 2 - Assessment
IRIS Center for Faculty Enhancement
This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.
Grade level: K-12
http://
Resource type: Online Module
Date posted on this site: Wednesday, August 08, 2007
Response to Intervention: Online Modules: RTI Part 3 - Reading Instruction
IRIS Center for Faculty Enhancement
This module illustrates different research-based reading strategies that may be used with the Response-to-Intervention model to improve reading skills.
Grade level: K-3
http://
Resource type: Online Module
Date posted on this site: Monday, September 17, 2007
Response to Intervention: Online Modules: RTI Part 4 - Putting It All Together
IRIS Center for Faculty Enhancement
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI.
Grade level: K-12
http://
Resource type: Online Module
Date posted on this site: Monday, September 17, 2007
Responsive Instruction: Refining Our Work of Teaching All Children Virginia's "Response to Intervention" Initiative
Commonwealth of Virginia Department of Education
This guidance document is designed to assist school divisions in understanding what RtI is, its origins in educational practice and research, its usefulness and value, and several ways it can be implemented.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Wednesday, October 08, 2008
RTI and Disproportionate Representation: An Annotated Bibliography
National Center on Response to Intervention
This annotated bibliography, developed by The National Center on RTI, outlines citations for key articles for understanding disproportionate representation. For ease of use, the bibliography is categorized into three sections: Practitioner-oriented, Practitioners Who Want to Learn More, and Research-oriented. The Practitioner-oriented category is mainly composed of articles that are simple and practical. The category entitled, Practitioners Who Want to Learn More, is for those who want more detailed information about disproportionality. While the majority of the articles are research-based, the Research-oriented category has more articles that focus on the technical and conceptual aspects of disproportionality.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Tuesday, June 15, 2010
RTI and Math Instruction
RTI Action Network
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.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Tuesday, June 16, 2009
RTI Online Module (Part 5): A Closer Look at Tier 3
The IRIS Center for Faculty Enhancement
This module describes which students will receive Tier 3 intervention, components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners.
Grade level: K-12
http://
Resource type: Online Module
Date posted on this site: Wednesday, October 08, 2008
Schools, Families, and Response to Intervention
RTI Action Network
Schools, Families, and Response to Intervention, developed by the RTI Action Network, includes information from Amy Reschly on how RTI is an opportunity to bring about meaningful change in family-school relationships, allowing for the creation of engaged partnerships between educators and families through collaborative, structured problem-solving efforts.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Wednesday, November 04, 2009
Special Education Eligibility Standards from Iowa RtI
Iowa Department of Education
This 45 page document includes extensive information on assessments, working with culturally and linguistically diverse students, and determining discrepancy. Special Note: While this resource does address issues of special education identification, it also provides some very valuable information in other areas: (1) appropriate information on instructional integrity, (2) content on instructional need and progress monitoring, and (3) good model of how instruction can be addressed within a policy context.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Wednesday, August 08, 2007
Technical Assistance Paper - The Response to Intervention (RtI) Model
Florida Bureau of Exceptional Education and Student Services
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.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Wednesday, August 08, 2007
The IDEA Partnership Collection on RTI
The IDEA Partnership
A Partnership Collection, a website developed by The IDEA Partnership, provides access to a comprehensive collection of materials and resources to assist the understanding of Response to Intervention (RTI) processes. The collection is designed to assist learning about Response to Intervention and best practices for its implementation on all levels-- federal, state, and local.
Grade level: K-12
Resource type: Website
Date posted on this site: Friday, June 18, 2010
The Prevention and Identification of Math Disabilities Using RtI
National Research Center on Learning Disabilities
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.
Grade level: K-3
http://
Resource type: PowerPoint
Date posted on this site: Wednesday, August 08, 2007
The RTI Data Analysis Teaming Process
RTI Action Network
The RTI Data Analysis Teaming Process, developed by the RTI Action Network, includes information by Joseph Kovaleski and his colleagues from the Indiana University of Pennsylvania describing a Data Analysis Teaming process and providing a script for team meetings that allows all team members to be involved in planning for every student's academic performance.
Grade level: K-12
Resource type: Website
Date posted on this site: Wednesday, November 04, 2009
Tiered Instruction and Intervention in a Response-to-Intervention Model
RTI Action Network
Tiered Instruction and Intervention in Response-to-Intervention Models, developed by Edward S. Shapiro for the RTI Action Network, includes a detailed explanation of the multi-tiered instructional components of RTI.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Wednesday, November 04, 2009
Universal Screening for Reading Problems: Why and How Should We Do This?
RTI Action Network
Universal Screening for Reading Problems: Why and How Should We Do This, developed by Joseph R. Jenkins and Evelyn Johnson for the RTI Action Network, includes information on early screening of all students to identify those at risk for academic and/or behavior difficulties.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Wednesday, November 04, 2009
Using Curriculum-Based Measurement to Determine Response to Intervention
National Center on Student Progress Monitoring
In this session, an overview of Response to Intervention (RTI) was provided. In addition, specifics about how to use CBM in reading and math were explained for: * Identifying students in need of Tier 2 intervention, * Determining whether response to Tier 2 intervention is inadequate and therefore special education may be appropriate, * Applying CBM decision making in Tier 2 special education to formulate effective individual intervention plans, and * Determining whether Tier 3 special education response is sufficient to consider exiting special education.
Grade level: K-12
http://
Resource type: Multiple
Date posted on this site: Wednesday, August 08, 2007
Using Response to Intervention for Washington's Students
Washington State Special Education, Office of Superintendent of Public Instruction (OSPI)
This document was designed to explain the principles and components of the RTI process provide guidelines related to decision making within a RTI system, recommend how to use RTI data in identifying specific learning disabilities, answer common questions, and identify additional resources.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Thursday, December 06, 2007
Using Student Achievement Data to Support Instructional Decision Making
U.S. Department of Education Institute of Education Sciences
The purpose of this practice guide, developed by IES, is 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.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Friday, June 18, 2010
Utah's Three Tier Model of Reading Instruction
Utah State Office of Education
This document was developed to provide Utah educators with a process for delivering quality, research-based instruction using Utah's Core Curricula by guiding educators K-12 in implementing a 3 Tier Model of Reading Instruction.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Thursday, December 06, 2007
What is RTI? webinar
National Center on RTI
This webinar described basic concepts of RTI and how it can be implemented in schools. Presenter Dr. Daryl Mellard shared examples to illustrate how teams can be organized within schools to implement RTI.
Grade level: K-12
http://
Resource type: Multiple
Date posted on this site: Wednesday, October 08, 2008
What is Scientifically-Based Research on Progress Monitoring
National Center on Student Progress Monitoring
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.
Grade level: K-12
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Resource type: PDF File
Date posted on this site: Tuesday, May 01, 2007