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 19 resources matching your request.
An Emerging Model: Three-tier Mathematics Intervention Model
The Access Center
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.
Grade level: K-2
Resource type: PowerPoint and WordDoc
Date posted on this site: Wednesday, August 08, 2007
Choosing a Progress Monitoring Tool that Works for You
National Center on Student Progress Monitoring
This PowerPoint presentation from the National Center on Student Progress Monitoring 2006 Summer Institute introduced participants to a method to help them identify their needs and goals regarding student progress monitoring. They were then shown 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 is also available for download.
Grade level: K-5
Resource type: Multiple
Date posted on this site: Monday, September 17, 2007
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
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
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
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
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions
National Center for Culturally Responsive Educational Systems
In this brief, four key elements of culturally- and linguistically- responsive preferral intervention for culturally and linguistically diverse students.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Wednesday, October 08, 2008
Progress Monitoring Tools Chart
National Center on Response to Intervention
The Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, includes the results of the first annual review of reading and math progress monitoring tools.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Wednesday, November 04, 2009
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
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
http://
http://
Resource type: PDF
Date posted on this site: Wednesday, October 08, 2008
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
Responsiveness to Intervention and Learning Disabilities
National Association of School Psychologists
A brief overview of RTI is provided, including promising features, as well as concerns, unanswered questions, and research needs. Issues related to implementation, including use as an eligibility mechanism, parent participation, structure, and professional roles are addressed.
Grade level: K-12
http://
Resource type: PDF
Date posted on this site: Thursday, December 06, 2007
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
School RTI Initiatives
The IDEA Partnership
Schools' involvement in Response to Intervention and related problem-solving activities are among the many descriptions of school initiatives, with links, shown in the RKR Library. New descriptions are added regularly.
Grade level: K-12
http://
Resource type: Website
Date posted on this site: Wednesday, October 08, 2008
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
Supporting Teachers who are Implementing Student Progress Monitoring: A Guide for Administrators
National Center on Student Progress Monitoring
This session discussed issues related to successfully implementing CBM at the school or district level, including administrative leadership and support for staff. Participants 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 your Response to Intervention model. Templates for planning implementation were utilized throughout the session. In addition, this session addressed how to support the implementation of CBM in classes that have students with disabilities and/or English Language Learners.
Grade level: K-12
Resource type: Multiple
Date posted on this site: Wednesday, August 08, 2007
The Secondary Literacy Instruction and Intervention Guide
Stupski Foundation
This resource provides a clear, coherent and replicable district-level model incorporating evidence-based and research-validated literacy resources to meet the differentiated needs of struggling adolescents.
Grade level: 6-12
http://
Resource type: PDF
Date posted on this site: Thursday, December 06, 2007
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
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
http://
Resource type: PDF File
Date posted on this site: Tuesday, May 01, 2007